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Positive Behavioral Intervention and Supports (PBIS)� in 60 Minutes!

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Welcome!

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This session will be recorded.

All materials here: https://www.pbisvermont.org/training-resources/webinars/

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Type into the chat box:

What brings you to this webinar today?

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�Learning Objectives�

After this training you will have…

Learned about PBIS within a Multi-Tiered Framework
Explored the Universal Level of PBIS
Briefly reviewed PBIS at the Targeted and Intensive Levels
Considered Next Steps

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�What is your current level of familiarity with PBIS?�

I know a lot
I know a little bit
I’m just learning

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What is School-Wide PBIS?

Preventive, culturally-responsive framework
Tailored to school’s unique context
Integrated continuum
Evidence-based practices
Based on principles of ABA
Improved academic and behavior outcomes

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https://www.pbis.org/pbis/getting-started

While this is likely the goal and desire of all schools, PBIS gives you a comprehensive framework for achieving this.

Consistent language and understanding

Language from the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA)

Based on applied behavior analysis and the prevention approach and values of positive behavior support

Discuss for last bullet how schools can tailor it so meet their unique needs and the evidence based interventions they adopt are added to the fraemwork Assists school personnel in adopting and organizing implementation of evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students

There is a tendency to believe it is all about the reward system which sometimes can impede implementation and buy in. While acknowledging positive behavior is steeped in research for its effectiveness, PBIS is a framework on which you can hang your evidence based practices. For example, RP, RC, trauma-responsive systems, etc

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Traditional Approaches Ineffective

Interfering Behavior

Reactive

Non-constructive

Emphasis on punishment

Poor implementation fidelity

Limited effects

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Correcting Misconceptions About PBIS

NOT a packaged curriculum
NOT a scripted intervention
NOT a manualized strategy
NOT a reward system

It’s an evidence-based framework, tailored to our school community, that provides a continuum of supports and, when implemented with fidelity, leads to positive and equitable academic and social/emotional/behavioral outcomes.

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The PBIS Framework

SYSTEMS

PRACTICES

DATA

Supporting

Staff Behavior

Supporting

Decision

Making

Supporting

Student Behavior

EQUITY

Evidence-based
Smallest effort
Biggest, durable effect

Social competence & Academic achievement

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Ensuring Equity in PBIS

Access

All students have entrance into, involvement with, and full benefit of quality learning opportunities offered and supported by universal PBIS implementation.

Representation

Broad representation of students and families/caregivers are meaningfully involved in PBIS-related decision-making and content.

Meaningful Participation

All students have agency and are empowered to contribute to PBIS implementation in effectual ways.

High Outcomes

Opportunities, supports, interventions and decisions provided by the PBIS implementation are developed with the goal of high outcomes for all students.

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PBIS is not fully implemented until it is culturally responsive.

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Who Benefits from PBIS? �Everyone!

Equity is a Tier 1 issue. Inequitable outcomes MUST be addressed at Tier 1, Providing Tier 2 & 3 supports does not address inequities!

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Continuum of Support for “Dylan” within MTSS

Universal

Targeted

Intensive

Math

Reading

Adult relationships

Emotion Regulation

Attendance

Peer Interaction

Science

Label Behavior, Not Students!

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office referrals
suspensions, detentions
disruptive classroom behavior

academic performance
on-task behavior
parent, student, and staff satisfaction
staff retention

Increase In:

PBIS Primary Outcomes

Decrease In:

“When reviewing SWIS data, we noticed that our 2nd grade had a high number of BOD reports during specials. Having this data allowed the team to support the teacher in planning some explicit instruction and practice of behavioral expectations during specials classes, as well as providing interventions such as planned breaks for particular students before or after specials class. These interventions helped reduce the number of BOD reports for 2nd graders during specials times.”

- Burke Town School

https://www.pbis.org/research

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PBIS During COVID

“We were reminded of the importance of establishing school-wide PBIS and focusing on the positives. We had really good staff retention compared to other schools in the area. I think that had a lot to do with our PBIS focus in times that were difficult.”

