POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)

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

Co-Director’s: Rob Horner University of Oregon

George Sugai University of Connecticut

• www.pbis.org• www.swis.org

Why do we need a district-wide approach to address behavior needs?

Proactive district-wide discipline systems help to establish a learning culture within which both social and academic success is more likely.

Schools face a set of difficult challenges today when dealing with behavioral needs

Multiple expectations (Academic accomplishment, Social competence, Safety)

Students arrive at school with widely differing understandings of what is socially acceptable.

Traditional “get tough” and “zero tolerance” approaches are insufficient.

Faculty come with divergent visions of effective discipline

MOST EFFECTIVE TRENDS IN SCHOOL DISCIPLINE PRACTICES

• Proactive school-wide discipline systems• Social skills instruction• Academic/curricular restructuring• Behaviorally based interventions• Early screening & 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)

What is District-wide Positive Behavior Interventions and Supports (SW-PBIS)?

“PBIS is a broad range of proactive, systemic and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students” (Sugai 2007)

What has research shown for schools implementing PBIS?

• Creates learning environments that proactively deal with behaviors.

• Improves support for students with specialized behavioral needs.

• Maximizes on-task behavior and increases learning time for all students.

What does PBIS emphasize?

• The PBIS decision-making process emphasizes 3 integrated elements to provide measureable outcomes for students:– DATA sources to support decision-making,– PRACTICES that support student behavior, and– SYSTEMS that support staff behavior.

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

Data Collection

• PBIS recommends the ability to isolate and analyze the following five data points:1. Referrals by Problem Behavior,2. Referrals by Location,3. Referrals by Time,4. Referrals by Student, and5. Average referrals by Day and by Month

Improving Decision-Making

Problem Solution

From:

To:

Problem

Problem

Solving

Using

Data

Solution

Monitor

Outcome

Supporting Student Behavior

– Universal (Tier 1) instruction support for all district learners

– Targeted (Tier 2) interventions for areas of need determined from data analysis

– Individualized (Tier 3) supports required for individual students with high-needs or specific situations.

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

Supporting Staff Behavior

• Reduce teacher stress• Increase teacher efficacy in teaching

replacement behaviors• Support teachers in designing classroom

management systems

Six Key Elements of PBIS

1. Define, teach and acknowledge positive behaviors.

2. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices.

3. Continuum of universal supports, targeted interventions, and individualized supports.

Six Elements (cont.)

4. Implement evidenced-based behavioral practices with fidelity and accountability

5. Arrange the environment to prevent the development and occurrence of problem behavior

6. Screen universally and monitor student performance and progress continually.

PBIS TRACK RECORD

• Highly successful in many other states• Many excellent resources available free on-

line• Interest in Wisconsin schools is growing

exponentially• DPI acting to respond to this interest & need

When SWPBIS is implemented well more students find their school an effective learning environment.

www.pbis.org

Current Status Nationally

• Main Messages:– SWPBIS is possible (over 13,000 schools)

– SWPBIS is effective at (a) reducing problem behavior, (b) improving academic achievement, and (c) improving perceived faculty effectiveness

– Coaching is critical to (a) implementation with fidelity and (b) sustained use of SWPBIS

– Coaching is perceived a major contributor to the cultural “fit” of SWPBIS to a community/ school.

SWPBIS in 13,331 schools 8/10’

WisconsinIllinois

A View of SWPBIS in Wisconsin

• Themes:– Child as the unit of impact, School as the unit of

implementation, District as the unit of coordination.– Use data for continuous improvement, cultural fit,

sustainability.• Are we doing what we said we would do?• Is what we are doing benefiting children?

– Build the systems needed to support effective practices.• Never train school teams without also training the

Trainers, Coaches and Evaluators who will make the practices endure

Likely Outcomes

• The following are examples of some of the progress made in a few Illinois and North Carolina schools that have implemented PBIS.

Eisenhower Jr. High, Schaumburg IL. School District 54:

Suspensions & Expulsions Across Two Years

43

16

22

7

200

5

10

15

20

25

30

35

40

45

50

2006-07 2007-08

Nu

mb

er o

f E

ven

ts

In-School Out-of-School Expulsions

Washington Elementary School, Champaign IL. School District 4

Total ODRs Over Three Years

0

100

200

300

400

500

600

700

800

2005-06 2006-07 2007-08

To

tal

OD

Rs

per

yea

r

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

2005-2006

2006-2007

2007-2008

Foreman High School Office Discipline Referrals by Month by Year

# O

DR

per

day p

er

month

per

10

0 s

tudents

per

avera

ge d

aily

enro

llment

Months

Sept Oct Nov Dec Jan Feb March April May June

Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS.

Non-PBS Comparison

Teacher Student Administrator

Referrals 5 minutes 20 minutes 10 minutes

In-School Suspensions

5 minutes 6 hours 20 minutes

Out-of-School Suspensions

5 minutes 6 hours 45 minutes

Barrett and Swindell - 2002

ODRs In-School Suspensions

Out-of-School Suspensions

Administrator 12,790 Minutes213 Hours

2,040 Minutes34 Hours

3,735 Minutes62 Hours

Student 1,443 referrals294 students

1,770 Hours295 school days

1,464 Hours244 school days

District Commitments

• High priority in District Improvement Plans• 3-5 year commitment• Continuation of the district leadership team• Ongoing staff development • Allocation of resources

Building Commitments

• Establish and maintain building PBIS team.• Identify building coaches• Training for and implementation by all staff • Effectively use student information systems

PBIS APPROACH WORKS!

• Data driven building decision-making• Clear expectations that are universally known• Focuses on positive interaction and

acknowledges appropriate behavior.• Proactive rather than reactive• Supports a positive learning environment• Delivers results

www.pbis.orgwww.wisconsinPBISnetwork.org

www.pbssurveys.orgwww.swis.org