School-widePositive Behavioral Interventions & Supports (PBIS)
Creating Schools that Support ALL Students
Mary Hunt, Aaron Barnes & Garrett PetrieApril 28, 2015
Charting the Cs 2015
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Overview of PBIS
- Big Ideas and Key Features
- Statewide impact
PBIS in the Classroom
- Classroom strategies
Questions and wrap-up
Today’s Outline
education.state.mn.us
1. Successful individual student behaviorsupport is linked to host environmentsor schools that are effective, efficient,relevant, & durable
2. Learning & teaching environments must be redesigned to increase thelikelihood of behavioral & academic success
6
Big Ideas
Value of Prevention for ALL Students
• Set a foundation and climate for work with ALL students
• Prevent minor problems before they grow
• More resources available for students who need additional support!
2013 - 2014
Minnesota Exemplar Schools
• Statewide Reductions in Disciplinary Incidents
– For All Students
– For Students with Disabilities
– For All Subgroups of Students with Disabilities
• Statewide Reductions in use of Restrictive
Procedures
– Prone Restraint
– Physical Holding
– Seclusion
Emerging Examples of Results Having a
Statewide Impact
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Reviewing Minnesota Data from the
Disciplinary Incident Reporting System
• Good news, Part 1: Minnesota is trending down in
disciplinary removals for all students.
• Good news, Part 2: Minnesota is trending down in
disciplinary removals for students with disabilities
– Over the past 4 years, about 36 fewer students with
disabilities removed from school statewide each school day.
• Good news, Part 3: Minnesota is reducing the gap
between racial groups with the widest disparities in
disciplinary removals.
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Four Year Reductions in Disciplinary Removals
for All Students
-5.2
41.5
26.8 27.5
17.221.6 20.4
-10
0
10
20
30
40
50
2010-11 through 2013-14
Reductions in DisciplinaryRemovals per 100students enrolled- SpecialEducation
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Disciplinary Removals by Race Rates per 100
Students Enrolled for All Students
0
5
10
15
20
25
30
35
2010-11 and 2013-14
2010-11
2013-14
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Four Year Reductions in Disciplinary Removals
for Students with Disabilities
9.6
44.9
28.226
16.9 16.7
21.2
05
101520253035404550
2010-11 through 2013-14
Reductions in DisciplinaryRemovals per 100students enrolled- SpecialEducation
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Disciplinary Removals by Race Rates per 100
Students Enrolled for Students with Disabilities
0102030405060708090
100
2010-11 and 2013-14
2010-11
2013-14
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Disciplinary Removals by Race Rates per 100
Students Enrolled: All Students compared to Students
with Disabilities
0
10
20
30
40
50
60
70
80
2013-14
All Students
Students with Disabilities
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Reductions in the Use of Restrictive
Procedures
1423 1406
837
0
200
400
600
800
1000
1200
1400
1600
Incidents of ProneRestraint
2011-12
2012-13
2013-14
22,163
19,431
18,000
18,500
19,000
19,500
20,000
20,500
21,000
21,500
22,000
22,500
Incidents ofRestrictiveProcedures
2012-13
2013-14
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State Level Updates
• Press release from Commissioner's
roundtable here.Impact of Positive Behavioral Interventions and Supports – PBIS
Schools implementing Positive Behavioral Interventions and Supports (PBIS) represent approximately 25 percent of Minnesota districts, yet account for approximately 62.1 percent of the decrease in suspensions!
State Level Updates - MDE
• PBIS praised by our Education Commissioner
Cassellius:
“It is truly remarkable that we can attribute a
majority of the decreases in suspensions to schools
using PBIS. These schools understand that
suspensions are not an effective measure of
discipline, and often cause a child to fall behind in
class. I want to thank Governor Dayton for
recognizing the importance of this work and
including it in his budget proposal.”