Jeff Boudreau,

Peoples Academy Middle School

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Connect. Enhance relationships among educators, students, and families to promote effective communication during times of disrupted learning. Check in with students daily and with families regularly to identify support needs as they emerge.

• Screen. Formally or informally screen to efficiently identify students who need more support (related to health, safety, SEB needs, academic concerns). For students who require additional support, differentiate and intensify Tier 1 and consider Tier 2 or Tier 3.

• Support. Establish a safe environment (in class and/or online). Teach, prompt, and acknowledge predictable routines, positive expectations and SEB skills. Bridge expectations (teach connections) across settings (e.g., home, school, community).

• Teach. Effectively teach and prompt critical academic skills, and actively engage students in learning. Prompt and reinforce expectations and SEB skills throughout instruction. Provide positive and supportive feedback to support skill development.

• Monitor. Continue to monitor implementation and safety, health, SEB, and academic needs to (a) enhance supports for all students and (b) identify students who require more support (Tier 2 or Tier 3) over time. Match the intensity of monitoring to the intensity of need.

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SEL, Trauma-Informed, & Restorative Practices Within the PBIS Framework

Same end goals in mind

To build a safe, respectful, and productive learning environment
To establish a positive school climate where students and adults have strong, positive relationships and students understand what is expected of them as learners at school

Whole-school
Proactive/prevention-focused
Contribute to and depend on an equitable learning environment

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PBIS Core Components

Statement of Purpose
Define expectations/agreements
Teach & practice prosocial behaviors
Acknowledge prosocial behaviors
Prevent & respond instructionally to interfering behavior through a continuum of supports
Make decisions based on data

Which parts of these bullet points stand out for you?

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Few, Positive SW Expectations/Agreements Defined, Posted, Taught, Practiced, and Acknowledged

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Dothan Brook School

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Proctor Elementary

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We are…

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

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Teaching Prosocial Behaviors

Teaching Matrix		SETTING
Teaching Matrix		All Settings	Hallways	Playgrounds	Cafeteria	Library/ Computer Lab	Assembly	Bus
	Respect Ourselves	Be on task. Give your best effort. Be prepared.	Walk.	Have a plan.	Eat all your food. Select healthy foods.	Study, read, compute.	Sit in one spot.	Watch for your stop.
	Respect Others	Be kind. Hands/feet to self. Help/share with others.	Use normal voice volume. Walk to right.	Play safe. Include others. Share equipment.	Practice good table manners	Whisper. Return books.	Listen/watch. Use appropriate applause.	Use a quiet voice. Stay in your seat.
	Respect Property	Recycle. Clean up after self.	Pick up litter. Maintain physical space.	Use equipment properly. Put litter in garbage can.	Replace trays & utensils. Clean up eating area.	Push in chairs. Treat books carefully.	Pick up. Treat chairs appropriately.	Wipe your feet. Sit appropriately.

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Expectations

1. SOCIAL SKILL

2. NATURAL CONTEXT

3. BEHAVIOR EXAMPLES

Teaching & Lesson Plans

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Focus on Teaching

“If a child does not know how to read, we teach.�If a child does not know how to swim, we teach.�If a child does not know how to multiply, we teach.�If a child does not know how to drive, we teach.�If a child does not know how to behave, we…�

Teach…Punish?�Why can’t we finish the last sentence as automatically as we do the others?”�– John Herner

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Acknowledging Prosocial Behavior

Providing students feedback to let them know when and how they are meeting expectations/ agreements (positive acknowledgement)

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Why acknowledge students?

Behavior is learned

Learning is facilitated by guided feedback

Positive feedback has a greater likelihood of shaping behavior than negative feedback

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Acknowledging Behavior

PBIS is about changing adult behavior!

We are trying to achieve a ratio of 4-6 positive to 1 negative adult-student interaction

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Acknowledging Behavior

Link individual acknowledgement to overall benefit of others.

