Using PBIS to Support Social/Emotional and Academic Needs Susan LeVine, Attleboro Public Schools Massachusetts Department of Elementary and Secondary Education

PBIS Massachusetts Department of Elementary and Secondary Education

Positive Behavior Supports “All Positive Behavior Support practices are founded on the assumption and belief that all children can exhibit appropriate behavior” OSEP Technical Assistance Center on Positive Interventions and Support Massachusetts Department of Elementary and Secondary Education

PBIS Massachusetts Department of Elementary and Secondary Education

PBIS Blueprint outlining a single system of supports that is responsive to the academic and non-academic needs of all students. The Massachusetts Tiered System of Support (MTSS), provides a framework for school improvement that focuses on system structures and supports across the district, school, and classroom to meet the academic and non-academic needs of all students, including students with disabilities, English language learners, and students who are academically advanced. It guides both the provision of high-quality core educational experiences in a safe and supportive learning environment for all students and academic and/or non-academic targeted interventions/supports for students who experience difficulties and for students who have already demonstrated mastery of the concept and skills being taught. http://www.doe.mass.edu/sfss/blueprint.html Massachusetts Department of Elementary and Secondary Education

PBIS Positive Behavior Interventions and Supports (PBIS) is a framework for promoting and sustaining positive student behavior and consequently a safe and supportive school culture. It includes: 3-­‐5 behavioral expectations of the school that are stated in positive language and center around a school’s core values. Direct instruction of the expectations in context, with opportunities for modeling, practice, feedback, and correction. High rates of positive feedback aimed at strengthening desired behaviors. Predictable re-­‐direction & consequences delivered fairly and consistently across the school. Data based decision making that drives interventions aimed at (a) restructuring setting and scenarios likely to produce problem behavior, and (b) developing and targeting interventions to students who require additional behavioral supports Massachusetts Department of Elementary and Secondary Education

PBIS Massachusetts Department of Elementary and Secondary Education

PBIS Depends on CONSISTENCY Teachers Expectations Training Involvement Interpretation Implementation Accountability BY BY Administrators Students Teachers Families School staff Support groups

PBIS is: A building-based team approach – every school looks different Practical, effective and research-based Driven by on-going data collection – Aspen data / SWIS / positive referrals Proactive rather than reactive An investment of time and energy to learn new skills and develop systems A way to build on existing strengths A process able to flex to fit a school’s situation Teaching the behaviors that are expected Modeling those behaviors, Consistently recognizing and rewarding the behaviors when they occur Consistently enforcing meaningful consequences for behavior intervention Enduring Massachusetts Department of Elementary and Secondary Education

PBIS is not... A top-down approach (staff buy-in is crucial) A quick fix for behavior problems (3-5 years) An off-the-shelf, ready-to-use program (developed by the team to fit the school) School Administrator-free (the principal on the team is essential) Massachusetts Department of Elementary and Secondary Education

PBIS The combination of MTSS and PBIS provides effective instructional strategies for both academic and behavior systems Massachusetts Department of Elementary and Secondary Education

PBIS School-wide Positive Behavior Support and Time in Instruction research has consistently shown that the amount of time that instruction is provided is highly correlated with student achievement (Brophy, 1988; Fisher, Berliner, Filby, Marliave, Cahen, Dishaw, 1980). Scott and Barrett (2004) implemented school-wide positive behavior support in an urban elementary school and with intervention, the annual rate of ODRs decreased by 562 and suspensions by 55 over a two-year time period. The objective of interventions is to increase time teachers instruct students. Robert H. Horner, University of Oregon Massachusetts Department of Elementary and Secondary Education

PBIS Massachusetts Department of Elementary and Secondary Education

PBIS 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 Acknowledging expected behaviors Pre-correcting to ensure positive behaviors are displayed Massachusetts Department of Elementary and Secondary Education

PBIS Susan LeVine, Title I and K-12 Academic Support / Grant Coordinator Attleboro Public Schools Contact Information: Slevine@attleboroschools.com or (508)222-0012 ext: 1355 Massachusetts Department of Elementary and Secondary Education