Overview of Positive Behavioral Interventions & Supports Idaho SWPBIS Training Institute Objectives • Describe the rationale behind a schoolwide approach to behavior support • Outline the general and generic organization of the application of tiered behavioral supports • Outline the organization and direction of this year’s Tier 1 training Tier One Getting Started • Overview, Schoolwide, Non-classroom, Data Decisions, Team Meetings, Team Planning Expanding Implementation • Classroom, Escalation Cycle, Team Status Check, Team Planning Sustaining Efforts • Individual Student, Secondary-group, Team Planning, Longterm Action Planning Acknowledgements • Students, educators, administrators, school staff, families • Community of researchers, system changers, staff developers • Institute of Education Sciences (IES), Offices of Special Education Programs (OSEP), U.S. Department of Education • State Department of Education (SDE), Center for School Improvement & Policy Studies (CSI&PS), Special Education Statewide Technical Assistance (SESTA), Project Schools, Northwest PBIS (NWPBIS) Purpose: Examine the features of a proactive systemic approach to preventing and responding to schoolwide discipline problems Generic Model • Schoolwide PBIS Team • • Represents school, meets regularly Writes plan, trains school employees • Coach • • • Facilitates meetings Provides technical assistance to school Links school to state • State Leadership Team • • • Guides planning and development Coordinates training Comprises school teams/structure SWPBIS Coaches • Establish a network of highly skilled personnel who have: •Fluency with PBIS systems and practices •Capacity to deliver technical support •Capacity to sustain team efforts • Follow-up training throughout the year includes: •Specialized topics •Communication and problem-solving Roles & Responsibilities • Please define the roles and responsibilities of: •administrator •coach •team Positive School Climate • • • • Maximizes academic engagement and achievement Minimizes rates of rule violating behavior Encourages acts of respectful and responsible behavior Organizes school functions to be more efficient, effective, and relevant • Improves supports for students with disabilities and those placed at risk of educational failure The Learning Environment Positive Environment Leads to… Negative Environment Leads to… Endorphins in bloodstream, which • Generate feeling of euphoria • Raise pain threshold • Stimulate the frontal lobe so that the situation and learning objective are remembered Cortisol in bloodstream, which • Raises anxiety level • Shuts down processing of lowpriority information (for example, the lesson objective) • Focuses frontal lobe on the cause of the stress so that the situation is remembered, but not the learning objective Sousa & Tomlinson, 2011 Which comes first??? Academic problems often precede behavior problems Behavior problems often precede academic problems 11 Creating a Positive Learning Environment Behavior and academic achievement are inextricably linked. A student’s academic success in school is directly related to the student’s attention, engagement, and behavior. The higher the expectation for scholarly behaviors and the better the supports for students experiencing difficulties, whether mild, moderate, or severe – the more academic success can be achieved. (Buffman, Mattos, Weber, 2008) Creating Positive Learning Environments Discuss the following questions 1. Does everyone in our school agree on why we are here? 2. Does everyone really believe we can make a difference for all kids? 3. In terms of making a difference, do we have a common schoolwide vision? 4. Are clear and specific schoolwide systems in place to make our vision a reality? 5. Are classroom plans in place that match the schoolwide systems? 6. Are individual student support options in place? 7. Do procedures in the office support the school, classroom, and individual plans? 8. Does every adult talk about these plans openly, regularly, and systematically? 9. Do we know, with measurable evidence, that the plans are making a difference? 10. If our plans are not making a difference, are we willing to try something new? Idaho’s Tiered Instructional and Positive Behavioral Interventions and Support (PBIS) Framework Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 5-10% 80-90% 1-5% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Universal Interventions All settings, all students Preventive, proactive Level of Intensity of Response = Level of Intensity of Behavior At the top of the pyramid, this is individualized work. The good news is that if we have developed a solid, positive foundation with the base of the pyramid, we will have more energy and resources to work with this small, challenging group of individuals. (Hierck, Coleman, Weber, p. 47, 2011) Response to Intervention Overview • Emphasis will be placed on the processes, systems, and organizational structures that are needed to enable the accurate adoption, fluent use, and sustained application of these practices. • Emphasis will be placed on the importance of data-based decision-making, evidence-based practices, and on-going staff development