Dispel myth that reinforcement is ineffective or detrimental to student “intrinsic motivation.”

Make reinforcers age- and context-appropriate

Considerations :

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Preventing and Responding Instructionally to Interfering Behavior Through a Continuum of Supports

This involves:

Consistent practices for preventing interfering behaviors
Distinguishing between minor and major behaviors
Practices for responding instructionally to interfering behavior
Continuum of supports for responding to interfering

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Data: SWIS Big 7: Core Reports

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Avg. Referrals Per Day Per Month

Grade

Student

Problem

Behavior

Day of Week

Location

Time

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Decision-Making/Problem-Solving Process

Prevention:	Remove/alter “trigger” for problem behavior
Teaching:	Define, instruct & model expected behavior
Reward:	Expected/alternative behavior when it occurs; prompt as necessary
Extinction:	Increase acknowledgement of presence of desired behavior
Corrective Consequence:	Use non-rewarding/non-reinforcing responses when problem behavior occurs
Data Collection:	Indicate how you know when you have a solution

“Before the 2021/2022 school year, we had numerous referrals per day, and students missing out on recess due to behaviors. This school year we placed a member from our behavior team at each recess which provided an extra adult, and also someone who could intervene and remedy situations in a quick and effective manner. Students were able to continue with their recess and staff were able to manage "most" behaviors in the moment. This was a huge win for recess time! - PBIS Coordinator, Allen Brook

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Big Ideas

Expectations/agreements reflect the values of the whole school community. Their purpose is NOT to enforce compliance, but to provide a common language and framework for teaching desired behavior.

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Big Ideas

Staff, student, and family/caregiver voice, choice, and ownership is valued and honored.

Staff, student, and family/caregiver participation, input and feedback is invited, encouraged, and welcomed.

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Big Ideas

Restorative principles and approaches (exploring relationships; agency and choice; meaningful engagement; and responsibility/accountability) enhance implementation of PBIS.

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Restorative Approaches

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Restorative Approaches

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Big Ideas

Behavior is taught just as explicitly as academics. Opportunities to practice are provided until behavior is fluent.

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Big Ideas

We change adult behavior & the environment to change student behavior.
We place greater emphasis on acknowledging behaviors we want to see rather than primarily focusing on concerning behavior.

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Big Ideas

All staff engage in function based thinking.

Behavior is recorded to collect data for informed decision-making, NOT to punish.

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Big Ideas

All students, all settings, all the time!

PBIS is not fully implemented until it is culturally responsive.

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Activity 1

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�What should you expect to hear/see in a PBIS School (at the Universal level)?�

80% of students can tell you the school-wide expectations/agreements and can say that they have been acknowledged for following them

80% of staff can tell you the school-wide expectations/agreements and can say they have acknowledged students for following them

School staff have taught the school-wide expectations/agreements to all students

Positive adult-to-student interactions exceed negative

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�What should you expect to hear/see �in a PBIS School?�

School staff agree on which behaviors involve a referral to the office

The school has a leadership team that is representative of school staff and includes an administrator

Function-based behavior support is foundation for addressing problem behavior

Data- and team-based action planning & implementation are operating

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Implementation Science

Exploration

Installation

Initial Implementation

Full Implementation

Innovation

Sustainability

3-5 years

(this is normal!)

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Implementation is a Journey….

Getting Ready

(Planning)

Getting Started

(Trying Out)

Getting Better

(Improving the Process and Impact for Sustaining & Scaling)

PBIS is an Iterative Process….

