Staff PBIS Orientation

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PBIS

Today we will begin…

Why?

How?

What?

Building the Framework

When?

Who?

PBIS

Why? The Golden Question

PBIS

Positive Behavioral Interventions and Supports (PBIS) is a Multi-Tiered System of Supports (MTSS) Framework

Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports.

Accessed at https://www.pbis.org/school

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PBIS

Consistency Matters

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

Experimental Research

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (MTSS-B) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (MTSS-B) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral

Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled

Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

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Results are experimentally related to:

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1. Reduction in problem behavior
2. Increased academic performance
3. Increased attendance
4. Improved perception of safety
5. Improved organizational efficiency
6. Reduction in staff turnover
7. Increased perception of teacher efficacy
8. Reduction in teacher reported bullying behavior and peer rejection

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PBIS

Multi-Tiered Framework

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

Individualized

Systems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

• Students
• Staff
• Parents
• Families

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(USDOE OSEP PBIS TA Center, 2010)

PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

Overview: Virtual Tier I Team Training

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PBIS

Placeholder Slide

Add PBIS team members...

PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

Overview: Virtual Tier I Team Training

10

PBIS

Rethinking Discipline�Behavior Change…

Is an instructional process

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We change STUDENT behavior by changing

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ADULT behavior

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Interventions = changes in staff procedures & practices

PBIS

ABCs of Behavior

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Antecedent/

Trigger:

When _____ happens….

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Behavior:

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the student does (what)__

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Consequence/

Outcome

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..because (why) ______

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(Loman & Borgmeier)

Traditional Approach

Instructional Approach

PBIS

Consider “Shifting” in our Thinking

How will we

“Rethink” Discipline?

PBIS

Traditional View of Discipline - Punishment

Overview: Virtual Tier I Team Training

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Modified from Colvin, G. & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Intervention In Schools, 28, 143-150

Punishment focuses on what not to do, does not teach desired behaviors, can damage relationships, impede learning, and lead to students dropping out of school. Some educators feel that these punitive and exclusionary policies are fine and served them well to eliminate the irritating and unnecessary intrusions into their teaching agendas. Many believe that students know the right way to behave, that their behavior is a performance deficit and that they have the skills but are merely choosing defiance or subordination. They therefore assume that punishment will bring a halt to the problem behavior and the student will behave appropriately. Use is further supported because of the relief from the immediate effects offered by the short-term solution of removing the problem.

Unfortunately, such a punitive view of discipline results in approaches that have questionable, if not harmful effects (Skiba & Peterson, 1999).

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In reality, punishments satisfy the punisher, but have little lasting effect on the punished (Losen, 2011). Most sadly, these exclusionary approaches are in direct conflict with school missions to help all students achieve their fullest potential. Our punitive policies fail the very students they target. Is it reasonable to exclude students with social, emotional, and behavioral needs from the one environment that may allow them to learn the value of an education and the vital skills, behaviors, and attitudes necessary to function successfully, not only in school, but in the community and later on the job?

PBIS

Overview: Virtual Tier I Team Training

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According to the dictionary, discipline refers to prevention and remediation, “training to act in accordance with rules;” and “instruction and exercise designed to train proper conduct or action;” “training that is expected to produce a specified character pattern of behavior;” and “controlled behavior resulting from such training.”

Discipline is Teaching

As we seek to ensure inclusive learning environments, our attitudes regarding discipline must change, Is discipline concerned with punishing misconduct or with preventing it?�

Discipline is the slow, ongoing, sometimes time-consuming task of helping students see the sense of acting in certain ways. This thinking is in line with the high probability explanation for many discipline problems today – skill deficit. This understands that many students come from environments that have not taught or expected pro-social behavior for school success and they have a limited repertoire of behaviors and do not know how to behave responsibly in the school setting. Blaming the child and responding by “getting tough” will not alter this skill deficit; teaching will.

