PBIS Introduction

Bella Bikowsky, PhDNorthWest PBIS Network

www.pbisnetwork.org

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

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).

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

• Student problem behavior can consume more than 50% of teachers’ and administrators’ time

The Challenge• Suspension, exclusion and punishment are the most

common responses to conduct disorders in schools. – Bowman-Perrott, 2013– Cheney et al., 2011– Fowler, 2011– Nelson, Young, Young, & Cox, 2010– Sharkey & Fenning, 2012– Sugai & Horner, 2006

• Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out & decreases in academic performance & social well-being

– Goodkind, Wallace, and Bachman , 2008– Gregory, Skiba, and Noguera, 2010– Fallon, O’Keffee, and Sugai , 2012

Typical School Day – Can We Do Better?

17% Direct Instruction33% Seatwork20% Transitions30% Discipline & Other

Non-InstructionalActivities

Considerations1 in 5 youth have an

emotional and behavioral disorders (EBD).

Average GPA of 1.4Absent an average of

18 days per school year

60% drop out73% of those that

drop out are arrested within 2 years

Academic Performance for Students with EBD

• Overall: 2 grade levels behind, on average• Reading

– 24th percentile in reading comprehension– Four out of 5 have reading difficulties

• Language– Nearly 9 out of 10 (88%) have language deficits

• Math– 42-93% math challenges– Declines 20 PR from childhood to adolescence

“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.”

NYTimes, M. Rich Aug 7 2012

• 13% w/ v. 7% w/o• 1 in 4 black K-12 students

High suspension correlated w/• Low achievement• Dropout• Juvenile incarceration

>1 Susp. 1 Year

• 1 in 6 black • 1 in 13 Amer Indian• 1 in 14 Latinos• 1 in 20 Whites

Not correlated w/ race of staff

Dan Losen & Jonathan GillespieCenter for Civil Rights Remedies at

UCLA

Culture is central in discussions related to:

DiversityDisproportionalityInequity/disparitySchool disciplineAcademic

achievement, & Disability

However, education community struggles to understand implications that enhances our:Understanding of cultureEffective

communications & expressions of our unique experiences, &

Actions that realize meaningful benefits for all students

Information from www.pbis.orgSugai, Fallon, O’KeefeUniversity of Connecticut, 2012

“Cultural responsiveness & relevance”

• To what extent have we considered unique variables, characteristics, & learning histories of students, educators, & families & community members involved in implementation of SWPBIS?

• Our Challenge as we implement– Is SWPBIS “Culturally relevant”?– Can SWPBIS become more culturally relevant?– What does culturally relevant SWPBIS Implementation

look like?– How do we measure impact of culturally relevant

implementation of SWPBIS?

Research, finds that behavioral outcomes are linked to academic outcomes. (Tobin & Vincent, 2010)

National Data/Research

Achievement Gap

DisciplineGap

• 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?

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?”

“Multi-Tiered Systems of Support”….

Whole-school, data-driven,

prevention-based framework for

improving learning outcomes for all

students through layered

continuum of evidence-based

practices & systems

Outcomes

Systems: To sustain the implementation

Data: For decision making

Practices: Evidenced-based and doable

SWPBS IMPLEMENTATION DRIVERS

AIM: ALIGNMENT Increased Student Achievement

Goals and Measures

Random Acts of Improvement

Goals and Measures

Aligned Acts of Improvement

From Jim Shipley & Associates

How Can We Best Serve ALL Students

In PBIS We Strive to:

• Make Behaviors Ineffective and Inefficient by:– Restructuring the Environment– Our Procedures– Our Responses

• It is generally about environmental and adult behavior change and making small changes for big gains.

Eight Essential Tier I Components

1. Common Philosophy & Purpose2. Leadership3. Clarifying Expected Behavior4. Teaching Expected Behavior5. Encouraging Expected Behavior6. Discouraging Inappropriate Behavior7. Ongoing Monitoring8. Effective Classroom Practices

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.

Give Priority to Effective Practices

Less Effective

Label Student

Exclude Student

Blame Family

Punish Student

Assign Restitution

Require Apology

More Effective

Invest in School-Wide

Teach & Reinf Soc Sk

Actively Supervise & Prevent

Individualization based on Competence

Consider Culture & Context

Impacts In Highline in Just One Year

Time Recovered

This Data Reported Yearly to the Highline School Board As Part of Their Visibility and Sustainability Efforts

Results from SWPBS

• Reduction in Office Referrals• Reduction in Suspension• Reduction in Drop Outs• Increase in Academic Gains• Increase in Staff Satisfaction• Increase in Student Satisfaction

* Return on Investment is High

PBIS Video

Creating the Culture of Change

pbis.org

1. Common purpose & approach to discipline2. Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior4. Continuum of procedures for encouraging expected

behavior5. Continuum of procedures for discouraging

inappropriate behavior6. Procedures for on-going monitoring & evaluation

School-wide Systems (Tier 1)

10 Minute Break

Table TalkBuilding School-wide Commitment

• Using the 1st Blue Discussion Sheet in Section 2 of your binder– Consider Membership for your PBIS Leadership

Team– Do you have the support of your faculty?– Have you clearly established the need and

commitment to change? – Do you have family, community and student support

to improve the social culture of the school?

