PBIS UNIVERSAL SYSTEMS, PRACTICES,

AND DATA-BASED DECISION MAKING

Workshop Expectations

Introductions

Let’s get to know each other!

• Schools/grade levels represented• PBIS implementation status at each school

PBIS History

Where Does PBIS Fit Today?

Does PBIS matter? Should we care? Is it worth the work?

Recent News Stories 3 students killed, several hurt in shooting at

Chardon High School; suspect in custody (SUN NEWS, Northeast Ohio, February 27, 2012)

Teen in custody after student shot at Maryland school (USA Today, August 27, 2012)

Taft High School shooting: Student shot at Bakersfield-area high school (ABC News, January 10, 2013)

Fatal shooting of Morgan Park student shines light on violence in city (CHICAGO SUND-TIMES, January 17, 2013)

Recent News Stories On Staten Island, Relentless Bullying Is Blamed for a

Teenage Girl’s Suicide (NY Times, Oct. 25, 2012) School Bullies Prey on Children With Autism (September 3,

2012) 3 Charged in Bullying Before a Youth’s Suicide, Officials Say

(NY Times, May 30, 2012) Accusations of Bullying After Death of Teenager (NY Times,

January 3, 2012) A 16-year-old student who was teased by his California

high school classmates … was charged as an adult for allegedly wounding a classmate with a shotgun and trying to target another. (Miami Herald, Jan. 14, 2013)

It was one of the most horrific cases of teenage bullying that captivated the country... Michael Brewer, 15, was viciously attacked by a group of bullies who threw rubbing alcohol on him and then lit him on fire. (Miami Herald, June 6, 2012)

What Happened to A Civil Society and Civil Schools?

We have them, but both can get better. Burden often falls on school teachers and

staff. It is not just the big things…little things

matter. Prevention is the key to reducing problem

behavior. School climate is key to prevention. PBIS is key to school climate.

School Climate

Think about schools What makes for positive school climate?

Trust & Respect Order & Discipline Collaborative Decision Making Student Interpersonal Relations Student-Teacher Relations

What Does PBIS Do for a School?

Trust & Respect Order & Discipline Collaborative Decision Making Student Interpersonal Relations Student-Teacher Relations Students feel safe Students are safe

Key Features of PBIS(from NASP presentation by Delaware Dept. of Education & University of

Delaware)

Positive & safe school climate enhances positive behavior AND academic, social, and emotional development

Preventing behavior problems requires clear expectations and recognition of positive behaviors

Self-discipline for children is a long-term goal

Decisions need to be based on data

Key Components of PBIS

Representative, school-wide team Clear, well-defined expectations and rules Consistent enforcement of rules Consistent reinforcement of appropriate

behavior Regular examination of data Regular evaluation of progress and school

Research/Studies

“…since the 1980s, a number of experimental studies have documented the effectiveness of the PBIS framework at the school-wide level. This body of research supports improvements in problem disciplinary behavior, school climate, organizational health, student bullying behavior and peer victimization, and academic achievement.”

- G Sugai and B Simonsen, June 2012

Research Resources

For links to research studies, go to

www.pbis.org

Click on the Research tab, and then see the

menu at left for research by subject area

Agenda for Today

• Why Implement PBIS?• Universal Practices• Ten minute break• Teaching Behavior• 11:30 Lunch Break• Data-Based Decision Making• Evaluation Tools• Ten minute break• Acknowledgements and Celebrations• Planning for future workshops/training• Survey

-Source: Jonesboro Sun, January 12, 2013

What Worked?

Logic for School-Wide PBIS

Schools face difficult challenges today Many expectations – safety, academic accomplishment,

social competence, etc. Students with widely varying backgrounds Traditional discipline approaches are insufficient Faculty with varying visions of effective discipline

Individual student interventions Effective, but can’t meet need

School-wide discipline systems Establish an environment where both social and

academic success is more likely

The Basics

What is PBIS?

-A decision-making framework that helps guide you in selecting and integrating a continuum of academic and behavioral practices that will improve student behavior and education outcomes.

