PBIS in Ravenswood City School District

Sheldon Loman, Ph.D.

sheldon.loman@gmail.com

http://ravenswoodpbis.pbworks.com/

2

“Clearing a path for people with special needs clears the path for

everyone!”

Every Kid Needs a Champion

• Rita Pierson

Outcomes• Review PBIS framework for creating a school

culture that promotes the use of equitable evidence-based practices for all students

• Features of school-wide positive behavior support (practices & systems)

• Share examples of ongoing implementation of PBIS in your school

• Identify Strengths, Opportunities, Steps, & Support Tier 1 Implementation at your school

Main Messages

Good Teaching Behavior Management

Student Achievement

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

SW-PBIS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

Main Messages• Student Achievement = Good

Teaching + Behavior Management• Good Teaching = Increasing District

& State Competence & Capacity• Competence/Capacity = Investing

in outcomes, data, practices, & systems

Re-designing Future Education

Effective practices (Quality)Efficient practices (Efficient)Equitable practices (Equity)

• What

• Quality

• Equity

• Efficiency

• How

• Evidence-based practices

• Multi-tiered Systems of Support

• Organizational Systems that support effective practices

Themes Affecting Education:Multi-tiered Systems, Evidence-based Practices, Organizational Systems

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Com

pete

ncy

Organization

Effective Implementation

Multi-tiered Systems of Support

Evidence-based Practices

Organizational Systems

The Promise of SWPBIS

• The fundamental purpose of SWPBIS is to make schools more effective learning environments.

Predictable

Consistent

Positive

Safe

What is “School-wide Positive Behavior Interventions and Support?”

• School-wide PBIS is:

A framework for establishing the social culture and

behavioral supports needed for a school to be an effective

learning environment for all students.

• Evidence-based features of SWPBIS

Prevention

Define and teach positive social expectations

Acknowledge positive behavior

Arrange consistent consequences for problem behavior

On-going collection and use of data for decision-making

Continuum of intensive, individual intervention supports.

Implementation of the systems that support effective practices

School-wide Positive Behavioral Interventions and Supports (SWPBIS)

• The social culture of a school matters.

• A continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.

• Effective practices with the systems needed for high fidelity and sustainability

• Multiple tiers of intensity

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW & classroom-wide expected

behavior5. Continuum of procedures for encouraging expected

behavior6. Continuum of procedures for discouraging rule violations7. Procedures for on-going data-based monitoring &

evaluation

School-wide

Elements of Effective School Climate

Clear expectationsCaring relationshipsMeaningful participationPerceived school safetySchool connectednessLow violence perpetrationLow violence victimizationLow harassment and bullyingLow substance use at school

Adam Voight | Gregory Austin | Thomas Hanson

A Climate for Academic Success: How School Climate Distinguishes Schools That AreBeating the Achievement Odds (2013)

Goal & Results

• The goal of this study is to determine what makes successful schools different from other schools. Rather than define success in absolute terms—such as the percentage of students who are proficient on a standardized test—this study’s definition is based on whether or not a school is performing better than predicted given the characteristics of the students it serves. Using data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. These schools were labeled “beating-the-odds” (BTO) schools

• “The results of this study show that ‘Beating The Odds’ schools had substantially more positive levels of school climate than other schools”.

Sch

ool C

limat

e In

dex:

Tot

al S

core

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Main Ideas:1. Invest in prevention

first2. Multiple tiers of

support intensity3. Early/rapid access

to support

Quality, Equity, Efficiency

Quality

(PBIS works)

Evidence-based

Practices

Behavior Support

Family Systems

Social skills development

Equity

(PBIS works for all)

All StudentsRace/ Ethnicity

DisabilityGender

Sexual Preference

Efficiency(PBIS saves time

and money)

Procedures and Systems

PracticalAcceptableEffective/ BetterEconomical

Quality (PBIS WORKS)

Experimental Research on SWPBISBradshaw, 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 (PBIS) 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 (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

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

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.

