positive behavior interventions and supports (pbis) linda stead and dana kuehl
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POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS) Linda Stead and Dana Kuehl Wisconsin RtI Center/PBIS Network Technical Assistance Coordinators. What is PBIS?. Basic Understandings – A Quiz. TRUE or FALSE. - PowerPoint PPT PresentationTRANSCRIPT
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POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)
Linda Stead and Dana KuehlWisconsin RtI Center/PBIS NetworkTechnical Assistance Coordinators
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What is PBIS?
Basic Understandings – A Quiz
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TRUE or FALSEResponse to Intervention (RTI) and Positive Behavior Interventions and Supports (PBIS) describe two unrelated systems within a school.
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FALSEPBIS is RtI which focuses on behavior. Academic, Behavioral, and Culturally Responsive supports have a symbiotic relationship.
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Response to Intervention
Is what? An organizational framework
that
guides implementation of a multi-level system of support
Does what?
toachieve academic and
behavioral successfor all
For what?
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Principles for RtI in Wisconsin:1.RtI is for ALL children and ALL educators.2.RtI must support and provide value to effective
practices.3.Success for RtI lies within the classroom through
collaboration.4.RtI is a framework for academics and behavior
together.5.RtI supports and provides value to the use of multiple
assessments to inform instructional practices.6.RtI is something you do and not necessarily something
you buy.7.RtI emerges from and supports research and evidence
based practice.
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OUTCOMES
Syste
ms Data
Practices
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CULTURALLY RESPONSIVE PRACTICES
include the degree to which a school’s programs, practices, procedures, and
policies account for and adapt to the broad diversity of students' race, language, and
culture.
Wisconsin RtI Glossary
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Academic and Behavior
Tier 3/Intensive Level 1-5%
Tier 2/Selected Level 5-15%
Tier 1/Universal 80-90%
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High quality academic instruction by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009; Sanford, 2006)
Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
Integrated academic and behavior RtI models produce larger gains in both outcomes than single models (Ialongo, Poduska, Werthamer, & Kellam, 2001; Lane & Menzies, 2003; McIntosh, Chard, Boland, & Horner, 2006; Stewart et al., 2007).
Integrated Systems for Academics and Behavior
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Reading/Math literacy, behavior, and culture impact all areas of learning and school success
Braiding initiatives allows school to maximize the resources available to provide greater instructional support
Academic, Behavioral, and Culturally Responsive supports have a symbiotic relationship
Integrated Systems for Academics and Behavior
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TRUE OR FALSE
PBIS is a framework based in research.
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TRUE
PBIS is a framework based in research.
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What is PBIS ? “PBIS” is a research-based systems approach designed to enhance the capacity of schools to…
effectively educate all students, including students with challenging social behaviors
adopt & sustain the use of effective instructional practices
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Most Effective Trends in School Discipline Practices
• Proactive school-wide discipline systems• Social skills instruction• Academic/curricular restructuring• Behaviorally based interventions• Early screening & 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)
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What has research shown for schools implementing PBIS?
• Creates learning environments that proactively deal with behaviors.
• Improves support for students with specialized behavioral needs.
• Maximizes on-task behavior and increases learning time for all students.
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TRUE or FALSE
PBIS assigns students to specific tiers for behavioral interventions.
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FALSE
PBIS provides a continuum of positive behavioral supports.
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Tier 3/Intensive Level 1-5%
Tier 2/Selected Level 5-15%
Tier 1/Universal 80-90%
Increasing Intensity
LAYERS OF SUPPORT
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Attendance
Math (Acceleration)
A Student’s SnapshotReading
(Intervention)
PE
Hallway Behavior
Strengths &Challenges
Language Arts
Science
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TRUE or False
PBIS emphasizes creating systems so that schools are accountable to school boards.
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False
PBIS emphasizes creating systems to support staff.
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Systems - How Things are Done
• Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway)
• Procedures for teaching expected behavior• Procedures for reinforcing expected behavior • Procedures for responding to office discipline
referrals• Procedures for collecting and using behavior data • Procedures for meeting the needs of all students
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TRUE or FALSE
PBIS uses a data driven decision making process.
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TRUE
PBIS uses a data driven decision making process.
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Data - How Decisions Are Made
Components of decision making with PBIS: • A problem-solving team• Data collection• Data use• Communication with school community
about data, patterns, and decisions
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Two Types of Data
Student Outcome Data• Big 5 + 2• ISS, OSS, attendance, teacher reports, etc.
Implementation Data• Fidelity data• Perceptual data
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Student Outcome Data (Big 5 + 2)
PBIS teams should analyze the following five data points and should be disaggregated by disability and ethnicity status for disproportional trends:
1. Referrals by Problem Behavior,2. Referrals by Location,3. Referrals by Time,4. Referrals by Student, and5. Average referrals by Day and by Month
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Improving Decision-Making
Problem Solution
From:
To:
Problem
Problem SolvingUsingData
SolutionMonitor
Outcome
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Implementation DataSelf-Assessment Survey (80%): Annually – Fall
Team Implementation Checklist (80%): Fall and Winter until fidelity on BoQ
Benchmarks of Quality (70%): Annually – Spring
School-wide Evaluation Tool (80%): Research Tool – Research purposes
Classroom Self-Assessment Checklist: Fidelity of PBIS at the classroom level
Family Engagement Checklist: - Spring and Fall
Wisconsin PBIS Network Assessment Recommendations
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Using the Self-Assessment Information
• Is a system in place?• Is there a need to focus on a system?
