Positive Behavioral Interventions and Supports – Tier 1

Teri Lewis

NorthWest PBIS Network, Inc.

www.pbisnetwork.org

• Overview of Schoolwide Positive Behavior Support (SWPBS)

• Establish PBIS Leadership Team• Understand Core Features of PBIS • Readiness for Implementation• Action Planning for Roll Out

Goal of this Training

Today• Overview• Staff Buy-in & Commitment• Team Membership• Defining SW Expectations• Expectation Teaching Matrix• Teaching Plan• Acknowledgement System

Opening Activity

In Regards to PBIS:• What Do You Know?• Want Do You Want To Know?• What Are You Excited About?• What Are Your Fears/Reservations?

15 Minutes

Overview

Overview

• Emphasis will be placed on the processes, systems, & organizational structures that are needed to enable the accurate adoption, fluent use, & sustained application of these practices.

• Importance of data based decision making, evidence based practices, & on-going staff development & support will be emphasized.

Examples…

• In one school year, Jason received 87 office discipline referrals.

• In one school year, a teacher processed 273 behavior incident reports.

• An elementary school principal reported that over 100% of her office discipline referrals came from 8.7% of her total school enrollment, and 2.9% had 3 or more.

• During 4th period, in-school detention room has so many students that overflow is sent to counselor’s office. Most students have been assigned for being in hallways after the late bell.

• A middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe & lacks discipline.

• A middle school counselor spends nearly 15% of his day “counseling” staff members who feel helpless & defenseless in their classrooms because of a lack of discipline & support.

• A high school administrator has requested funds for a teacher to staff a “second alternative” classroom for students who are a danger to themselves & others.

• An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

5100 referrals =

51,000 min @10 min =

850 hrs =

141 days @ 6 hrs

FRMS Total Office Discipline Referrals (Majors)Sustained Impact

0

500

1000

1500

2000

2500

3000

94-95

95-96

96-97

97-98

98-99

99-00

00-01

01-02

02-03

03-04

04-05

05-06

06-07

Academic Years

Tota

l ODR

s

Pre

Post-----------------------------------------------------------

School Safety: A Top Concern• Providing a safe, positive school climate, which

engages students in their academic program and supports their social and behavioral development, has been an enduring goal of educators, parents, and policymakers (Barnoski, 2001; Shelton, Owens, & Song, 2009).

• The 39th Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools found that addressing a lack of discipline, fighting, and violence were among the top priorities for respondents(Rose & Gallup, 2007).

Impact of Behavior on Schools

• More than 30% of our teachers will leave the profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004).

• Student problem behavior can consume more than 50% of teachers’ and administrators’ time (U.S. Department of Education, 2000).

Student Wellbeing One in five (20%) of students are in need of some

type of mental health service during their school years, yet 70% of these students do not receive services(Surgeon General’s Report on Mental Health, 2011)

It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007)

• School-wide PBS is:• A systems approach, establishing the social culture and behavioral

supports needed for schools to be effective learning environments for all students.

• Evidence-based features of SW-PBS• Prevention• Define and teach positive social expectations• Acknowledge positive behavior• Arrange consistent consequences for problem behavior• Collection and use of data for decision-making• Continuum of intensive, individual interventions. • Administrative leadership – Team-based implementation

What is School-wide PBS?

Big Ideas Across Tiers • Systems – Support adult behavior

– Handbooks– Policy– Calendar of events– Data collection and summary system

• Data – Support decision making – Identification – Fidelity– Outcomes

• Practices – Support student behavior– Teaching rules and expectations– Acknowledge desired behaviors– Respond consistently to problem behaviors– Monitor data

Outcomes

PBIS is not new… It is based on along history of

behavioral practices,effective instructional design & strategies

Not limited to anyparticular group of

students…It’s for all students

Not specific practice or curriculum…

it’s a general approach

to preventing problem behavior

PBIS/MTSS

Managing Complex Change

The need for: A systematic approach to behavior

Traditional Discipline vs. PBIS• Traditional

– Focuses on the student’s problem behavior

– Relies on punishment to stop unwanted behavior

– “What do we do when?”

