PBIS School-wide to Classroom Elena Perrello, Ed.D. Past Elementary School VP ASCA Elementary School Counselor SAD #63 Eddington and Holden Maine Elena Perrello, Ed.D. Past Elementary School VP ASCA Elementary School Counselor SAD #63 Eddington and Holden Maine

“If your plan is for one year, plant rice. If your plan is for ten years, plant trees. If your plan is for 100 years, educate children.” -Confucius

What is PBIS? Positive Behavior Intervention and Support PBIS is a framework for providing a continuum of the best evidence-based behavioral practices for improving important academic and behavioral outcomes for all students. The focus of PBIS is creating positive learning environments that teach and reinforce positive social development and decrease the number, intensity and severity of challenging behaviors. The effectiveness of PBIS has been demonstrated in school and home settings, and across age-levels.

Why PBIS? Evolution of 50 years of research Evolution of 50 years of research Over 16,000 schools Over 16,000 schools 46 states and counting 46 states and counting Empirical research measuring outcomes Empirical research measuring outcomes Empirical research measuring fidelity Empirical research measuring fidelity Educators doing what educators do best Educators doing what educators do best Arranging environments Arranging environments Teaching Teaching Constructive feedback including reinforcement and correction Constructive feedback including reinforcement and correction Minor behaviors can lead to more serious behaviors Minor behaviors can lead to more serious behaviors Lots of minor behaviors can be as destructive to a classroom or building as the less frequent major behaviors Lots of minor behaviors can be as destructive to a classroom or building as the less frequent major behaviors Evolution of 50 years of research Evolution of 50 years of research Over 16,000 schools Over 16,000 schools 46 states and counting 46 states and counting Empirical research measuring outcomes Empirical research measuring outcomes Empirical research measuring fidelity Empirical research measuring fidelity Educators doing what educators do best Educators doing what educators do best Arranging environments Arranging environments Teaching Teaching Constructive feedback including reinforcement and correction Constructive feedback including reinforcement and correction Minor behaviors can lead to more serious behaviors Minor behaviors can lead to more serious behaviors Lots of minor behaviors can be as destructive to a classroom or building as the less frequent major behaviors Lots of minor behaviors can be as destructive to a classroom or building as the less frequent major behaviors

OUTCOME OBJECTIVES to understand the importance of…. Leadership team Leadership team Staff Consensus Staff Consensus Development of an action plan Development of an action plan Working knowledge of SW-PBS practice and systems Working knowledge of SW-PBS practice and systems Leadership team Leadership team Staff Consensus Staff Consensus Development of an action plan Development of an action plan Working knowledge of SW-PBS practice and systems Working knowledge of SW-PBS practice and systems

Preventing challenging behaviors Positive, predictable school-wide climate Positive, predictable school-wide climate High rates of academic & social success High rates of academic & social success Formal social skills instruction Formal social skills instruction Positive active supervision & reinforcement Positive active supervision & reinforcement Positive adult role models Positive adult role models Multi-component, multi-year school-family- community effort Multi-component, multi-year school-family- community effort Positive, predictable school-wide climate Positive, predictable school-wide climate High rates of academic & social success High rates of academic & social success Formal social skills instruction Formal social skills instruction Positive active supervision & reinforcement Positive active supervision & reinforcement Positive adult role models Positive adult role models Multi-component, multi-year school-family- community effort Multi-component, multi-year school-family- community effort Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006)

Questions to ask of your school wide data…. Where are most of the office discipline referrals coming from? Where are most of the office discipline referrals coming from? Are teachers referring large numbers of students to SAT, RTI etc. for behavioral difficulties? Are teachers referring large numbers of students to SAT, RTI etc. for behavioral difficulties? Are either of these occurring along with academic difficulties? Are either of these occurring along with academic difficulties? If these classroom problems are occurring school- wide they require a school-wide solution If these classroom problems are occurring school- wide they require a school-wide solution (through professional development, problem solving etc.) Where are most of the office discipline referrals coming from? Where are most of the office discipline referrals coming from? Are teachers referring large numbers of students to SAT, RTI etc. for behavioral difficulties? Are teachers referring large numbers of students to SAT, RTI etc. for behavioral difficulties? Are either of these occurring along with academic difficulties? Are either of these occurring along with academic difficulties? If these classroom problems are occurring school- wide they require a school-wide solution If these classroom problems are occurring school- wide they require a school-wide solution (through professional development, problem solving etc.)