• Which system should receive focus first?
o Always establish school-wide as first priority• Which features of the system need attention?
o Biggest change with least amount of effort• Combine survey outcomes with information on office
referrals, attendance, suspensions, vandalism, perceptions of staff/faculty
• Create implementation action plan annually
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TRUE or FalsePBIS provides training in evidence based practices which are then implemented by selected staff members.
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FalsePBIS provides training in evidence based practices which are then implemented by ALL staff members.
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Practices - How Staff Interact With Students
Every time any adult interacts with any student, it is an instructional moment!
• Teaching behaviors like we teach academics• Modeling and practicing expected behaviors• Reinforcing expected behaviors• Pre-correcting to ensure positive behaviors
are displayed• Actively supervising to prevent problem
behaviors
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TRUE or FALSE
PBIS implementation is led by the building principal.
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FALSE
PBIS implementation is led by a building team.
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Building Team
• Meet 1-2 times/month • Create the systems and practices for building
implementation • Staff development related to PBIS/RtI• Track interventions and outcomes with data• Use data based decision making at least monthly.• Self assess (and plan) with staff and team annually• Authority to implement decisions made by team
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So……What is PBIS?
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Tier 3/Intensive Interventions 1-5%• Individual students• Assessment-based• High intensity
1-5% Tier 3/Intensive Interventions• Individual students• Assessment-based• Intense, durable procedures
Tier 2/Selected Interventions 5-15%• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
5-15% Tier 2/Selected Interventions• Some students (at-risk)• High efficiency• Rapid response• Small group interventions• Some individualizing
Tier 1/Universal Interventions 80-90%• All students• Preventive, proactive
80-90% Tier 1/Universal Interventions• All settings, all students• Preventive, proactive
School-Wide Systems for Student Success: An RtI Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
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PBIS: The Big Ideas1. Decide what is important for students to know
(behavioral expectations - local standards for student reading, math and behavior)
2. Teach what is important for students to know (high quality instruction= differentiation)
3. Acknowledge students for demonstrating skills4. Keep track of how students are doing ( data, data,
data)5. Make changes according to the results (interventions
at 3 tiers - give kids what they need)
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Universal School-Wide Features
• Clearly define expected behaviors (Rules)o All Settingso Classrooms
• Procedures for teaching & practicing expected behaviors
• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for data-based decision making• Family Awareness and Involvement
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Tier II (Small Group)• Efficient and effective way to identify at-risk
studentso Screeno Data decision ruleso Teacher referral
• Informal assessment process to match intervention to student need
o Small group Social Skill Instructiono Self-managemento Academic Support
• Part of a continuum – Must link to universal school-wide PBS system!
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Tier III (Individualized Support)
• When small group not sufficient• When problem 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 PBS system!
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Six Key Elements of PBIS
1. Define, teach and acknowledge positive behaviors.
2. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices.
3. Continuum of universal supports, targeted interventions, and individualized supports.
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Six Elements (cont.)
4. Implement evidenced-based behavioral practices with fidelity and accountability
5. Arrange the environment to prevent the development and occurrence of problem behavior
6. Screen universally and monitor student performance and progress continually.
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SYSTEMS
PRACTICES
DATASupportingCulturally
Knowledgeable Staff Behavior
SupportingCulturally
ValidDecisionMaking
Supporting Culturally RelevantEvidence Based Interventions
OUTCOMES
Supporting Important Culturally Equitable Social Competence &
Academic Achievement
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PBIS APPROACH WORKS!
• Data driven building decision-making• Clear expectations that are universally known• Focuses on positive interaction and
acknowledges appropriate behavior.• Proactive rather than reactive• Supports a positive learning environment• Delivers results
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http://www.pbis.org
http://www.wisconsinpbisnetwork.org
http://www.wisconsinpbisnetwork.org/parents-and-family/success.html
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demographics• 177 students in middle school
26% economically disadvantaged15% of students disabled1% ELL students48.5% females/51.5% Males93% white/4.3% American Indian/2.3%
Asian and Hispanic41% eight graders
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TRANSFORMATION• PROACTIVE NOT REACTIVE
Demerit systemo negative approacho expectations were not taughto Teachers were not responsible for classroom
managemento Time consumingo Poor resource management
• Promote positive school culture• Emphasize high achieving student behavior
and performance• Increase academic learning by decreasing
behavior distractions
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GOAL• “The staff at Mishicot Middle
School will work together to build a positive culture here in our district. We will promote respectful interaction between students and staff and celebrate our successes.
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Mishicot’s journey• Administration support
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Mishicot’s journey• Board of Education Support
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Mishicot’s journey• staff support
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parental/community support
•Newsletter to all parents/Community members•Newspaper articles•Information to parent backers•School orientation invite•Video•Financial support
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MISHICOT p.r.i.d.e. TEAMCOLLEEN TIMMTERRI RISCH
Rebecca armbrusterScott vanhefty
vICKI pech kortbeinSandy tulachka
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Core Expectations
P.R.I.D.E.
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P.r.i.d.e. PrinciplesBe Respectful
Be ResponsibleBe Safe
Be Your BestIn All School Settings
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P.r.i.d.e. expectations
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Classroom expectations
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Teaching expectations•Boosters/cool tools•Videos•Send home expectations•Each teacher has a pbis binder
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schedule
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swis data
• School wide information system• Tracks student behavior• Compiles data for pbis team to
revise, improve and reteach• Data used for quarterly incentives
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swis data
• Reportso 2012-2013
o483 referralso 2.1/day
o 8th-7th-6tho 2013-2014
o237 referralso 1.07/day
o 7th-8th-6th
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Staff meetings
• Staff views data • Data is used for improving problem
areas• Staff discusses needed changes or
concerns
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incentives