• PBIS– Replaces unwanted

behaviors with new behaviors or skills

– Alters environments– Instructional match is

viewed as a behavior intervention

– Teaches appropriate skills– Reinforces appropriate

behaviors– Relies on function based

interventions– “What do we do in

between?”

Trends in Discipline Practices

Least Effective• Punishment (when used too

often)

• Exclusion

• Counseling (as a reactive strategy)

(Gottfredson, 1997)

Most Effective• Proactive school-wide discipline

systems• Social skills instruction in natural

environment• Academic/curricular

restructuring• Behaviorally based interventions• Early screening and

identification of antisocial behavior patterns

(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

0-1 Referrals

2-4 Referrals

5 + Referrals

Evidence Based Practice

TIME & CHANGE in Staff behavior required to generate

desired outcome

Tier 3: FBA/BSP (5%)

6+ Discipline Referrals

Tier 2: CICO (15%)

3-5 Discipline Referrals

Tier 1: SW-PBIS (80%)

0-2 Discipline Referrals

PBIS Biggest Idea!Instead of working harder (inefficient), schools have to

establish systems/processes and use data and practices that enable them to work smarter (efficient, effective).

PBIS Enables Schools To… Establish a small number of priorities

“do less, better” Consolidate/integrate whenever possible

“only do it once” Specify what is wanted & how you’ll know when you get

there “invest in a clear outcome and assess progress”

Give priority to what works “research-based, evidence-based”

Why implement SWPBS?

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of

expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.

Experimental Research on SWPBIS

Bradshaw, 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.

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.

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

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

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

6.Reduction in staff turnover7.Increased perception of teacher efficacy

Staff But-in & Commitment

Purpose Statement and Buy-In

What is our purpose?How do we want our School/Family/Community to be different as a result of implementing PBIS?How do we gain buy-in?

School/Family/Community Partnerships

• As you begin the process of installing PBIS/MTSS, it is critical to have the voice of partners:– Family– Community– Mental health

Purpose Statement ExampleAs a result of implementing PBIS at GW High School we plan to:Create a more positive culture in our school/family/communityMake life in school better for ALL students Create consistency among adultsIdentify ALL students in need of supportUse data to guide our decision-makingReduce ODRsStrengthen family partnerships

Why Are We Here?

What is our purpose?How do we want our School/Family/Community to be different as a result of implementing PBIS?

Develop your purpose statement

Commitment and buy in activity

• Complete the Readiness and Commitment worksheet

• Have you clearly established the need and commitment to change?

• What other support is critical to moving PBIS forward in your school or program?

• Do you have family, community and student support to improve/change the school culture? What concerns or problems have been shared that may need to be addressed?

• Consider using an annual survey to identify needs and assess growth

15 Minutes

Team Membership

Objectives1. Participants will be able to explain the purpose and

function of a Tier 1 Team and identify which people/voices are essential to its creation.

2. Participants will be able to hold effective and ongoing Tier 1 Team meetings including agendas, minutes, and action plans.

3. Participants will be able to establish subcommittees of the Tier 1 Team- (Data team, Teaching team, Acknowledging team, and Communication team) and be able to explain their purpose, function, and connection to increasing the likelihood of implementation fidelity.

Why do we need a Tier 1 Team?

Analyze all-school data to identify behavioral trends Identify which behaviors/routines need to be taught and re-

taught to the youth Create acknowledgment systems Create communication systems

“PBIS Biggest Idea!”Instead of working harder (inefficient), schools have to

establish systems/processes and use data and practices that enable them to

work smarter (efficient, effective). PBIS Enables Schools To…

– Establish a small number of priorities • “do less, better”

– Consolidate/integrate whenever possible• “only do it once”

– Specify what is wanted & how you’ll know when you get there

• “invest in a clear outcome and assess progress”

– Give priority to what works• “research-based, evidence-based”

