Click to edit Master title style Click to edit Master subtitle style 11/29/20151 Overview of PBIS...

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04/18/23 1

Overview of PBIS and Necessary District/School

Commitments

Jennifer GrenkeTechnical Assistance Coordinator

Wisconsin PBIS Network

[email protected] x 245

mailto:[email protected]



04/18/23 2

In Partnership with OSEP’s TA Center on Positive Behavior Support

Co-Director’s: Rob Horner, University of Oregon, and George Sugai, University of Connecticut

www.pbis.orgwww.swis.org

http://www.pbis.org/

http://www.swis.org/



04/18/23 3

Today’s Agenda

• What is PBIS?

• Why Consider PBIS?

• How do we get there?



04/18/23 4

Opening Activity

• What do I know?

• What do I want to know?



04/18/23 5

What is PBIS ?

“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…

effectively educate all students, including students with challenging social behaviors

adopt & sustain the use of effective instructional practices



04/18/23 8

PBISThe Big Ideas

1.1. Decide what is importantDecide what is important for students to know (behavioral expectations - local standards for student behavior, reading & math)

2.2. Teach what is importantTeach what is important for students to know (high quality instruction= differentiation)

3.3. AcknowledgeAcknowledge students for demonstrating skills4.4. Keep trackKeep track of how students are doing ( data, data, data)5.5. Make changesMake changes according to the results (interventions at

3 tiers-give kids what they need)



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Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm



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Activity B

• Triangle Audit– List current practice, interventions, initiatives

at each tier– Circle items that are positive, proactive or

preventative– Star each item that has an active data

component



04/18/23 11

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

Social Competence &Academic Achievement



04/18/23 12

A. Developing a PBIS teamB. Faculty commitmentC. Efficient procedures for dealing with disciplineD. Data entry and analysis plan establishedE. Expectations and rules developedF. Reward/recognition program establishedG. Lesson plans for teaching expectations and rulesH. Implementation planI. Classroom systemsJ. Evaluation plan

Elements: Tier 1 Universal



04/18/23 13

National and State Resources

• www.pbis.org• www.wisconsinPBISnetwork.org• www.SWIS.org• www.pbisassessment.org• www.apbs.org



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Federal Mandates:IDEA 2004

NCLBState Mandates:

RTI

Best Practices:Researched-based

Data driven

Standards Aligned Curriculum Family Involvement

DISCIPLINE = TIME LOST TEACHING



04/18/23 16

Cost Benefit Analysis(Barrett & Swindell, 2002)

Assume

ODR: Admin. (10 mins), Student (20 mins), Staff (5 mins)

ISS: Admin. (20 mins), Student (6 hours), Staff (5 mins)

OSS: Admin. (45 mins), Student (6 hours), Staff (5 mins)



04/18/23 17

West Elementary, Alton, ILReduced ODRs by 719, ISSs by 47, OSSs by 27*

3965 mins. 66.1 hrs. 11 days

135 mins. 2.3 hrs.

235 mins.3.9 hrs.

3595 mins.59.9 hrs.

Staff

41020 mins. 683.7 hrs. 144 days

9720 mins.162 hrs.

16920 mins.282 hrs.

14380 mins.239.7 hrs.

Student

9345 mins.155.8 hrs. 25.9 days

1215 mins. 20.3 hrs.

940 mins. 15.7 hrs.

7190 mins.119.8 hrs.

Admin

Total TimeGained Back

OSSsISSsODRs

Does PBIS implementation result in a benefit to students? ODR & Climate for one school

This school met fidelity for PBIS in the 2009-10 school year.

Students have 50 more days of learning, administratorshave 12 more days of instructional time, and teachers have 4 extra days to teach!

Does PBIS implementation result in a benefit to students? Climate for one school, cont.

This school met fidelity for PBIS in the 2009-10 school year.



04/18/23 20

• District commitment, school staff buy-in

• Coaching capacity

• Professional development plan

• Efficient data tool

How Do We Get There?



04/18/23 21

District Level Support Structures Needed for

Sustainability…



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District Vision & Principlesto Guide Planning

• Give priority to prevention

• Focus on whole school & community

• Give priority to evidence-based practices

• Lead with a team

• Emphasize data-based evaluation



04/18/23 23

District Action Planning4 capacity building targets

• Local Policy & Funding Capacity

• Local Training Capacity

• Local Coaching Capacity

• Local Evaluation Capacity

(link to Blueprint – leadership team self assessment)



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Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Taking it to Scale



04/18/23 25

• Schools must be committed to improving behavior• One of the top priorities• Make sure the SIP addresses issues of student behavior – maybe

able to access SIP $$$• Behavior, discipline, climate, or safety

• SIP needs to be aligned with the school’s mission statement• All initiatives/practices should be organized using three tiered

logic • Review content of SIP with all faculty and staff* Inconsistency and lack of direction can impede overall school

improvement!

