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Staff Orientation

�

��

PBIS

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Today we will begin…

Why?

How?

What?

Building the Framework

When?

Who?

PBIS

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Why? The Golden Question

PBIS

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Supporting

Culturally Knowledgeable Staff Behavior

Supporting

Culturally Valid Decision Making

Culturally Relevant Evidence-based Interventions Supporting

Student Behavior

SYSTEMS

PRACTICES

DATA

OUTCOMES

Supporting Culturally Equitable Social Competence &

Academic Achievement

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

PBIS

The framework language is familiar and used often when discussing PBIS. By framework, we mean PBIS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work. Start with identifying outcomes, which for whole school is often Social Competence and Academic achievement…

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

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Consistency Matters

Common

Vision/Expectations

Common

Language

Common

Practices

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

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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

Results are experimentally related to:

Reduction in problem behavior
Increased academic performance
Increased attendance
Improved perception of safety
Improved organizational efficiency
Reduction in staff turnover
Increased perception of teacher efficacy
Reduction in teacher reported bullying behavior and peer rejection

PBIS

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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

(USDOE OSEP PBIS TA Center, 2010)

PBIS

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Rethinking Discipline�Behavior Change…

Is an instructional process

We change STUDENT behavior by changing

ADULT behavior

Interventions = changes in staff procedures & practices

PBIS

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ABCs of Behavior

2

Antecedent/

Trigger:

When _____ happens….

1

Behavior:

the student does (what)__

3

Consequence/

Outcome

..because (why) ______

(Loman & Borgmeier)

Traditional Approach

Instructional Approach

PBIS

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Consider “Shifting” in our Thinking

How will we

“Rethink” Discipline?

PBIS

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Redesign the Learning Environment

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

PBIS

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T H E DO NOTs

Non-Example

PBIS

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1. SOCIAL SKILL

3. BEHAVIOR EXAMPLES

2. NATURAL CONTEXT

Increasing the conditions for learning

PBIS

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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

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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?

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

�

PBIS

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Why Develop a System for Teaching Behavior?

Behaviors are prerequisites for academics.

Procedures and routines create structure

Repetition is key to learning new skills.

What do you think?

PBIS

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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)

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)

PBIS

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��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

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

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

YOU MUST TEACH (and RETEACH) THEM!

PBIS

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Eating Contest Formal Dinner

Behavior is Contextual

We behave differently in various settings

PBIS

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Teach in Context

…in the restrooms

…in the cafeteria

PBIS

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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

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Classroom Components

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

Adapted from MO Classroom PBIS

PBIS

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Student Voice

No swearing or cursing!

Don’t forget your homework or materials!

No hitting or fighting!

Don’t be disrespectful!

PBIS

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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?

PBIS

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Respect Self, Respect Others and Respect Property

Aligning class rules to the school-wide expectations

Using student voice and ownership

PBIS

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We have PRIDE

In self
In our relationships
In our school community

PBIS

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PBIS

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

PBIS

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Purposes of Acknowledgments

Reinforce the teaching of new behaviors

Encourage the behaviors we want to occur again in the future

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

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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: ___

I was:

Respectful
Responsible
Safe

PBIS

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What really matters

is the positive social

acknowledgement

and interaction …

our words matter

PBIS

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Change your words, change your world

http://youtu.be/Hzgzim5m7oU

PBIS

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Optional Activity: Changing our Words

Negative

Positive

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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

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

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

Classroom-Managed

Data and Observations

Office-Managed

Data and Observations

PBIS

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Responding … �Consistency is key, not severity

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

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.

MO SW-PBS Team Workbook, 2012-2013

PBIS

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

Behavior	Gain	Avoid
As a result of misbehaving in the morning, students are sent to detention during afternoon recess.	Air-conditioned room to hang out.	Being bullied during free time. The heat
Students stopped bringing their gym uniforms to class and as a result can not participate in gym class.	Free time with friends	Exercising

PBIS

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Improving Decision Making

Problem

Problem Solving

Solution

Action Planning

Problem

Solution

PBIS

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Data-Informed Decision Making…

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

PBISApps.org

PBIS

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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

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Building a Solution

Prevention
Teaching
Recognition
Extinction
Corrective consequence
Data collection

PBIS

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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

PBIS

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

PBIS

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Do you believe all students can learn?

PBIS

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Insert Your School Information

PBIS

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Data Celebrations

Cost Benefit Analysis
Outcome Data
Fidelity Celebrations

PBIS

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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

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Fidelity (TFI)

PBIS

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PBIS

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Average Referrals per Day

PBIS

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Referrals by Time

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Referrals by Location

PBIS

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Referrals by Day of Week

PBIS

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Referrals by Types of Behavior

Consider sharing all, major, and minor

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Referrals by Grade Level

PBIS

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Referrals by Student

PBIS

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Referrals by Gender

PBIS

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Referrals by Ethnicity

PBIS

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Students with Referrals by Ethnicity

PBIS

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Referrals for Students with Disabilities

PBIS

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Trends … Predictable Problems

PBIS