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Todays’ Agenda • Define PBIS -‐ Rob Horner • PBIS Assessments and Data
– Team ImplementaCon Checklist (TIC) – Commitment Form – School-‐Wide InformaCon System (SWIS)
• MulCple levels of intensity – Universal Screening
• PBIS and RestoraCve JusCce • Roles of Assigned Staff • Calendar • Planning: Input/Next Steps
AcCvity: Rate your school culture 1. Use a student perspecCve 2. Use a staff perspecCve
Low High
Predictable Consistent
1 2 3 4 5 1 2 3 4 5
Positive 1 2 3 4 5
Safe 1 2 3 4 5
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%
SCHOOL-WIDE
POSITIVE BEHAVIOR SUPPORT
~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION • Check in/ Check out • Targeted social skills instruction • Anger Management • Social skills club • First Step to Success
TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • Check and Connect •
PRIMARY PREVENTION • Teach SW expectations • Consistent Consequences • Positive reinforcement • Classroom Systems • Parent engagement • Bully Prevention
SECONDARY PREVENTION • • • • •
TERTIARY PREVENTION • • • • •
PRIMARY PREVENTION • • • • • •
Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-‐wide PosiCve Behavioral IntervenCons and Supports: Findings from a group-‐randomized effecCveness trial. Preven&on 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 PosiCve Behavioral IntervenCons and Supports (PBIS) on the organizaConal 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 PosiCve Behavioral IntervenCons and Supports on student outcomes: Results from a randomized controlled effecCveness trial in elementary schools. Journal of Posi&ve Behavior Interven&ons, 12, 133-‐148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). ImplementaCon of school-‐wide PosiCve Behavioral IntervenCons and Supports (PBIS) in elementary schools: ObservaCons from a randomized trial. Educa&on & 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 effecCveness trial assessing school-‐wide posiCve behavior support in elementary schools. Journal of Posi&ve Behavior Interven&ons, 11, 133-‐145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-‐wide posiCve behavior support. Focus on Excep&onality, 42(8), 1-‐14.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-‐wide posiCve behavioral intervenCons and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide PosiCve Behavioral IntervenCons and Supports on Bullying and Peer RejecCon: A Randomized Controlled EffecCveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-‐156
SWPBIS Experimentally Related to: 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
Academic-‐Behavior ConnecCon Algozzine, B., Wang, C., & Violehe, A. S. (2011). Reexamining the relaConship between academic
achievement and social behavior. Journal of Posi&ve Behavioral Interven&ons, 13, 3-‐16. Algozzine, R., Putnam, R., & Horner, R. (2012). Support for teaching students with learning disabiliCes
academic skills and social behaviors within a response-‐to-‐intervenCon model: Why it doesn’t maher what comes first. Insights on Learning Disabili&es, 9(1), 7-‐36.
Burke, M. D., Hagan-‐Burke, S., & Sugai, G. (2003). The efficacy of funcCon-‐based intervenCons for students with learning disabiliCes who exhibit escape-‐maintained problem behavior: Preliminary results from a single case study. Learning Disabili&es Quarterly, 26, 15-‐25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). DemonstraCon of combined efforts in school-‐wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Posi&ve Behavioral Interven&ons, 8, 146-‐154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and funcCon of problem behavior in typical school sejngs. Journal of Special Educa&on, 42, 131-‐147.
Nelson, J. R., Johnson, A., & Marchand-‐Martella, N. (1996). Effects of direct instrucCon, cooperaCve learning, and independent learning pracCces on the classroom behavior of students with behavioral disorders: A comparaCve analysis. Journal of Emo&onal and Behavioral Disorders, 4, 53-‐62.
Wang, C., & Algozzine, B. (2011). Rethinking the relaConship between reading and behavior in early elementary school. Journal of Educa&onal Research, 104, 100-‐109.
