Positive Behavioral Interventions and Supports (PBIS) · Positive Behavioral Interventions and...

PositiveBehavioralInterventionsandSupports

(PBIS)July17,2013

GinnyO’Connell,MimiGudenrathandJustinHill

GeorgiaDepartmentofEducation

Learning Objectives• Define key features of PBIS• Identify where PBIS is being implemented in GA

• Describe how schools in GA implement PBIS

• Locate resources to learn more about PBIS

Positive Behavioral Interventions & Supports (PBIS)

Building a Positive School Climate

"Youcandesignandcreate,andbuildthemostwonderfulplaceintheworld.Butittakespeople to

makethedreamareality."WaltDisney

Build Effective Environments•Positive behavior is more effective than problem behavior

•Preventative, teaching, and reinforcement‐based strategies to achieve meaningful behavior changes

•Effective interventions for problem behavior

An Essential Shift in Thinking

The central question is not:

“What about the student is causing the performance discrepancy?”

But

“What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that 

the students will learn?”

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What does the research/science tell us about behavior?

• Behavior is learned and can be taught

• Behavior is predictable

• Behavior is maintained by the consequences

• Punishment does not teach appropriate 

behavior

Traditional Discipline versus PBIS

Traditional Discipline• Goal is to stop undesirable behavior through the use of punishment

• Focuses on the student’s problem behavior  

PBIS• Goal is to stop undesirable behavior by:oReplacing with a new behavior or skill

oAltering environmentsoTeaching appropriate skillsoAcknowledge appropriate behavior more frequently

Designing Solutions

• If many students are making the same mistake, it is typically the system that needs to change,   NOT the students

•Teach, monitor and acknowledge before relying on punishment

•What is the smallest amount of change to the system that can have the greatest impact on students?

Time Cost of a Discipline Referral(45 minutes per incident)

1000Referralsperyear

Administrator Time (30 mins.) 500 hours (63 days)

Teacher Time (15 mins.) 250 hours (32 days)

Student Time (45 mins.) 750 hours (94 days)

Totals 1500 hours lost! (188 days)

Dowehavetimetoteachbehavior?

Your TurnTime Cost of a Discipline Referral: Georgia Middle School

(45 minutes per incident)

1, 023 Referrals2011‐12

Administrator Time (30 mins.) _____ hours (## days)

Teacher Time (15 mins.) _____ hours (## days)

Student Time (45 mins.) _____ hours (## days)

Totals _____hours lost! (## days)

Dowehavetimetoteachbehavior?

The AnswersTime Cost of a Discipline Referral: Georgia Middle School

(45 minutes per incident)

1, 023 Referrals2011‐12

Administrator Time (30 mins.) 512 hours (64 days)

Teacher Time (15 mins.) 256 hours (32 days)

Student Time (45 mins.) 767 hours (96 days)

Totals 1,535 hours lost! (192 days)

Dowehavetimetoteachbehavior?

StudentMin. AdminMin.

StudentHrs. AdminHrs.

StudentDays AdminDays

ODR’s

89DaysAddedforInstruction

60AdministratorSupportDaysAdded

*37%ReductioninOfficeDisciplineReferrals(ODR’s)

Schools that implement with fidelity demonstrate

•Up to 50% reduction in office discipline referrals 

• Reductions to suspension rates

• Improved attendance

• Improved academic achievement

• Improved staff morale

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PBISTimeline

1980’s •UofOregon

1990’s •NationalTACenter

2008 •GaDOEPBIS15

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GeorgeSugai:OverviewVideo

GeorgiaispartofagrowingnetworkofschoolsintheU.S.changingschoolclimatetopromotelearning,safetyandhealthy

relationships!

Since 2008, 29% of Georgia’s LEA’s,  including 400 

schools/programs, have been trained by the GaDOE PBIS Unit 

in School‐wide Positive Behavior Supports.

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The Critical Elements of School‐Wide PBIS

1. The PBIS Team-Principal2. Clear Expectations & Rules3. Teaching Behavior4. Data Entry and Analysis5. Recognition (Feedback)6. Effective Discipline Process7. Faculty Commitment8. Implementation 9. Classroom10.Evaluation

PBIS

AbriefreviewofsomeofthecriticalelementsofPBISthatareaddressedina3‐dayschooltraining.Notallelementsareaddressedinthispresentation.

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School‐wideExpectations

“Corevaluesaretimelessanddonotchange,whilepracticesandstrategiesshouldbechangingallthe

time.”JimCollins

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Core Values• Excellent customer service • Taking care of our people • Giving back • Doing the "right" thing • Respect for all people • Entrepreneurial spirit 

EstablishingCoreValuesisBestPracticeintheBusinessCommunity

Developing Expectations

1. Identifycorevaluesandexpectationsforallstudents/staffinallsettings

2. Select3to53. Stateinpositiveterms

Morethanjustwritingslogansonthewalls…

PBIS

23GraceSnellMiddle‐GwinnettCounty

CowanRoadMiddle:Griffin‐SpaldingCounty

Clear, concise rules reduce 

mixed messages

Rules•Examples of expected behavior – what to do, NOT ‐ what not to do!