Functions of PBIS Tier 1 Team Meets 2x monthly w/ set agenda during first year Creates, distributes, schedules behavioral lesson plans to

staff Analyzes and shares data with school, family, community

monthly Informs school audiences of PBIS activities in building

(parents, community members, district administration, board of education)

Assists administration in developing continuum for managing inappropriate behavior

Establishes an acknowledgment system for positive behaviors

Identifies students in need of secondary and tertiary level supports

Completes fidelity assessments annually

Tier 1 Effective Teams Include: General education teachers (grade level) Special education teachers Support staff Clinical expertise Administrators Family members – “Family Voice” Students- “Student Voice Community members – “Community Voice”

Team members represent the cultures and ethnicities in the community

How does your team compare? What strength does each of these people bring to team? Are you missing any of the needed team members? How can

you, the team, get the right people sitting around the table?

Team Process– Facilitator (create the agenda, lead the meeting)

– Data Manager (brings data to team meetings)

– Time-keeper (keeps team on task)

– Recorder (takes and distributes minutes; archives material; updates profile)

– Communicator (shares information on activities and data to staff, families, and communities)

It is important that all team members have a designated role. Ideally, there will not be any team members just in attendance, but rather all will have identified tasks/jobs/roles.

Agenda, Minutes, Action Plans

• Consider having an agenda before each meeting– Helps keep the meeting focused and time efficient

• Consider taking minutes during each meeting that can be sent out afterwards– Consider sending to key stakeholders

• Consider using an action plan during the meeting to keep track of who will be doing what, by when, etc.

• Consider projecting the agenda, minutes, and action plan during the meeting so that everyone can follow

• Consider making these digital files for easy sharing!

Tier 1 Team Responsibilities 1. Conduct Current Data-Driven Business

– Review school-wide data – Academic & Behavioral– Identify & plan needed interventions based on data– Use data to determine behavioral lesson plans

2. Conduct Calendar-Driven Business – Fall kick-off– Tier 1 Assessment Tools (SAS Survey, Phases of Implementation, Team

Implementation Checklists, Benchmarks of Quality, School Profile Tool)– Monthly data review– Develop school-wide interventions– Implementation of the reinforcement plan and all school celebrations– Re-teaching/Reinforcement boosters– Continuously update MAP

3. Plan communication with staff, school board, families, other intervention teams

TIPS materials/ sample Team Agenda

• Active administrator• Representative building staff members, family members & students

• Members should be respected• Members understand behavioral principles• Members should be collaborative, critical examiners who are also supportive.

Who should comprise leadership team?

• Examine school climate and behavior• Create an action plan based on data• Obtain staff commitment to the plan• Evaluate progress through data• Plan for professional development• Meet regularly (Bi-weekly or Monthly)

What are the duties of the leadership team?

Establish Team Roles

• Facilitator• Data Analyst• Minute Taker• Coach

* Back-up for each role.

Workgroup, Committee

Purpose Outcome

Link to SIP

Who Served?

How to Get in?

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Screened In

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

Drug and Alcohol Committee

Prevent drug use Decrease Drug and Alcohol

High/at-risk drug users

Screened In

Don

Behavior Work Group

Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Working Smarter Matrix

ACTIVITY: The PBIS Leadership Team

• Use Blue Activity Sheet on Page #4• Consider Membership for your PBIS Leadership Team• Review Working Smarter Matrix• Discuss Regular Meeting Times• Discuss Team Roles – Facilitator, Data Analyst, Minutes

Taker• Identify Actions Needed for Establishing a Team and Add

to Action Plan

20 Minutes20 Minutes

Defining SW Expectations

Guidelines

•Identify 3-5 Expectations That:• Desired Behaviors that Replace Your Problem

Behaviors• Short, Positive Statements (what to do!)• Easy to remember • Consider the Culture of Community