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Improved Student Outcomes

academic achievement

(Angus & Nelson, 2021; Horner et al., 2009; Lassen et al., 2006; Nelson et al., 2002)

prosocial behavior

(Metzler et al., 2001; Nelson et al., 2002)

attendance

(Flannery et al., 2020*; Freeman et al., 2015*)

emotional regulation

(Bradshaw, Waasdorp, & Leaf, 2012)

reduced bullying behaviors

(Ross & Horner, 2009; Waasdorp, Bradshaw, & Leaf, 2012)

decreased rates of drug/alcohol use

(Bastable et al., 2015*; Bradshaw et al., 2012)

social & academic outcomes for SWDs

(Lewis, 2017; Tobin, Horner, Vincent, & Swain-Bradway, 2012)

Reduced Exclusionary Discipline

office discipline referrals

(Bradshaw, Mitchell, & Leaf, 2010; Bradshaw et al., 2012; Bradshaw et al., 2021*

Elrod et al., 2022*; Flannery et al., 2014*; Freeman et al., 2015*; Horner et al., 2005; Horner et al., 2009; Metzler et al., 2001; Nelson et al., 2002; Solomon et al., 2012)

suspensions

(Bradshaw, Mitchell, & Leaf, 2010*; Freeman et al., 2015; *Gage et al., 2018; Gage et al., 2019; Nelson, 1996; Nelson et al., 2002; Solomon et al., 2012)

restraint and seclusion

(Reynolds et al., 2016; Simonsen, Britton, & Young, 2010)

racial inequities

(Fox et al., 2021; Gion et al., 2022; McIntosh et al., 2018; McIntosh et al., 2021a; McIntosh et al., 2021b; Muldrew & Miller, 2021; Payno-Simmons, 2021; Swain-Bradway et al., 2019)

Improved Teacher Outcomes

teacher efficacy & well-being

(Kelm & McIntosh, 2012; Ross & Horner, 2006; Ross, Romer, & Horner, 2012)

teacher-student relationships

(Condliffe et al., 2022)

student engagement & instructional time

(Algozzine & Algozzine, 2007; Condliffe et al., 2022; Flannery et al., 2020*)

school culture & organizational health

(Bradshaw et al., 2008; Bradshaw et al., 2009; McIntosh et al., 2021; Meng et al., 2016)

climate & safety

(Elrod et al., 2022*; Horner et al., 2009; McIntosh et al., 2021)

When Implementing Positive Behavior Interventions and Supports (PBIS) with Fidelity

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PBIS Outcomes…

Improved Student Outcomes

academic achievement

(Angus & Nelson, 2021; Horner et al., 2009; Lassen et al., 2006; Nelson et al., 2002)

prosocial behavior

(Metzler et al., 2001; Nelson et al., 2002)

attendance

(Flannery et al., 2020*; Freeman et al., 2015*)

emotional regulation

(Bradshaw, Waasdorp, & Leaf, 2012)

reduced bullying behaviors

(Ross & Horner, 2009; Waasdorp, Bradshaw, & Leaf, 2012)

decreased rates of drug/alcohol use

(Bastable et al., 2015*; Bradshaw et al., 2012)

social & academic outcomes for SWDs

(Lewis, 2017; Tobin, Horner, Vincent, & Swain-Bradway, 2012)

… when implementing PBIS with fidelity

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PBIS Outcomes…

Reduced Exclusionary Discipline

office discipline referrals

(Bradshaw, Mitchell, & Leaf, 2010; Bradshaw et al., 2012; Bradshaw et al., 2021*

Elrod et al., 2022*; Flannery et al., 2014*; Freeman et al., 2015*; Horner et al., 2005; Horner et al., 2009; Metzler et al., 2001; Nelson et al., 2002; Solomon et al., 2012)

suspensions

(Bradshaw, Mitchell, & Leaf, 2010*; Freeman et al., 2015; *Gage et al., 2018; Gage et al., 2019; Nelson, 1996; Nelson et al., 2002; Solomon et al., 2012)

restraint and seclusion

(Reynolds et al., 2016; Simonsen, Britton, & Young, 2010)

racial inequities

(Fox et al., 2021; Gion et al., 2022; McIntosh et al., 2018; McIntosh et al., 2021a; McIntosh et al., 2021b; Muldrew & Miller, 2021; Payno-Simmons, 2021; Swain-Bradway et al., 2019)