Ross, S. W., Endrulat, N. R., & Horner, R. H. (2012). Adult outcomes of school-wide positive behavior support. Journal of Positive Behavioral Interventions. 14(2) 118-128.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 Bradshaw, Pas, Goldweber, Rosenberg, & Leaf, 2012

Bradshaw, C., Waasdorp, T., & Leaf P. (in press) Examining the variation in the impact of School-wide Positive Behavioral Interventions and Supports. Pediatrics

SWPBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Reduction in bullying behaviors

6. Improved organizational efficiency7. Reduction in staff turnover8. Increased perception of teacher efficacy

9. Improved Social Emotional competence

Office Discipline Referrals per 100 students per school day Illinois 2011-12

OD

R p

er 1

00 p

er d

ay

N = 92 schools N = 486 schools

Eber et al., 2013

Partial Full PBIS0

10

20

30

40

50

Mean Students Suspended per yearIllinois 2011-12

Mea

n co

unt

of s

tude

nts

susp

ende

d

N = 81 schools N = 347 schools

Eber et al., 2013

Partial Full PBIS0

25

50

75

100

125

150

175

200

Mean Days of Student Suspension per yearIllinois 2011-12

Mea

n sc

hool

sus

pens

ion

days

N = 80 schools N = 416 schools Eber et al., 2013

EQUITY (PBIS Works for All)

Preliminary Evidence:When PBIS is linked to reduction in ODRs does reduction occur for students from all ethnic groups?

All Students Nat Asian Af Am Latino PacIs White0

5

10

15

20

25

30

35

Students with Major ODR/100 Students Enrolledn = 69 schools

200506

200607

200708

From: Vincent, Cartledge, May & Tobin, 2009

Main Messages:1. Reduction in ODRs occurred for all ethnic

groups

2. Racial disproportionality remained, just at a lower level of intensity.

Efficiency (PBIS saves time and money)

0

300

600

900

1200

1500

To

tal O

ffic

e D

isc

iplin

e R

efe

rra

ls

95-96 96-97 97-98 98-99School Years

Kennedy Middle School

Pre PBIS Year 1 Year 2 Year 3

What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School

Savings in Administrative time

ODR = 15 min

Suspension = 45 min

13,875 minutes

231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min

Suspension = 216 min

43,650 minutes

728 hours

121 6-hour school days

FEATURESWhat does SWPBIS look

like?

Logic!Successful teaching & learning environments are effective, efficient, relevant, & durable– Outcome-based

– Data-led decision making

– Evidence-based practices

– Systems support for accurate & sustained implementation

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBIS Elements

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

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

~80% of Students

~15%

~5%

ESTABLISHING CONTINUUM of SWPBISAt Your School

TIER II: SECONDARY PREVENTION• Practices: • Data: • Systems

TIER III: TERTIARY PREVENTION• Practices: • Data:• Systems:

TIER I: PRIMARY PREVENTION• Practices:• Data:• Systems:

School-based Teams by Tier

Student Centered/ FBA

Team

Progress Monitoring

Team

Plans SW & Class-wide

supports

Monitors effectiveness and fidelity of

Tier 2 Interventions

(overall and for each student)

For Individual Students

Conducts FBA, develops BIP

NOT a standing team

Sept. 1, 2009

UniversalSWPBIS

Team

Tier II Tier I Tier III

PBIS School Profile Report Who’s on what team?

School-wide PBIS Team Members Tier 2/3 Intensive PBIS Team Members

-Administrator-General Education Teachers Representative of the School Staff -Integrated Services Teacher(s) -Paraprofessional-School Psychologist-Parent [for action planning]

-Behavior Intervention Case Manager [School Psychologist]: Trained to do FBA/BIP-Administrator-Special Education Teacher-General Education Representative [lower grade and upper grade]

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS

Classroom

SWPBISSubsystems

Non-classroomFamily

Student

School-wid

e

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom

Sample Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

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.

