Transcript PBIS School-wide to Classroom Elena Perrello, Ed.D. Past Elementary School VP ASCA 2010-2012 Elementary School Counselor SAD #63 Eddington and Holden Maine [email protected] “If your plan is for one year,

PBIS
School-wide to Classroom
Elena Perrello, Ed.D.
Past Elementary School VP
ASCA 2010-2012
Elementary School Counselor
SAD #63
Eddington and Holden Maine
[email protected]
“If your plan is for one
year, plant rice.
If your plan is for ten
years, plant trees.
If your plan is for 100
years, educate children.”
-Confucius
What is PBIS?
Positive Behavior Intervention and Support
PBIS is a framework for providing a
continuum of the best evidence-based
behavioral practices for improving important
academic and behavioral outcomes for all
students. The focus of PBIS is creating positive
learning environments that teach and reinforce
positive social development and decrease the
number, intensity and severity of challenging
behaviors. The effectiveness of PBIS has been
demonstrated in school and home settings, and
across age-levels.
Why PBIS?
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Evolution of 50 years of research
Over 16,000 schools
46 states and counting
Empirical research measuring outcomes
Empirical research measuring fidelity
Educators doing what educators do best
 Arranging environments
 Teaching
 Constructive feedback including reinforcement and
correction
 Minor behaviors can lead to more serious behaviors
 Lots of minor behaviors can be as destructive to a
classroom or building as the less frequent major behaviors
OUTCOME OBJECTIVES
to understand the importance of….
Leadership team
 Staff Consensus
 Development of an action plan
 Working knowledge of SW-PBS practice
and systems

Preventing challenging behaviors
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Positive, predictable school-wide climate
High rates of academic & social success
Formal social skills instruction
Positive active supervision & reinforcement
Positive adult role models
Multi-component, multi-year school-familycommunity effort
•Surgeon General’s Report on Youth Violence (2001)
•Coordinated Social Emotional & Learning (Greenberg et al., 2003)
•Center for Study & Prevention of Violence (2006)
•White House Conference on School Violence (2006)
Questions to ask of your school
wide data….

Where are most of the office discipline referrals
coming from?
 Are teachers referring large numbers of students
to SAT, RTI etc. for behavioral difficulties?
 Are either of these occurring along with academic
difficulties?
 If these classroom problems are occurring schoolwide they require a school-wide solution
(through professional development, problem solving etc.)
Think About…

How do clearly stated expectations and
rules support academic growth and
student behavior?

What do you see and hear in your
perfect classroom on a perfect day?
(five most important things…)
A continuum of support
Whole school (Universals) systems: Primary Prevention
*For all students, staff, settings
*Classroom and non-classroom systems
*For setting-specific routines (reflecting whole-school
procedures and expectations)
(Will serve 80% of population well)
Targeted group (Secondary) systems
*For at-risk students (15% of the population, small group)
Short term, small group interventions
Individualized (Tertiary) systems
*For students with existing, high-risk behavior problems
(5% of the population, individual intervention)
Provides documentation for spec ed if necessary next step
Expectations
SETTING
Library
/
PlayCafeteria Com- Assembly
ground
puter
Lab
Teaching
Matrix
All
Settings
Respect
Ourselve
s
Be on
task.
Give your
best
effort.
Be
prepared.
Walk.
Have a
plan
Respect
Others
Be kind.
Hands
feet to
self
Help
Share
Use
normal
voice
volume
Walk to
right
Play
safely
Include
others
Share
equipme
nt
Recycle
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly
Put litter in
garbage
can
Respect
Property
Hallway
s
Eat all your
food
Select
healthy
foods.
Bus
Study,
read,
compute
Sit in one
spot.
Watch for
your stop.
Practice
good table
manners
Whisper
Return
books.
Listen
Watch
Use
appropriate
applause.
Use a
quiet
voice.
Stay in
your seat.
Replace
trays &
utensils.
Clean up
eating area
Push in
chairs
Treat
books
carefully
Pick up
Treat
chairs
appropriately
Wipe your
feet
Sit
appropriately
I am a…
Hallways
Cafeteria
Bathrooms
Ready & Safe
Raider
*Walk
*Stay right
*Single file
*Walk
*Place trash in
trash can
*Wait patiently
in line
*Wash hands
with soap and
keep water in
sink
*Use one
towel to dry
*One person
per stall
Respectful
Raider
*Walk quietly
*Hands at side
Responsible
Raider
*Return
promptly
*Eat only your
food
*Use an inside
voice
*Use manners
*Leave only
with adult
permission
*Pick up after
yourself
*Allow privacy
for others
*Clean up after
yourself
*Follow
bathroom
procedures
*Return to
classroom
promptly
School Wide Social Skills

