Overview of Positive Behavior Intervention and Supports (PBIS)

Transcription

1 Overview of Positive Behavior Intervention and Supports (PBIS) This presentation lays the foundation for a school wide approach to positive behavioral interventions and supports. Shared Path to Success: Behavior Created by DSWDELL BehaviorTeam Contact: Satish Moorthy SMoorthy@schools.nyc.govv Spring 2014 Division of Students with Disabilities and English Language Learners Corinne Rello-Anselmi, Deputy Chancellor 1

2 Positive Behavioral Intervention and Supports (PBIS) Positive Behavioral Interventions and Supports (PBIS) promote school-based prevention systems to improve student social, emotional and behavioral outcomes and build positive school climate and culture. Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. By building a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families, PBIS provides a multi-tiered operational framework for achieving these outcomes for all students. 2

3 Positive Behavioral Intervention and Supports (PBIS) PBIS is NOT a curriculum, intervention, or practice, rather it is: a decision making framework that guides selection, integration, and implementation of the best evidence-based academic, social, emotional and behavioral practices for improving important academic and behavior outcomes for all students. 3

4 Why School-Wide Positive Behavioral Interventions and Supports? 4

5 If a child doesn t know how to read we teach If a child doesn t know how to swim we teach If a child doesn t know how to tie his shoes we teach If a child doesn t know how to multiply we teach If a child doesn t know how to behave... we? 5

6 Most Common Responses to Disciplinary Issues Removal Increased supervision and monitoring Exclusion Counseling Suspension Referrals Placement 6

7 Common Problem Behaviors > Late To Class > Nonattendance > Truancy > Insubordination > Noncompliance > Defiance > Disruptive > Uncooperative > Disrespect > Dress Code > Inappropriate Language > Verbal Abuse > Social Withdrawal > Unprepared To Learn > Stealing > Vandalism > Property Destruction > Smoking/Drugs Use > Selling Drugs > Harassment > Aggression > Physical Abuse > Fighting > Violent Behavior > Weapons 7

8 Research Shows Negative Effects of Traditional, Exclusionary Approaches To School Discipline Punishing problem behaviors (without a proactive support system) is associated with increases in: A. Aggression; B. Vandalism; C. Truancy; and D. Drop out. > These outcomes adversely affect student academic and social/ emotional achievement. > These outcomes result in a greater financial burden to schools. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999). 8

9 Research Indicates the Most Effective Responses to School Violence is an Alternative Approach Social Skills Training Academic Restructuring Behavioral Instruction (Elliot, Hamburg, & Williams, 1998; Gottfredson, 1997; Lipsey, 1991; 1992; Tolan & Guerra, 1994) Outcomes of School-Wide PBIS Reduction in problem behavior Improved academic performance Improved school safety Reduction in staff turnover (Examining the Evidence Base for School-Wide Positive Behavior Support, 2010 Focus on Exceptional Children, 49, (8) 1-14.) 9

10 School-Wide PBIS: Rethinking School Discipline > Building capacity in schools to increase appropriate student behavior & decrease student problem behavior > Building a continuum of support for all students > Building comprehensive systems 10

11 School-Wide Systems for Student Success: Multi-tiered Frameworks Academic Systems Tier 3/Tertiary Interventions 1-5% >Individual students >Assessment-based >High intensity Tier 2/Secondary Interventions 5-15% >Some students (at-risk) >High efficiency >Rapid response >Small group interventions > Some individualizing Behavioral Systems 1-5% Tier 3/Tertiary Interventions >Individual students >Assessment-based >High intensity 5-15% Tier 2/Secondary Interventions >Some students (at-risk) >High efficiency >Rapid response >Small group interventions > Some individualizing Tier 1/Universal Interventions 80-90% >All students >Preventive, proactive 80-90% Tier 1/Universal Interventions >All students >Preventive, proactive (Illinois PBIS Network (2008). Adapted from What is school-wide PBS?. [PowerPoint slides] Retrieved from 11

12 School-Wide Implementation 1. Create leadership team 2. Develop behavior and social/emotional purpose statement 3. Develop a set of 3-5 positive expectations and behaviors (core values for positive school culture) 4. Develop procedures for teaching expected school-wide and classroom behavior 5. Create continuum of procedures for encouraging expected behavior 6. Create continuum of procedures for discouraging rule violations 7. Develop procedures for on-going data-based monitoring and evaluation 12

