1 School‐wide Positive Behavioral Interventions & Supports (SWPBIS): What is it and how do schools benefit? Deborah Carter, Ph.D. PBIS Idaho, Principal Investigator John Carter, M.Ed. PBIS Idaho, Project Coordinator Gina Hopper, M.Ed., Ed.S. PBIS Idaho, Project Director PBIS Idaho: http://csi.boisestate.edu/pbis What is it and how do schools benefit? Goals Introduce Idaho’s Positive Behavioral Interventions & Support Project Define the core features of a behavioral RTI model What is SWPBIS? Identify benefits for staff, students, and their families Why implement SWPBIS? Is SWPBIS appropriate for your school? 14 schools currently supported Training Coaching Evaluation Priest River Rathdrum Sandpoint Priest River Orofino Orofino McCall Evaluation http://csi.boisestate.edu/pbis McCall Meridian Meridian Priest River the Arco Blackfoot Blackfoot
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School‐wide Positive Behavioral Interventions & Supports (SWPBIS): What is it and how do schools benefit?
Deborah Carter, Ph.D.PBIS Idaho, Principal Investigator
John Carter, M.Ed.PBIS Idaho, Project Coordinator
Gina Hopper, M.Ed., Ed.S.PBIS Idaho, Project Director
Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, tobacco, drugs, alcohol,
Exist in every school, home and community context
Vary in intensity, , g , ,unresponsive, not following directions, inappropriate use of school materials, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, parking lot violation, irresponsible, trespassing, disrespectful, disrupting teaching, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, other, etc., etc., etc.
Vary in intensity
Place individuals at risk physically, emotionally, academically and socially
Challenges
Each school day 100,000 students in the United States bring weapons to school Walker, 1994
7.4% of students surveyed reported that they had been threatened or injured by a weapon during the past yearthreatened or injured by a weapon during the past year Center for Disease Control’s Center for Injury Prevention and
Control (1997
4% reported that they missed at least one day of school because they felt unsafe Center for Disease Control’s Center for Injury Prevention and
Control (1997)
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Examples
In one school year, Jason received 87 office discipline referrals
In one school year, a teacher processed 273 behavior incident reportsp
During 4th period, the in-school detention room has so many students, assigned for being in hallways after the late bell, that overflow students are sent to the counselor’s office
A middle school principal must teach classes when teachers are absent, because substitute teachers refuse to work in a school that is unsafe and lacks discipline
A middle school counselor spends nearly 15% of his day “counseling” staff members who feel helpless and defenseless in their classrooms due to lack of discipline and support
A high school administrator has requested funds for a teacher to staff a “second alternative” classroom for students who are a danger to themselves and others
An elementary school principal found that over 45% of behavioral incident reports were coming from the playground
An intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of y ystudents have received at least one office discipline referral.
159, 8-hour days 3,825 hours 637, 6-hour school days
What is SWPBIS?
School-wide PBIS is: A systems approach for establishing the social culture and
behavioral supports needed for a school to be an effective learning environment for all students.
Evidence-based features of SW-PBIS Evidence based features of SW PBIS 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 intervention supports. Implementation of the systems that support effective practices
Universal Interventions•All settings, all students•Preventive, proactive
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SupportingDecisionMaking
SupportingStudent Behavior
SW-PBIS
OUTCOMES
Social Competence &Academic Achievement
SYSTEMS
SupportingStaff Behavior
Making
Define School-wide Expectationsfor Social Behavior
Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid
doing)doing)
Memorable Examples:
Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect self, others, property, Do your best, Follow directions of adults
Created using pictures from Microsoft Clipart®
Lentini, R., Vaughn, B. J., & Fox, L. (2005). Teaching Tools for Young Children with Challenging Behavior. Tampa, Florida: University of South Florida, Early Intervention Positive Behavior Support.
Carmen Arace Intermediate, Bloomfield
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Teach Behavioral Expectations Transform broad school-wide Expectations into specific,
observable behaviors. Use the Expectations by Settings Matrix
Teach in the actual settings where behaviors are to occur Teach (a) the words, and (b) the actions. Build a social culture that is predictable and focused on Build a social culture that is predictable, and focused on
student success.
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Expectations & behavioral skills are taught & recognized in natural context
Exp
ect
atio
ns
Positive Attitude on the Positive Attitude on the Playground Playground
Positive Attitude on the Positive Attitude on the Playground Playground
Students will:• Use friendly, bucket filling words• Invite others to play and let others to play• Be a good sport; especially if you lose• Have a positive reaction to any redirection or feedback from a teacher
• Using outside teacher names (not ‘duty’)Using outside teacher names (not duty )• Have a positive attitude when dealing with conflict
Teachers will:•4:1 positive to negative interactions – look for the good things kids are doing•Make conversations with students•Encourage students to invite others to play•Suggest positive playground choice to replace the negative one you re-teach•Listen to entire problem without jumping to conclusions•Model ways to problem solve using a positive attitude•Use positive body language •Waving and smiling at students•Give feedback and corrections in a respectful manner.
