Positive Behavior Interventions and Supports (PBIS) STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~5% ~5% ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Underlying Principles of 3-Tiered Prevention Models 4 Components What are the predictable failures? Same at Every Level 2 What can we do to prevent failure? 3 How will we maintain consistency? 4 How will we know if it s working? Working Smarter HOW WILL WE MAINTAIN CONSISTENCY? Initiative, Project, Attendance Character Education Safety School Spirit Purpose Outcome Targeted Group Staff Involved Part of SIP? Discipline DARE EBS Work Group School-Wide Planning: Process Steps Organize Staff all meet have existing data Brainstorm Problems by location and time Brainstorm Proactive Solutions Rules, routines, arrangements + teaching and reinforcement Consistent consequences beginning with reteaching Consensus Create Climate Brainstorm in small groups (arranged by role in the school) Prompt to think about locations Usually takes about 20 minutes Groups Discuss Terrance M. Scott, 202
Positive Behavior Interventions and Supports (PBIS) Define by Location WHAT ARE THE PREDICTABLE FAILURES WITH STUDENT BEHAVIOR IN THE SCHOOL? Each group identifies a location and then describes the predictable problems Entire group then adds additional perspective Predictable Problems Summary Lunchroom When Who What Why At arrival/dismiss All During lunch Running, yelling, pushing, messes, poor manners, no clean-up, loud -Slow transitions mean back-ups -Table to lunch rush -Inconsistent lunchroom aid tolerance -All are punished for the actions of few WHAT CAN WE DO TO PREVENT FAILURE? Hallways and Walkways When Who What Why Transitions homeroom to portables All Run, trip, hit, wandering, slow, safety issue, don t know which kids should be there Insufficient supervision, no uniform routine Brainstorm Prevention Prompt to spend majority of time thinking proactively Brainstorm location by location Record all ideas 2 Discuss, Compromise, and Vote Prompt and facilitate group discussion and compromise to achieve consensus Consensus typically is defined as 80% vote Terrance M. Scott, 202
The Basics of School-Wide Positive Behavior Interventions and Supports (PBIS) Collaborative Solutions Lunchroom Rules: -eat your own food -remain seated -raise hand to move -use an inside voice -respect adults Routines and Arrangements: -Teachers pick-up students from table and not hallway -use hand signal as consistent signal for quiet -one teacher dismissal at a time from the lunchroom -lunch with adults at picnic table only must be signed out -empower lunch aids -be sharp on arrival and dismissal times Wait on these issues or do in the future: -students sit facing one another -use video instructions - Friendly Friday Rules Scott, 202 Scott, 202 Develop Effective Cues Routines & Arrangements Scott, 202 Scott, 202 Scott, 202 Scott, 202 3 Terrance M. Scott, 202
Positive Behavior Interventions and Supports (PBIS) A few positive SW Expectations Phoenix Experience Teaching EXAMPLE Teachable Expectations. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules) 2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line) 3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess) Here are the three R s for lunchtime in the cafeteria: Here are the three R s of our Fifth Grade classroom: Rule: respectful. responsible. ready to go. Behavior: Raise hand for help Use quiet voices Eat your lunch Keep hands, feet & food to yourself Clean up messes Line up quietly Face front Rule: respectful. responsible. ready to learn. Behavior: Raise my hand Listen to others Stay in my personal space Follow Directions Complete my assignments Clean up after myself Be prepared for class Always do my best Learn from my mistakes 4 Terrance M. Scott, 202