… when implementing PBIS with fidelity

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PBIS Outcomes…

Improved Teacher Outcomes

teacher efficacy & well-being

(Kelm & McIntosh, 2012; Ross & Horner, 2006; Ross, Romer, & Horner, 2012)

teacher-student relationships

(Condliffe et al., 2022)

student engagement & instructional time

(Algozzine & Algozzine, 2007; Condliffe et al., 2022; Flannery et al., 2020*)

school culture & organizational health

(Bradshaw et al., 2008; Bradshaw et al., 2009; McIntosh et al., 2021; Meng et al., 2016)

climate & safety

(Elrod et al., 2022*; Horner et al., 2009; McIntosh et al., 2021)

… when implementing PBIS with fidelity

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VT Outcomes…

… when implementing PBIS with fidelity

“The number of students who received suspensions reduced from 28 to 11 over the last two school years.”

- Fair Haven Grade School, 2022

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VT Outcomes…

… when implementing PBIS with fidelity

“Once again, PBIS was a backbone and a mindset that kept us focused on the wellbeing of the children and adults who make up our school community.”

- Ottauquechee School

"We maintained PBIS as a priority, increased family engagement, put a focus on increasing and building community, and maintained focus on positive behavior interventions through a trauma-focused lens.”

- Walden School

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Fidelity of Implementation

Fidelity = the degree to which an intervention is delivered as intended

The closer you are to meeting the benchmark for the fidelity measure, the better your odds for improving student outcomes

Implementation depends on fidelity AND how well you fit the intervention to your context

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PBIS Targeted and Intensive Levels

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Targeted Interventions for Students who Need Additional Supports

Targeted Team matches intervention to student need based on function

Needed when students have more than 2 BODFs or when requested

Check-In/ Check-Out is most common intervention

Interventions occur in conjunction with Universal supports

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Intensive Supports for Challenging Behaviors at School

Why is the behavior occurring, what’s its function?

Prevent behavior from occurring

Teach replacement behaviors

Respond differently to reduce intensity

Behavior plan includes function-based strategies

Check progress. Did plan work?

If not, review & revise.

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Where is PBIS?

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VTPBIS Training Sequence:

www.pbisvermont.org

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Awareness Activities

Attend the VTPBIS Leadership Forum – October 12
Intro to PBIS Microlearning
Visit web sites – www.pbis.org; www.pbisvermont.org
Contact a VTPBIS TA

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Readiness Activities

Contact your VTPBIS TA
Schedule a PBIS Awareness/Input Workshop + Vote
Complete and Submit Intent to Implement Application Due January 1 for Spring or April 1 for Summer
Identify a team
Attend a pre-training Coordinator Orientation meeting
Gather baseline data using PBIS tools
Attend Team Training (Spring (2) or June – (4 days))
Develop PBIS Staff Handbook

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VTPBIS Universal Level Readiness Activities Checklist

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Vermont PBIS System of Support

FEEDBACK LOOPS

SUPPORT LOOPS

School Level:

School

Coordinators

SU/SD Level:

SU/SD Coordinators

State Level:

TAs

Trainers

Coaches

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VTPBIS State TAs

Three types of TA to VTPBIS schools and SU/SDs:

1. SYSTEMS: Specific supports include:

Determining readiness for VTPBIS training at all tiers;
Identifying other VTPBIS Professional Learning opportunities;
Seeking resources to support VTPBIS implementation; and
Understanding how to access VTPBIS Coaches/Trainers

2. DATA: Specific supports include:

Understanding and using the VTPBIS data tools (School-wide Evaluation Tool; Tiered Fidelity Inventory; Self-Assessment Survey; SWIS, etc.);
Assistance with problem solving using data; and
Assistance with developing and sharing data with stakeholders

3. PRACTICES: Specific supports include:

Implementing PBIS with fidelity at all tiers;
Identifying evidence-based practices; and
Consultation about implementation dips

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Stay Connected

https://www.facebook.com/groups/PBISVermont/

https://twitter.com/vtpbis

Please share all of the awesome things you are doing by using #VTPBIS or @VTPBIS

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What questions do you have?