State Level Updates - EdMN
• Education Minnesota President Denise
Specht’s Statement:
“The program called ‘Positive Behavioral
Interventions and Supports’ has produced
promising results in districts where it has been
implemented with sufficient training and support for
the teachers and other staff members.”
education.state.mn.us
Clear Expectations
• A school motto that captures the desired culture of
the building & core values.• Positive Respectful Integrity Dedication & Excellence
• Determination Hard work Motivation Self-discipline
• Fits with initials of school
• The 3 R’s:
• Respect Self
• Respect Others
• Respect the Environment
Sample Teaching Matrix for
Elementary Setting
Teaching Matrix
Elementary SETTING
Group
Area
Individual
AreaFree Time
Snack
Table
Teacher
Area
Be
Respectful
Raise hand
quietly
Wait turn
Raise hand
Be polite to
others
Be polite
Play safely
Wait turn
Say please
and thank
you
Ask before
entering
Ask to use
phone
Be
Responsible
Bring
materials
Put
materials
away
Keep desk
area clean
Do your
best work
Put games
away
Finish game
on time
Offer help if
needed
Finish on
time
Listen the
first time
Be
cooperative
Be Safe
Keep
hands and
feet to self
Sit in chair
safely
Use “cool
talk” skills
Follow game
rules
Keep hands
and feet to
self
Listen the
first time
Use utensils
safely
Keep hands
and feet to
self
Exp
ecta
tio
ns
Sample Teaching Matrix for
Middle School Setting
Teaching Matrix
Middle School SETTING
Make upSwitching
Class
Enter and
ExitAssignments
Class
Work Time
Safe
Ask about
make-up
work when
absent
Line up
outside wall
hands feel
materials to
self
Walk go
straight to
seat
remain
until
dismissed
Write down in
your planner
Stay seated
in chair, legs
on floor
Respectful
Ask for
make-up
work at
appropriate
times
quietly
Quietly,
hands,
feet
material to
self
Label
assignments
appropriately
(see poster)
Raise hand
for help, talk
quietly
Responsible
Arrange for
help
w/teacher
outside of
class when
needed
Be prepared
with
materials
Start
working on
“Chalk
Talk”
problem
Turn in legible
work, on time in
appropriate
basket
Work on
assigned
tasks, read
book when
done
Exp
ecta
tio
ns
Sample Teaching Matrix for
Secondary Setting
Teaching
Matrix
Secondary SETTING
Teacher’s
DeskMaterials
Enter
and Exit
Asking
for HelpDrinks Bathroom
SafeWalk to
and from
Carry and
use items
safely and appropriately
Walk, go
directly to
seat
If unsure,
ask
Keep
closed
and to self
Leave and
return in
direct
manner
Respectful
Keep in
front of,
ask to
have/use
items
Use your
own items
Quietly,
hands
and feet
to self
Raise
hand and
wait to be
called
Only
allowed
items
(H2O
bottle with
screw-on
lid
Raise hand
to get
permission
Responsible
Have your
own
materials
and use
them
Always
have your
planner
Have all
materials
ready at
bell
Ask at
appropriate
times
Keep
away from computers
Use during
appropriate
times
Exp
ecta
tio
ns
Sample Matrix with “Good Communicator”
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PBIS Expectations in Sign Language
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Teacher Practices
• Organization and Consistency
• Explicit Instruction
• Engage Students
• Consistent Feedback
Organization and Consistency• Schedule Considerations
– Teach behaviors with 3-5 positively stated
rules
▪ Publicly post the rules
▪ Should match school-wide expectations
▪ Define what the rules look like
▪ Teach the rules in the context of those
routines
▪ Involve students in the lesson and check for
understanding
– Can’t correct what you have not taught
Organization and Consistency (cont.)
• Routines and Arrangements
– Design the environment to
▪ Elicit appropriate behavior
▪ Minimize crowding and distractions
– Seating arrangements
– Adequate supervision - Proximity
– Furniture arrangement
– Teacher and Student Routines
Explicit Instruction
• Modeling
• Verbal prompts along with
physical demonstration
• Use natural opportunities
• Verbal Prompts
• Pre-Correction
Engage Students
• Opportunities to Respond (OTR)– Providing students with opportunities to
be engaged with instruction
– Asking questions
– Requests for student behavior
Consistent Feedback
• Feedback that behavior is not in line with
school or classroom positively stated
expectations
– Is that being respectful?
