1 Division of Students with Disabilities and English Language Learners

Corinne Rello-Anselmi, Deputy Chancellor

Overview of Positive Behavior Intervention and Supports (PBIS)

This presentation lays the foundation for a school wide approach to positive

behavioral interventions and supports.

Shared Path to Success: Behavior

Created by DSWDELL BehaviorTeam

Contact: Satish Moorthy

Email: SMoorthy@schools.nyc.govv Spring 2014

Positive Behavioral Intervention and Supports (PBIS)

Positive Behavioral Interventions and Supports (PBIS)

promote school-based prevention systems to improve

student social, emotional and behavioral outcomes and

build positive school climate and culture.

Improving student academic and behavior outcomes is

about ensuring all students have access to the most

effective and accurately implemented instructional and

behavioral practices and interventions possible.

By building a continuum of supports that begins with the

whole school and extends to intensive, wraparound

support for individual students and their families, PBIS

provides a multi-tiered operational framework for

achieving these outcomes for all students.

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Positive Behavioral Intervention and Supports (PBIS)

PBIS is NOT a curriculum, intervention, or practice, rather it is:

a decision making framework that guides selection, integration, and

implementation of the best evidence-based academic, social, emotional and

behavioral practices for improving important academic and behavior outcomes

for all students.

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Why School-Wide Positive Behavioral Interventions

and Supports?

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If a child doesn’t know how to read

…we teach

If a child doesn’t know how to swim

…we teach

If a child doesn’t know how to tie his shoes

…we teach

If a child doesn’t know how to multiply

…we teach

If a child doesn’t know how to behave

... we?

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Most Common Responses to Disciplinary Issues…

Removal

Increased supervision and monitoring

Exclusion

Counseling

Suspension

Referrals

Placement…

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Common Problem Behaviors

> Late To Class

> Nonattendance

> Truancy

> Insubordination

> Noncompliance

> Defiance

> Disruptive

> Uncooperative

> Disrespect

> Dress Code

> Inappropriate Language

> Verbal Abuse

> Social Withdrawal

> Unprepared To Learn

> Stealing

> Vandalism

> Property Destruction

> Smoking/Drugs Use

> Selling Drugs

> Harassment

> Aggression

> Physical Abuse

> Fighting

> Violent Behavior

> Weapons

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8 .

“Punishing” problem behaviors (without a proactive support system) is associated with increases in:

A. Aggression; B. Vandalism; C. Truancy; and D. Drop out.

> These outcomes adversely affect student academic and social/ emotional

achievement.

> These outcomes result in a greater financial burden to schools.

(Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)

Research Shows Negative Effects of

Traditional, Exclusionary Approaches To School Discipline

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Social Skills Training

Academic Restructuring

Behavioral Instruction

(Elliot, Hamburg, & Williams, 1998; Gottfredson, 1997; Lipsey, 1991; 1992;

Tolan & Guerra, 1994)

Research Indicates the Most Effective Responses

to School Violence is an Alternative Approach

Outcomes of School-Wide PBIS

Reduction in problem behavior

Improved academic performance

Improved school safety

Reduction in staff turnover

(Examining the Evidence Base for School-Wide Positive Behavior Support,

2010 Focus on Exceptional Children, 49, (8) 1-14.)

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> Building capacity in schools to increase

appropriate student behavior & decrease student

problem behavior

> Building a continuum of support for all students

> Building comprehensive systems

School-Wide PBIS: Rethinking School Discipline

11 .

School-Wide Systems for Student Success:

Multi-tiered Frameworks

Tier 3/Tertiary Interventions 1-5%

>Individual students

>Assessment-based

>High intensity

Tier 2/Secondary Interventions 5-15%

>Some students (at-risk)

>High efficiency

>Rapid response

>Small group interventions

> Some individualizing

Tier 1/Universal Interventions 80-90%

>All students

>Preventive, proactive

1-5% Tier 3/Tertiary Interventions

5-15% Tier 2/Secondary Interventions

80-90% Tier 1/Universal Interventions

(Illinois PBIS Network (2008). Adapted from “What is school-wide PBS?”. [PowerPoint slides] Retrieved from

http://pbis.org/schoolwide.htm)

>Individual students

>Assessment-based

>High intensity

>Some students (at-risk)

>High efficiency

>Rapid response

>Small group interventions

> Some individualizing

>All students

>Preventive, proactive

Academic Systems Behavioral Systems

School-Wide Implementation

1. Create leadership team

2. Develop behavior and social/emotional purpose statement

3. Develop a set of 3-5 positive expectations and behaviors (core values

for positive school culture)

