Sustaining
Timelines
Today
❏ Overview of PBIS (8:3010:00)
- History & Big
Picture
❏ Implementation Steps
-(Tier 1,2,3) (10:00-11:30)
Lunch (11:30-12:30)
❏ Exploring Sustaining Steps
or Implementing Tier 1
(12:30-3:00)
Expectations
Respect Others & the
Facility
Ask Questions
“All organizations (and systems) are designed,
intentionally or unwittingly, to achieve
precisely the results they get.”
R. Spencer Darling
Positive Behavioral
Interventions & Supports is
a framework!
PBIS
HISTORY
University of Oregon found that greater attention should be directed toward prevention,
research-based practices, data- based decision-making, school-wide systems, explicit social
skills instruction, team- based implementation and professional development, and student
outcomes.
Reauthorization of the
Individuals with Disabilities
Act of 1997, a grant to
establish a national Center
on Positive Behavioral
Interventions and Supports
was legislated to
disseminate and provide
technical assistance to
schools on evidence based
practices for improving
supports for students with
Behavioral Disorders.
Science of behavior has
taught us that students….
• Are NOT born with “bad behaviors”
• Do NOT learn when presented contingent aversive
consequences
……..Do learn better ways of behaving by being taught
directly & receiving positive feedback
Prevention Logic for All(Walker et al.,
1996)
• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Redesign learning/teaching environments to
eliminate triggers & maintainers of problem behaviors
• Teach, monitor, & acknowledge prosocial behavior
PBIS objective….
Redesign & support teaching &
learning environments that are
effective, efficient, relevant, &
durable
• Outcome-based
• Data-guided decision making
• Evidence-based practices
• Systems support for accurate & sustained
implementation
• 16,000 schools
• pbis.org
• Two national leadership and
dissemination conferences
(October Leadership Forum, and
March partnership with the
Association for Positive Behavior
Supports)
• Three best-practices and
systems “blueprints”
(Implementation, Evaluation, and
Professional Development)
PBIS History Lesson
❏ Jigsaw the Article on the History of PBIS
❏ Discuss as a group...what did you learn?
❏ How article that your team should share with
staff?
❏
How can the article help your staff gain a better
understanding of PBIS?
History is important. If we are going to ask our
people to redesign learning environments
they may have to change what they are
currently doing. Change can be a
Challenge!
They need to know the “why” as well as “how.”
PBIS
OVERVIEW
The “Big Picture”
Supporting Social Competence &
Academic Achievement
OUTCOMES
Supporting
Staff Behavior
Basics: 4 PBIS
Elements
Supporting
Decision
Making
PRACTICES
Supporting
Student Behavior
•
•
•
•
•
•
•
DATA
Clear definitions
Efficient procedures
Easy input/output
Readable displays
Regular review
Shared with staff
Precision Problem Solving
OUTCOMES
PRACTICES
PRACTICES
OUTCOMES
• Evidence-based
• Outcome linked
• Cultural/contextual adjustments
• Integrated w/ similar initiatives
• Doable
PRACTICES
SYSTEMS
OUTCOMES
• Training to fluency
• Continuous evaluation
• Team-based action planning
• Regular relevant reinforcers
for staff behavior
• Integrated initiatives
PRACTICES
OUTCOMES
OUTCOMES
• Data-based
• Relevant/valued
• Measurable
PRACTICES
Classroom
Setting Systems
School-wide
Systems
School-wide Positive
Behavior Support
Systems
School-wide Systems
1.Common purpose & approach to discipline
2.Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4.Continuum of procedures for encouraging expected
behavior
5.Continuum of procedures for discouraging inappropriate
behavior
6. Procedures for on-going monitoring & evaluation
Nonclassroom
Setting Systems
1.Positive expectations & routines
taught & encouraged, posted
2.Active supervision by all staff
Scan, move, interact
3.Precorrections & reminders
Positive reinforcement
Classroom
Setting Systems
1.Classroom-wide positive expectations taught &
encouraged
2.Teaching classroom routines & cues taught &
encouraged & posted
3. Ratio of 4-8 positive to 1 negative adult-student
interaction
4. Active supervision
5. Redirections for minor, infrequent behavior errors
6. Frequent precorrections for chronic errors
7. Effective academic instruction & curriculum
Individual Student
Systems
1. Behavioral competence at school & district levels
2. Function-based behavior support planning
3. Team & data-based decision making
4. Individualized instructional & curricular accommodations
5. Provide students with FEEDBACK on the accuracy and use of their
social skills and behaviors, in the same manner that feedback is
provided for successful and accurate academic performance
6. Targeted social skills & self-management instruction
7. Comprehensive person-centered planning & wraparound
processes
Family & Community
1. School-wide Expectations
2. School-wide ‘acknowledgements’ described
3. School matrix sent home
4. Tips for helping students with ‘before and after’ school routines
5. Invite families to help plan celebrations
6. Families volunteer to participate, support, and develop the PBIS
Universal Store
7. Families are invited to be active on PBIS teams
8. Families are informed about PBIS with specially designed
handbooks, mini-binders, newsletter and/or websites
➔ SWPBIS schools structure their evidencebased practices and systems of support
into a multi-tiered approach based on
individual, targeted group and schoolwide student need.