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PBIS

Redesign the Learning Environment

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

PBIS

T H E DO NOTs

Non-Example

PBIS

1. SOCIAL SKILL

3. BEHAVIOR EXAMPLES

2. NATURAL CONTEXT

Increasing the conditions for learning

PBIS

Your team will engage you with a teaching matrix that reflects your school community …� �Your VOICE matters …

We will …

Be Responsible

Be Respectful

Be Safe

PBIS

Food for Thought…

• If a child doesn’t know how to read, we teach.
• If a child doesn’t know how to swim, we teach.
• If a child doesn’t know how to multiply, we teach.
• If a child doesn’t know how to drive, we teach.
• If a child doesn’t know how to behave, we… teach? punish?

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

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PBIS

Why Develop a System for Teaching Behavior?

Behaviors are prerequisites for academics.

Procedures and routines create structure

Repetition is key to learning new skills.

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What do you think?

PBIS

Why Develop a System for Teaching Behavior?

For a child to learn something new, it needs to be repeated on average ? times (Joyce and Showers, 2006)

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Adults average ? (Joyce and Showers, 2006)

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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)

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PBIS

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

• Teaching behaviors like we teach academics
• Modeling and practicing expected behaviors
• Acknowledging expected behaviors
• Pre-correcting to ensure positive behaviors are displayed
• Actively supervising to prevent problem behaviors
• Providing correction as part of on-going instruction when a behavior occurs

PBIS

���Developing a System for Teaching Appropriate School-wide & �Classroom-wide Lesson Plans���

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Once you have developed school-wide expectations, it is not enough to just post the words on the walls…

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YOU MUST TEACH (and RETEACH) THEM!

PBIS

Eating Contest Formal Dinner

Behavior is Contextual

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We behave differently in various settings

PBIS

Teach in Context

…in the restrooms

…in the cafeteria

PBIS

Your team will engage you with a plan for teaching and learning for your school-wide expectations defined on your teaching matrix �

We will …

Be Responsible

Be Respectful

Be Safe

PBIS

Placeholder Slide

Insert your school-wide expectations...

PBIS

Placeholder Slide

Insert your Classroom Teaching Matrix...

PBIS

Classroom Components

How do I link my classroom rules to the school-wide expectations?

Adapted from MO Classroom PBIS

PBIS

Student Voice

No swearing or cussing!

Don’t forget your homework or materials!

No hitting or fighting!

Don’t be disrespectful!

PBIS

Your team will engage you with aligning classroom rules with school-wide expectations

We will …

Be Responsible

Be Respectful

Be Safe

What will the school-wide expectations look and sound like in your classrooms?

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PBIS

Respect Self, Respect Others and Respect Property

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• Aligning class rules to the school-wide expectations

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• Using student voice and ownership

PBIS

We have PRIDE

• In self
• In our relationships
• In our school community

PBIS

PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

Overview: Virtual Tier I Team Training

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PBIS

How do you currently use acknowledgement in your classroom for academic and social behaviors?

PBIS

Purposes of Acknowledgments

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• Reinforce the teaching of new behaviors

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• Encourage the behaviors we want to occur again in the future

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• Harness the influence of the students who are showing expected behaviors to encourage the students who are not

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PBIS

Feedback and Acknowledgement

• Use behavior-specific praise statements
• Tie-in recognition to teaching matrix & expectations
• Connect with culture of the school

Bumble Bee Elementary School

Passport to Success

Name: _______ Staff Initials: ___

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I was:

• Respectful
• Responsible
• Safe

PBIS

PBIS

Change your words, change your world

http://youtu.be/Hzgzim5m7oU

PBIS

Optional Activity: Changing our Words

Negative

Positive

PBIS

To build consistency with our system…

• We will
• Clarify what inappropriate behaviors look like and sound like
• Identify major & minor behavioral examples
• Support one another with strategies to respond to minor behaviors
• Use data informed decision making

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(Adapted from Colvin, 2007, pp. 65-66)

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PBIS

Class and School-wide Strategies to Encourage Appropriate Behavior

PBIS

How to Acknowledge

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

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Non-examples:

• “Brian is sitting in his seat.”
• Saying “good job” without connecting to school-rule.
• Giving ticket without saying anything
• Only giving a ticket for “above and beyond” behavior

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• MS Before and After Video Example: https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

PBIS

Examples of Individual acknowledgements: Gotchas, ticket lottery, special announcements, positive calls home, Hi-five button, raffles, rotating trophy, etc.

