POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)
Linda Stead and Dana Kuehl
Wisconsin RtI Center/PBIS Network
Technical Assistance Coordinators
What is PBIS?
Basic Understandings – A Quiz
TRUE or FALSE
Response to Intervention (RTI) and
Positive Behavior Interventions and
Supports (PBIS) describe two unrelated
systems within a school.
FALSE
PBIS is RtI which focuses on behavior.
Academic, Behavioral, and Culturally
Responsive supports have a symbiotic
relationship.
Response to Intervention
Is
what?
An organizational framework
Does
what?
guides implementation of a
multi-level system of support
that
to
For
what?
achieve academic and
behavioral success
for all
Principles for RtI in Wisconsin:
1. RtI is for ALL children and ALL educators.
2. RtI must support and provide value to effective practices.
3. Success for RtI lies within the classroom through
collaboration.
4. RtI is a framework for academics and behavior together.
5. RtI supports and provides value to the use of multiple
assessments to inform instructional practices.
6. RtI is something you do and not necessarily something you
buy.
7. RtI emerges from and supports research and evidence based
practice.
OUTCOMES
Practices
CULTURALLY RESPONSIVE PRACTICES
include the degree to which a school’s
programs, practices, procedures, and
policies account for and adapt to the broad
diversity of students' race, language, and
culture.
Wisconsin RtI Glossary
Academic
and Behavior
Tier 3/Intensive Level
1-5%
Tier 2/Selected Level
5-15%
Tier 1/Universal
80-90%
Integrated Systems for Academics and Behavior
 High quality academic instruction by itself can reduce
problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott,
& Baker, 2009; Sanford, 2006)
 Implementation of school-wide positive behavior
support leads to increased academic engaged time
and enhanced academic outcomes (Algozzine & Algozzine,
2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
 Integrated academic and behavior RtI models produce
larger gains in both outcomes than single models
(Ialongo, Poduska, Werthamer, & Kellam, 2001; Lane & Menzies, 2003;
McIntosh, Chard, Boland, & Horner, 2006; Stewart et al., 2007).
Integrated Systems for Academics and Behavior
Reading/Math literacy, behavior, and culture impact
all areas of learning and school success
Braiding initiatives allows school to maximize the
resources available to provide greater instructional
support
Academic, Behavioral, and Culturally Responsive
supports have a symbiotic relationship
TRUE OR FALSE
PBIS is a framework based in research.
TRUE
PBIS is a framework based in research.
What is PBIS ?
“PBIS” is a research-based systems
approach designed to enhance the
capacity of schools to…
 effectively educate all students, including
students with challenging social behaviors
 adopt & sustain the use of effective
instructional practices
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)
What has research shown for schools implementing PBIS?
• Creates learning environments that
proactively deal with behaviors.
• Improves support for students with
specialized behavioral needs.
• Maximizes on-task behavior and
increases learning time for all students.
TRUE or FALSE
PBIS assigns students to specific tiers
for behavioral interventions.
FALSE
PBIS provides a continuum of positive behavioral supports.
Tier 3/Intensive Level
1-5%
Tier 2/Selected Level
5-15%
Tier 1/Universal
80-90%
Increasing Intensity
Reading
(Intervention)
PE
Strengths &
Challenges
Math
(Acceleration)
Language
Arts
Hallway
Behavior
Attendance
Science
TRUE or False
PBIS emphasizes creating systems so that
schools are accountable to school boards.
False
PBIS emphasizes creating systems to support staff.
Systems - How Things are Done
• Procedures for non-classroom settings
(lunchroom, bus, bathroom, assembly,
transition/hallway)
• Procedures for teaching expected behavior
• Procedures for reinforcing expected behavior
• Procedures for responding to office discipline
referrals
• Procedures for collecting and using behavior data
• Procedures for meeting the needs of all students
TRUE or FALSE
PBIS uses a data driven decision making process.
TRUE
PBIS uses a data driven decision making process.
Data - How Decisions Are Made
Components of decision making with PBIS:
• A problem-solving team
• Data collection
• Data use
• Communication with school community
about data, patterns, and decisions
Two Types of Data
 Student Outcome Data
• Big 5 + 2
• ISS, OSS, attendance, teacher reports, etc.
 Implementation Data
• Fidelity data
• Perceptual data
Student Outcome Data (Big 5 + 2)
PBIS teams should analyze the following five data
points and should be disaggregated by disability
and ethnicity status for disproportional trends:
1.
2.
3.
4.
5.
Referrals by Problem Behavior,
Referrals by Location,
Referrals by Time,
Referrals by Student, and
Average referrals by Day and by Month
Improving Decision-Making
From:
Problem
Solution
To:
Problem
Problem
Solving
Using
Data
Solution
Monitor
Outcome
Implementation Data
Self-Assessment Survey (80%): Annually – Fall
Team Implementation Checklist (80%): Fall and Winter until
fidelity on BoQ
Benchmarks of Quality (70%): Annually – Spring
School-wide Evaluation Tool (80%): Research Tool – Research
purposes
Classroom Self-Assessment Checklist: Fidelity of PBIS at the
classroom level
Family Engagement Checklist: - Spring and Fall
Wisconsin PBIS Network Assessment Recommendations
Using the Self-Assessment Information
• Is a system in place?
• Is there a need to focus on a system?
• Which system should receive focus first?
o Always establish school-wide as first priority
• Which features of the system need attention?
o Biggest change with least amount of effort
• Combine survey outcomes with information on office
referrals, attendance, suspensions, vandalism,
perceptions of staff/faculty
• Create implementation action plan annually
TRUE or False
PBIS provides training in evidence based
practices which are then implemented by
selected staff members.
False
PBIS provides training in evidence based
practices which are then implemented by
ALL staff members.