➔ A multi-tiered prevention logic
requires all students receive supports at
the universal level with more intensive
behavioral and academic supports
provided when a student requires more
support to reach social and academic
success.
➔ SWPBIS also uses behavioral science
across all layers of the continuum.
Understanding the function or the
“why” of behavior and academic
difficulties is central to the underlying
theory of action for SWPBIS.
SWPBIS Continuum in a
Multi-tiered System of Support
Redesigning teaching &
learning environments through the
Steps of Implementation
Before the
Behavior
Behavior
After the
Behavior
Implementation Science
Step 1- TEAM (PBIS is a Team Lead Process)
Tier 1 Team
Meets Monthly
➔ Guides and maintains Tier 1
Implementation
➔ Is representative of stakeholders
➔ Knows purpose
➔ Has defined roles & responsibilities
➔ Uses an efficient & effective
meeting process
➔ At least one member serves on the
advanced tiers team (link)
➔ Shares, informs, gains buy-in from
stakeholders
Advanced Tiers Team
Meets bi-weekly
➔ Guides the Intervention & Support
Process for Students
➔ Uses an efficient & effective
meeting process
➔ Communicates and informs all
involved of intervention plan
Before the
Behavior
Step 2: PURPOSE (Does everyone know it?)
Before the
Behavior
Step 3: Behavioral Expectations
(3-5 Prosocial skills your students need to be fluent with to be successful)
•Relevant to your school’s
mission
•Will accomplish your
behavior purpose
•Becomes your Tier 1 social
skills instruction
•Will be taught directly in
context
•Will be posted in Context
Be Kind
Be Safe
➔Be A Learner
Before the
Behavior
Step 4: Directly Teaching SW Behavior Expectations
❏ •Lay out a SW plan
(SW Matrix)
❏ •Develop Lesson Plans
❏ •Teach & Model
Expectations in
Context
❏ •Post Expectation in
Context
Before the
Behavior
Step 5: Develop Procedures for Teaching
Classroom-wide Behavioral Expectations
● •Embed SW
Expectations within the
normal procedures of
the day (classroom
matrix)
● •Develop lesson plans
● •Teach & Model Directly
● Post
● Use of behavioral best
Before the
Behavior
Before the
Behavior
How do you know
you have buy-in?
➔ Observational
Data
➔ Outcome Data
➔ ASK!!!
Step 6: Develop Continuum of Procedures for Encouraging &
Strengthening the Use of SW Behavioral Expectations
❏ •4-8:1 Positive to Negative
Interactions
❏ •“Gotcha” used as a visual
reminder for STAFF to give
specific behavioral feedback
to students to tell them what
they are doing RIGHT
❏ •Celebrations;
Individual,class,whole school
After the
Behavior
Step 7: Develop Continuum of Procedures for Discouraging Student
Behavior Violations of School-wide Behavior Expectations
❏ •Reteaching is always first response
to minor behavior error
❏ •Reteaching occurs within response
to major behavior mistake
❏ •Establish common agreement
about classroom vs. office managed
problem behaviors (major/minor
flowchart)
❏ •Establish agreed upon
consequences for rule violations
❏ Understand function of behavior to
avoid maintaining problem behavior
After the
Behavior
Step 8: Develop data-based procedures for monitoring implementation fidelity and outcomes
❏ •Use outcome data to
identify the problem
precisely, match
intervention, determine the
effectiveness of our
intervention and inform staff
development
❏ •Use PBIS assessments to
inform implementation
efforts
Data leads us to the right questions
so we can solve the problem!