and support. Model of Continuous Improvement Plan Act Do Check Article Jigsaw Activity Got it. I know, understand, and/or agree with this. This is really important or interesting. I don’t understand this, or this does not make sense to me. Reduced number of ODRs means: • Returned instructional time • Improved academic outcomes • Reduced number of students receiving highest level of service T o ta l O ffi c e D i s c i p l i n e R e fe r r a l s Example: Kennedy Middle School 1500 1200 900 600 300 0 95-96 96-97 97-98 School Years 98-99 21 What does a reduction of 850 ODRs and 25 suspensions mean? Savings in Administrative Time •ODR = 15 minutes per event •Suspension = 45 minutes per event •13,875 minutes •231 hours •29, 8-hour days Savings in Student Instructional Time •ODR = 45 minutes per event •Suspension = 216 minutes per event •43,650 minutes •728 hours •121, 6-hour school days Idaho Elementary School Cost Benefit Worksheet Student Time Regained: 6840 minutes 114 hours 14 days Administrator Time Regained: 2280 minutes 38 hours 5 days 23 Ineffective Responses to Problem Behavior •“GET TOUGH!” (practices) •“Train and Hope” (systems) “GET TOUGH!” •Clamp down and increase monitoring •Re-re-review rules •Extend continuum and consistency of consequences •Establish “bottom line” “GET TOUGH!” Negative Side Effects: • Fosters environments of control. • Triggers and reinforces antisocial behavior. • Shifts accountability away from school. • Devalues child-adult relationship. • Weakens relationships between academic and social behavior programming. Brainstorm your “GET TOUGH” practices. Reactive Responses are Predictable When we experience aversive situations, we select interventions that produce immediate relief and: • • • • Remove students Remove ourselves Modify physical environments Assign responsibility for change to students and/or others When behavior doesn’t improve, we “Get Tougher!” •Zero tolerance policies •Increased surveillance •Increased suspension and expulsion •In-service training by expert •Alternative programming A predictable, systemic response, but… based on the erroneous assumption that students: •Are inherently “bad” •Will learn more appropriate behavior through increased use of “aversives” •Will be better tomorrow Science of behavior has taught us that students: •Are NOT born with “bad behaviors” •Do NOT learn when presented contingent aversive consequences DO learn better ways of behaving by being taught directly and receiving positive feedback Consequence is NOT synonymous with punishment Discipline • Is student focused • Shows students what they have done wrong • Clarifies ownership of the problem • Facilitates problem solving • Seeks resolution and leaves dignity intact Punishment • • • • • Is adult oriented Requires judgment Imposes power Arouses anger and resentment Invites more conflict (Hierch, Coleman, & Weber, 2011) “Train and Hope” Approach 1. 2. 3. 4. 5. React to identified problem Select and add practice Hire expert to train practice Expect and hope for implementation Wait for new problem Positive Behavior Support PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. “EBS” = “PBS” = “PBIS” What Does PBIS Look Like? Tier 1 • >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged • Positive adult-to-student interactions exceed behavior • Function-based behavior support is foundation for addressing problem behavior • Data and team-based action planning and implementation are operating • Administrators are active participants • Full continuum of behavior support is available to all students What Does PBIS Look Like? Tier 2 & 3 • • • • • • • • Team-based coordination and problem-solving occurs Local specialized behavioral capacity is built Function-based behavior support planning occurs Person-centered, contextually, and culturally relevant supports are provided District/regional behavioral capacity is built Supports are instructionally oriented SWPBIS practices and systems are linked School-based comprehensive supports are implemented PBIS is NOT: •A specific practice or curriculum, but rather a general framework to preventing problem behavior. •Limited to any particular group of students, but rather for all students. •New, but rather is based on a long history of behavioral practices and effective instructional design strategies. What is PBIS? What is SWPBIS? A systems approach for establishing the social culture and behavioral supports needed for school to be effective learning environments for all students. Evidence-based features of SWPBIS: • • • • Prevention Define and teach positive social expectations. Acknowledge positive behavior Arrange consistent consequences for problem behavior • On-going collection and use of data for decision making • Continuum of intensive, individual interventions supports • Implementation of the systems that support effective practices The Impact of SWPBIS: Reductions: Students: •Office referrals •Suspensions and expulsions •Referrals to Special Education Faculty and Staff: •Faculty absenteeism Improvements: Students: •Student engagement •Academic performance •Family involvement Faculty and Staff: •Consistency across faculty •Classroom management •Faculty retention •Substitute performance/perception •Ratings of faculty “effectiveness SWPBIS as Prescribed • SWPBIS team drives implementation of practices • Team uses student and staff input to inform the development of high efficiency systems of support for evidence-based practices • Team collects and analyzes data • Team meets monthly to move process forward SWPBIS as Prescribed •Monthly meetings (while developing first tier) •Program development •Impact and implementation •After first tier of support is established: •Development of advanced tier interventions •Identification of non-responders •Monitor student progress and advanced tier implementation The challenge is increasing schools’ capacity to: • Respond effectively, efficiently, and relevantly to a range of problem behaviors observed in schools • Adopt, fit, integrate, and sustain research-based behavior practices • Give priority to an unified prevention agenda • Engage in team-based problem-solving Classroom Non-classroom Adapted from Horner (2009) Cal. State Fullerton, 2009 Individual Student 46 Schoolwide and Classroom-wide Systems 1. 2. 3. 4. 5. 6. Identify a common purpose and approach to discipline Define a clear set of positive expectations and behaviors Implement procedures for teaching expected behavior Differentiate supports from a continuum of procedures for encouraging expected behavior Differentiate supports from a continuum of procedures for discouraging inappropriate behavior Implement procedures for on-going monitoring and evaluation Effective Classroom Management Systems • Teach and encourage classroom-wide positive expectations • Teach and encourage classroom routines and cues • Use a ratio of 5 positives to 1 negative adult-student interaction • Supervise actively • Redirect the minor, infrequent behavior errors • Precorrect chronic errors frequently • Increase student engagement through active participation strategies Specific Setting Systems • Teach and encourage positive expectations and routines • Supervise actively o All staff: scan, move, interact • Precorrect • Provide positive reinforcement Individual Student Systems • Support behavioral competence at school and district levels • Tailor function-based behavior support planning • Use team and data-based decision making • Utilize comprehensive person-centered planning and wraparound processes • Deliver secondary social skills and self-management instruction • Implement individualized instructional and curricular accommodations Local Context and Culture Science of Human Behavior Systems Change and Durability Prevention Logic for All PBIS Features Natural Implementers EvidenceBased Practices Prevention is… • Decreasing development of new problem behaviors • Preventing increased severity of existing problem behaviors • Eliminating triggers and maintenance of problem behaviors • Teaching, monitoring, and acknowledging prosocial behavior • Using a 3-tiered prevention logic that defines a continuum of support • Designing schoolwide systems for student success Prevention Logic for All Walker et al., 1996 Redesign learning & Decrease Prevent Teach, teaching development worsening of environments monitor, & to eliminate acknowledge of new existing problem problem pro-social triggers & behaviors behaviors behavior maintainers of problem behaviors 53 Idaho’s Tiered Instructional and Positive Behavioral Interventions and Support (PBIS) Framework Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 5-10% 80-90% 1-5% Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Universal Interventions All settings, all students Preventive, proactive Audit of Current Practices TIER 3 List Individualized/Intensive practices provided to a few students for support TIER 2 List Strategic/Targeted practices provided to some students for support TIER 1 List Core practices provided to all students and intended to support most Active Administrative Participation • Actively participate as a member of the leadership team • Establishes PBIS initiative as one of the top three improvement plan priorities • Commits to and invests in a 2-3 year implementation effort Emphasizes Data-based Evaluation •Conduct self-assessment and action planning •Evaluate self-improvement continuously •Identify strengths and needs •Plan and implement strategic dissemination Implementation Challenges • Multiple, overlapping, and competing initiatives • Overemphasis on conceptualization, structure, and process • Under-emphasis on data-based decision making • Failure to build competence for accurate and sustained implementation • Reluctance to eliminate practices and systems that are not effective, efficient, and relevant • Low rates of regular positive acknowledgements and celebrations Brainstorm potential challenges and suggest effective strategies. Challenges Suggested Strategy At the end of this year you should feel like… 1. There is room for improvement but we have the basics in place and have a basis for identifying nonresponders. 2. We are teaching desired behaviors to all student in all settings. 3. For the most part, our teachers support implementation (80%). 4. Our system for supporting the behavior of students is sustainable.