Positive Behavior Intervention and Support (PBIS)
Exceptional Children Division Behavior Support and Special Programs Positive Behavior Intervention and Support Initiative 2
What is Positive Behavior Intervention and Support? “…a framework or approach comprised of intervention practices and organizational systems for establishing the social culture, learning and teaching environment, and individual behavior supports needed to achieve academic and social success for all students.” (Sugai, et al, 2010, p. 13) 3
Traditional Discipline vs. PBIS Traditional Discipline Focuses on the student’s problem behavior Goal is to stop undesirable behavior, through the use of punishment Primarily reactive Positive Behavior Intervention and Support Replaces undesired behavior with a new behavior or skill PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior. Primarily proactive
Your School Can Expect to: (Negative Positive) (Inconsistent Consistent) 5
SYSTEMS PRACTICES DATA Supporting Staff Behavior SupportingDecisionMaking Supporting Student Behavior OUTCOMES PositiveBehaviorInterventionandSupport Supporting Social Competence and Academic Achievement
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individual Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOLWIDE POSITIVE BEHAVIOR INTERVENTION AND SUPPORT
Foundations of PBIS Focused on building sustainable change (three to five year process) Tailored to the unique needs of each individual school Data-based decision making
Features of PBIS Total staff commitment to managing behavior School-wide, clearly defined expectations Teaching component for behavior System to recognize and acknowledge appropriate behavior Clearly defined consequences for problem behavior that exist on a continuum Plan to support students with chronic, challenging behaviors
School Requirements Partnership Agreement Training in all three PBIS Modules Module One: Universals/Tier One Module Two: Secondary/Tier Two Module Three: Tertiary/Tier Three System to collect and analyze data Ongoing staff development at the school level
PBIS DATA Implementation Data Implementation Inventory Online (IIO) School-wide Evaluation Tool (SET) Outcome Data Reduced ODR, OSS, ISS, etc. Increased achievement, attendance, school climate scores, etc.
State Leadership Team Professional Development EvaluationImplementation State PBIS Consultant Regional Coordinators LEA Coordinator /Coach/Trainer Team FacilitatorIn-School Coach School Administrator RecorderData Manager TimekeeperCommunication Coordinator School Staff StudentsParentsCommunity
Conclusions Key points Rigorous three to five year process Requires active administrative involvement One of the top three priorities for the school Ongoing faculty commitment Emphasis on using data for problem solving Open to new ideas and embrace change
For More Information www.ncpublicschools.org/positivebehavior Contact information for District Coordinators Resources Links Data Collection Manual and Spreadsheets Partnership Agreement www.pbis.org
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