School-wide Positive Behavioral

Interventions and Support for

All Students:

Getting Started Overview

Minnesota PBIS TrainingAdapted from George Sugai

University of ConnecticutCenter on Positive Behavioral Interventions & Supports

Center on Behavioral Education & Research

and

Rob Horner, Ph.D.University of Oregon

www.pbis.org www.cber.org

PURPOSE

Overview of fundamentals

for getting started with

SWPBIS implementation

OUTCOME OBJECTIVES

Rationale for adopting SWPBIS

Features of SWPBIS

Description of implementation framework

Examples

Why SWPBIS?

• The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments.

Predictable

Consistent

Positive

Safe

School-wide Positive Behavioral Interventions and Supports (PBIS)

• School-wide PBIS is:• A multi-tiered framework for establishing the social culture

and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.

• Evidence-based features of SWPBIS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• On-going collection and use of data for decision-making• Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective

practices

CommonVision/Values

Common Language &

Behaviors

Common Experience

QualityLeadership

EffectiveOrganizations

End Goal

www.pbis.org

Why SWPBIS?

PBIS is about….

Improving classroom & school climate

Decreasing reactive management

Maximizing academic

achievement

Improving support for

students w/ EBD

Integrating academic &

behavior initiatives

HOW?

Establish positive school

climate Maximizing academic success

Teaching important

social skills

Recognizing good behavior

Modeling good behavior

Active supervision

Communicating positively

A FUNDAMENTAL Biglan, Colvin, Mayer,Patterson,

Reid, Walker

What is PBIS?

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASEDIMPLEMENTATION

CONTINUOUSPROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASEDDECISION MAKING & PROBLEM SOLVING

CORE FEATURESMTSS/RtI

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

SYST

EMS

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

Culturally Equitable Academic & Social Behavior Expectations

Culturally Relevant & Effective Instruction

Culturally Knowledgeable Staff

Culturally Valid Information for

Decisions

All

Some

FewContinuum of Support for

ALL

Dec 7, 2007

Continuum of Support“Terri”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Continuum of Support for

ALL:“Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Self-assess

Homework

Technology

Continuum of Support for

ALL:“George”

Dec 7, 2007

Statistics

Teaching

Tennis

Catalan

Cooking

Bicycle Touring

Lawn Mowing

Label behavior…not people

ReadingComprehension

Billiards

Technology

ExpressingEmotions

Continuum of Support for

ALL:“________”

Dec 7, 2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

Minnesota’s PBIS Training Sequence

• 9 Days of Training over 2 years

• First year is focused on Tier 1

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

SCHOOL-WIDE1.1. Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide

2.Maximum structure & predictability in routines & environment

3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.

4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

5.Continuum of strategies to acknowledge displays of appropriate behavior.

6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources

Year 1

Year 2

Year 2

Discussion

What are you thoughts about the Framework of PBIS so far?

PBIS Implementatio

n

“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Factors Directly & Indirectly Contributing To Student Learning

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

Student/ Family Background

Agreements

Team

Data-based Action Plan

“Plan”

Implementation“Do”

Evaluation“Check”

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to

right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Acknowledge & Recognize

Fixsen & Blase, 2009

Implementation Fidelity

SYST

EMS

PRACTICES

DATATraining

+Coaching

+Evaluation

Cultural/Context Considerations

Improve “Fit”Improve “Fit”

Start w/ effective,

efficient, & relevant, doable

Start w/ effective,

efficient, & relevant, doable

Prepare & support

implementation

Prepare & support

implementation

ImplementationFidelity

MaximumStudent

Outcomes

BASIC PBIS LOGIC

• Reduced major disciplinary infractions• Improvement in aggressive behavior, concentration, prosocial behavior, & emotional regulation• Improvements in academic achievement• Enhanced perception of organizational health &

safety• Reductions in teacher reported bullying behavior &

peer rejection• Improved school climate

I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began…. Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar. Without further ado, I would like to state that nine years later I still remember your kindness, your positivity, and most of all the three R's: Respect yourself, Respect others, and Respect property.Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being. In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution.Thank you very much for giving me the opportunity to live my life to its fullest.Sincerely,

High School

Student writing to her grade school

principal

Never stop doing what already works

Always look for the smallest change that will produce the largest effect

Avoid defining a large number of goals Do a small number of things well

Do not add something new without also defining what you will stop doing to make the addition possible.

Collect and use data for decision-making

Adapt any initiative to make it “fit” your school community, culture, context.

FamiliesStudentsFacultyFiscal-political structure

DiscussionDiscussion

How is your understanding of SWPBIS different than when you walked in the door today?