•For all students, staff, parents and others who come to your school

School-wide Social Expectations

School Rules

NO Food or Gum

NO Running

NO Swearing

NO Bullying

Redesign Learning & Teaching Environment

Student Ownership

Stakeholder Input Team representation Create opportunities for gathering input and feedback from all

stakeholders• Surveys• Asking for suggestions• Allowing edits and changes

Informing Stakeholders How will you inform all stakeholders of school-wide

expectations?– Videos – Staff and student handbooks– Website– Back to School Night– Registration– Bulletin Boards– Newsletters– Newspaper– Rotary Club or other community meetings– Sporting events at school

ACTIVITY: Identifying Positive Schoolwide SOCIAL Expectations

• Identify Top Ten Problem Behaviors• Identify 3-5 Potential Schoolwide Expectations That

Broadly Address Your Problem Behaviors• Consider Culture of Community

• If You Have Expectations – Do They Need Revising?• Identify Actions as Needed for Expectations

• How will you define these?– .

15 Minutes15 Minutes

Expectation Teaching Matrix

School-Wide Behavioral Matrix

Guidelines for developing rules based on school-wide expectations:

•State positively•Use common and few words•Show what the behavior “looks like”

• The behavior matrix identifies specific student behavior to meet school-wide expectations across various school settings

• It establishes universal expectations to guide all students and staff

• It provides teachers the language for giving behavioral feedback to students on school-wide expectations

• It uses positive statements

Constructing the Behavior Matrix

Example: University Courses• Respect and Responsibility

• Lectures/Class• Quizzes/Exams• Homework• Activities and Discussion

• Both Instructors and Students

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

Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria

King Kaumualii on Kauai

• Identify The Settings (Locations) In Your Schools For The Matrix (Hall, Cafeteria)

• Begin Your Behavior Matrix By Working On School Settings/Locations In Teams

• Define Behaviors In Positive Terms That Exemplify Your Schoolwide Expectations In These Settings

• All Staff Feedback/Involvement In Matrix Development

ACTIVITY: Construct a Universal Behavior Matrix

20 minutes20 minutes

Teaching plan

•More often occur because: Students do not have appropriate skills- “Skill Deficits” Students do not know when to use skills Students have not been taught specific

classroom procedures and routines Skills are not taught in context

Behavioral Errors

• Behaviors are prerequisites for academics• Procedures and routines create structure• Repetition is key to learning new skills:

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

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

Why Develop a System forTeaching Behavior?

We Assume:• Student refuses to cooperate• Student knows what is right and has

been told oftenNext We:• Provide a “punishment”• Withdraw student from normal social

context• Maintain student removal from

normal contextFinally We Assume:• Student has “learned” lesson and will

behave in future• Colvin, 1988

We Assume:• Student learned it wrong• Student was (inadvertently) taught

it the wrong wayNext We:• Diagnose the problem• Identify the misrule/ reteach• Adjust presentation. Focus on the

rule. Provide feedback. Provide practice and review

Finally We Assume:• Student has been taught skill • Will perform correctly in future

A Comparison of Approaches to Academic and Social Problems

• Teach at the start of the year and review when needed• Define and offer a rationale for each expectation • Describe what the behavior looks like • Actively involve students in discriminating between non-

examples and examples of the expectations• Have students role play the expected behaviors• Re-teach the expectations often• Reinforce desired behaviorSource: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Teaching Expectations

• Provide lesson format for teachers to teach behavior• Expand lesson plan ideas throughout the year• Provide students with a script (actions and words)• Teach behaviors in settings where behaviors occur• Have classes compete to come up with unique ideas

(student projects, bulletin boards, skits, songs, etc…)• Recognize staff for creative activities• Video students role-playing to teach expectations and

rules and show during morning show

Creative Ideas: “Putting it into Practice”

Designing a Behavior Lesson Plan Step one: Select the skill to be taught

– Skills are taken directly from the behavioral matrix– Select skills based on the trends in your data

Step two: Write the lesson plan– Name the skill & align to SEL standard and school-wide

expectation– Give a rationale for why skill is important

– Introduce the rule/skill– Positive and Negative examples

– Demonstrate the rule/skill– Role play, practice

– Provide acknowledgment and feedback

Kick-off Staff Kick-off

– Conducted during staff institute days– Communicate implementation steps– Demonstrate behavioral lesson plans to staff

