Natalie Hilton- PBIS CoachLincoln Public Schools

August, 2013

Why Do We Behave the Way We Do?

•Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION

•We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

(OSEP on PBIS- Effective Schoolwide Interventions)

PBISWithin the last 20 years significant increases have

been noted with aggressive behaviors, acts of school violence, bullying, and student victimization within school settings. Problematic behaviors have become one of the greatest challenges for educators to face.

When students are noncompliant, aggressive, disruptive, and/or disrespectful, they impede their own learning as well as the learning of others.

Creating a safe, orderly and positive learning environment is crucial in order to enhance learning outcomes for all students (A. Champion, B. Pray, M. Coutts, M. Zabel)

What is School-wide Positive Behavior Support? School-wide PBIS is:

IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

Evidence-based features of SW-PBIS 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 interventions. Administrative leadership – Team-based implementation

(Systems that support effective practices)

(OSEP on PBIS- Effective Schoolwide Interventions)

PBISThere is a great deal of research supporting

the use of PBIS in school systems (www.pbis.org)

PBIS is used as a means for reducing and preventing problem behaviors in schools.

PBIS emphasizes altering the environment and preventing inappropriate behaviors, by teaching desired skills and reinforcing appropriate behavior (U.S. Department of Education 2007).

Critical Elements1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Plans for Teaching expectations/rules5. Reward/Recognition Program

Established6. Effective Procedures for Dealing with

Problem Behaviors7. Data Entry and Analysis Plan

Established8. Classroom Systems9. Evaluation 10.Implementation Plan

(OSEP on PBIS- Effective Schoolwide Interventions)

School-wide Behavior Expectations

• For all students, across all settings• Guidelines:

3 – 5 Expectations State positivelyUse common & few words

• Why?Consistent communicationsConsistent language(OSEP on PBIS- Effective Schoolwide Interventions)

Four Systems of PBIS1. School-wide2. Classroom3. Common Areas (e.g. playground, hallways)4. Individual Students

Develop an efficient teaching system• Provide initial lesson plans and/or

lesson plan format to teach specific behaviors identified on the Matrix

(OSEP on PBIS- Effective Schoolwide Interventions)

Other Features of PBISPBIS is based on three levels of prevention(a)Primary (Tier 1) (80% of Students)(b)Secondary (Tier 2) (15% of Students)(c)Tertiary (Tier 3) (5% of Students)

PBIS establishes a continuum of behavior support.

PBIS is not a curriculum, discipline package, or product. It is a process for individualized and sustained decision making, planning, and problem solving.

Three Tiered Model of Student Supportsin order to meet

benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

(OSEP on PBIS- Effective Schoolwide Interventions)

Tier 3

Tier 2

Tier 1

Triangle Activity:Triangle Activity:Applying the Three-Tiered Logic to Your SchoolApplying the Three-Tiered Logic to Your School

Practices, Initiatives, Programs for ALL

Practices, Initiatives, Programs for

SOME

Practices, Initiatives, Programs for a FEW

(OSEP on PBIS Effective Schoolwide Interventions)

TIER I: Core, UniversalTIER I: Core, Universal

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GOAL: 100% of students achieve at high levels

Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students.Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction.Tier I: Begins with clear goals:1.What exactly do we expect all students to learn ?2.How will we know if and when they’ve learned it?3.How you we respond when some students don’t learn?4.How will we respond when some students have already learned?

Questions 1 and 2 help us ensure a guaranteed and

viable core curriculum

13(OSEP on PBIS- Effective Schoolwide Interventions)

What would a positive, encouraging school climate look like?

• Students know what is expected of them and choose to do so because they:– Know what to do – Have the skills to do it– See the natural benefits for acting

responsibly• Adults and students have more time to:

– Focus on relationships– Focus on classroom instruction

• There is an instructional approach to discipline– Instances of problem behavior are

opportunities to learn and practice pro-social behavior

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(OSEP on PBIS- Effective Schoolwide Interventions)

Receive frequent recognition & encouragement

Failure(punishment

)Success

(reinforcement) 4 :

1(Scott, 2008)

The quickest way to change behavior….in anyone.

Research indicates that you can improve behavior

by 80% just by pointing out what someone is doing

correctly.

Laura Riffel, OSEP

Tips for Providing Acknowledgement

• Name behavior and expectation observed

(Teaching Matrix)

• Tie-in recognition to school-wide recognition system

"Thank you for being on time this morning, that's very responsible."