• Re-teach Appropriate Behavior
– What is a better way?
– What is a more respectful behavior?
– Show me that – thanks!
Communication & Behavior
• How is communication tied to behavior?
• What does behavior communicate?
• How can we help students communicate?
• The current best practices in facilitation and
enhancement of communication among persons with
severe disabilities reflect six major tenets:
1. Communication is social behavior;
2. Effective communicative acts can be produced in a
variety of modes;
3. Appropriate communicative functions are those that are
useful in enabling individuals with disabilities to participate
productively in interactions with other people;
Communication:Persons with Severe Disabilities
Guidelines for Meeting the Communication
Needs of Persons With Severe Disabilities (ASHA)
4. Effective intervention must also include efforts to modify the
physical and social elements of environments in ways that ensure
that these environments will invite, accept, and respond to the
communication acts of persons with severe disabilities;
5. Effective intervention must fully utilize the naturally occurring
interactive contexts (e.g., educational, living, leisure, and work) that
are experienced by persons with severe disabilities; and
6. Service delivery must involve family members or guardians and
professional and paraprofessional personnel.
Communication:Persons with Severe Disabilities (cont.)
Guidelines for Meeting the Communication
Needs of Persons With Severe Disabilities (ASHA)
How might students with the following
language concerns demonstrate
challenging behaviors?–Expressive Language
–Receptive Language
–Pragmatic Language
–Social Communication
–Fluency
–Articulation
Communication and
Student Behaviors
Utilizing Universal Design for Learning within PBIS to support ALL Students
• Will support ALL students
• Can view through lens of ASD/DCD
Some slides adapted from:
– Sheldon L. Loman, Portland State University
More resources at: UDLpbis.pbworks.com
Systems (Integration):Supporting Staff Behavior
• Gain commitment & administrative approval for implementation of supports for ALL students – Including students with ASD and severe disabilities
• SpEd/Autism coaches actively involved in supporting school-wide implementation – Training someone on school team, Or – On school team and informing SW systems to better
support students receiving special education– School also has staff representative from SW-PBIS
team on District-level coaching meetings during the school year (e.g., SpEd specific trainings)
Scale Down to Scale Up
• Bring together external supports within existing systems – Utilize district level supports/coaches to strengthen SW
Practices for students with disabilities
• Embed “specialized” trainings within SW-PBIS/RtI trainings for ALL staff rather than separate trainings
• ALL staff trained on general practices for students with disabilities – Environmental modifications
– Structured learning
– Communication & social skill development
Evidence-Based Practices by UDL AreaRepresentation Expression Engagement
Visual Strategies AugmentativeCommunication
Social Narratives
Video Modeling FunctionalCommunication Training
Reinforcement
Modeling/Prompting Time Delay Peer-mediatedIntervention
education.state.mn.us
Posted Classroom Expectations
School-wide Matrix Built
Posted Expectations in Common Areas
Posted Hallway Expectations
Visual Supports for Classroom Expectations
o PBIS
o pbis.org
o Minnesota PBIS
o pbismn.org
o IRIS MODULES
o iris.peabody.vanderbilt.edu
o PBIS WORLD
o pbisworld.com
o Who Cares About Kelsey
o whocaresaboutkelsey.com
education.state.mn.us
Getting Started Resources
• Guidelines for Meeting the Communication Needs of Persons
with Severe Disabilities
– asha.org/policy/GL1992-00201/#sec1.3.1
• Institute on Community Integration
– ici.umn.edu/index.php?topics/view/111/products
• Approaches to Managing Challenging Behavior in Children
– ici.umn.edu/index.php?products/view_part/629/
• Illinois D/HH Behavior Support Teams
– isrc.us/behavior_teams
Resources for Students with Disabilities
education.state.mn.us