Vous êtes sur la page 1sur 38

Illinois PBIS Network

www.pbisillinois.org

Basic components of Positive Behavior


Interventions and Supports (PBIS)

2009 Summer Leadership Conference

John Gardner, TAC


We Know….

To improve the academic success of


our children, we must also improve
their social success.

Academic and social failures are


reciprocally and inextricably related.

2
What is PBIS?
A broad range of proactive, systemic, and
individualized strategies for achieving important
social and learning outcomes in safe and
effective environments while preventing problem
behavior with all students (Sugai, 2007).

PBIS is an evidence-based practice. For the


research article please go to www.pbis.org:
Select online library, select research literature,
and click on Evidence Based Research on
School-wide Positive Behavior Support.
What is
School-wide Positive Behavior
Support?
School-wide PBS: A systems approach for
establishing the social culture and individualized
behavioral supports needed for schools to achieve both
social and academic success for all students.

Evidence-based features of SW-PBS


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.
Administrative leadership – Team-based implementation
(Systems that support effective practices)
Establishing a Social Culture

Common
Language

MEMBERSHIP

Common Common
Experience Vision/Values
Origins of PBIS
Fern Ridge Middle School, Eugene, OR,
1994 – A school in need of a systems
approach to discipline:
• 880 students - reported over 5,100 office discipline
referrals in one academic year

• Rob Horner, George Sugai and Anne Todd, Professors


at University of Oregon, focus Fern Ridge Middle School
on the research regarding effective practices.

• The Positive Behavior Interventions & Supports


(PBIS) process begins and the National Center for PBIS
was formed!
Time Lost at FRMS in 93-94?
• Teacher Time: 5 min. per = 25500 min. or
425 hrs. or 70.83 days of time
• Administrative time: 15 min. per = 76500
min. or 1275 hrs. or 212.5 days of time
• Student time: 5100 hours or 850 student
days of instruction lost.
• Time wasted is money wasted: GO
FIGURE!
National Count
• Over 9000 schools within the United States
are in some phase of implementation of
Positive Behavior Interventions and
Supports.
• Over 45 states now have some structure in
place to support implementation of PBIS in
their state or major metropolitan areas.
• Federal legislation now in the hopper to
allow funding of PBIS from Title programs.
National Adoption of School-wide
PBS
• Over 9000 schools involved in
SWPBS
– Pre-school 117
– Elementary 5669
– Middle Schools 1943
– High Schools 931
– K to (8-12) 124
– Alternative/JJ 344
Il PBIS Schools Over Ten Years:
Trained and Partially or Fully Implementing

1000
900 874
800
number of schools

700
654
600 587
500 520
444
400 394
300 303
200 184
100 120

0 23
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year
9/98 9/00 9/01 6/02 6/03 6/04 6/05 6/06 6/07 10
6/08
PBIS Illinois Network
• IL Statewide Technical
Assistance Center
• Director, Lucille Eber
• Technical Assistance
Directors
• Technical Assistance
Coordinators
• External Coaches
• District Leadership Teams
• Internal Coaches & Bldg
level PBIS Implementation
Teams
School-Wide Systems for Student
Success:
A Response to Intervention (RtI)
Model
Academic Systems Behavioral Systems

Tier 3/Tertiary Interventions 1-5% Tier 3/Tertiary


1-5% Interventions
•Individual students Individual students
•Assessment-based Assessment-based
•High intensity Intense, durable
Tier 2/Secondary 5-15% procedures
Tier
Interventions 5-15% 2/Secondary Interventions
•Some students (at-risk) Some students (at-
•High efficiency risk)
•Rapid response High efficiency
•Small group interventions Rapid response
• Some individualizing Small group
interventions
r 1/Universal Interventions 80-90% 80-90% Tier
Some1/Universal
individualizing
l students Interventions
eventive, proactive All settings, all
students
Preventive,
proactive
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/school-wide.htm
Positive Behavior Interventions &
Supports:
A Response to Intervention (RtI)
Model
Tier 1/Universal
School-Wide Assessment

School-Wide Prevention Systems

ODRs, Attendance,
Tier 2/Secondary Small Group

t
As

Interventions
Tardies, Grades,

io en
(CICO, SAIG, etc)
se t

DIBELS, etc.

rv
ss

Group Interventions with

n
te
m

Individualized Focus
en

In
Daily Progress Report (DPR) (CnC, etc)
(Behavior and Academic Goals)
Tier 3/
Simple Individual Interventions
Competing Behavior Pathway, Tertiary (Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Functional Assessment Interview,
Scatter Plots, etc.
Multiple-Domain FBA/BIP
SIMEO Tools: HSC-T,
RD-T, EI-T Wraparound
Illinois PBIS Network, Revised Sept., 2008
Adapted from T. Scott, 2004
‫٭‬
Social Competence &
Positive Academic Achievement
Behavior
Support OUTCOMES