DISTRICT READINESS, FUNDING AND POLITICAL SUPPORT



04/18/23 26

School Improvement Plan

• Review the SIP yearly• Familiarize and educate new staff annually• If plan is reviewed and discussed often, goals will

be accomplished• Let the SIP guide all activities that occur in your

school



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Big Ideas-District

• Long term planning is essential• Funding sources• Coaching commitment at all 3 tiers



04/18/23 28

School Staff Buy-in Needed for Successful Implementation



04/18/23 29

Trends in Discipline PracticesLeast Effective

Punishment (when used too often)

Exclusion

Counseling (as a reactive strategy)

(Gottfredson, 1997)

Most Effective Proactive school-wide

discipline systems

Social skills instruction in natural environment

Academic/curricular restructuring

Behaviorally based interventions

Early screening and identification of antisocial behavior patterns

(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

29



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First Steps in Obtaining Staff Buy-in

• Communication is essential in this process• Open communication will allow faculty to

feel as though they are part of the change process

• Faculty will begin to understand what is happening across campus

• Frequent communication opens dialogue for problem-solving across campus



04/18/23 31

Faculty/Staff Support• Climate/Discipline one of top 3 school

improvement goals• Faculty feedback is obtained throughout year• Faculty involved in some decision

making/establishing goals

Admin/faculty commits to PBIS for at least 3 years



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Decreasing Problem Behaviors

• Staff commitment is essential• Faculty and staff are critical stakeholders• 80% buy-in/consensus must be secured• 3-5 year process



04/18/23 33

What does 80% buy in mean?

Consensus means that I agree to:

provide input in determining what our school’s problems are and what our goals should be

make decisions about rules, expectations, and procedures in the non-classroom areas of the school as a school community

Follow through with all school-wide decisions, regardless of my feelings for any particular decision

Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans



04/18/23 34

Supporting Systemic Change• Those involved in the school must share :

– a common dissatisfaction with the processes and outcomes of the current system

– a vision of what they would like to see replace it

• Problems occur when the system lacks the knowledge of how to initiate change or when there is disagreement about how change should take place



04/18/23 35

Remember

• PBIS involves all of us

– we decide what our focus will be– we decide how we will monitor– we decide what our goals are– we decide what we’ll do to get there– we evaluate our progress– we decide whether to keep going or change



04/18/23 36

A School-based PBIS Team • School Administrative Team must be committed to

school-wide PBIS and actively participate on the team• PBIS team should remain small (6-8 members)• Consider representatives that include: administration,

general education teachers, special education teachers, guidance, specials teachers, parents…

• Consider Core Team vs. Peripheral Team



04/18/23 37

School PBIS Team Tasks• Develop the school-wide PBIS action plan• Monitor behavior data• Hold regular team meetings (at least monthly)• Maintain communication with staff and coach• Evaluate progress• Report outcomes to Coach/Facilitator & District

Coordinator



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• Internal Coach

• External Coach

PBIS - Coaching



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Internal Coach Role• Work with team during Tier 1/Universal trainings• Facilitates Tier 1/Universal team meetings • Communicate with stakeholders (administrator, external

coach, school board, staff, families)• Submit assessment data to external coach or PBIS coordinator• “Keeper of the Process”

– Self-assessment (SAS Survey, TIC, BoQ)– Action planning – (Year-At-A-Glance, Action Plans)– Activity implementation– On-going evaluation



04/18/23 41

Internal Coach Role (cont.)• Initial Implementation

• Help maintain momentum• Help with team process• Coordinate information• Provide access to praise, celebration• Provide or obtain critical information/technical support. Active

problem solving• All staff trainings/orientation• Development and use of data for decision-making

• Active Capacity Building• Systems development

• Sustainability• Transition prompts• New training



04/18/23 42

External Coach Role• Expand and sustain PBIS implementation through

multiple buildings• Assess training needs and connect with state

support systems• Support best practices and provide staff

development and technical assistance• Collaborate to connect students, families, service

organizations and schools to meet child and family needs



04/18/23 43

External Coach Role• Expand and sustain PBIS implementation

through multiple buildings• Assess training needs and connect with state

support systems• Support best practices and provide staff

development and technical assistance• Collaborate to connect students, families,

service organizations and schools to meet child and family needs



04/18/23 44

Principal Role/Goals• Develop short/long term goals for building

positive behavior supports• Includes Behavior as a top three SIP goal• Commitment-

– communication • among staff/staff meetings• with parents/community

– budget– time-allow for team to meet regularly

• Connect building with central office• Data collection tools are in place



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Three-five year focus to get sustainable change Active administrative support and participation Administrative leadership for PBIS teams Commitment from staff (80%) Ongoing communication and support with staff Completion and use of data collection (discipline and

academic data, survey, checklists) Staff participation in ongoing training Must be completed with Technical Assistance Coordinator

and turned in by team registration

Building Level Commitments



04/18/23 46

District & Building PD Plan

Please refer to Handout Titled: “Training Scope & Sequence”



04/18/23 47

District Readiness Form

School Readiness FormMust be completed with Technical Assistance Coordinator and turned in by team registration



04/18/23 48

• Process/Fidelity data– PBS surveys.org– Local coordinator

• Student Outcome data– Data audit– Office Discipline Referral (ODR)

DATA



04/18/23 49

Data Audit• Behavior Data

– ODRs per day per mo.– By behavior– By time of day– By location– By infraction– Other including M/m– Subgroup, etc.

• Attendance• EE or LRE• Detentions• Suspensions I/O • Expulsions • Academic data per

subgroup/individual• Etc.



04/18/23 55

Using Data

• Do we have a problem?

• Refine the description of the problem?• What behavior, Who, Where, When, Why

• Create solution-based action plan• Define how to monitor if solution is

effective



04/18/23 56

Successful Implementation Indicators:

Team-based planning & problem solving

Instructional approaches; data-based

Active administrator support/participation

Long-term action planning

Staff commitment

On-going professional development



04/18/23 57

Planning Time• Readiness Documents• Take some time to look over the readiness

documents (checklists, guides, commitment for success)

• Determine next steps– Timelines for pre-implementation and

implementation steps

• Share out (if time allows)

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