•Specific and observable•Positively stated•3‐5 for each expectation•Rules must be enforceable and worth acknowledging!

TeacherObservedWearingFlipFlopsatschool

Mixedmessage?

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Itisnotenoughtojustpostthewordsonthewallsoftheschoolorjustpublishinagendas…….

Why teach behavior?• For a child to learn something new, it needs to be repeated an average of 8 times.

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated an average of 28 times

(Harry Wong)30

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GuidelinesforTeachingBehavior• Provide examples/non examples

• Apply to their own lives

• Check for comprehension

• Provide opportunities to practice

• Acknowledge small steps

• Differentiate instruction

Rationale:6,551tardies areimpactinginstruction.Manyorfew?ManyExpectationtobeaddressed:BePreparedRulenotfollowedbymany:Studentsmustbeinseatbeforetardybell.Lesson:APwillhavesomeonefilmhimcrawlingfromoneclasstoanotherwithabackpack,stoppingathislockerandstillmakingittohisseatunder5minutes.Filmwillbeshowninhomeroomsandreinforcedwithgroupacknowledgement.

**Manyofthehighschoolswetrainreportover10,000documentedtardies.

5minutestogettoclass

0

1000

2000

3000

4000

5000

6000

7000

AllTardies

201112201213

Mary Persons High School‐Monroe County

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Acknowledging Appropriate Behavior

•Tied to specific behaviors•Delivered soon after the behavior•Age appropriate (actually valued               by student)

•Delivered frequently•Gradually faded away

Effective Discipline Procedures• Consistent definitions of 

specific behaviors• Classroom‐managed vs. 

office‐managed• Alternatives to exclusion• Effective consequences 

and interventions (considering function)

• Develop a process to build consistent responses

36Isthisaneffectiveconsequence?

2nd Step(Same behavior)Complete Tracking form

Intervention

Behavior ceases.

No furtheraction

Write Referral(Attach teacher tracking forms if applicable.)

Send the student with the referralto Room 1.

4th Step(Same behavior)

Seek Assistance from PBS Team

Behaviorceases.

No furtheraction

a) Copy ofreferral and/orletter sent to the parent

b) School retains copies

c) Copy ofreferral to (how given to teacher?)teacher for files(when?…time frame?)

Administrationdetermines course of actionor consequences

Behaviorceases.

No furtheraction

3rd Step(Same behavior)Complete Tracking form

Intervention

Contact Parent

IS THEINCIDENTOffice-Managed?

VerbalWarning.RestateExpectation/rule

NO YES DISCIPLINEFLOW CHART

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Designingdisciplineflow‐

chartstoincreaseconsistent

practicesandopportunitiestochangebehavior.

Using Data to Make Decisions 

Schoolteamsrarelyhaveaccesstothedatatheyneedto

determinetheirmonthlydisciplinetrends.

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

Data

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Share: BIG 5 - By Problem Behavior

Whataremostcommonproblembehaviorsinyourschool?

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Share: BIG 5 – By Month

Inwhatmonthsdomostcommonproblembehaviorsoccur?

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Share: BIG 5 – By Time

Whattimesdomostcommonproblembehaviorsinyourschool?

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Share: BIG 5 - By Location

Inwhatlocationsdofrequentproblembehaviorsoccurinyourschool?

Using Data to Make Decisions Ifschoolteamshavereadyaccesstoreliabledatatheycanidentifyhowdisciplineis

impactinginstruction,negatively

impactingschoolclimateandbegintoproblem‐solve.

Step 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

Data

A Review of the 10 Critical Elements of School‐wide 

PBISAnythinglessisexperimentation!

1.The PBIS Team‐Principal2.Clear Expectations & Rules3.Teaching Behavior4.Recognition (Feedback)5.Data Entry and Analysis6.Effective Discipline Process7.Faculty Commitment8.Implementation 9.Classroom10.Evaluation 

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PBISisaddressedinbothareasintheCCRPI.

Break!!

10:00– 10:15

GAEL2013PanelGuests•Mr.AnthonyPack,Superintendent,MonroeCountySchools

•Dr.CurtisJones,Superintendent,Griffin‐SpaldingCountySchools

• Mr.SpencerGazaway ,Principal,BagleyMiddleSchool,MurrayCountySchools

pbis.org

Ginny O’Connell‐State Coordinator of PBISMimi Gudenrath‐ PBIS Specialist

Justin Hill‐ PBIS Specialistgapbis@doe.k12.ga.us