Sample Matrix - ArrivalExpectation

Be Responsible Be Respectful Be Safe

Behavior Be on time Obey Supervisors

Watch for cars

Behavior Put your coat away Keep hands and feet to self

Use cross walks and sidewalks

Behavior Have your supplies Enter class quietly

Walk at all times

Sample Matrix - ArrivalExpectation

Be Responsible Be Respectful Be Safe

Behavior Be on time Obey Supervisors Watch for cars

Behavior Put your coat away Keep hands and feet to self

Use cross walks and sidewalks

Behavior Have your supplies Enter class quietly Walk at all times

www.thedabblingspeechie.com

Teach, Review, Reward

• All students taught expectations.• Booster sessions provided throughout the

year based on data (from office discipline referrals; SWIS)

• Non-instructional staff continuously trained to implement systems.

Start of the Year Kick Off

• Teach & Review Expectations in School wide Settings– Assemblies– Make it clear– Make it fun– https://

www.youtube.com/watch?v=hhI05ShyWP4– https://www.youtube.com/watch?v=iGuT9-_

Y5J4

Systems to Acknowledge Students

Examples

• Tickets- e.g., Power Paws• PBIS School Store• Raffles• Class Recognition [banners]

– Respect, Safety, Responsibility

Responding to Problem Behaviors

-Staff vs. Office Managed Behaviors- Needs to be taught & reviewed with Staff

and Students

59

Problem Solving Across Levels of Support

What is the problem?

Why is the problem occurring?

What are we going to do about the problem?

How is it working?Tier 1:

100% Meetings

Tier 2/3:Meetings

Tier 3:Individual Problem Solving Meetings

ALL STUDENTS

FEW STUDENTS

SOME STUDENTS

Using the SWIS Referrals by Student report as a Universal Screening Tool

0

10

20

Nu

mb

er o

f Re

ferr

als

pe

r S

tud

en

t

Students

School-wide Team Meetings

-Use an Agenda-Use SWIS Data

(Avg. Referrals per Day, Location, Time, Problem, Student)

-Precisely Define Problems-Problem Solve

-Action PlanVideo Example

61

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

PRIMARY PREVENTIONPractices:

• Teach & encourage positive SW expectations • Proactive SW discipline• Effective instruction & classroom management• Parent engagement

Data: • Tiered Fidelity Inventory (TFI)

Systems:• SW Team Representative of Staff• Consistent Vision, Values, & Language from All Staff

Ensure Culturally Relevant and Inclusive of All Students through use of Multiple Means of Representation, Expression, & Engagement

Start of the Year Checklist

• Team Implementation Checklist

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior

errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Classroom (Materials)

Recommendation• Professional Development on PBIS

in the Classroom in September

• Packet/Handout Available on link at: ravenswoodpbis.pbworks.com

• Have teachers complete Self-Assessment to guide coaching and Professional Development

Next Steps• Complete Start of the Year Checklist

• Complete PBIS Profile Report

• Complete Team Implementation Checklist (TIC)

• Schedule/Review Classroom Management Training/Coaching

• Review PBIS Team Leader Prompts by Month

Tier 2

~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

Tier 2: SECONDARY PREVENTIONPractices (Examples):

• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club

Data: • Fidelity Measures: Tiered Fidelity Inventory• Student Outcome Measures:

• CICO-SWIS• Intervention-specific data systems

Systems:• Tier 2 Team Meets Regularly• All Staff Knowledgeable of Tier 2 Interventions for

Continuous Implementation

• What constitutes a Tier 2 Intervention?– An intervention that:

• Serves multiple students at one time (15-25 student at once)– More efficient use of resources that 1 student at a time

• Students can get started with almost immediately upon referral• Requires almost no legwork from referring staff to begin

implementation of the intervention with a student• All school staff know about, understand their roll with, and know

the referral process for

– SYSTEMS NOTE: Resources Required:• If program is not self-sufficient… and requires significant

organization by referring staff… it’s not a targeted intervention

Questions about Tier 2 InterventionsSystems Considerations

• Intervention is continuously available• Rapid access to intervention (72 hr)• Very low effort by teachers• Consistent with school-wide expectations• Implemented by all staff/faculty in a school• Flexible intervention based on assessment

– Functional Assessment• Adequate resources (admin, team)

– weekly meeting, plus 10 hours a week• Student chooses to participate• Continuous monitoring for decision-making

Major Features of Tier 2 Interventions

• Behavioral competence at school & district levels

• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual Student

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family