Think About… How do clearly stated expectations and rules support academic growth and student behavior? How do clearly stated expectations and rules support academic growth and student behavior? What do you see and hear in your perfect classroom on a perfect day? (five most important things…) What do you see and hear in your perfect classroom on a perfect day? (five most important things…) How do clearly stated expectations and rules support academic growth and student behavior? How do clearly stated expectations and rules support academic growth and student behavior? What do you see and hear in your perfect classroom on a perfect day? (five most important things…) What do you see and hear in your perfect classroom on a perfect day? (five most important things…)

A continuum of support Whole school (Universals) systems: Primary Prevention *For all students, staff, settings *Classroom and non-classroom systems *For setting-specific routines (reflecting whole-school procedures and expectations) (Will serve 80% of population well) Targeted group (Secondary) systems *For at-risk students (15% of the population, small group) Short term, small group interventions Individualized (Tertiary) systems *For students with existing, high-risk behavior problems (5% of the population, individual intervention) Provides documentation for spec ed if necessary next step Whole school (Universals) systems: Primary Prevention *For all students, staff, settings *Classroom and non-classroom systems *For setting-specific routines (reflecting whole-school procedures and expectations) (Will serve 80% of population well) Targeted group (Secondary) systems *For at-risk students (15% of the population, small group) Short term, small group interventions Individualized (Tertiary) systems *For students with existing, high-risk behavior problems (5% of the population, individual intervention) Provides documentation for spec ed if necessary next step

Teaching Matrix SETTING All Settings Hallway s Play- ground Cafeteria Library / Com- puter Lab AssemblyBus Respect Ourselve s Be on task. Give your best effort. Be prepared. 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 HelpShare Use normal voice volume Walk to right Play safely Include others Share equipme nt Practice good table manners Whisper Return books. ListenWatchUse appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle Clean up after self. Pick up litter. Maintain physical space. Use equip- ment properly Put litter in garbage can Replace trays & utensils. Clean up eating area Push in chairs Treat books carefully Pick up Treat chairs appropri- ately Wipe your feet Sit appropri- ately Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

I am a… HallwaysCafeteriaBathrooms Ready & Safe Raider *Walk *Stay right *Single file *Walk *Place trash in trash can *Wait patiently in line *Wash hands with soap and keep water in sink *Use one towel to dry *One person per stall Respectful Raider *Walk quietly *Hands at side *Eat only your food *Use an inside voice *Allow privacy for others *Clean up after yourself Responsible Raider *Return promptly *Use manners *Leave only with adult permission *Pick up after yourself *Follow bathroom procedures *Return to classroom promptly

School Wide Social Skills Too Good for Violence Program from the Mendez Foundation Too Good for Violence Program from the Mendez Foundation Grade k-4 : weekly classroom lessons Grade k-4 : weekly classroom lessons Additional resources are used Additional resources are used Instruction Covers curriculum in the Health content areas Instruction Covers curriculum in the Health content areas

RTI Tier II Behavior Interventions Behavior Education Plans *Students can be referred through the SAT process, teacher referral, or based on SSBD observation results *Check In – Check Out procedure is done for all students on BEP *Scores are recorded daily and reviewed regularly to monitor progress or lack of progress *Behavior plan progress or lack of progress is discussed at SAT meetings – goals are adjusted as needed based on data *BEP plans are sent home each day for parent review – parents are also informed when it has been suggested a BEP starts or ends Social Skills Groups *Students can be referred through the SAT process, parent referral, teacher referral, or based on SSBD observation results *Social groups are with same grade level students *Social groups can be same gender or mixed *Format for groups – role playing, skill discussion and practice, team work, games, problem solving, and self reflection *Progress is measured by teacher observation, and student behavior checklist completed by teacher pre and post

Another way to track data……

Student Daily Self Tracker Note Goal change from 33/36 to 36/39 and improvement in behavior over time!

1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Academic SystemsBehavioral Systems Designing School-Wide Systems for Student Success Intensive, Individual Interventions Individual Students Assessment-based High Intensity Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive

What we know doesn’t work…. Punishment programs without a school- wide system of support Punishment programs without a school- wide system of support Short-term programs Short-term programs Failure to address multiple systems Failure to address multiple systems Least effective approach to meaningful behavior change is punishment Punishment programs without a school- wide system of support Punishment programs without a school- wide system of support Short-term programs Short-term programs Failure to address multiple systems Failure to address multiple systems Least effective approach to meaningful behavior change is punishment

Behavioral Science Behavior is learned Behavior is learned Behavior is related to the immediate and social environmental factors Behavior is related to the immediate and social environmental factors Systemic altering of the environmental factors influences behavior Systemic altering of the environmental factors influences behavior Behavior can change Behavior can change Appropriate and effective feedback leads to changes in behavior Appropriate and effective feedback leads to changes in behavior Behavioral Science Behavior is learned Behavior is learned Behavior is related to the immediate and social environmental factors Behavior is related to the immediate and social environmental factors Systemic altering of the environmental factors influences behavior Systemic altering of the environmental factors influences behavior Behavior can change Behavior can change Appropriate and effective feedback leads to changes in behavior Appropriate and effective feedback leads to changes in behavior What we know works…

Activity What does your school have in place to support positive behaviors? What does your school have in place to address negative behaviors?

