Goals for this Evening: 1. Share the factors related to promoting fidelity

of PBIS in schools

2. Share benefits of Student PAWS Council

3. Look at PBIS schoolwide data

PBIS at Hussey School

What is PBIS?

• PBIS is a 3 – 5 year process.

• Over 2,000 schools across the country – over 100 in Maine – have implemented PBIS. • 50% or more schools reduce their office referrals by 50%

the first year.

• This is a data driven program.

• PBIS is a process for creating safer and more effective schools.

• PBIS focuses on improving a school’s ability to teach and support positive behavior for all students.

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

What is PBIS? (cont.)

• It is a SCHOOL-WIDE design for discipline.

• It is team-based systematic planning.

• It is for (and by) ALL students, ALL staff, and in ALL settings.

• It is a program that can be upgraded as we go along.

• Each month we will analyze the discipline data.

•We will survey the staff, students, and parents for upgrades.

U.S. Schools using PBIS August, 2016

0

2500

5000

7500

10000

12500

15000

17500

20000

22500

25000

00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'

23,363 schools 11,762,345 students

• The extent to which the critical features of PBIS are implemented as intended

• Helps us improve outcomes for students

• Helps team target next steps and areas for improvement

What is… fidelity of implementation?

Why assess it?

• Collection of data to monitor fidelity, outcomes and context

• Adaptation over time while keeping critical features intact

• Ongoing investment in building local capacity

What is CONTINUOUS REGENERATION?

• Expected behaviors defined clearly • Problem behaviors defined clearly • Expected behaviors taught • Expected behaviors acknowledged regularly • Consistent consequences • CW procedures consistent with SW systems • Options exist for instruction • Instruction/materials match student ability • High rates of academic success • Access to assistance and coaching • Transitions are efficient

Which features best predict sustained implementation?

• The purpose of the School-wide PBIS Team Implementation Checklist (TIC) is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. – Tier I (Universal PBIS)

• Whole School Universal Prevention

– Tier II (Targeted PBIS) • Secondary, Small Group Prevention

– Tier III (Intensive PBIS) • Tertiary, Individual Support Prevention

Team Implementation Checklist (TIC)

Takeaways from Hussey TIC

• Increase student involvement and interest

• Increase staff communication by:

– Sharing PBIS data monthly at teacher meetings

– Share PBIS data with all staff i.e., minutes and/or meeting

PAWS Council Teacher Leaders Erika Leighton, 4th Grade

Kim Courtemanche, 2nd Grade

Team of two students per grade level, 3-6 6th Grade: Alisha & Ciera 5th Grade: Haley & Kiley

4th Grade: David & Hannah 3rd Grade: Blake & Lucy

Watch: PAWS Council Presents “Be Kind!”

Behavior Incident Count

0

10

20

30

40

50

60

70

80

September October November

2014-2015

2015-2016

2016-2017

What does a reduction of 39 discipline referrals mean?

• Staff time saved (ODR = 15 min)

• 585 minutes

• 9.6 hours

• Student Instructional time saved

(ODR = 30 min)

• 1,170 minutes

• 19.5 hours

Get the cost-benefit calculator at: www.pbismaryland.org!

• Newsletters

– To parents

• Monthly/quarterly reports

– To school staff

• Formal presentations

– To school board

– To district administrators

– To PTA

Make PBIS Efforts Public!

• Hussey Staff

• PBIS Team

• PAWS Council

Thanks and Acknowledgments

Coffey, J., & Horner, R. H. (2012). The sustainability of school-wide positive behavioural interventions and supports. Exceptional Children, 78, 407-422.

Curtis, M. J., Castillo, J. M., & Cohen, R. (2008). Best practices in system-level change. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp. 887-901). Bethesda, MD: National Association of School Psychologists.

Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.

Hume, A. E., & McIntosh, K. (2013). Construct validation of a measure to assess sustainability of school-wide behavior interventions. Psychology in the Schools, 50, 1003-1014.

Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 16, 168-178.

Selected References