Student Kick-off– Conducted at the beginning of school– Rotations– Celebration

Family/Community Kick-off– Participation of family/community members (inform, engage, partner)– Informed at the beginning of school – PBIS learning opportunities/courses offered on general PBIS materials– Example: what is PBIS, how to incorporate school-wide expectations

into the home, creating a matrix for home

• Video Clip from PBIS Training, & North Star Way• http://www.youtube.com/watch?v=i3ywmqKN8dM&f

eature=related

Examples of Teaching Expectations

• Discuss & Design A Lesson Plan In Your Group Using The Template Provided.

• Decide How Will Your Expectations Be Taught?• Develop A Calendar For Teaching Expectations.• Discuss & Write Down Needed Action Items For

Teaching Expectations.

Teaching Expectations30 Minutes

Acknowledgement Systems

Reinforcing Desired Behaviors

“Celebrate what you want to see more of."-Thomas J. Peters

Reinforcement Systems: Rationale

• Focuses attention on desired behaviors • Increases the repetition of desired behaviors • Fosters a positive school climate• Reduces amount of time spent on discipline• Increases instructional hours

• “Aren’t we bribing them to do what they should do anyway?”

• “Where are we going to get the money to buy all that stuff?”

• “We are reinforcing materialism.”

• “It keeps them from learning intrinsic motivation.”

Reinforcement Systems: Typical Concerns

Starbucks PBIS Example

Tomcat TicketsTomcat Tickets

TICKET BOXTICKET BOX

• Social (lunch with friends, principal, teacher)

• Activity (dance, assembly, picnic)

• Sensory (music, books/magazines)

• Token Economies (school store)

• Tangibles (treasure box)

Reinforcement Systems: Types of Reinforcement

Reinforcement Systems: Planning • Get input on possible reinforcements.• Consider menus to accommodate different needs.• Determine how students will earn reinforcement

(group/individual).• Decide how reinforcers will be distributed and managed.• Align school wide system with classroom systems.• Keep it simple.

Reinforcement Systems: Guidelines for Implementing

• Encourage every staff member to reinforcement positive student behavior and review often

• Reward frequently in the beginning

• Provide equal access to reinforcement for all students

• Collect data on frequency of reinforcement

Eagle Pride Store

Donation Round-UpDonation Round-Up

Dolphin Pride Awards

• Procedures• Review bus citations• On-going driver meetings• Teaching expectations• Link bus bucks w/ schools• Acknowledging bus drivers

• Springfield P.S., OR

“Bus Bucks”

• Procedures• Give 5 slips in

subfolder for each class

• Subs gives 2 out immediately for students who start class correctly

• Cottage Grove, OR

“Super Sub Slips”

Focusing on the positives generates positive outcomes

Buehlman & Gottman predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 93.6% accuracy.

1992 study (Buehlman, K., Gottman, J.M., & Katz, L.)

What It is Really About…Relationships

• Rita Pierson – Every Child Needs A Champion

• http://www.ted.com/talks/rita_pierson_every_kid_needs_a_champion

Is it bad to reinforce good behavior?https://www.youtube.com/watch?v=pdT7QgeIGjY

ACTIVITYReinforcement • Complete the Acknowledgement worksheet

• What Methods Could You Use to Recognize & Reinforce Students?

• Ideas for High Level and Low Level Reinforcement• Who Will Manage the Reinforcement System?• How Will you Reinforce Staff?

20 Minutes

Action Plan – Day 1• Staff Orientation and Buy-In/Commitment

• Use the data, pilot/slow start• Leadership Team (roles and protected meeting time)

• Clear agenda and process• Working Smarter Committee Review

• SW Expectations• Matrix• Parent letter• Handbooks

• Teaching Expectations• Lesson plans• Calendar of events

• Acknowledging Appropriate• Varied• Reinforcement Matrix

ACTIVITY – Action Planning• What Final Questions Do You Have About Today’s

Content?

• What Items Do You Need to Add to Your Action Plan?

20 Minutes