After the
Behavior
Asking the right
questions
Using Data
The African proverb:
"It takes a village to raise a child"
holds true for North staff in providing high quality
and engaging instruction for the remainder of the
school year. The PBIS committee met Friday and
identified 3 target behaviors based on office
discipline referrals to help us focus so we can
"finish strong!" Please read the attachment in
detail which includes reminders and interventions
we will put in place
beginning Monday, April 21st. The only way we
can do this is if we ALL hold each other and our
students accountable to the high expectations we
are capable of achieving.
Thanks, team!
After the
Behavior
After the
Behavior
Goal &
benefit
for ALL
So where are you at with
Tier 1 Prevention
Implementation?
Read each step of
implementation
Check off each
product that you
have in place for
each step
Look for steps and
products you may
be missing
Action Planning- 8 Steps
Implementing Tiers 2 & 3
Continuum of Support
Tier III
Individualized
Intense Intervention
Tier II
Some Students
Targeted Intervention
Tier I
All Students
All Staff
All Settings
Tiers 2 & 3 of Support
Before Tier 2 & 3…
Score of 80%/80% on SET, or 80% total score
for TIC, or 70% total score for BoQ
Organizational Elements
Tier 2 & 3 Team
❏
Includes at least one members who also serves on
the Tier 1 Team
❏ Team has dedicated time allocated for management
of Tier ll/lll interventions
❏ Team meets at least every two weeks
❏ A Team Coordinator with behavioral expertise &
adequate FTE is identified
Organizational Elements
Using Data at Tiers 2 & 3
❏ Data-based process is used to identify students in need
of Tier 2 or Tier 3 interventions. At least two data sources
(ODR, attendance, suspension, failing grades) are used
to identify students for Tier 2 and Tier 3 support
❏ Documented process for communicating with teachers,
families, teams, and administration about the progress of
students on Tier 2 & Tier 3 interventions
❏ Documented process for communicating with teachers,
families, teams, and administration about fidelity of
implementation of Tier 2 & Tier 3
Tier 2 Critical Elements
Main Intervention
❏ A main (most commonly
used) Tier 2 intervention is
available that includes or
references school-wide
expectations.
❏ A main (most commonly
used) Tier 2 intervention is
available that is evidencebased
Tier 2 Critical Elements
❖ A main Tier 2 intervention is available that
has documented procedures that are
defined, operationalized, and accessible.
➢
➢
Complete material exists
Is accessible to staff, substitutes, volunteers, and
families.
Tier 2 Critical Elements
❖ A main Tier 2 intervention is available that
has efficient implementation achieved by
using common practices.
➢
Can be applied to multiple students similarly without
extensive individual startup
Tier 2 Critical Elements
❖ A main Tier 2 intervention is available that is
implemented with regular measurement of
fidelity.
➢
Fidelity is evaluated at least annually
Tier 2 Critical Elements
A main Tier 2 intervention is available that has
progress toward behavioral goals assessed
at least weekly.
Tier 3 Critical Elements
❏ Team members who understand behavioral
theory as well as expertise in PBIS all
systems and tiers of support.
❏ Support plans are individualized to address
student needs/problems. (FBAs & BSP or
BIP)
❏ Interventions used are evidence-based.
Tier 3 Critical Elements
❖ All Tier 3 intervention plans include:
➢ A problem statement (summary statement) with:
➔operational definition of problem behavior(s),
➔antecedent events, and
➔consequences that maintain the problem
behavior
Tier 3 Critical Elements
❖ All Tier 3 intervention plans include
strategies for preventing the problem
behavior, minimizing reward of problem
behavior, and rewarding appropriate
behavior that are logically linked to
information about the function of the
behavior.