Demonstration School ExemplarNCES ID: Zenith, Winnemac
ZenithNCES ID:
Checklist Date Commitment Team Assessment Define Teach Reward Consequences Classroom Information Support
9/15/2012 100% 50% 100% 100% 100% 100% 50% 83% 100% 83%
1/17/2013 100% 83% 83% 100% 100% 100% 100% 100% 100% 100%
4/11/2013 12:52:05 PM 1 of 1
Team Implementation Checklist Subscale
San Juan Unified School District Positive Behavioral Interventions & Supports (PBIS)
School Commitment for Training School District Principal Date The following commitments are necessary before a school can attend the PBIS training. Requirement/ Commitment
Details Completion/ Commitment Date
1. Organizational Support
a. Student social behavior is identified in top 3 goals for school improvement b. School principal & staff will make a 3 year commitment to implement PBIS
Date __________
2. Identify PBIS Team Must be representative of whole school staff (at least 1 from each area): a. School administrator b. Gen Ed teachers (representative of grade levels in school) c. Staff with Behavioral or Counseling Expertise (psych, nurse, SPED staff) d. Classified Staff (aides, assistants, bus drivers, library…) e. Family Member of a Student
Date __________
2. Identify a Team Lead
Should not be school administrator, preferably strong General Education staff member. Team Leader will usually facilitate meetings and attend monthly PBIS Team Leader Meetings with other PBIS Team Leaders.
Date __________
3. Attend PBIS Trainings
Entire team will attend all PBIS Trainings (3 days of training) Date __________
4. Monthly Team Meetings
PBIS Team will hold at least one meeting per month at school site to plan, develop, monitor and sustain implementation of PBIS Programs. (Meetings typically are 45 minutes in length)
Date __________
5. PBIS presence in School Staff Meetings
Allocate 5-15 minutes per month at staff meeting to provide updates and receive feedback from staff on PBIS efforts
Date __________
6. School PBIS Evaluation
a) Implement School-Wide Information System (SWIS) that provides capacity to examine discipline referral data on a school-wide level.
b) Use of PBIS Assessments to track implementation fidelity.
Date __________
I understand and agree to the above commitments to qualify for the PBIS Training series and support.
Principal Date
SWISTM (School-‐Wide InformaCon System)
• Defined – SWISTM is a web-‐based informaDon system for gathering, entering, summarizing, reporCng and using office discipline referral informaCon
• Purpose – A progress monitoring tool for improving the ability of school personnel to develop safe and effecCve learning environments
13 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team IniCated Problem Solving (TIPS) Training Manual. EducaConal and Community Supports, University of Oregon, unpublished training manual.
Typical Behavior MeeCng
• The naCves are gejng restless, behavior is out of control on the playground, and the office is full of students.
Phoenix Elementary 265/100 = 2.65 2.65 x .34 = .901
17 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
• Our rates of problem behavior are above the naConal average for 8 of past 10 months, almost double the number from last year, and there is an increasing trend from November – April
• Use what, where, when, by whom, why reports to define problem with precision
Primary Problem Statement
18 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Phoenix Elementary Problem Behaviors
19 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Phoenix Elementary LocaCons
Year One Year Two
20 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Phoenix Elementary -‐ Time
21 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Phoenix Elementary Referrals Per Student (2 + Referrals)
22 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Phoenix by moCvaCon
23 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
• Do we have one or more problems? – Based on locaCon, Cme, problem behavior, and students involved
• Build a precise problem statement for one problem at a Cme
• Give best guess on hypothesis – Other informaCon sources lead to sharing equipment, taking turns on swings, different games rules for soccer during recess and during soccer games.
Problem Statement
24 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
1. We have high rates of physical aggression, disrespect and inappropriate language on the playground at 10:00, 10:15, 12:15, 12:30, 1:45 & 2:00. Many students are involved and it appears that students are trying to get access to equipment/games.
2. We have lower rates of disrupCon and disrespect in classrooms throughout the day with many students, some of whom are also having problems on the playground. Problems are occurring with grades 3-‐5 students
Precision Statements
25 Newton, J. S., Todd, A. W., Algozzine, K., Horner, R. H., & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon, unpublished training manual.
