Level Implementation of PBIS at the...

Scott Eckman, PBIS/Vision Supervisor

Erin Stutzman, LPS PBIS Coach

Erik Witt, LSE Associate Principal

Keri Applebee, LSW Associate Principal

Implementation of PBIS at the Secondary Level

⦿ Provide an overview of PBIS⦿ Review implementation efforts in Lincoln

Public Schools⦿ Share the 6 Key components of PBIS Tier 1

including examples from the High School Level

⦿ Quick look at Tier 2 and beyond

TODAY’S OBJECTIVES

IS… IS NOT…

⦿ General approach ⦿ For all students-

multi-tiered⦿ Based on behavioral

practices, effective instructional design

⦿ Proactive⦿ Positive⦿ Ever changing based

on data

⦿ A specific curriculum⦿ Limited to a specific

set of students⦿ NEW⦿ Reactive⦿ Punishing⦿ Finished once a

certain # of “things” are done

PBIS

BENEFITS OF PBIS◼ A review of research on PBIS effectiveness

showed that there was over a 90% reduction in problem behavior in over half of the studies; the problem behavior stopped completely in over 26% of the studies.

▪ in problem behavior= time for instruction

= student achievement

◼ Improved adult to student relationships

LPS PBiS Journey

● Currently all of LPS, including early childhood and juvenile justice have begun implementation.

● District PBIS Leadership Team (special ed, student services, elementary, secondary, curriculum, continuous improvement, federal programs)

● Outside support

TIMELINE of DISTRICT IMPLEMENTATION

● 2013-2014: Tier 1 Implementation in all Secondary schools

● 2014-2015: Tier 1 Implementation in all Elementary schools. Begin Tier 2/3 process in Secondary schools.

● 2015-2016: Full implementation of all Tiers in all buildings

COACHING

● To support buildings with implementation and sustainability we have employed PBiS coaches.

● Variety of backgrounds● Weekly visits to buildings● Special Education funding

SIX KEY COMPONENTS OF PBIS:

1. School-wide behavioral expectations- positively stated

2. Expectations taught3. School wide recognition system 4. Effective procedures for managing problem

behavior5. Data driven6. Community/family involvement

SCHOOL WIDE BEHAVIORAL EXPECTATIONS

Necessary● Common throughout school-

becomes common language● Publicly posted in all parts of the

school building- include non-classroom settings

● Staff involved in the development● Revised as needed● Taught and re-taught based on

need

Nice● All staff involved in the

development of these expectations

● Have non-classroom settings involved as well from the start

● Students involved in the development

SCHOOL WIDE BEHAVIORAL EXPECTATIONS

SCHOOL WIDE BEHAVIORAL EXPECTATIONS

EXPECTATIONS TAUGHT

Necessary● Teach behaviors to students

frequently● Use data● Work as team● Address non classroom settings

( this may depend on grade level ,size of building, student population)

Nice● Have specific schedule of

when teaching will occur● Allocated time to teach and

re-teach these expectations weekly

EXPECTATIONS TAUGHT

RECOGNITION SYSTEM FOR STAFF AND STUDENTS

Necessary ● System in place school-wide● Teachers consistent in

using the system● Teacher buy-in that positive

behavior should be recognized

● 4:1 positive to negative ratio

Nice● Funds available for rewards● 4:1 positive to negative ratio● Publicly/privately recognize

students and staff based on their personal preference

RECOGNITION SYSTEM FOR STUDENTS AND STAFF

Caught being good (students)

Hawk award (staff)

RECOGNITION AT LNE HIGH SCHOOL

RECOGNITION AT EAST HIGH SCHOOL

EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR

Necessary● Staff involved in defining behaviors-

minor (teacher managed)/ major (office managed).

● Process for handling these behaviors- flow chart

● Behavior manual (gets all on the same page)

● Consistency in consequences (fair is not equal)

● Problem solving component for student once referral made

Nice● Admin continually uses the manual

in conversations about student behavior

● Behavior manual

EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR

EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR

● Involve students in problem solving process● Re-teaching of appropriate behavior● Behavior Intervention Plans● Parent Meetings● Lunch Detention● In School Suspension● Out of School suspension

DATA COLLECTION

Necessary● Consistent way to collect data● Analyze and use data to make

decisions ● Use multiple data sources● Share data with staff monthly● Data used to guide action plan of

PBIS team.

Nice● Share data with staff weekly● SWIS system● Way to record positive

interactions

DATA COLLECTION SYSTEMS

● Office referral data system - SWIS● Minor office referral data● Anecdotal - teacher conversations● Grades / attendance data● Number of recognition cards● ISS room data● Data collection systems to measure staff

understanding, rate of implementation, and adherence to PBIS goals (SAS, BOQ, TIC)

Referral Data from SWIS

COMMUNITY/PARENTAL INVOLVEMENT

Necessary● Parent involvement on PBIS

Team● Student Involvement

Nice● Assistance with marketing● Going out into the

community and sharing the model

● Multiple parent representatives

COMMUNITY/PARENTAL INVOLVEMENT

⦿ Parent representative on our team⦿ Websites:

http://wp.lps.org/lswpbis/http://lms.lps.libguides.com/content.php?pid=37 5951&sid=4209610

⦿ Presented at Parent Advisory⦿ Solicited donations and described PBIS program ⦿ Partnering with Marketing class, Statistics class,

DECA.⦿ Athletic Department involvement

BENEFITS OF PBIS AT LSW

BENEFITS OF PBIS AT LSE

TIER 2 and BEYOND...

⦿ High schools beginning Check In Check Out (CICO)

⦿ Different at each High School⦿ Gathering data to evaluate effectiveness

and make decisions⦿ Move into Tier 3 in the future

⦿ Social Skills groups⦿ More individualized CICO

QUESTIONS

RESOURCES

http://www.pbis.org/

http://www.npbis.org/

http://www.pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=560

http://www.pbisworld.com/

http://wp.lps.org/pbis/

http://wp.lps.org/lswpbis/