Tier 3 Critical Elements
❖ All Tier 3 intervention plans include a
process for collecting and using data to
progress monitor the impact of the plan on
student behavior and for making
modifications as needed.
➢
Data are used to monitor interventions at least every
two weeks
Tier 3 Critical Elements
❖ All Tier 3 intervention plans have a means
for assessing fidelity of implementation at
least every two weeks.
PBIS objective….
Redesign & support teaching &
learning environments that are
effective, efficient, relevant, &
durable
• Outcome-based
• Data-guided decision making
• Evidence-based practices
• Systems support for accurate & sustained
implementation
What is sustainability?
Documentation of accurate
implementation (90%) of an evidencebased practice across a desired
context (district, school, classroom, nonclassroom settings) over time with local
resources.
-- George Sugai
Sustaining and Scaling Change
•
•
•
•
•
•
•
•
•
Know your basics
Adopt and adapt evidenced based practices
Monitor implementation fidelity
Give priority to what matters
Keep data regularly, easy, and relevant
Know your outcomes
Integrate for efficiency
Build durable capacity
Celebrate successes and improvement
8 Steps of Sustainability
❖
❖
❖
❖
❖
❖
❖
❖
Priority
Building Leadership
External Leadership
Effectiveness
Efficiency
Data-Based Decision Making
Capacity Building
Overcoming Barriers
Priority
● Is PBIS a critical and shared need for
the school?
● Are PBIS outcomes highly valued?
● Is PBIS integrated into other
initiatives?
● Are parents involved in PBIS?
Building Leadership
● Does the building administrator
support PBIS and list it as a top
priority?
● Does the building administrator
support regular team meetings and
participate in them?
External Leadership
● Are there resources to support
PBIS?
● Does district administration support
PBIS by making it a priority and
adding it to district
handbooks/policies?
● Does the state level support PBIS?
● Is PBIS promoted within the
Effectiveness
● Does the school staff see PBIS as meeting
desired building outcomes?
● Does school personnel celebrate the work
PBIS?
● Does PBIS work for a majority of students and
lead to positive effects in other areas?
● Is the school team knowledgeable about PBIS
and meet at least monthly?
● Is PBIS implemented as intended and data
collected that demonstrates this?
Efficiency
● Has PBIS become just a way the
school does business?
● Is PBIS cost effective?
● Are materials created used from year
to year?
● Is the data collection system set up
easy to use?
Data Based Decision Making
● Are needs assessments conducted at
least yearly and the data from them
used for improvement?
● Is student data (ODRs) collected and
used at various team, district, and
staff meetings?
● Is data used to solve problems, make
decisions and plan future actions?
Capacity Building
● Do all school personnel have a basic
understanding of PBIS?
● Do school personnel and PBIS team
members have opportunities for staff
development in PBIS?
● Does the school team have access to a
system of PBIS support (district and
state)?
Overcoming Barriers
● Is the team continuing to build staff
consensus in regards to PBIS?
● How does the team plan for staff
turnover?
● Have administrators created positions
to assist with the work of PBIS?
● Does PBIS continue to be a part of
the building’s educational initiatives?
SUBSIST
❖ What is it?
➢ Survey assessing the
variables that enhance
or prevent sustainability
of SWPBS
➢ Developed through an
expert panel and a pilot
study used to identify
the most important
steps for sustainability
❖ Why complete it?
➢ Determine areas of
success and focus
areas for improvement
➢ Assist with future action
planning
➢ Keep fidelity of PBIS
intact
SUBSIST Completion
❖ Take the SUBSIST as a team
➢
discuss each item and determine where your team is
at
Final Thought
“The central message is that the application of PBIS
should result not only in reduction of problem behavior,
but also include the development of positive behaviors
that have substantive lifestyle impact for the individual.
In the end, the quality of life a person experiences
determines the success of support.”
Glen Dunlap, Wayne Sailor, Robert Horner & George Sugai
Talk about
your NEXT
STEPS and
Update your
ACTION
PLAN.