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On-going Reward of Appropriate Behavior
Every faculty and staff member acknowledges appropriate behavior.
4 to 1 ratio of positive to negative contacts
System that makes acknowledgement easy and simple for students and staff.for students and staff.
Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)
Beginning of class recognition Raffles Open gym Social acknowledgement
Lansdowne High SchoolVikings
Viking of the Month (VOM) Teachers nominate students monthly who uphold the
Viking Code of Conduct All nominees recognized via announcements Committee selects VOM who receives certificate, picture
on board and appropriate reward
Viking Card Students who have at least a C average, 94% attendance,
and no serious behavior issues Privileges and opportunities (drawings,
special events, etc.)
Lansdowne High SchoolVikings
V-Bucks Awarded to encourage and reinforce positive behaviors V-Buck form with multiple copies V-Bucks gathered weekly and entered in a data tracking
system Bi-weekly drawings with a gift awarded to the students and
the teachers named on the winning forms Teacher slips used to determine participants in semester-
end celebrations
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Define consistent consequences for misbehavior Decide in advance the consequences for misbehavior, and
involve students whenever possible State the consequences when you first teach students the
rules Give rationale for the rules and consequences Follow through consistently (vs. “threats”)
Parkway Elementary School Parkway Elementary School
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Parkway Elementary School
Tier II Interventions Interventions that provide additional student support in
academic, organizational, and/ or social support areas More intensive interventions for students who do not
“respond” to primary level supports
Supports for students who are at-risk
Interventions intended to prevent the need for intensive individualized interventions
Linked to school-wide system
Tier III Interventions Specialized individually administered system for students
who display most challenging problem behavior and are unresponsive to secondary interventions. Simple request for assistance Immediate response (24-48 hours) Functional behavioral assessment-based behavior support pp
planning Team-based problem solving process Data-based decision making Comprehensive service delivery derived from a wraparound
process
Linked to school-wide system
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SupportingDecisionMaking
SupportingStudent Behavior
SW-PBIS
OUTCOMES
Social Competence &Academic Achievement
SYSTEMS
SupportingStaff Behavior
Making
Use of Data for Decision-making Use of data to guide implementation Team Implementation Checklist (TIC)
www.pbis.org
Use of student data (office discipline referrals) to assess impact www.swis.org
Team Implementation Checklist Idaho Elementary School
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July September November December January March May June
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Office Discipline Referrals (ODRs) and The BIG 5! Examine ODR rates and
patterns Major Problem events Minor Problem events
Ask the BIG 5 questions:q How often are problem behavior
events occurring? Where are they happening? What types of problem behaviors? When are the problems occurring? Who is contributing?
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Day
Office Referrals per Day pThis Year
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Refe
Referrals by Locaf
Lang.
Defiance
Disrespect
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Student
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15
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efer
rals
per
D
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30
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f Ref
erra
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Referrals by Loca
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Referrals
Cafeteria Class Commons Hall
12:00Harrass Skip
What behaviors would be worth targeting?Remember: “Smallest change greatest effect”
Where are the most technology violations happening?
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When are those violations most likely to occur?Who is committing the predominance of technology violations?
Why are those violations occurring?
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SupportingDecisionMaking
SupportingStudent Behavior
SW-PBIS
OUTCOMES
Social Competence &Academic Achievement
SYSTEMS
SupportingStaff Behavior
Making
Practices and Systems for School-wide Behavior Support
Practices Systems
Define expectations
Teach expectations
Monitor expected behavior
A k l d t d
Admin leadership
Team-based implementation
Defined commitment
All ti f FTE Acknowledge expected behavior
Correct behavioral errors (continuum of consequences)
Use information for decision-making
Allocation of FTE
Budgeted support
Development of decision-driven information system
Formal policies
Efficient Systems of Support “The typical school operates 14 different prevention
activities concurrently, and the typical activity is implemented with poor quality”
Percent of Students meeting DIBELS Spring Benchmarkfor Cohorts 1 - 4 (Combined Grades)
5,943 5,943 studentsstudentsassessedassessed
8,330 8,330 studentsstudentsassessedassessed
16,078 16,078 studentsstudentsassessedassessed
32,257 32,257 studentsstudentsassessedassessed
Spring ’09: 62,608 students Spring ’09: 62,608 students assessed in cohorts 1 assessed in cohorts 1 -- 44
0%
10%
20%
30%
40%
50%
Cohort 1 Cohort 2 Cohort 3 Cohort 4
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
Percent of Students at DIBELS Intensive Level across year by Cohort
20%
25%
30%
t D
IBE
LS I
nten
sive
n
Leve
l
0%
5%
10%
15%
Cohort 1 Cohort 2 Cohort 3 Cohort 4
Per
cent
of
Stu
dent
s at
Inte
rven
tion
2003-04 2004-05 2005-06 2006-07 2007-08 2008-09
I write to you today as a former Jackson Elementary school student who wishes to convey her fondest of gratitude toward a fantastic school. As I grow older and move from state to state, I never forget my roots and where my future began….
