Safe Schools:

Positive Behavioral
Intervention & Supports
And Introduction to PBIS

November 17, 2009

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 Moderator

Joan Lerman, MSSW

– School Administrative Consultant

Prevention/School Violence
– Student Services/Prevention and Wellness Team
– Department of Public Instruction

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This month’s webcast is brought to
you with partnerships between the
Wisconsin Department of Public
Instruction, Office of Justice
Assistance, Homeland Security
Program, Wisconsin Emergency
Management, Department of Health
Services and partnering
organizations involved in the
Center for School, Youth and
Citizen Preparedness.
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 Audio Difficulties?
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Contact your IT department
If audio and visual is lost during the program, go back
to: http://media2.wi.gov/dpi/catalog/, and click on the
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If problem persists contact Joan Lerman (608) 266-2829.

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 POSITIVE BEHAVIORAL
INTERVENTIONS & SUPPORTS
AN INTRODUCTION TO PBIS

Nic Dibble, LSSW, CISW

Consultant, School Social Work Services
Department of Public Instruction
(608) 266-0963
nic.dibble@dpi.wi.gov
MOST EFFECTIVE TRENDS IN
SCHOOL DISCIPLINE
PRACTICES
• Proactive school-wide discipline systems
• Social skills instruction
• Academic/curricular restructuring
• Behaviorally based interventions
• Early screening & 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)
 OVER-RELIANCE ON
EXCLUSION
Exclusion & punishment are the most
common responses to conduct disorders
in schools.
(Lane & Murakami, 1987; Rose, 1988; Nieto, 1999; Sprick,
Borgmeier, & Nolet, 2002)
Exclusion & punishment are ineffective at
producing long-term reduction in problem
behavior.
(Costenbader & Markson, 1998)
“When the horse is dead, it’s time to
dismount.”
BASIC PRINCIPLES OF PBIS
Just as we teach students to read, write &
compute, we also need to teach students
how to behave.
There is always a function to someone’s
behavior, even if the person cannot tell you
what that function is.
Discipline alone is not enough. Appropriate
replacement behavior must be taught to
prevent re-occurrence of misbehavior.
 PBIS TRACK RECORD
Highly successful in many other states
Many excellent resources available free
on-line
Interest in Wisconsin schools is growing
exponentially
DPI acting to respond to this interest &
need
 SCHOOL-WIDE SYSTEMS FOR STUDENT
SUCCESS:
A RESPONSE TO INTERVENTION (RTI)
Academic Systems
MODEL Behavioral Systems
Tier 3/Tertiary Interventions 1-5% Tier 3/Tertiary
1-5% Interventions
•Individual students •Individual students
•Assessment-based •Assessment-based
•High2/Secondary
Tier intensity Interventions 5-15% •Intense,Tier
durable
5-15% procedures
2/Secondary Interventions
•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response
•Small group interventions •Small group
• Some individualizing interventions
er 1/Universal Interventions 80-90% 80-90% Tier
•Some 1/Universal
individualizing
ll students Interventions
reventive, 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
EMPHASIS ON PREVENTION AT EACH
LEVEL
Universal Level
 GOAL: To reduce new cases of problem
behavior &/or academic failure
Secondary Level
 GOAL: To reduce current cases of problem
behavior &/or academic failure
Tertiary/Wraparound Level
 GOAL: To reduce complications, intensity,
severity of students with chronic problem
behavior &/or academic failure
INTEGRATED SYSTEM FOR
STUDENT ACHIEVEMENT
REACh RtI: Academic
& Behavior

NCLB

WCSCM
IDEA
Character CCPS
Education
CREATE

Every Child a
Character Graduate
Education
 PRESCRIPTION VS.
AUTONOMY
Process of development is highly
prescriptive
– School readiness
– Training
Selection of specific programs,
practices, & strategies is autonomous
– Schools are encouraged to build on what is
working well & get rid of what isn’t working
A SYSTEMIC PROCESS … NOT
A PROGRAM OR CURRICULUM
Individualized to the unique features
of the school
Emphasis on continuous, data-based
improvement
Focus on efficiency, effectiveness, &
relevance
 DATA-BASED DECISION-
MAKING
Student outcome data is used
– To identify youth in need of support & to identify
appropriate intervention
– For on-going progress-monitoring of RtI
– To exit or transition youth off of interventions
Intervention integrity/process data is used
– To monitor the effectiveness of the intervention itself
– To make decisions regarding the continuum/ menu of
interventions/supports
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 & practicing expected behaviors
– Reinforcing expected behaviors
– Pre-correcting to ensure positive behaviors
are displayed
– Actively supervising to prevent problem
behaviors
COMMITMENTS NEEDED:
BUILDING
3-5 year focus to get sustainable change
Active administrative support & participation
Administrative leadership for PBIS Teams
Commitment from staff (minimum 80%)
Ongoing communication & support with staff
Completion & use of data collection
– Discipline & academic data, survey, checklists
On-going staff participation in training & coaching
 COMMITMENTS NEEDED:
DISTRICT
District leadership team
Coaching FTE
High priority in district improvement plan
Resources allocated
Staff development is an on-going priority
On-going data collection & use
Implementation of research-based practices
Specialized personnel allocated to use evidence-
based practices
 PROFESSIONAL
DEVELOPMENT
Administrative Overview
Building-level teams attend training
– Levels 1, 2, & 3
Building readiness for training based upon:
– Level of support for implementation in school (minimum 80%)
– Implementation data
Coaches support implementation
– Internal
– External
LET’S LOOK AT SOME DATA
……