Evidence Based Practices Effective Classroom Practices Effective Classroom Practices Clearly defined expectations & Rules Clearly defined expectations & Rules Procedures and Routines Procedures and Routines Continuum of Strategies to Acknowledge appropriate Behaviors Continuum of Strategies to Acknowledge appropriate Behaviors Continuum of Strategies to Respond to inappropriate Behaviors Continuum of Strategies to Respond to inappropriate Behaviors Active Supervision Active Supervision Multiple Opportunities to Respond Multiple Opportunities to Respond Activity Sequence & Offering Choice Activity Sequence & Offering Choice Academic Success & Task Difficulty Academic Success & Task Difficulty Effective Classroom Practices Effective Classroom Practices Clearly defined expectations & Rules Clearly defined expectations & Rules Procedures and Routines Procedures and Routines Continuum of Strategies to Acknowledge appropriate Behaviors Continuum of Strategies to Acknowledge appropriate Behaviors Continuum of Strategies to Respond to inappropriate Behaviors Continuum of Strategies to Respond to inappropriate Behaviors Active Supervision Active Supervision Multiple Opportunities to Respond Multiple Opportunities to Respond Activity Sequence & Offering Choice Activity Sequence & Offering Choice Academic Success & Task Difficulty Academic Success & Task Difficulty

The Systems Model *Primary prevention is part of a system and requires systems level planning - not a behavior program. School is the primary “unit of analysis.” * Create a “host environment” or system that enables the adoption & sustained use of effective practices. *Primary prevention is part of a system and requires systems level planning - not a behavior program. School is the primary “unit of analysis.” * Create a “host environment” or system that enables the adoption & sustained use of effective practices.

Organizational Features Common Vision Common Language Common Experience ORGANIZATION MEMBERS

Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

Universal System Key Features 1) Administrative leadership and participation 2) Team-based implementation 3) A clearly defined set of positive expectations and behaviors 4) Expected behaviors taught systematically 5) Acknowledgement/reward/encouragment of expected behaviors 6) Monitoring and correction of behavior (learning) errors 7) Use information (data) for decision-making, monitoring, and evaluation 1) Administrative leadership and participation 2) Team-based implementation 3) A clearly defined set of positive expectations and behaviors 4) Expected behaviors taught systematically 5) Acknowledgement/reward/encouragment of expected behaviors 6) Monitoring and correction of behavior (learning) errors 7) Use information (data) for decision-making, monitoring, and evaluation

PBIS Sample Data New Hampshire  28 early childhood and K-12 schools  A reduction of 6,010 office referrals and 1,032 suspensions. The majority of these reductions occurred for middle and high school students.  864 recovered days of teaching, 1,701 days of learning, and 571 days of leadership/administrative time. New Hampshire  28 early childhood and K-12 schools  A reduction of 6,010 office referrals and 1,032 suspensions. The majority of these reductions occurred for middle and high school students.  864 recovered days of teaching, 1,701 days of learning, and 571 days of leadership/administrative time.

Sample Data Vermont  The first two years of implementation showed a reduction in office referrals in fully-implemented schools (64% to 28%) Maryland In one urban elementary school in Maryland suspensions decreased by 71% and office referrals decreased by 92%. In one urban elementary school in Maryland suspensions decreased by 71% and office referrals decreased by 92%. During the same two-year period the school saved an average of 79.5 school days of instructional time per year. During the same two-year period the school saved an average of 79.5 school days of instructional time per year. Fifty days were saved through reduction in suspensions Fifty days were saved through reduction in suspensionsVermont  The first two years of implementation showed a reduction in office referrals in fully-implemented schools (64% to 28%) Maryland In one urban elementary school in Maryland suspensions decreased by 71% and office referrals decreased by 92%. In one urban elementary school in Maryland suspensions decreased by 71% and office referrals decreased by 92%. During the same two-year period the school saved an average of 79.5 school days of instructional time per year. During the same two-year period the school saved an average of 79.5 school days of instructional time per year. Fifty days were saved through reduction in suspensions Fifty days were saved through reduction in suspensions

Florida Data 400+ schools 400+ schools Office referrals dropped by 35% Office referrals dropped by 35% Out of school suspensions dropped by 30% Out of school suspensions dropped by 30% One school went from referrals to SPED per year to One school went from referrals to SPED per year to schools 400+ schools Office referrals dropped by 35% Office referrals dropped by 35% Out of school suspensions dropped by 30% Out of school suspensions dropped by 30% One school went from referrals to SPED per year to One school went from referrals to SPED per year to 5 - 6

Why the PBIS Model? Designed for Schools Designed for Schools Based on Ongoing Research Based on Ongoing Research Proactive/Prevention Proactive/Prevention Focuses on the positive Focuses on the positive Instruction-based Instruction-based Environmental Support Environmental Support Foundation of a Three Tier Model Foundation of a Three Tier Model Supports ALL students Supports ALL students Designed for Schools Designed for Schools Based on Ongoing Research Based on Ongoing Research Proactive/Prevention Proactive/Prevention Focuses on the positive Focuses on the positive Instruction-based Instruction-based Environmental Support Environmental Support Foundation of a Three Tier Model Foundation of a Three Tier Model Supports ALL students Supports ALL students

Positive Intervention and Support

Link to SAD 63 Core Values Video