introduction & overview of pbis and school-wide pbs lea ann pasquale behavior specialist shawnee...
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Introduction & Overview of PBIS and School-wide PBSLea Ann Pasquale
Behavior Specialist
Shawnee Mission Schools
“Positive Behavior Support”
PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
“EBS” = “PBS” = “PBIS” etc.
OSEP Center on PBIS
School-wide Positive Behavior Support SW-PBS is a systems approach to
establishing the social culture & behavioral supports needed for all students in a school to achieve both social and academic success.
Emphasizes data based decision making, evidence based practices, & on-going staff development & support
PBS is NOT...
A specific practice or curriculum…it’s a general approach that defines core elements that can be achieved through a variety of strategies.
Limited to any particular group of students…it’s for all students
New…it’s based on long history of behavioral practices & effective instructional design & strategies
Why look at SW-PBS? Problem behavior is increasing
School-wide discipline systems are typically unclear
and inconsistently implemented
Educators often rely on reactive and crisis management
interventions to solve chronic problem behavior
Educators often lack specialized skills to address
severe problem behavior
Teachers are being asked to do more with less
Students have limited opportunities to learn school-
based social skills and to receive feedback on their use
Continuum of Behavior Problems
Students with Mild/No Problem Behaviors:
0-1 ODR
Students At-risk forSerious Problem
Behaviors: 2-5 ODRs
Students with Serious/ChronicProblem Behaviors: 6+ ODRs
80-90%
10-15%
5-7%
What doesn’t work?
A review of over 500 studies indicate that the least effective response to violence in schools is (a) counseling, (b) psychotherapy, and (c) punishment.
Exclusion is the most common response for conduct disordered youth (Lane & Murakami, 1987)
Punishing problem behavior without a school-wide system of support is associated with increased (a) aggression, (b) vandalism, (c) truancy, (d) tardiness, and (e) dropouts.
“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practices
Select &ADD
Practices
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, but only HOPE for Implementation
Expect, but only HOPE for Implementation
2001 Surgeon General’s Report on Youth Violence: Recommendations
Establish “intolerant attitude toward deviance” Break up antisocial networks…change social context Improve parent effectiveness
Increase “commitment to school” Increase academic success Create positive school climate
Teach & encourage individual skills & competence
What can we do?
The most effective responses educators can make include:
Social skills instruction Behaviorally based interventions Academic Interventions
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
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Tertiary Interventions•Individual Students•Assessment-based•High Intensity
Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing
Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Multi-Tiered Systems for Student Success
Academic Systems Behavioral Systems
Benefits of School-wide PBS
• Significant decreases in office disciplinary referrals (ODRs), with as much as 50-60% reductions.
• Improvements are reported in research in areas of: teacher behavior, student behavior, school suspensions, hallway decibel levels, academic engagement, bus suspensions, vandalism, substance abuse, in-school suspensions, and short-term suspensions
Added Benefits of School-wide PBS
Teaching-focused Builds teachers’ skills, as well as students’ social
behaviors with peers and adults Creates positive school climate Positive relationships between students and
educators/administrators Higher parent/family satisfaction with school Increases access to instructional hours Improvements in punctuality, attendance, adherence
to school and class rules
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
PositiveBehaviorSupport OUTCOMES
Social Competence &Academic Achievement
How Decisions Are Made
Use data to decide on the following: Behavioral expectations (classroom and non-
classroom settings)
Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals)
Supervision procedures for non-classroom settings
PBIS teams CONSISTENTLY review the following (current to within 48 hours) data/graphs:
“The Big 5”The average number of referrals: Per day per month By type of behavior By location By time of day By student
Practices - How Staff Interact with Students.
Every time any adult interacts with any student, it is an instructional moment!
PBIS emphasizes… Teaching behaviors like we teach academics
Modeling and practicing expected behaviors
Acknowledging expected behaviors
Pre-correcting to ensure positive behaviors are displayed
School-wide Practices of PBISDefine
*3-5 School-wide ExpectationsTeach /Precorrect
*Direct Instruction*In the moment reminders
Model/*adults practice what we preachPractice/*kids practice what we teachAcknowledge
*Daily recognition – ex. Gotchas*Weekly/quarterly grade-level/whole school celebrations
Reteach*Classroom procedure for minor problem behaviors*Office Discipline Referral for major problem behaviors
Systems - How Things are Done.
Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway)
Procedures for reinforcing expected behavior
Procedures for responding to office discipline referrals.
Procedures for meeting the needs of all students (the green triangle)
Elements of School-wide PBS
Establish a team/faculty buy-in Establish a data-based decision-making system
(SWIS) Modify discipline referral process/forms Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Refine consequences Monitor, evaluate and modify
What does PBS look like?
SW-PBS (primary) >80% of students can tell you what is
expected of them & give behavioral example b/c they have been taught, actively supervised, practiced & acknowledged
Positive adult-to-student interactions exceed negative
Function based behavior support is foundation for addressing problem behavior.
Data & team-based action planning & implementation are operating
Administrators are active participants. Full continuum of behavior support is
available to all students
Secondary & Tertiary Team based coordination & problem
solving Local specialized behavioral capacity Function-based behavior support
planning Person-centered, contextually &
culturally relevant District/regional behavioral capacity Instructionally oriented Linked to SW-PBS practices &
systems School-based comprehensive supports
Middle Schools Update
Hocker Grove Overview of SW-PBS provided
to faculty School-wide standards
establishedS.O.A.R. Safe Behavior On Task Act responsibly Respect self and others
Banners, posters and buttons to reinforce standards
Westridge Overview of SW-PBS provided
to faculty Additional in-service tying SW-
PBS with Ruby Payne School-wide standards
established Safe, Respectful Responsible
Banners in place to reinforce standards
Poster contest
Westridge Identified major/minor offenses Revised office referral form
Utilizing yellow folder to organize & transport referrals
SWIS Monthly PBS planning team
meetings Committees formed to develop
lesson plans to teach Expectations and determine rewards
Hocker Grove In process - identifying
major/minor offenses Reinforcement activities for
students exhibiting SOAR behaviors “Sub Slips” Class system
Monthly PBS planning team meetings
SW-PBS = Effective Discipline Effective Leadership
Work smarter not harder Active involvementClarity in direction
Move Beyond PunishmentTeach, Monitor, Reward appropriate
behaviors before relying on punishment
SW-PBS Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitator support @ school & district levels
• Regular self-assessment & evaluation data
• KU and OSEP Center on PBIS for coordination & TA