Though I had only attended Jackson for roughly four years during kindergarten, first, second, and third grade, I realize now that those years were just as important as any other and I am proud to say that I was once a Jaguar.
Without further ado, I would like to state that nine years later I still remember your kindness your positivity and most of all the three
High School Student writing remember your kindness, your positivity, and most of all the three
R's: Respect yourself, Respect others, and Respect property.Those three lessons have stuck with me throughout the years, from age eight to seventeen, and have bettered me as a human being.
In essence, I simply dropped by to express my thanks, and to reassure the staff of Jackson Elementary that their hard work does not go to waste, and that even the simplest of actions or words can spur on a revolution.Thank you very much for giving me the opportunity to live my life to its fullest.
What Does a Reduction of 850 Office Discipline Referrals and 25 Suspensions Mean?
Kennedy Middle School
• Savings in Administrative Time
• Savings in Student Instructional Time
• ODR = 15 minutes/ event
• Suspension = 45 minutes/event
• 13,875 minutes
• 231 hours
• 29, 8‐hour days
• ODR = 45 minutes/ event
• Suspension = 216 minutes/ event
• 43,650 minutes
• 728 hours
• 121, 6‐hour school days
Idaho PBISHow well are we implementing SWPBIS?
School‐wide Evaluation Tool (SET)
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Idaho PBISHow well are we implementing SWPBIS?
Team Implementation Checklist (TIC)
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100
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Idaho PBISWhat are the outcomes for students?
Office Discipline Referrals (ODRs)
1200
1400
1600
1800Major office discipline referrals decreased by
10.7% from 1770 referrals in 2008-2009 to 1581 in 2009-2010
across six schools who
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200
400
600
800
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1 2 3 4 5 6 Overall
2008‐2009
2009‐2010
reported data for both years
Idaho Elementary SchoolHow well are we implementing SWPBS?
School‐wide Evaluation Tool (SET)
Idaho Elementary SchoolWhat are the outcomes for students?
Office Discipline Referrals (ODRs)
For major office discipline referrals:• 95.61% of students had 0 or 1 referral • 4.08% of students received 2-5 referrals • 0.31% of students received 6 or more referrals
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Idaho Elementary SchoolWhat are the outcomes for students?
Office Discipline Referrals (ODRs)
In comparison to the 2008-2009 school year, major office discipline referrals decreased by 71% from 215 f l i 08 09 t 63 i 09 10215 referrals in 08-09 to 63 in 09-10.
Idaho Elementary SchoolWhat are the outcomes for students?
Academic Achievement
In comparison to the 2008-2009 school year, the percent of students meeting proficiency in reading (85.40% to 91.50%) and in math (81.75% to 88.0%) increased.
80.00%
100.00%
0.00%
20.00%
40.00%
60.00%
Reading Proficiency Math Proficiency
2008‐2009
2009‐2010
Idaho Elementary SchoolCost Benefit Worksheet
Student Time Regained:Regained:
6840 minutes114 hours14 days
Administrator Time Regained:
2280 minutes38 hours5 days
Idaho Elementary School Reports “Not only does it help the kids to be accountable, but it helps
me to be accountable to what I expect from the children as well”
“For the first time we had an RTI meeting based on a behavior issue, and it was nice, because we had data, we had observable behaviors, we had interventions to put in place, and it was so different from previous behavior meetings that have happened . . . because we had a framework to work with.”
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Idaho Middle School Reports “It’s really, really effective. We have great student buy in.
Behaviors totally unasked for. We have kids who will help us clean up the room and raise their hand. And help us check others’ behaviors.”
“We have a lot of intrinsic behavior that we didn’t have at the beginning of the year”
“The custodian has given out the most pride tickets so far this year. It’s pretty amazing, so everyone is participating.”
Idaho Middle School Reports In response to a stranger coming in to the school and
saying “you have some of the most polite students I’ve ever seen at a middle school” . . . “To have a stranger come in to our school and to have students hold the door, or say “please” or “can I help you with that?” is pretty amazing because we aren’t creating behaviors that are expected and because we aren t creating behaviors that are expected and nice in a classroom. We are extending that to nice people out in the real world.”
Big Messages Effective practices will produce effective outcomes but only
within the context of effective systems. School-wide PBIS is an approach for investing in making the school a
more effective social and educational setting for all students
Core features of RTI are an effective framework for improving Core features of RTI are an effective framework for improving Behavior and Academic Support Schools need different practices, data and systems to deal with different
levels of problem behavior in schools
Schools
Hawaii
Idaho
Percent of
States
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HOW IS SWPBIS Implemented?
Nine Implementation Steps Build commitment Establish implementation team Self-Assess for local adaptation of SWPBIS Define and teach expectations Define and teach expectations Establish system for recognizing positive behavior Establish consequences for problem behavior Establish classroom management structure Collect and use data for decision-making Establish function-based support for students with more severe
support needs.
National Center – ResourcesPresentation materials adapted from materials from the following resource
• OSEP Technical Assistance Center on Positive Behavioral Behavioral Interventions & Supports
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