Rev 4-21-20 Midwest PBIS Network

Components of a Layered Class/School-Wide Acknowledgement System (Praise, Reinforcers, and Group Contingencies)

Components

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• High frequency/Predictable Praise�Delivered at a high rate for a short period. 5:1 Ratio to correction.
• Intermittent and/or Unexpected Praise�Bring “surprise” attention to certain behaviors or at scheduled intervals

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• Short-term Celebrations
• E.g. Weekly or bi-weekly whole class or whole school rewards
• DJ Friday’s, Game choice, free time in class, Lunchroom Music, etc.

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• Mid-term Celebrations
• E.g. monthly activities
• Assemblies, yoga in the yard before school, fancy lunch day, field trips

Example of a Layered Plan

1. Individuals: Tiger tokens (prompt adults) to use behavior specific praise with students. (e.g. Approx 10 per day)
2. Classroom Group Contingencies: Classes collect tiger tokens. Every 25 earned = whole-class social reinforcer (approx. 1-2 per week)
3. Grade Level or School-wide Group Contingencies: School tracks each whole-class reward earned, and every 20 = school-wide social reinforcer (approx. 1-2 per month)

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PBIS

Placeholder Slide

Insert (and discuss) information about your acknowledgment system...

PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

Overview: Virtual Tier I Team Training

48

PBIS

How Do You Respond to Problem Behavior?

PBIS

Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Midwest PBIS Network. Rev 2-01-20

Let's look at 1 strategy from the continuum: �Specific and Contingent Error Correction:

Your Turn!

Give a sample Error Correction statement that includes these steps and is brief!

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

PBIS

Responsibility for Behaviors

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How does your school/district differentiate between classroom and office managed behaviors?

PBIS

Disrespect: �What does it look like and sound like?

Classroom-Managed

Data and Observations

Office-Managed

Data and Observations

PBIS

Responding … �Consistency is key, not severity

• It is less important what the consequence is, than that something is reliably done.

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• How staff respond or what consequence is used is less important than the certainty that something will be done, even something relatively brief such as redirection or re-teaching.

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MO SW-PBS Team Workbook, 2012-2013

PBIS

Function-Based Thinking�Behavior has a reason and how we respond matters…��

PBIS

Placeholder Slide

Insert (and discuss) your T-chart, behavior definitions, discipline flow chart and your ODR “data collection” form...

PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

Overview: Virtual Tier I Team Training

57

PBIS

Improving Decision Making

Problem

Problem Solving

Solution

Action Planning

Problem

Solution

PBIS

Data-Informed Decision Making…

• Average per Day per Month
• Location
• Problem Behavior
• Time of Day
• Students
• Day of the Week
• Grade

PBISApps.org

PBIS

Precision Statements

There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Who?

What?

When?

Where?

Why?

More ODRs for aggression

On the playground

A large number of students

First recess

To get new playground equipment

PBIS

Building a Solution

• Prevention
• Teaching
• Recognition
• Extinction
• Corrective consequence
• Data collection

PBIS

Process…Not a Curriculum

You decide…

• what is important to your school community
• how to measure improvement
• what strategies are effective, efficient & relevant
• how to obtain input & feedback from all

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PBIS

How do you see PBIS supporting you and your school community?

PBIS

Do you believe all students can learn?

PBIS

Insert Your School Information

PBIS

Data Celebrations

• Cost Benefit Analysis
• Outcome Data
• Fidelity Celebrations

PBIS

School Demographics

• Number of staff (instructional and support)
• Number of students
• Number of females and males
• Number of Free and Reduced Lunch
• % special education
• Ethnicity/Racial

PBIS

Fidelity (TFI)

(insert your graphs)

PBIS

PBIS

Average Referrals per Day

(insert your data)

PBIS

Referrals by Time

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Referrals by Location

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Referrals by Day of Week

PBIS

Referrals by Types of Behavior

• Consider sharing all, major, and minor

PBIS

Referrals by Grade Level

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Referrals by Student

PBIS

Referrals by Gender

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PBIS

Referrals by Ethnicity

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Students with Referrals by Ethnicity

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Referrals for Students with Disabilities

PBIS

Trends … Predictable Problems

PBIS

Placeholder Slide

Include your wrap-up messages here...

PBIS