(OSEP on PBIS- Effective Schoolwide Interventions)

Teaching Behavior and Academics

(OSEP on PBIS- Effective Schoolwide Interventions)

Getting Success When You Want Students To Learn And Follow Rules and ProceduresIf you just tell students the rules, 5% of them will

establish responsible behavior.If you tell students the rules and then demonstrate

the correct procedures, 10% of them will comply.If you tell students the rules, demonstrate the

correct procedures, and then let your students practice the expected behaviors, you may get 15% to 20% of your students to develop responsible habits.

If you tell students the rules, demonstrate the correct procedures, provide time for students to practice expected behaviors, and then re-teach and maintain those expected behaviors, 80% to 90% or more of your students will develop responsible habits for behavior.

Impacts of SW-PBIS on Student OutcomesSignificant reduction in school-level suspensionsStudents in PBIS schools were 32% less likely to

receive an office discipline referralA positive effect for school-level academic

performance (Bradshaw et al., JPBI, 2010)

Significant reductions in teacher-rated behavior problems

• Rejection & bullying (Waasdorp, Bradshaw, & Leaf, 2012)• Service use (e.g., counseling, special education referral, office

referrals)• Reductions in concentration problems and aggressive/disruptive

behavior, and improvements in prosocial behavior and emotion regulation (Bradshaw et al., submitted) Some indication that the intervention effects are strongest the earlier students are

exposed to SW-PBIS (Bradshaw et al., submitted)

“Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.”

(Skiba, Peterson, and Williams, 1997)

Why Develop a System for Teaching Behavior?

• Procedures and routines create structure for staff and students

• Repetition is key to learning new skills:• For a child to learn something new, it

needs to be repeated on average of ___ times

• Adults average ____ - Joyce and Showers, 2006

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ___ times (Harry Wong)

825

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Lincoln Public SchoolsLPS plans to fully implement PBIS in all elementary,

middle, and high schools in the next 3-5 years.They have developed a District PBIS Leadership

Team.LPS is working with an outside trainer to help with

the implementation of PBIS. This school year, middle school and high school staff will meet with the outside trainer 1 time per quarter, and a teleconference (with the outside trainer) will also take place with schools 1 time per quarter.

Currently, each middle school and each high school has identified an internal building coach (e.g. assistant principal).

Lincoln Public SchoolsScott Eckman has been hired as the district’s PBIS

Coordinator.Natalie Hilton (School Psychologist) and Shannon Hall-

Schmeckpeper (School Psychologist) have been hired as the district’s two PBIS Coaches.

For the 2013-2014 school year the District is really focusing on middle school and high school implementation of Tier 1 building supports.

For the 2014-2015 school year, PBIS tier 1 implementation will begin at the elementary level.

This school year each PBIS Coach and Coordinator will meet with and help 6 or 7 schools each, with implementation.

At the end of July, eight LPS District Staff attended a two-day PBIS training in Chicago (including the two PBIS Coaches and PBIS Coordinator).

Roles of the PBIS CoachesTo be familiar with training materialAttend team training with the teams.Support team action planning.Work as a partner with administration to provide

necessary resourcesCommunicate with division coordinator for necessary

resourcesReview Benchmarks of Quality (BoQ) and relevant

training tools to ensure fidelityShare implementation products and outcomes with

division coordinatorAttend coaches meetings and other regional eventsVisit other schools implementing PBIS

…in the restrooms

…in the cafeteria

Teach in Context

(OSEP on PBIS- Effective Schoolwide Interventions)

Few positive SW expectations defined, taught, & encouraged

(OSEP on PBIS)

Acknowledge & Recognize

(OSEP on PBIS- Effective Schoolwide Interventions)

Wheel of Fortune

(OSEP on PBIS- Effective Schoolwide Interventions)

Recognizing Staff

• Keep staff motivated and appreciated!

• Use community resources and local businesses

• Incentives for staff could include:–Tangibles–Tokens–Symbolic–Celebrations

“If a child doesn’t know how to read, we

If a child doesn’t know how to swim, weIf a child doesn’t know how to multiply, weIf a child doesn’t know how to drive, weIf a child doesn’t know how to behave, we...

Why can’t we finish the last sentence as automatically as we do the others?”

John Herner (NASDE President ) Counterpoint 1998, page 2

teach.

teach.

teach.

teach.

teach? punish?

“What would make our students

want to drop in instead of drop out?”

~Steve Jobs