Positive Behavior Interventions and Supports (PBIS) Consequences Beach Party Limbo Extra Effort Club PBIS on the Bus The Lucky Winner Is... 5 Terrance M. Scott, 202
Positive Behavior Interventions and Supports (PBIS) Observe problem behavior Problem-solve with student HOW WILL WE KNOW IF IT S WORKING? NO Use classroom consequences Has teacher used 3 classroom consequences already? YES NO Is behavior YES office managed? Examples of Examples of Teacher Managed Behavior Managed Behavior Write referral to determines consequences Continue Write referral teacher to management* administrator * Consider writing referral to PBS committee for data review Language Chronic infractions Tardy Weapon Preparedness Fighting Calling out Aggressive physical Put down contact Throwing Threats Refusing to work Harassment of studen Minor dishonesty or teacher Tone/attitude Truancy Electronic devices Alcohol Refusing to follow Drugs a reasonable Vandalism request Gambling Cheating Leaving school Classroom grounds Disruptions Cheating Dress code ** follows through on consequences provides teacher feedback **Seek counselor support when appropriate Portable Referral Form Date, Student, & Reporting Staff Problem Date Student Name Reporting Staff Person Incident X X X fighting disruptive theft other /3 /4 Harding, Blake, Robert Tonya bus mr diner driver bob /3 /7 Rider, Harding, Wynona Tonya mr bus diner driver betty /3 Rodman, Harding, Tonya Dennis coach bus driver whistle bob /3 /6 Stalin, Harding, JoeTonya ms bus stress driver bob /4 /6 Blake, North, Robert Oliver mr. diner help /5 /7 Rogers, Packwood, FredBob ms mr. stress Clinton /5 /7 Stewart, Reubens, Martha Paul ms mr. stress bush /6 /3 Harding, Rider, Wynona Tonya bus mr diner driver bob /6 /3 North, Rodman, Oliver Dennis mr. coach help whistle /7 /5 Harding, Rogers, Fred Tonya bus ms stress driver betty /7 /3 Packwood, Stalin, Joe Bob mr. ms stress Clinton /7 /5 Reubens, Stewart, Martha Paul mr. ms stress bush Frequency of Incidents 3.00 3.00 3.00 3.00 Proportion of Incidents 0.25 0.25 0.25 0.25 Individual Student Data Who? Problem Date Student Name Reporting Staff Person Incident X X X fighting disruptive theft other /3 Harding, Tonya bus driver bob /6 Harding, Tonya bus driver bob /7 Harding, Tonya bus driver betty Time 7:30-8:00 8:00-8:30 8:30-9:00 9:00-9:30 9:30-0:00 0:00-0:30 0:30-:00 :00-:30 :30-2:00 2:00-2:30 2:30-:00 :00-:30 :30-2:00 Location Responses Comments classroom hallway lunch bus reprimand correction time out restitution parent conf suspension X with pipe hit peer inappropriate language threw hubcap at peer 5 Sts w/ 7+ office referrals 0 - Sts w/ 3-6 28 ODRs 27- Sts w/ 3 or less ODRs 6 Terrance M. Scott, 202
Positive Behavior Interventions and Supports (PBIS) What? Referrals per Prob Behavior When? 50 Referrals by Time of Day Number of Referrals 40 30 20 0 0 Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Tobac Vand Weap Types of Problem Behavior Number of Referrals 30 25 20 5 0 5 0 7:00 7:30 8:00 8:30 9:00 9:30 0:00 0:30 :00 :30 2:00 2:30 :00 :30 2:00 2:30 3:00 3:30 Time of Day Number of Office Referrals 50 40 30 20 0 0 Where? Referrals by Location Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other School Locations 25.00 20.00 5.00 0.00 5.00 0.00 25.00 20.00 5.00 0.00 5.00 Locations Average Referral Location by School Day per Month-200 August September October November December January February March Cafeteria Restroom Gymnasium Hall/Stair Bus Classroom Grounds Average Referral Locations per School Day by Month 20 August September October November December January February 0.00 Cafeteria Restroom Gymnasium Hall/Stair Bus Classroom Grounds March Doctoral Program In Behavior Disorders Terry Scott Professor and Distinguished University Scholar College of Education and Human Development University of Louisville Louisville, KY 40292 t.scott@louisville.edu (502) 852-0576 7 Terrance M. Scott, 202