Why is PBIS Important?

Change the climate of the school• Change the approach to

discipline• Change behavior of students• Increase students’ social and

academic outcomes

- From Marcus Buckingham and Curt Coffman: First, Break All The Rules: What the World’s Greatest Managers Do Differently, a book which presents the findings of the Gallup organization’s interviews with over 80,000 successful managers. Most powerful about these findings about successful management is that each “great” manager was identified based upon the performance results he produced in his organization. 

Applying this to the school environment:Administrators = ManagersTeachers = Supervisors

Elements of PBIS

Note: PBIS has been evolving for many years. It was, and still is in many areas of the country, referred to as PBS.

IMPLEMENTATION FIDELITY

EVALUATION

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

TEAM-DRIVEN

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING RtI CONTENT

EXPERTISE AND FLUENCY

Response to Intervention (RtI)

Response to Intervention (RTI) is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005)

Example of Multi-Tiered Systems of

Support (MTSS)

Core Features of RtI and PBIS

Universal research-based instructionUniversal screeningTeam-driven decision makingMulti-tiered approach to interventionsContinuous progress monitoringParent involvement

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

SWIS and ISIS-SWIS Tools

Check-in/ Check-out (CICO)

Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)

Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Social/Academic Instructional Groups (SAIG)

- Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004

Tier 2/Secondary

Tier 3/Tertiary

Inte

rven

tio

n

Assessm

en

t

Why Have Universal Tier?

Tier 1

Improving Classroom and School Climate for

ALL

Improving Support

for Students with EBD

Decreasing Reactive

Management

Increasing Active

Prevention

Maximizing Academic

Achievement

PBIS Universal Practices

Define • 3-5 school-wide expectations

Teach/Pre-correct• direct instruction – behavior lesson plans• in-the-moment reminders

Model/Practice • adults model what they teach• students practice what we teach

Acknowledge• daily recognition – ‘gotchas’, reward tickets, etc.• whole school celebrations

Re-teach • re-teach the expectation using different strategies• have the student practice the skill

Behavioral Expectations

Choose 3-5 broadly stated expectations

Use data to see what major challenges are and align expectations to those.

For example, if there are a lot of office referrals for harassment, Be Respectful may be a good choice.

Developing Expectations

Guidelines for developing rules based on school-wide expectations:

• State positively• Use common and few words• Show what the behavior “looks like”

-Peters Canyon Elementary School

Tustin, CA

PCE students are S.T.A.R.S.!Scholars:Treat Others with KindnessAct ResponsiblyRespect Themselves and OthersStay Safe

Example of School-Wide Expectations

continued

continued

Behavioral Matrix

Once school-wide behavioral expectations are defined in each area of the school, make a master chart, or Behavioral Matrix.

Display throughout the school.

-Chippewa Falls Unified School DistrictChippewa Falls, Wisconsin

-Hutchison Farm Elementary SchoolSouth Riding, Virginia

Teach Behavior Like Academics

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Behavior Lesson

• Align to school-wide expectation• Adults demonstrate skill

• Can demonstrate both inappropriate and appropriate behavior

• Students role play or practice skill• Adults provide feedback • Acknowledge appropriate behavior

Example

Example

Let’s Create!

Pair up!

Handouts in folder – Behavior Lesson Plan Templates

10 minutes

Let’s Share!

What are your lesson plan ideas?

How can you modify others’ plans to use at your school?

Planning• How will expectations be taught? • When will expectations be taught (day,

time)?• Who will teach expectations? • Who will look at data and determine what

needs to be taught or re-taught?• Who will write behavioral lesson plans?

Example of Yearly Plan

• First week or school: Kick-off with all students in all areas of school

• Daily: Reinforce the expectations through announcement time or at assembly

• Weekly: Behavior lesson plan targeting specific behavior, expectation, or area of school

• Based on Data: Target a behavior that is showing up most often in the data, or is a long-term problem

• Booster kick-off: After a long break, students may need a booster training to remind them of the expectations

Team Planning Time

Take a few minutes to make some plans