10 Minutes

Establishing the PBIS Leadership Team

Who should comprise leadership team?

• Active administrator• Representative building staff members, family

members & students• Members should be respected• Some members understand behavioral principles• Members should be collaborative, critical examiners

who are also supportive.

What are the duties of the 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 (1-2x Monthly)

Key Team RolesRoles of team members:

– Facilitator (creates the agenda, sets up the room & leads the meeting)

– Data Manager (brings data to team meetings)– Time-keeper (keeps team on task) – Minute Taker (takes and distributes minutes; archives

material)– Communicator (shares information on activities and data

to staff, families, and communities)

* Back-up for each role.

Workgroup, Committee

Purpose OutcomeLink 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 studentsScreened 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 usersScreened 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 #2Goal #3

Working Smarter Matrix

Team TimeThe PBIS Leadership Team

• Using 2nd Blue Discussion Sheet in Section 3 of your binder– Consider Membership for your PBIS Leadership

Team– Review Working Smarter Matrix– Discuss Regular Meeting Times– Discuss Team Roles – Facilitator, Data Analyst,

Minutes Taker– Use the Tiered Fidelity Inventory to Assess Need

and Action Plan.

20 Minutes

Selecting 3-5 Positively Stated Expectations

• Brief and easy to remember (3-5 Rules)

• Positively Stated

• Broad enough to cover all potential behavior

• Catchy – personalized to your school

• Considerate of the culture and community

• For all – students, staff, parents…

SCHOOL-WIDE RULES SHOULD BE:

School Rules

NO Food or Gum

NO Running

NO Swearing

NO Bullying

Redesign Learning & Teaching Environment

Student Ownership

Constructing the Behavior Matrix

• 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

The Three BEEs

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

• Use the 3rd Blue worksheet in section 4 of your binder

– Identify Your Top Ten Problem Behaviors

– What are the cultural considerations your team needs to consider when establishing expectations? What are the cornerstone values of the school? Do you have confidence that the families represented at the school will buy in to these expectations. 

– Identify 3-5 Potential School-wide Expectations That Broadly Address Your Problem Behaviors

Team Time: Identifying Positive School-wide SOCIAL Expectations

15 Minutes

Lunch

John Adams High School

Happyhttp://www.johnadamsnyc.org/

Franklin Videohttp://www.tacoma.uw.edu/

strongschools/

School-Wide Behavioral Matrix

Establishes universal expectations to guide all students and staff based on the expectations

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

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

• Use 3rd Blue Worksheet

• 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

Team Time: Construct a Universal Behavior Matrix

30 minutes

10 Minute Break

Teaching Expectations

• 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?

Teach, Practice, Praise & Repeat

Good Assumptions when working with tough kids:

• Kids have had little instruction on how to behave at school

• Expectations at home and in the community differ from expectations at school

• Kids have had a lot of practice at getting their needs met in a manner that is not appropriate for school

• Respect is earned over time by teaching expectations explicitly, responding consistently, and building relationships by reinforcing desired behaviors.

A Comparison of Approaches to

Social and Academic Problems

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

and has been told often

Next We:• Provide a “punishment”• Withdraw student from normal

social context• Maintain student removal from

normal context

Finally We Assume:• Student has “learned” lesson

and will behave in future

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

taught it the wrong way

Next 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

• 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 when data shows the

need• Reinforce desired behavior

Teaching Expectations

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

Creative Ideas: “Putting it into Practice”

• Provide lesson format for teachers to teach behavior

• Expand lesson plan ideas throughout the year (survey students for suggestions)

• Use student leaders to develop stats for teaching

• 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

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 the location and/or school-wide

expectation– Introduce the rule/skill– Demonstrate the rule/skill– Provide acknowledgment and feedback – Provide Visuals and Reminders as Needed

Teaching Expectations 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

Examples of Teaching Expectations

Video Clip from PBIS at Franklin

http://www.tacoma.uw.edu/strongschools/

River Bluff CREW Tardy Video

https://www.youtube.com/watch?v=hmAubuY0jX4

• Review the 4th Blue Worksheet– 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.

Team Time: Teaching Expectations

30 Minutes

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