Practices - How Staff Interact With Students
Every time any adult interacts with any student,
it is an instructional moment!
• Teaching behaviors like we teach academics
• Modeling and practicing expected behaviors
• Reinforcing expected behaviors
• Pre-correcting to ensure positive behaviors
are displayed
• Actively supervising to prevent problem
behaviors
TRUE or FALSE
PBIS implementation is led by the building principal.
FALSE
PBIS implementation is led by a building team.
Building Team
• Meet 1-2 times/month
• Create the systems and practices for building
implementation
• Staff development related to PBIS/RtI
• Track interventions and outcomes with data
• Use data based decision making at least monthly.
• Self assess (and plan) with staff and team annually
• Authority to implement decisions made by team
So……What is PBIS?
School-Wide Systems for Student Success:
An RtI Model
Academic Systems
Behavioral Systems
Tier 3/Intensive Interventions
1-5%
1-5%
Tier 3/Intensive Interventions
• Individual students
• Assessment-based
• High intensity
Tier 2/Selected Interventions
• Individual students
• Assessment-based
• Intense, durable procedures
5-15%
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
• All students
• Preventive, proactive
5-15%
Tier 2/Selected Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
• Small group interventions
• Some individualizing
80-90% Tier 1/Universal Interventions
• 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/schoolwide.htm
PBIS: The Big Ideas
1. Decide what is important for students to know
(behavioral expectations - local standards for student
reading, math and behavior)
2. Teach what is important for students to know (high
quality instruction= differentiation)
3. Acknowledge students for demonstrating skills
4. Keep track of how students are doing ( data, data,
data)
5. Make changes according to the results (interventions
at 3 tiers - give kids what they need)
Universal School-Wide Features
• Clearly define expected behaviors (Rules)
o All Settings
o Classrooms
• Procedures for teaching & practicing expected
behaviors
• Procedures for encouraging expected behaviors
• Procedures for discouraging problem behaviors
• Procedures for data-based decision making
• Family Awareness and Involvement
Tier II (Small Group)
• Efficient and effective way to identify at-risk
students
o Screen
o Data decision rules
o Teacher referral
• Informal assessment process to match intervention
to student need
o Small group Social Skill Instruction
o Self-management
o Academic Support
• Part of a continuum – Must link to universal
school-wide PBS system!
Tier III (Individualized Support)
•
•
•
•
When small group not sufficient
When problem intense and chronic
Driven by Functional Behavioral Assessment
Connections to Mental Health and Community
Agencies
• Part of a continuum – Must link to universal
school-wide PBS system!
Six Key Elements of PBIS
1. Define, teach and acknowledge positive
behaviors.
2. On-going collection and use of data for
decision-making regarding implementation
of systems that support effective practices.
3. Continuum of universal supports, targeted
interventions, and individualized supports.
Six Elements (cont.)
4. Implement evidenced-based behavioral
practices with fidelity and accountability
5. Arrange the environment to prevent the
development and occurrence of problem
behavior
6. Screen universally and monitor student
performance and progress continually.
Supporting Important Culturally Equitable
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Culturally
Valid
Decision
Making
Supporting
Culturally
Knowledgeable
Staff Behavior
PRACTICES
Supporting Culturally Relevant
Evidence Based Interventions
PBIS APPROACH WORKS!
• Data driven building decision-making
• Clear expectations that are universally known
• Focuses on positive interaction and
acknowledges appropriate behavior.
• Proactive rather than reactive
• Supports a positive learning environment
• Delivers results
http://www.pbis.org
http://www.wisconsinpbisnetwork.org
http://www.wisconsinpbisnetwork.org/
parents-and-family/success.html
Mishicot P.R.I.D.E.
It’s our
Culture
demographics
• 177 students in middle school
 26% economically disadvantaged
 15% of students disabled
 1% ELL students
 48.5% females/51.5% Males
 93% white/4.3% American Indian/2.3% Asian
and Hispanic
 41% eight graders
TRANSFORMATION
• PROACTIVE NOT REACTIVE
Demerit system
o negative approach
o expectations were not taught
o Teachers were not responsible for classroom
management
o Time consuming
o Poor resource management
• Promote positive school culture
• Emphasize high achieving student behavior
and performance
• Increase academic learning by decreasing
behavior distractions
GOAL
• “The staff at Mishicot Middle
School will work together
to build a positive culture
here in our district. We will
promote respectful
interaction between
students and staff and
celebrate our successes.
Mishicot’s journey
• Administration support
Mishicot’s journey
• Board of Education Support
Mishicot’s journey
• staff support
parental/community
support
•Newsletter to all
parents/Community members
•Newspaper articles
•Information to parent backers
•School orientation invite
•Video
•Financial support
MISHICOT p.r.i.d.e. TEAM
COLLEEN TIMM
TERRI RISCH
Rebecca armbruster
Scott vanhefty
vICKI pech kortbein
Sandy tulachka
Core Expectations
P.R.I.D.E.
P.r.i.d.e. Principles
Be Respectful
Be Responsible
Be Safe
Be Your Best
In All School Settings
P.r.i.d.e. expectations
Classroom expectations
Teaching expectations
•Boosters/cool tools
•Videos
•Send home expectations
•Each teacher has a pbis binder
schedule
swis data
• School wide information system
• Tracks student behavior
• Compiles data for pbis team to
revise, improve and reteach
• Data used for quarterly
incentives
swis data
• Reports
o 2012-2013
o 483 referrals
o 2.1/day
o 8th-7th-6th
o 2013-2014
o 237 referrals
o 1.07/day
o 7th-8th-6th
Staff meetings
• Staff views data
• Data is used for improving
problem areas
• Staff discusses needed changes
or concerns
incentives