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Goals for this Evening: 1. Share the factors related to promoting fidelity
of PBIS in schools
2. Share benefits of Student PAWS Council
3. Look at PBIS schoolwide data
PBIS at Hussey School
What is PBIS?
• PBIS is a 3 – 5 year process.
• Over 2,000 schools across the country – over 100 in Maine – have implemented PBIS. • 50% or more schools reduce their office referrals by 50%
the first year.
• This is a data driven program.
• PBIS is a process for creating safer and more effective schools.
• PBIS focuses on improving a school’s ability to teach and support positive behavior for all students.
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%
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
What is PBIS? (cont.)
• It is a SCHOOL-WIDE design for discipline.
• It is team-based systematic planning.
• It is for (and by) ALL students, ALL staff, and in ALL settings.
• It is a program that can be upgraded as we go along.
• Each month we will analyze the discipline data.
•We will survey the staff, students, and parents for upgrades.
U.S. Schools using PBIS August, 2016
0
2500
5000
7500
10000
12500
15000
17500
20000
22500
25000
00 01 02 03 04 05 06 07 08 09 10' 11' 12' 13' 14' 15' 16' 17' 18'
23,363 schools 11,762,345 students
• The extent to which the critical features of PBIS are implemented as intended
• Helps us improve outcomes for students
• Helps team target next steps and areas for improvement
What is… fidelity of implementation?
Why assess it?
• Collection of data to monitor fidelity, outcomes and context
• Adaptation over time while keeping critical features intact
• Ongoing investment in building local capacity
What is CONTINUOUS REGENERATION?
• Expected behaviors defined clearly • Problem behaviors defined clearly • Expected behaviors taught • Expected behaviors acknowledged regularly • Consistent consequences • CW procedures consistent with SW systems • Options exist for instruction • Instruction/materials match student ability • High rates of academic success • Access to assistance and coaching • Transitions are efficient
Which features best predict sustained implementation?
• The purpose of the School-wide PBIS Team Implementation Checklist (TIC) is to provide an efficient and valid index of the extent to which PBIS core features are in place within a school. – Tier I (Universal PBIS)
• Whole School Universal Prevention
– Tier II (Targeted PBIS) • Secondary, Small Group Prevention
– Tier III (Intensive PBIS) • Tertiary, Individual Support Prevention
Team Implementation Checklist (TIC)
Takeaways from Hussey TIC
• Increase student involvement and interest
• Increase staff communication by:
– Sharing PBIS data monthly at teacher meetings
– Share PBIS data with all staff i.e., minutes and/or meeting
PAWS Council Teacher Leaders Erika Leighton, 4th Grade
Kim Courtemanche, 2nd Grade
Team of two students per grade level, 3-6 6th Grade: Alisha & Ciera 5th Grade: Haley & Kiley
4th Grade: David & Hannah 3rd Grade: Blake & Lucy
Watch: PAWS Council Presents “Be Kind!”
Behavior Incident Count
0
10
20
30
40
50
60
70
80
September October November
2014-2015
2015-2016
2016-2017
What does a reduction of 39 discipline referrals mean?
• Staff time saved (ODR = 15 min)
• 585 minutes
• 9.6 hours
• Student Instructional time saved
(ODR = 30 min)
• 1,170 minutes
• 19.5 hours
Get the cost-benefit calculator at: www.pbismaryland.org!
• Newsletters
– To parents
• Monthly/quarterly reports
– To school staff
• Formal presentations
– To school board
– To district administrators
– To PTA
Make PBIS Efforts Public!
• Hussey Staff
• PBIS Team
• PAWS Council
Thanks and Acknowledgments
Coffey, J., & Horner, R. H. (2012). The sustainability of school-wide positive behavioural interventions and supports. Exceptional Children, 78, 407-422.
Curtis, M. J., Castillo, J. M., & Cohen, R. (2008). Best practices in system-level change. In A. Thomas & J. P. Grimes (Eds.), Best practices in school psychology V (pp. 887-901). Bethesda, MD: National Association of School Psychologists.
Gietz, C. & McIntosh, K. (2014). Relations between student perceptions of their school environment and academic achievement. Canadian Journal of School Psychology, 29, 161-176.
Hume, A. E., & McIntosh, K. (2013). Construct validation of a measure to assess sustainability of school-wide behavior interventions. Psychology in the Schools, 50, 1003-1014.
Mathews, S., McIntosh, K., Frank, J. L., & May, S. (2014). Critical features predicting sustained implementation of school-wide positive behaviour support. Journal of Positive Behavior Interventions, 16, 168-178.
Selected References
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