Positive Behavioral

Interventions and Supports

(PBIS) November 3, 2013

Sandy DeMuth Georgia Department of Education

NAEHCY Conference

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PBIS Construction Plans

Learning Objectives• Define key features of PBIS• Describe how schools in GA

implement PBIS• Identify where PBIS is being

implemented in GA• Locate resources to learn

more about PBIS

Positive Behavioral Interventions & Supports (PBIS)

Building a Positive School Climate

"You can design and create, and build the most wonderful place in the world. But it takes people to

make the dream a reality." Walt Disney

Build Effective Environments•Positive behavior is more effective than problem behavior

•Preventative, teaching, and reinforcement-based strategies to achieve meaningful behavior changes

•Effective interventions for problem behavior

Starting point…

• Educators cannot “make” students learn or behave

• Educators can create environments to increase the likelihood students learn and behave

• Environments that increase that likelihood are guided by a core curriculum and implemented with consistency and fluency

PBIS is…

• A problem solving framework

• Culturally contextualized

• Creation of a continuum of environmental evidence-based supports based on student needs

PBIS is not...

• Not a specific practice, package or curriculum

• Not limited to any particular group of students

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Universal

Targeted

Intensive Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills Basketball

Spanish

Label behavior…not people10

An Essential Shift in Thinking

The central question is not:

“What about the student is causing the performance discrepancy?”

But

“What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that

the students will learn?”

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Essential Features at the School Level

• Teams of educators within the school (administrator)

• Data-based decision making

• Instructional Focus–Teach & Practice

• Acknowledge student mastery of social skills–Positive Feedback

How Do Schools TypicallyRespond to Problem Behavior?

• Reactive/Consequence Strategies• Office referral, detention, suspensions, etc.• Consequences will not teach the “right way”• Consequences may actually reinforce the behavior of

concern

• Restrictive and segregated settings

• Individual counseling and therapy

• Implement packaged programs

Traditional Discipline versus PBIS

Traditional Discipline• Goal is to stop undesirable behavior

through the use of punishment

• Focuses on the student’s problem behavior

PBIS• Goal is to stop undesirable behavior

by:oReplacing with a new behavior or skilloAltering environmentsoTeaching appropriate skillsoAcknowledge appropriate behavior

more frequently

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The Critical Elements of School-Wide PBIS

1. The PBIS Team-Principal2. Clear Expectations & Rules3. Teaching Behavior4. Data Entry and Analysis5. Recognition (Feedback)6. Effective Discipline Process7. Faculty Commitment8. Implementation 9. Classroom10.Evaluation

PBIS

A brief review of some of the critical elements of PBIS that are addressed in a 3-day school training. Not all elements are addressed in this presentation.

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School-wide Expectations

“Core values are timeless and do not change, while practices and strategies

should be changing all the time.”

Jim Collins

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Core Values• Excellent customer service • Taking care of our people • Giving back • Doing the "right" thing • Respect for all people • Entrepreneurial spirit

Establishing Core Values is Best Practice in the Business Community

Developing Expectations

1. Identify core values and expectations for all students/staff in all settings

2. Select 3 to 53. State in positive terms

More than just writing slogans on the walls…

PBIS

19Grace Snell Middle-Gwinnett County

Cowan Road Middle: Griffin-Spalding County

Clear, concise rules reduce

mixed messages

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Rules• Examples of expected behavior – what to do, NOT - what not to do!

• Specific and observable• Positively stated• 3-5 for each expectation• Rules must be enforceable and worth acknowledging!

Teacher Observed Wearing Flip Flops at school

Mixed message?

25

It is not enough to just post the words on the walls of the school or just publish in agendas…….

Why teach behavior?

• For a child to learn something new, it needs to be repeated an average of 8 times.

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated an average of 28 times

(Harry Wong)

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Rationale: 6,551 tardies are impacting instruction. Many or few? ManyExpectation to be addressed: Be PreparedRule not followed by many: Students must be in seat before tardy bell.Lesson: AP will have someone film him crawling from one class to another with a backpack, stopping at his locker and still making it to his seat under 5 minutes. Film will be shown in homerooms and reinforced with group acknowledgement.

**Many of the high schools we train report over 10,000 documented tardies.

5 minutes to get to class

All Tardies0

1000

2000

3000

4000

5000

6000

7000

201112201213

Mary Persons High School-Monroe County

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Acknowledging Appropriate Behavior

• Tied to specific behaviors• Delivered soon after the behavior• Age appropriate (actually valued by student)

• Delivered frequently• Gradually faded away

“What the Worlds Greatest Managers Do Differently” (Buckingham & Coffman 2002, Gallup)

1. Know what is expected2. Have the materials and

equipment to do the job correctly

3. Receive recognition each week for good work.

4. Have a supervisor who cares, and pays attention

5. Receive encouragement to contribute and improve

6. Can identify a person at work who is a “best friend”

7. Feel the mission of the organization makes them feel like their jobs are important

8. See the people around them committed to doing a good job

9. Feel like they are learning new things (getting better)

10. Have the opportunity to do their job well.

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A Review of the 10 Critical

Elements of School-wide

PBISAnything less is

experimentation!

1.The PBIS Team-Principal2.Clear Expectations & Rules3.Teaching Behavior4.Recognition (Feedback)5.Data Entry and Analysis6.Effective Discipline Process7.Faculty Commitment8.Implementation 9.Classroom10.Evaluation

Universal

Targeted

Intensive

Continuum of Support for ALL

Dec 7, 2007

Science

Soc Studies

Reading

Math

Soc skills Basketball

Spanish

Label behavior…not people35

Tier II – Small Group

• At-risk students• Screen• Data decision rules

• Informal assessment process to match intervention to student need• Small group Social Skill instruction• Self-management• Academic Support

• Part of a continuum – must link to universal school-wide PBIS system

Tiers III & IV - Individualized Supports

• When small group is not sufficient

• When problem is intense and chronic

• Driven by Functional Behavioral Assessment

• Connections to Mental Health and Community Agencies

• Part of a continuum – must link to universal school-wide PBIS system

Over 18,000 schools in the U.S. implementing PBIS.

Since 2008, 29% of Georgia’s Districts have been trained and more than 200 implementing.

DJJ schools and GNETS

I can . . .

• Define key features of PBIS.• Describe how schools in GA implement PBIS.• Identify where PBIS is being implemented in GA.• Locate resources to learn more about PBIS.

Ginny O’Connell-State Coordinator of PBISSandy DeMuth - PBIS Specialist

gapbis@doe.k12.ga.us