4. Develop procedures for teaching expected school-wide and

classroom behavior

5. Create continuum of procedures for encouraging expected behavior

6. Create continuum of procedures for discouraging rule violations

7. Develop procedures for on-going data-based monitoring and

evaluation

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TERTIARY PREVENTION

SECONDARY PREVENTION

UNIVERSAL PREVENTION

± 80%

± 15%

± 5%

ESTABLISHING CONTINUUM of Evidence-Based Practices

UNIVERSAL PREVENTION

Teach SW expectations

Proactive SW discipline

Positive reinforcement

Effective instruction

Parent engagement

SECONDARY PREVENTION

Check in/out

Targeted social skills instruction

Peer-based supports

Social skills club

TERTIARY PREVENTION

Function-based support

Wraparound

Person-centered planning

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Teaching Expectations/Rules

Using an Instructional Approach

Define Observable, measurable

Teach Identify, prior knowledge, model, structured practice,

acknowledge

Remind Pre-correct, prompt behaviors/rules prior to entering natural

context

Monitor Supervise, feedback/acknowledgement, data

Evaluate Data, modifications needed, non-responders needing more

support

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Redesign Learning & Teaching Environment

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Other Examples of Positive School-Wide Expectations

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Teaching Behavioral School-Wide Expectations

> Teach in the actual settings where behaviors are to occur

> Teach the words by demonstrating the actions using examples and non-examples.

> Model and practice to fluency

> Build a social culture that is predictable and focused on student success

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Teaching

Matrix

SCHOOL SETTINGS

All Settings Hallways Playgrounds Cafeteria

Library/

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.

Expecta

tions

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Teaching

Matrix

SCHOOL SETTINGS

All Settings Hallways Playgrounds Cafeteria

Library/

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.

Expecta

tions

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Expecta

tions

Expectations & Behavioral Skills Are Taught

Within The Recognized Natural Context

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Evaluating School-Wide PBIS Systems

>Outcome Metrics for All Students

>Increased attendance/reduced absenteeism

>Increased academic achievement

>Reduced suspensions/ time out of class

>Insure appropriate referrals to special education

>Increase referrals to least restrictive environment

>Reduced discipline referral rates and violent incidents as outlined in

the Chancellor’s Discipline Code (reflected in OORS)

>Reduction of disproportionality

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Evaluating School-Wide PBIS Systems

>Established PBIS leadership team

>Faculty commitment

>Effective procedures for dealing with

discipline

>Data entry and analysis plan

established

>Expectations and rules developed

>Recognition/reinforcement system

>Lesson plans for teaching behavior

>Implementation plan

>Classroom Systems

>Evaluation

Benchmarks of Quality- Research Based School-Wide Fidelity Tool

Process and Implementation Evaluation Measures:

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PBIS and Federal Law

Individuals with Disabilities Education Act (IDEA)

> Since Congress amended the Individuals with Disabilities Education Act (IDEA) in

1997, PBIS is the only approach to addressing behavior that is specifically mentioned

in the law.

> This emphasis on using functional assessment and positive approaches to

encourage good behavior remains in the current version of the law as amended in

2004.

> IDEA provides support for the use of PBIS in its provisions by authorizing states

to use professional development funds to "provide training in methods of . . . positive

behavioral interventions and supports to improve student behavior in the classroom"

(20 U.S.C. §1454(a)(3)(B)(iii)(I)).

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PBIS and New York State Policy

New York State Guidelines

NYSED supports statewide implementation of the PBIS initiative with funds provided

through the Individuals with Disabilities Education Act (IDEA).

The New York State Education Department (NYSED) has established a State PBIS

Technical Assistance Center (NYS PBIS TAC).

NYSED has integrated PBIS support as part of its coordinated statewide special

education technical assistance network, the Regional Special Education Technical

Assistance Support Centers (RSE-TASC).

NYSED strongly encourages all schools to implement PBIS.

NYSED in partnership with the NYS Office of Mental Health is promoting PBIS as a

cross-system initiative to support social and emotional learning for all students as

described in the 2006 NYS Children’s Plan.

PBIS is an allowable expenditure under NYSED Race to the Top.

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PBIS and New York City Policy

Each school is expected to promote a positive school climate and culture that provides

students with a supportive environment in which to grow both academically and socially.

Schools are expected to take a proactive role in nurturing students’ pro-social behavior

by providing them with a range of positive behavioral supports as well as meaningful

opportunities for social emotional learning.

Effective social emotional learning helps students develop fundamental skills for life

effectiveness, including: recognizing and managing emotions; developing caring and

concern for others; establishing positive relationships; making responsible decisions; and

handling challenging situations constructively and ethically. Examples can include:

providing students with meaningful opportunities to share ideas and concerns and

participate in school-wide initiatives; student leadership development; periodic recognition

of students’ achievements in a range of academic and co-curricular areas; using

corrective feedback; and developing school-wide positive behavior systems.

(The Discipline Code and Bill of Student Rights and Responsibilities, K-12, September

2011)

NYC DOE Discipline Code

PBIS Practices Align with Other

NYCDOE Citywide Initiative:

> Universal Design for Learning (Engagement)

> Teacher Effectiveness

> Social and Emotional Learning

> Culturally Responsive Instruction

> Response to Intervention

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Please see

Resources: Positive Behavioral Supports and

Interventions for additional information.

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