School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Intervention & Supports pbis.org

Starting Point…. Educators cannot “make” students learn or behave Educators can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

School-wide Positive Behavior Support Problem solving framework Systematic implementation of evidence-based practices Layers in increasingly more intensive environmental supports to increase the likelihood students learn and behave

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

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

Continuum of Supports Science Reading Math Soc skills Horses Spanish English

Essential Features at the School Level Teams of educators within the school (administrator) Data-based decision making Instructional Focus – Teach & Practice Acknowledge student mastery of social skills – Positive Feedback

Universal School-Wide Features Clearly define expected behaviors (Rules) – All Settings – 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 – Screen – Data decision rules Informal assessment process to match intervention to student need – Small group Social Skill Instruction – Self-management – 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

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school- wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), Randomized Controlled Trials Examining SW- PBS Reduced major disciplinary infractions Improvements in academic achievement Enhanced perception of organizational health & safety Improved school climate Improvements in Social –Emotional outcomes Reductions in teacher’s reports of bullying behavior

Missouri School-wide PBS

Partnership University of Missouri Center School-wide Positive Behavior Support OSEP Center for Positive Behavioral Interventions and Supports Department of Elementary and Secondary Education – Heidi Atkins-Lieberman – Stephen Barr – Chris Nicastro Regional Professional Development Centers

Building Classroom Environments to Support Behavior… Stichter, J. P., Lewis, T. J., Johnson, N., & Trussell, R. (2004). Toward a structural assessment: Analyzing the merits of an assessment tool for a student with E/BD. Assessment for Effective Intervention, 30,

Study Basics Subject: – Seven years old – Identified with EBD and ADHD Setting – General education 2 nd grade classroom with 19 other students – One licensed teacher and one student teacher Concern – Student exhibits high rates of off-task – Student shouts out answers and questions and comments at high rates and often inappropriate

“Function of Behavior” Descriptive (interviews and teacher reported ABC/ Scatterplot data) – Function identified as Attention – Significant antecedents: multiple step direction and group settings – Very High rates of both problem behaviors reported/ inconsistency in accuracy of data collection

“Environment Assessment” Significant variables: clarity of expectations & directions consistency of expectations accessibility of class schedules lack of enforced procedures (especially regarding to hand raising and verbalizations or entire class)

Positive Behavior Support in the Classroom Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

Positive Behavior Support in the Classroom Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org

The Challenge Students spend majority of their school day in the classroom Majority of “discipline problems” originate in the classroom and often result in removal from instruction Remaining engaged in instruction essential to student academic and social success “Culture” of education often reinforces ineffective practices and creates barriers to implementing effective practices

Basic Steps 1.Focus on what you want students to do “instead” (replacement behaviors) 2.Look for patterns of behavior that suggest “functional relationships” 3.Teach replacement behavior and provide multiple opportunities to practice 4.Deliver high rates of positive feedback/same similar outcome as problem behavior when students display replacement behavior

Setting up the Environment Establishing expectations (Kameenui & Simmons, 1990): – What do I want my classroom to look like? – How do I want children to treat me as a person? – How do I want children to treat one another? – What kind of information or values do I want to communicate to students about being an adult, an educator, a woman or a man in today's society? – How do I want children to remember me when the last day of school ends and I am no longer part of their daily lives?  How can I change my instruction to help pupils develop the skills I am trying to teach? Bottom line = ask yourself if students have pre-requisite and requisite skills to succeed based on each of your answers – if not, teach and practice

Essential 1.Classroom expectations & rules defined and taught (all use school-wide, create classroom examples) 2.Procedures & routines defined and taught 3.Continuum of strategies to acknowledge appropriate behavior in place and used with high frequency (4:1) 4.Continuum of strategies to respond to inappropriate behavior in place and used per established school-wide procedure 5.Students are actively supervised (pre-corrects and positive feedback) 6.Students are given multiple opportunities to respond (OTR) to promote high rates of academic engagement 7.Activity sequence promotes optimal instruction time and student engaged time 8.Instruction is differentiated based on student need

30 Routines Make smooth, rapid transitions between activities throughout the class period or school day Teach/practice transition behaviors Establish predictable schedules - illustrate with icons, time, etc. Schedule non-instruction time – administration time – personal time

31 Routines Clear set-up and instructions Student directed activities Whole group activities Independent activities

32 Routines Transitions a) Clear expectations for student behavior b) Clear expectations for staff behavior c) Avoid interfering activities d) Smooth set up and implementation e) Consistent routines f) Acknowledgment of student mastery

33 Routines Student directed activities Small group – Teach group roles & responsibilities Group leader - insures all have say/turn Material manager - gets materials & distributes Group recorder - writes up outcome

34 Routines Small group – Teach group processes {"problem solving"} a) Define the task b) Brainstorm ideas c) Choose an idea d) Determine what is required to implement the idea e) Implement the idea f) Evaluate the outcome

35 Routines Independent work – What materials/areas? – Minimal movement in classroom

Increasing Opportunities to Respond Encourages everyone to become involved in learning. Increases rates of responses of all learners. Increases attainment of material presented. Allows reluctant learners a secured environment to practice. Decreases inappropriate or off task behavior.

Whole Group Oral Response Choral responding Strategy for reviewing or memorizing information Students repeat information in unison when teacher prompts

Whole Group Written Response Written responses should be short (not more than one item) A verbal signal to indicate completion should be given (e.g. put your pencils down and look up when you are finished) Materials to use could include: Paper, whiteboards, iPads

Small Groups / Partners Used to give everyone a chance to: – Express thoughts. – Answer a question. – Verbally participate when there could be a variety of answers. Answers can be shared with other groups or whole group. Answers can be written on smartboard by the teacher and presented to group.