Universal Screening for Schools
A Multiple Gating System
Step 1 Teacher Nomination (with criteria) Step 2 Short Screener (internalizing or externalizing) Step 3 Team uses other (attendance, grades, ODR’s) data sources Step 4 Students Rated (most to least at-risk) Step 5 Parents notified before Tier 2 Interventions
Universal Screening Tool for Classroom Teachers
Examples of externalizing types of behavior
Examples of Internalizing types of Behavior
Displaying aggression towards objects or persons Low or restricted activity levels
Arguing or defying the teacher Avoidance of speaking with others
Forcing the submission of others Shy, timid, and or unassertive
Out of seat behavior Avoidance or withdrawal from social situations
Non-compliance with teacher instructions or requests A preference to play or spend time alone
Tantrums Acting in a fearful manner
Hyperactive Behaviors Avoiding participation in games and activities
Disturbing Others Unresponsive to social interactions by others
Stealing Failure to stand up for oneself
Not following Teacher or School Rules
Non-Examples of externalizing types of behavior
Non-Examples of Internalizing types of behavior
Cooperating Initiation of social interactions with peers
Sharing Engagement in conversations with peers
Working on assigned tasks Normal rates or level of social contact with peers
Asking for help appropriately Displaying positive social behaviors towards others
Listening to teacher Participating in games and activities
Interacting in appropriate manner with peers Resolving peer conflicts in an appropriate manner
Following Directions Joining in with others
Attending to task Demands
Complying with teacher requests
Externalizing Students Internalizing students 1. 1. 2. 2. 3. 3.
Teacher Nomination
!
Rating!Scale!for!Externalizing!Students!Student!Risk!Screening!Scale!(SRSS;!Drummond,!1984)!
!
!!Teacher!Name_____________________________________!!!!!!!!!!!!Date_______________________________!!
Directions:!Please!rate!each!student!on!each!behavior!using!the!following!scale:!!
0!=!Never,!!!1!=!Rarely,!!!!2!=!Occasionally,!!3!=!Frequently!
!!!
!Student'Name'
!Stealing!
Lying,!cheating,!Sneaking!
!Behavior!Problems!
!Peer!
Rejection!
Low!Academic!
Achievement!
!Negative!Attitude!
!Aggressive!Behaviors!!!!!!
'Totals'
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!
Ratings!Scale!for!Internalizing!Students!Student!Internalizing!Screening!Scale!(SIBSS)!
!!Teacher!Name_____________________________________!!!!!!!!!!!!Date_______________________________!!
Directions:!Please!rate!each!student!on!each!behavior!using!the!following!scale:!!
0!=!Never,!!!1!=!Rarely,!!!2!=!Occasionally,!!3!=!Frequently!!
!Student'Name'
!Nervous!or!fearful!
!Bullied!by!peers!
!Spends!
time!alone!
!Disinterested!
!Withdrawn!
!Seems!sad!or!unhappy!
!Complains!about!
being!sick!or!hurt!
'Totals'
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!!
! ! ! ! ! ! ! !
!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!Tier(2(Interventions(by(Risk(Factor((
RISK! Tier!2!(Intervention!Ideas)! ! Progress!Monitoring! ! !Externalizing!
(SRSS)!Check!in!?Check!out!Peer!Mentoring!Self!Monitoring!
Social!Skills!Instruction!!
! SWIS!(Daily!Behavior!Report!Card!with!goals!and!graph!analysis)!
! !
ODR!(Office!Discipline!
Referral)!
All!Above!plus!increased!supervision!(Transitions/Breaks)!
! SWIS! ! !
Internalizing!(SIBBS)!
!
Refer!to!school!counselor!Social!opportunities/instruction!Mentoring!(CICO)!
! SWIS!(CICO)! ! !
Academics!STARR,!Grades,!District!assessment,!CBM!
Refer!to!Academic!team!Diagnostic!Assessment!!Targeted!Interventions!Extra!support!or!tutoring!!
! Trend!analysis!• Benchmark!standards!• Growth!Standards!
! !
Attendance!Zangle!
Parent!Meeting!Group!meeting!District!attendance!improvement!team!support!
! Weekly!monitoring!• Set!goals!(site!team!with!
district!support)!
! !
!
PD Calendar Responsibility Site Staff
MeeDng Site PBIS Team (Admin)
Site Facilitators
Teacher Leads
Day 1 Team Training (Aug) ✔ ✔ ✔
Day 2 Team Training (Aug) ✔ ✔ ✔
Day 3 Team Training (Nov) ✔ ✔ ✔
4 Days of Facilitator Training (Throughout Year)
✔ ✔
Monthly/Biweekly PBIS Site Team MeeCng
✔
✔ ✔
Review Data/ImplementaCon ✔ ✔ ✔ ✔
Data
Responsibility Self Assessment
TIC SET SWIS Data
Pre-‐training ✔ ✔
Quarterly PBIS Site MeeCng ✔ ✔
Yearly ✔ ✔
Monthly/Biweekly PBIS Site Team MeeCng
As needed ✔