Too Good for Violence
Program from the
Mendez Foundation
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Grade k-4 : weekly
classroom lessons
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Additional resources
are used

Instruction Covers
curriculum in the
Health content areas
RTI Tier II Behavior Interventions
Behavior Education Plans
*Students can be referred
through the SAT process,
teacher referral, or based on
SSBD observation results
*Check In – Check Out
procedure is done for all
students on BEP
*Scores are recorded daily and
reviewed regularly to monitor
progress or lack of progress
*Behavior plan progress or lack
of progress is discussed at SAT
meetings – goals are adjusted as
needed based on data
*BEP plans are sent home each
day for parent review – parents
are also informed when it has
been suggested a BEP starts
or ends
Social Skills Groups
*Students can be referred
through the SAT process, parent
referral, teacher referral, or
based on SSBD observation
results
*Social groups are with same
grade level students
*Social groups can be same
gender or mixed
*Format for groups – role
playing, skill discussion and
practice, team work, games,
problem solving, and self
reflection
*Progress is measured by
teacher observation, and student
behavior checklist completed by
teacher pre and post
Another way to track data……
Student Daily Self Tracker
Note Goal change from 33/36 to 36/39
and improvement in behavior over time!
Designing School-Wide Systems for Student
Success
Academic Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
Behavioral Systems
80-90%
1-5%
5-10%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All students
•Preventive, proactive
What we know doesn’t work….
Punishment programs without a schoolwide system of support
 Short-term programs
 Failure to address multiple systems

Least effective approach to meaningful
behavior change is punishment
What we know works…
Behavioral Science

Behavior is learned
 Behavior is related to the immediate and social
environmental factors
 Systemic altering of the environmental factors
influences behavior
 Behavior can change
 Appropriate and effective feedback leads to
changes in behavior
Activity
What does your school
have in place to support
positive behaviors?
What does your school
have in place to address
negative behaviors?
Evidence Based Practices
Effective Classroom Practices
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Clearly defined expectations & Rules
Procedures and Routines
Continuum of Strategies to Acknowledge
appropriate Behaviors
Continuum of Strategies to Respond to
inappropriate Behaviors
Active Supervision
Multiple Opportunities to Respond
Activity Sequence & Offering Choice
Academic Success & Task Difficulty
The Systems Model
*Primary prevention is part of a system
and requires systems level planning not a behavior program. School is the
primary “unit of analysis.”
* Create a “host environment” or system
that enables the adoption & sustained
use of effective practices.
Organizational Features
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
Universal System Key Features
1)
2)
3)
4)
5)
6)
7)
Administrative leadership and participation
Team-based implementation
A clearly defined set of positive
expectations and behaviors
Expected behaviors taught systematically
Acknowledgement/reward/encouragment
of expected behaviors
Monitoring and correction of behavior
(learning) errors
Use information (data) for decision-making,
monitoring, and evaluation
PBIS Sample Data
New Hampshire
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28 early childhood and K-12 schools
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A reduction of 6,010 office referrals and 1,032
suspensions. The majority of these reductions
occurred for middle and high school students.
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864 recovered days of teaching, 1,701 days of
learning, and 571 days of
leadership/administrative time.
Sample Data
Vermont
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The first two years of implementation showed a
reduction in office referrals in fully-implemented
schools (64% to 28%)
Maryland
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In one urban elementary school in Maryland
suspensions decreased by 71% and office referrals
decreased by 92%.
During the same two-year period the school saved an
average of 79.5 school days of instructional time per
year.
Fifty days were saved through reduction in
suspensions
Florida Data
 400+ schools
 Office
referrals dropped by 35%
 Out
of school suspensions dropped
by 30%
 One
school went from 30-40
referrals to SPED per year to 5 - 6
Why the PBIS Model?
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Designed for Schools
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Based on Ongoing Research
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Proactive/Prevention
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Focuses on the positive
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Instruction-based
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Environmental Support
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Foundation of a Three Tier Model
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Supports ALL students
Positive Intervention and Support
 http://www.pbis.org/
 http://pbismaryland.org/
 http://flpbs.fmhi.usf.edu/
 http://www.pbisillinois.org/
 http://pbismissouri.org/
 http:pbisworld
Link to SAD 63
Core Values Video
http://vimeo.com/30078155