Introduction & Overview of PBIS and School-wide PBSLea Ann Pasquale

Behavior Specialist

Shawnee Mission Schools

“Positive Behavior Support”

PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

“EBS” = “PBS” = “PBIS” etc.

OSEP Center on PBIS

School-wide Positive Behavior Support SW-PBS is a systems approach to

establishing the social culture & behavioral supports needed for all students in a school to achieve both social and academic success.

Emphasizes data based decision making, evidence based practices, & on-going staff development & support

PBS is NOT...

A specific practice or curriculum…it’s a general approach that defines core elements that can be achieved through a variety of strategies.

Limited to any particular group of students…it’s for all students

New…it’s based on long history of behavioral practices & effective instructional design & strategies

Why look at SW-PBS? Problem behavior is increasing

School-wide discipline systems are typically unclear

and inconsistently implemented

Educators often rely on reactive and crisis management

interventions to solve chronic problem behavior

Educators often lack specialized skills to address

severe problem behavior

Teachers are being asked to do more with less

Students have limited opportunities to learn school-

based social skills and to receive feedback on their use

Continuum of Behavior Problems

Students with Mild/No Problem Behaviors:

0-1 ODR

Students At-risk forSerious Problem

Behaviors: 2-5 ODRs

Students with Serious/ChronicProblem Behaviors: 6+ ODRs

80-90%

10-15%

5-7%

What doesn’t work?

A review of over 500 studies indicate that the least effective response to violence in schools is (a) counseling, (b) psychotherapy, and (c) punishment.

Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987)

Punishing problem behavior without a school-wide system of support is associated with increased (a) aggression, (b) vandalism, (c) truancy, (d) tardiness, and (e) dropouts.

“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practices

Select &ADD

Practices

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, but only HOPE for Implementation

Expect, but only HOPE for Implementation

2001 Surgeon General’s Report on Youth Violence: Recommendations

Establish “intolerant attitude toward deviance” Break up antisocial networks…change social context Improve parent effectiveness

Increase “commitment to school” Increase academic success Create positive school climate

Teach & encourage individual skills & competence

What can we do?

The most effective responses educators can make include:

Social skills instruction Behaviorally based interventions Academic Interventions

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Multi-Tiered Systems for Student Success

Academic Systems Behavioral Systems

Benefits of School-wide PBS

• Significant decreases in office disciplinary referrals (ODRs), with as much as 50-60% reductions.

• Improvements are reported in research in areas of: teacher behavior, student behavior, school suspensions, hallway decibel levels, academic engagement, bus suspensions, vandalism, substance abuse, in-school suspensions, and short-term suspensions

Added Benefits of School-wide PBS

Teaching-focused Builds teachers’ skills, as well as students’ social

behaviors with peers and adults Creates positive school climate Positive relationships between students and

educators/administrators Higher parent/family satisfaction with school Increases access to instructional hours Improvements in punctuality, attendance, adherence

to school and class rules

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Improving Decision-Making

Problem SolutionFrom

To ProblemProblem

SolvingSolution

Information

(Data)

How Decisions Are Made

Use data to decide on the following: Behavioral expectations (classroom and non-

classroom settings)

Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals)

Supervision procedures for non-classroom settings

PBIS teams CONSISTENTLY review the following (current to within 48 hours) data/graphs:

“The Big 5”The average number of referrals: Per day per month By type of behavior By location By time of day By student

Practices - How Staff Interact with Students.

Every time any adult interacts with any student, it is an instructional moment!

PBIS emphasizes… Teaching behaviors like we teach academics

Modeling and practicing expected behaviors

Acknowledging expected behaviors

Pre-correcting to ensure positive behaviors are displayed

School-wide Practices of PBISDefine

*3-5 School-wide ExpectationsTeach /Precorrect

*Direct Instruction*In the moment reminders

Model/*adults practice what we preachPractice/*kids practice what we teachAcknowledge

*Daily recognition – ex. Gotchas*Weekly/quarterly grade-level/whole school celebrations

Reteach*Classroom procedure for minor problem behaviors*Office Discipline Referral for major problem behaviors

Systems - How Things are Done.

Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway)

Procedures for reinforcing expected behavior

Procedures for responding to office discipline referrals.

Procedures for meeting the needs of all students (the green triangle)

Elements of School-wide PBS

Establish a team/faculty buy-in Establish a data-based decision-making system

(SWIS) Modify discipline referral process/forms Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Refine consequences Monitor, evaluate and modify

What does PBS look like?

SW-PBS (primary) >80% of students can tell you what is

expected of them & give behavioral example b/c they have been taught, actively supervised, practiced & acknowledged

Positive adult-to-student interactions exceed negative

Function based behavior support is foundation for addressing problem behavior.

Data & team-based action planning & implementation are operating

Administrators are active participants. Full continuum of behavior support is

available to all students

Secondary & Tertiary Team based coordination & problem

solving Local specialized behavioral capacity Function-based behavior support

planning Person-centered, contextually &

culturally relevant District/regional behavioral capacity Instructionally oriented Linked to SW-PBS practices &

systems School-based comprehensive supports

Middle Schools Update

Hocker Grove Overview of SW-PBS provided

to faculty School-wide standards

establishedS.O.A.R. Safe Behavior On Task Act responsibly Respect self and others

Banners, posters and buttons to reinforce standards

Westridge Overview of SW-PBS provided

to faculty Additional in-service tying SW-

PBS with Ruby Payne School-wide standards

established Safe, Respectful Responsible

Banners in place to reinforce standards

Poster contest

Westridge Identified major/minor offenses Revised office referral form

Utilizing yellow folder to organize & transport referrals

SWIS Monthly PBS planning team

meetings Committees formed to develop

lesson plans to teach Expectations and determine rewards

Hocker Grove In process - identifying

major/minor offenses Reinforcement activities for

students exhibiting SOAR behaviors “Sub Slips” Class system

Monthly PBS planning team meetings

SW-PBS = Effective Discipline Effective Leadership

Work smarter not harder Active involvementClarity in direction

Move Beyond PunishmentTeach, Monitor, Reward appropriate

behaviors before relying on punishment

SW-PBS Development “Map”

• 2+ years of team training

• Annual “booster” events

• Coaching/facilitator support @ school & district levels

• Regular self-assessment & evaluation data

• KU and OSEP Center on PBIS for coordination & TA

PBS Websites

www.pbis.orgwww.kscommunitiesofpractice.orgwww.kansasmtss.orgwww.kipbs.orgwww.pbssurveys.org