13 ESTABLISHING CONTINUUM of Evidence-Based Practices ± 5% TERTIARY PREVENTION Function-based support Wraparound Person-centered planning ± 15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club ± 80% UNIVERSAL PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement 13

14 Teaching Expectations/Rules Using an Instructional Approach Define Observable, measurable Teach Remind Monitor Identify, prior knowledge, model, structured practice, acknowledge Pre-correct, prompt behaviors/rules prior to entering natural context Supervise, feedback/acknowledgement, data Evaluate Data, modifications needed, non-responders needing more support 14

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16 Redesign Learning & Teaching Environment 16

17 Other Examples of Positive School-Wide Expectations 17

18 Teaching Behavioral School-Wide Expectations > Teach in the actual settings where behaviors are to occur > Teach the words by demonstrating the actions using examples and non-examples. > Model and practice to fluency > Build a social culture that is predictable and focused on student success 18

19 Expectations Teaching Matrix SCHOOL SETTINGS All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves 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. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. 19

20 Expectations Teaching Matrix SCHOOL SETTINGS All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves 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. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. 20

21 Expectations Expectations & Behavioral Skills Are Taught Within The Recognized Natural Context 21

22 Evaluating School-Wide PBIS Systems >Outcome Metrics for All Students >Increased attendance/reduced absenteeism >Increased academic achievement >Reduced suspensions/ time out of class >Insure appropriate referrals to special education >Increase referrals to least restrictive environment >Reduced discipline referral rates and violent incidents as outlined in the Chancellor s Discipline Code (reflected in OORS) >Reduction of disproportionality 22

23 Evaluating School-Wide PBIS Systems Benchmarks of Quality- Research Based School-Wide Fidelity Tool Process and Implementation Evaluation Measures: >Established PBIS leadership team >Faculty commitment >Effective procedures for dealing with discipline >Data entry and analysis plan established >Recognition/reinforcement system >Lesson plans for teaching behavior >Implementation plan >Classroom Systems >Evaluation >Expectations and rules developed 23

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26 PBIS and Federal Law Individuals with Disabilities Education Act (IDEA) > Since Congress amended the Individuals with Disabilities Education Act (IDEA) in 1997, PBIS is the only approach to addressing behavior that is specifically mentioned in the law. > This emphasis on using functional assessment and positive approaches to encourage good behavior remains in the current version of the law as amended in > IDEA provides support for the use of PBIS in its provisions by authorizing states to use professional development funds to "provide training in methods of... positive behavioral interventions and supports to improve student behavior in the classroom" (20 U.S.C. 1454(a)(3)(B)(iii)(I)). 26

27 PBIS and New York State Policy New York State Guidelines NYSED supports statewide implementation of the PBIS initiative with funds provided through the Individuals with Disabilities Education Act (IDEA). The New York State Education Department (NYSED) has established a State PBIS Technical Assistance Center (NYS PBIS TAC). NYSED has integrated PBIS support as part of its coordinated statewide special education technical assistance network, the Regional Special Education Technical Assistance Support Centers (RSE-TASC). NYSED strongly encourages all schools to implement PBIS. NYSED in partnership with the NYS Office of Mental Health is promoting PBIS as a cross-system initiative to support social and emotional learning for all students as described in the 2006 NYS Children s Plan. PBIS is an allowable expenditure under NYSED Race to the Top. 27

28 PBIS and New York City Policy NYC DOE Discipline Code Each school is expected to promote a positive school climate and culture that provides students with a supportive environment in which to grow both academically and socially. Schools are expected to take a proactive role in nurturing students pro-social behavior by providing them with a range of positive behavioral supports as well as meaningful opportunities for social emotional learning. Effective social emotional learning helps students develop fundamental skills for life effectiveness, including: recognizing and managing emotions; developing caring and concern for others; establishing positive relationships; making responsible decisions; and handling challenging situations constructively and ethically. Examples can include: providing students with meaningful opportunities to share ideas and concerns and participate in school-wide initiatives; student leadership development; periodic recognition of students achievements in a range of academic and co-curricular areas; using corrective feedback; and developing school-wide positive behavior systems. (The Discipline Code and Bill of Student Rights and Responsibilities, K-12, September 2011) 28

29 PBIS Practices Align with Other NYCDOE Citywide Initiative: > Universal Design for Learning (Engagement) > Teacher Effectiveness > Social and Emotional Learning > Culturally Responsive Instruction > Response to Intervention 29

30 Please see Resources: Positive Behavioral Supports and Interventions for additional information. 30