MS
Supporting

DA
Supporting
TE
Decision

TA
Staff Behavior S
SY
Making

Adapted from “What is a systems


PRACTICES
Approach in school-wide PBS?”
OSEP Technical Assistance on
Positive Behavioral Interventions and
Supports. Accessed at http://www.
Pbis.org/schoolwide.htm
Supporting
Student Behavior
District Vision & Principles
to Guide Planning
• Give priority to prevention
• Focus on whole school & community
• Give priority to evidence-based practices
• Lead with a team
• Emphasize data-based evaluation
District Action Planning
4 capacity building targets

• Local Policy & Funding Capacity


• Local Training Capacity
• Local Coaching Capacity
• Local Evaluation Capacity
Building-level Commitments

Three-five year focus to get sustainable change


Active administrative support and participation
Administrative leadership for PBIS teams
Commitment from staff (80%)
Ongoing communication and support with staff
Completion and use of data collection (discipline and
academic data, survey, checklists)
Staff participation in ongoing training
Implementation emphasizes:
 Team-based planning & problem solving
Instructional approaches; data-based
Active administrator support/participation
Long-term action planning
Staff commitment
On-going professional development
Emphasis on Prevention at
Each Level
• Universal Level
 GOAL: To reduce new cases of problem behavior
and/or academic failure

• Secondary Level
 GOAL: To reduce current cases of problem
behavior and/or academic failure

• Tertiary/Wraparound Level
 GOAL: To reduce complications, intensity, severity
of students with chronic problem behavior
and/or academic failure
Why Choose PBIS ?
Federal Mandates:
IDEA 2004
NCLB
State Mandates:
SEL
RTI
Best Practices:
Researched-based
Data driven
Standards Aligned Curriculum
Family Involvement
DISCIPLINE = TIME LOST TEACHING
Illinois Social Emotional Learning
(SEL) Standards
• Develop self-awareness & self-
management skills to achieve school & life
success
• Use social-awareness & interpersonal skills
to establish & maintain positive
relationships
• Demonstrate decision-making skills &
responsible behaviors in personal, school,
and community contexts
(www.isbe.net)
Process…not a curriculum
 Individualized to the unique features of the
school
 Emphasis
on continuous, data-based
improvement
 Focus on efficiency, effectiveness, &
relevance
Trends in Discipline Practices
Least Effective Most Effective
Punishment (when used Proactive school-wide
discipline systems
too often)
Social skills instruction
Academic/curricular
Exclusion restructuring
Behaviorally based
interventions
Counseling Early screening and
(Gottfredson, 1997) 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)
1. Systems - How Things are Done

• Procedures for non-classroom settings


(lunchroom, bus, bathroom, assembly,
transition/hallway)

• Procedures for reinforcing expected behavior

• Procedures for responding to office discipline


referrals.

• Procedures for meeting the needs of all


students (AKA., The Triangle)…
2. Data -- How Decisions Are Made
Components of decision making with PBIS:

 A problem-solving team
Data at every meeting no older than 48 hour
 Data collection
T-chart
ODR form
 Data use
Big Five reports
 Communication with school community about data,
patterns, and decisions
3. Practices - How Staff Interact with
Students
Every time any adult interacts with any student,
it is an instructional moment!

PBIS emphasizes…
– Teaching behaviors like we teach academics

– Modeling and practicing expected behaviors

– Reinforcing expected behaviors

– Precorrecting to ensure positive behaviors are displayed

- Actively supervising to prevent problem behaviors


Without Problem Solving
Special Education

Sea of Ineligibility

General Education
Improving Decision-Making
From:
Problem Solution

To:

Problem
Solution
Problem Solving
Monitor
Using
Outcome
Data
Bridging the Gap

General +
Intensive
Needed to Solve Problem
Amount of Resources

Resources

General +
Supplemental
Resources

General Resources
Intensity of Problem
Data collection and use

Why do we use data?


• Data gives a picture of what’s happening
behaviorally in the school.
• Sets baseline to measure improvement
• Identifies need
• Guides intervention planning
• Measures effectiveness of interventions
PBIS teams CONSISTENTLY review the
following (current to within 48 hours)
data/graphs:

The average number of referrals:


• Per day per month
• By type of behavior
• By location
• By time of day
• By student
What does this graph tell you (or not tell you)?
What does a PBIS
school look like ?
• Behavior is very different

• Teachers can teach

• Students can learn

• Academics are better


www.pbis.org
www.pbisillinois.org
www.pbssurveys.org
www.swis.org
www.isbe.net
www.iirc.niu.edu
www.is-tac.org