Plan

Compare Perform

Measure
Washington Elementary School, Champaign School
District 4
Total ODRs Over Three Years
800

700

600
Total ODRs per year

500

400

300

200

100

0
2005-06 2006-07 2007-08
Eisenhower Jr. High, Schaumburg School District 54:
Suspensions & Expulsions Across Two Years

50
45
43
40
Number of Events

35
30
25
22
20
15 16
10
7
5
2
0 0
2006-07 2007-08

In-School Out-of-School Expulsions

 Foreman High School Office Discipline Referrals by Month
by Year
# ODR per day per month per 100 students per average daily enrollment

0.9

0.8

0.7

0.6

2005-2006
0.5 2006-2007
2007-2008

0.4

0.3

0.2

0.1

Sept Oct Nov Dec Jan Feb March April May

June
Months
 CHANGES IN STUDENTS PLACED
IN SPECIAL EDUCATION
Hermansen Elementary School
Valley View School District 365U
30 28 27
25
number of students

20
14
15 11
9 8
10
5
0
2005/2006 2006/2007 2007/2008

Referred for Special Ed Placed in Special Ed

Proportion of Illinois Schools that
Met AYP in 2005-06
Percentage of schools that met AYP Illinois PBIS Schools

100
90 86.6

80
70 65.6
60
50
40
30
20
10
0
Partially Implementing Fully Implementing
(n=160 schools) (n=157 schools)

Level of PBIS implementation

 Cost Benefit Analysis
(Barrett & Swindell, 2002)

Office Disciplinary Referral (ODR) –

Administrator (10 minutes), Student (20
minutes), Staff (5 minutes)
Detention – Administrator (20 minutes),
Student (6 hours), Staff (5 minutes)
Suspension - Administrator (45 minutes),
Student (6 hours), Staff (5 minutes)

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West Elementary, Alton, IL
Reduced ODRs by 719, Detentions by 47, Suspensions by 27

Total Time
ODRs Detentions Suspension Gained
s Back
7,190 mins. 940 mins. 1215 mins. 9,345 mins.
Admin 119.8 15.7 hours 20.3 hours 155.8
hours hours
25.9 days
14,380 16,920 9,720 mins. 41,020
Student mins. mins. 162 hours mins.
239.7 282 hours 683.7
hours hours
144 days
3,595 mins. 235 mins. 135 mins. 3,965 mins.
Staff 59.9 hours 3.9 hours 2.3 hours 66.1 hours
11 days
 FUNDING
ARRA
–Title I
–IDEA (15% CEIS)
Professional Development
 RESOURCES
DPI Positive Behavioral Interventions &
Supports http://dpi.wi.gov/rti/pbis.html
OSEP Positive Behavioral Interventions &
Supports www.pbis.org
Illinois PBIS Network www.illinoispbis.org
University of Oregon PBIS Surveys
www.pbssurveys.org
School-Wide Information System (SWIS)
www.swis.org
 DPI LEADERSHIP &
ASSISTANCE
Assuring Illinois PBIS Center is available to
Wisconsin schools
Hosted training for PBIS Coaches & Trainers
Infuse PBIS professional development into
existing conferences
State Advisory Group to guide decisions
Funding a CESA for Wisconsin PBIS Network
– Maintain fidelity of training & implementation process
INFORMATION ON TRAINING
Contact your CESA for training available
in your area

DPI will notify school districts once the

new CESA-based Wisconsin PBIS
Network is established & operating
 Questions?
Contact

Nic Dibble, LSSW, CISW

Consultant, School Social Work Services
Department of Public Instruction
(608) 266-0963
nic.dibble@dpi.wi.gov
Any comments regarding this webcast?

Any suggestions on future school safety

topics?

Contact:
Joan Lerman 608-266-2829
joan.lerman@dpi.wi.gov

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Programs archived at:

http://media2.wi.gov/dpi/catalog

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Next Safe Schools Webcast:

Dating Violence

January 19, 2010 35