School-wide Positive Behavioral
Interventions and Support for
All Students and Staff:
Getting Started Overview
Minnesota PBIS Training
Adapted from George Sugai
University of Connecticut
Center on Positive Behavioral Interventions & Supports
Center on Behavioral Education & Research
and
Rob Horner, Ph.D.
University of Oregon
www.pbis.org www.cber.org
PURPOSE
School-wide Positive Behavioral Interventions
and Supports (PBIS)
• School-wide PBIS is:
• A multi-tiered framework for establishing the social culture
and behavioral supports needed for a school to achieve
behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS
• 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
My Story
•Growing Up
•School
•Custodian
•Lunch Lady
•My Dream
•Teachers/Staff
•Kids Dream
•Your Dream
OUTCOME OBJECTIVES
OUTCOME OBJECTIVES
Rationale for adopting SWPBIS
Features of SWPBIS
Description of implementation framework
Examples
Why SWPBIS?
•The fundamental purpose of SWPBIS is to
make schools more effective and
equitable learning environments.
Predictable
Positive
Consistent
Safe
What is one strength of your school
?
• Talk about this with your team
• What data do you have to support
your statement?
End Goal
End Goal
Training Expectations
Daunting journey?
Daunting journey?
Expectations and Training routines
Expectations and Training routines
Expectations and Training routines
www.pbis.org
Daunting journey?
Why SWPBIS?
Problem Statement
“We give educators strategies &
systems for developing positive,
effective, achieving, & caring
school & classroom environments,
but implementation is not accurate,
consistent, or durable. Schools
need more than training.”
BIG IDEA
Successful individual student
/STAFF behavior support is
linked to host environments or
school climates that are
effective, efficient, relevant,
durable, & scalable
(Zins & Ponti, 2001)
SW-PBIS is about….
Improving classroom &
school climate
ntegrating academic
& behavior initiatives
Improving support for
students w/ needs
Decreasing reactive
management
Maximizing academic
achievement
Establish positive school climate
What is PBIS about?
FEATURES
CORECORE
FEATURES
MTSS/RtI
MTSS/RtI
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
DATA Systems Practices
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Continuum of
Support
“Terri
Math
Science
Writing
Spanish
Comprehension
Soc skills
Decoding
Technology
Soc Studies
Basketball
Label behavior…not people
Dec 7, 2007
Acknowledging Humans
Expectations: Rationale
•To learn, humans require regular &
frequent feedback on their actions
•Humans experience frequent feedback
from others, self, & environment
–Planned/unplanned
–Desirable/undesirable
•W/o formal feedback to encourage
desired behavior, other forms of
feedback shape undesired behaviors
Minnesota’s PBIS Training Sequence
• 9 Days of Training over 2 years
• First year is focused on Tier 1
SWPBIS
17
SCHOOL-WIDE
1.1. Leadership team
CLASSROOM
EVIDENCE-BASED INTERVENTIONPRACTICES
1.All school-wide
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide
expected behavior
5.Continuum of procedures for encouraging
expected behavior
6.Continuum of procedures for discouraging rule
violations
structure & predictability in routines &
EVIDENCE- 2.Maximum
environment
3.Positively stated expectations posted, taught,
BASED
reviewed, prompted, & supervised.
engagement through high rates of
INTERVENTION 4.Maximum
opportunities to respond, delivery of evidenceinstructional curriculum & practices
PRACTICES based
5.Continuum of strategies to acknowledge displays
of appropriate behavior.
6.Continuum of strategies for responding to
inappropriate behavior.
7.Procedures for on-going data-based monitoring &
evaluation
INDIVIDUAL STUDENT
1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning &
wraparound processes
5.Targeted social skills & self-management
instruction
6. Individualized instructional & curricular
accommodations
NONCLASSROOM
1.Positive expectations & routines
taught & encouraged
FAMILY ENGAGEMENT
1.Continuum of positive behavior support for all
families
2.Frequent, regular positive contacts,
2.Active supervision by all staff (Scan, communications, & acknowledgements
move, interact)
3.Formal & active participation & involvement as
3.Precorrections & reminders
equal partner
4.Positive reinforcement
4.Access to system of integrated school &
community resources
Year 1
Year 1
Discussion
What are you thoughts about the
Framework and implementation plan
of PBIS so far?
What should be introduced at your
1st staff meeting of the 2015-16
school year?
PBIS Implementation
Worries & Ineffective
Responses to Problem
Behavior for adults and
students
•Train-&-Hope (systems)
“Train & Hope”
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
Hire EXPERT
to Train
Practice
REACT to
Problem
Behavior
Select &
ADD
Practice
GENERAL IMPLEMENTATION
PROCESS: Getting Started
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
“Plan”
Evaluation
“Check”
Implementation
“Do”
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Curt, NOT MY JOB!
3-5 Posted Expectations
SETTING
Teaching
Matrix
Playgrounds
Cafeteria
Library/
Computer
Lab
Assembly
Bus
Walk.
Have a plan.
Eat all your
food.
Select healthy
foods.
Study, read,
compute.
Sit in one spot.
Watch for your
stop.
Respect
Others
Be kind.
Hands/feet to
self.
Help/share
with others.
Use normal
voice volume.
Walk to right.
Play safe.
Include others.
Share
equipment.
Practice good
table manners
Whisper.
Return
books.
Listen/watch.
Use appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up litter.
Maintain
physical
space.
Use equipment
properly.
Put litter in
garbage can.
Replace trays
& utensils.
Clean up
eating area.
Push in
chairs.
Treat books
carefully.
Pick up.
Treat chairs
appropriately.
Wipe your feet.
Sit
appropriately.
Expectations
Respect
Ourselves
All Settings
Be on task.
Give your
best effort.
Be prepared.
Hallways
Teaching Matrix
Acknowledge & Recognize
Acknowledge & Recognize
Implementation
Implementation Fidelity
matrix
Fidelity
Fixsen & Blase, 2009
SWPBIS
17
Worries & Ineffective Responses
to Problem Behavior for adults
and students
•Get Tough (practices)
Why do we send kids to the hall?
Basic Recommendations for
Implementing PBIS
• Never stop doing what already works
• Always look for the smallest change that will produce
the largest effect
• Avoid defining a large number of goals
• Do a small number of things well
• Do not add something new without also defining what
you will stop doing to make the addition possible.
Basic Recommendations for
Implementing PBIS
• Collect and use data for decision-making
• Adapt any initiative to make it “fit” your school
community, culture, context.
•
•
•
•
Families
Students
Faculty
Fiscal-political structure
Discussion
How is your understanding of
SWPBIS different than when you
walked in the door today?
Do you really have 80% staff buy in
to do the work?