Challenge: How to Insure All Staff Are Using Effective Practices

Systems Teach – Brief in-service, single topic focus Practice (performance feedback) – Peer coaching – Principal “walk throughs”

Effective Classroom Practices: Mini Modules MO SW-PBS pbismissouri.org Center for PBS College of Education University of Missouri

Typical School Day 17%Direct Instruction 33%Seatwork 20%Transitions 30%Discipline & Other Non-Instructional Activities MO SW-PBS Cotton, 1995; Walberg,

Discussion: Importance of expectations & behaviors? Pair Up 2-Minute Frenzy – Discuss: – How has clarifying schoolwide/non-classroom setting behaviors/rules impacted student behavior in our school? – Why do you think it is important to clarify classroom behaviors/rules?

Guidelines for Writing Classroom Behaviors or Rules Consistent with school-wide expectations O =Observable; behaviors that we can see. M =Measureable–we could actually count the occurrence of the behavior. P =Positively stated–things to do to be successful. U =Understandable–student-friendly language. A =Always applicable. MO SW-PBS 93

List problem behaviors in your classroom List replacement behavior (what we want kids to do instead) List schoolwide expectations Categorize rules within schoolwide expectations Activity: Classroom Rule Writing Activity Option 1

Goals of Major Study Identify/develop effective education and mental health interventions for students with emotional and behavioral problems – Maximize intervention feasibility – Maintain evidence based best practices approach – Develop interventions within existing school resources

Considerations for Intervention Development Interventions must be multi-component to adequately address the diverse needs of students with EBD Interventions must be delivered by practitioners after relatively little training and with minimal on-going technical assistance Classroom and Mental Health Manuals Assessment & Resources matched to interventions

Classroom / Instructional Interventions

Basic Logic All students enrolled in “check & connect” – Organization – Progress Monitoring – Mentoring / problem solving Classrooms targeted for intervention based on combination of student failure and evidence of problem behavior Classroom Assessment – interventions tailored to address weaknesses /missing components & reinforce strengths

Check & Connect Developed for high-risk urban students at the secondary level (Anderson, Christenson, Sinclair, Lehr, 2004; Evelo, Sinclair, Hurley, Christenson, Thurlow, 1996) Utilizes a monitoring system with two components – Check – Systematically assess the extent to which students are engaged in school. – Connect – Respond on a regular basis to students’ educational needs according to their type and level of risk for disengagement from school. Establish an adult mentor at school to enhance school engagement

CHECKMTuWThFMTuWThFMTuWThFMTuWThFMTuWThF Tardy Skip Absent Behavior referral Detention In-school suspension Out-of-school suspension Failing classes/Behind in credits _____ D’s _____ F’s _____ Classes passed out of _____ total ____Credits earned out of _____ total < High risk for month CONNECT BASIC Shared general information Provided regular feedback Discussed staying in school Problem-solved about risk INTENSIVE Arranged for alternative to suspension Contracted for behavior or grades Communicated with parents Made special accommodations Participated in community service Participated in social skills group Worked with tutor or mentor Other_____________________

Classroom Assessment Targets  Classroom Structure  Rules and routines  Improving Teacher-Student Interactions  Evidence-Based Academic Instruction  Opportunities to Respond (OTR)  Incorporating students’ choice and interests  Accommodations  Responding to problem behavior

Accommodation Guide

Connecting Universal and Advanced Tiers of Support

Tier II/III Support Process Step 1 – Insure Universals, including Classroom, in place Step 2 – Student Identification Process – Decision Rules – Referral – Screen Step 3 Classroom Problem Solving Team – Classroom supports (function-based) – Progress monitor Step 4 - Tier II/III supports – Non-responders to classroom supports – Match function of student behavior to intervention – Progress monitor Step 5 - Evaluate Process

Teams (Data, Practices, Systems) School-wide PBS – Universals – Connect points to Tier II & III Classroom Problem Solving Team – Review data – Develop function-based interventions Tier II – Partner with Classroom Problem Solving Team Lead/Coordinator – Coordinate and monitor tier II supports

Step 1. Universals In Place Specific Focus on Classroom – Review of essential features – Implementation Plan

Classroom Quiz 1. When the teacher, most students stop and listen. YesSometimesNo 2. When class starts, the teacher has everything ready. YesSometimesNo 3. Before we start a new activity, the teacher reminds us what we are supposed to do. YesSometimesNo 4. When we are asked to work by ourselves, all students work quietly and do what they are supposed to do. YesSometimesNo 5. I often finish my work and do not know what I should be doing while others are still working. YesSometimesNo 6. Our classroom rules are:

2. Identifying students Current data – Confidence in numbers – Consistency across data points Teacher Referral Screening Approximately 10% of total students

3. Classroom Problem Solving Grade level / combinations Once a week focus of meeting = social behavior concerns when decision rule met Standard problem solving steps

Classroom Problem Solving Student meets data decision rule Classroom teacher completes preliminary forms (documents student progress to date) Problem solving lead walks team through problem solving process Tier II/III Team partner attends if team is unable to identify patterns leading to intervention or when significant concerns noted Plan put in place Student progress monitored and reported at weekly meetings

Classroom Problem Solving Process leader – Classroom teachers, Specialist teachers Tier II/III Team partner – School Psychologist, Counselor, Administrator Process – Data-based decision making Guiding questions – Function-based intervention Teach replacement Environmental alterations / supports – Monitor progress

Classroom Problem Solving Process Develop intervention based on function of behavior Environment changes – Student skills to teach/practice/reinforce Monitor progress – Same data that brought them to your attention – Problem and Appropriate behavior – Teacher observations

Classroom Problem Solving Video

Positive Behavior Support in the Classroom Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions and Supports pbis.org