Paul J. Pattavina, PhDSpecial Education Supervisor

PBIS Implementation Report #3: Impact of PBIS training on discipline practices in GPS

-Executive summary for the Groton Board of Education-4/24/12

 

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Essential Questions

• What is PBIS and why is Groton involved?• What schools are involved in PBIS training?• What are the major components of PBIS?• Are there any specific practices recommended 

by PBIS?• How have discipline practices and student 

behavior in individual schools been effected by PBIS training?

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Introduction: What is PBIS?

PBIS: Positive Behavior Interventions and Support

A framework for improving student academic and 

behavior outcomes for all students – primarily through a

school wide student discipline system that is proactive 

and positive rather than punitive and disciplinary

Based on decades of research concerning  behavioral 

learning principles

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Why is Groton involved with PBIS?

• GPS became involved with PBIS in the 2006-07 year with a corrective action plan to address excessive suspensions and expulsions of students with disabilities

• Since then, PBIS has been systematically integrated in all GPS.  As of 1/1/12, PBIS is an integral part of our Safe School Climate Plan

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How does PBIS work?

Practices are coordinated school wide -  based on values and expectations shared 

by at least 80% of staff, stated positively and communicated clearly to all students

Appropriate and expected behaviors are taught to all students

Incentives are provided to encourage appropriate behavior

Strategies are in place to discourage inappropriate behaviors

Program decisions are driven by student performance data that is collected and 

reviewed routinely

Decisions about programming are made collaboratively, based on student 

performance data

PBIS is NOT a model curriculum, intervention, or practice  - it is a framework for 

establishing a proactive, school wide system of discipline

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OUTCOMES

SUPPORTINGDECISION MAKING

DATA

PRACTICES

SUPPORTING STUDENT BEHAVIOR

SYSTEMSSUPPORTINGSTAFF BEHAVIOR

SUPPORTING SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT.

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Fundamental components of PBIS

• clear behavioral expectations• systemic ways to encourage appropriate 

behavior • systemic ways to discourage inappropriate 

behavior,• ways to teach expected behaviors and social 

skills • a method to monitor effectiveness, including 

data-driven decision making practices. 

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3- step prevention process

• 1. School-wide and classroom systems for ALL students, staff, and settings.

• 2. Specialized group systems for students with at-risk behavior.

• 3. Specialized, individual support for high-risk behavior. (repeat offenders)

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Benefits of PBISSchools that establish PBIS with integrity and durability have teaching and learning environments that:• Are less reactive, aversive, dangerous, and 

exclusionary• Are more engaging, responsive, preventive, and 

productive • Address disciplinary issues (e.g., attendance, tardies, 

antisocial behavior)• Improve supports for students whose behaviors 

require more specialized assistance • Most importantly, maximize academic engagement 

and achievement for all students

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• How have Groton schools become involved with PBIS?

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At the end of the 2011-12 school year, staff training in PBIS will  have progressed in individual schools as follows:

 

• Completed 4th year: Claude Chester

• Completed 3rd year: Fitch Middle , Catherine Kolnaski

• Completed 2nd year:  Barnum, Mary Morrison, Pleasant Valley

• Completed 1st year: North East, SB Butler, Fitch High 

• Starting in 2012-13: Cutler Middle , West Side Middle

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Getting started with PBIS training in schools

• 80% buy-in by staff• District level support assured• Building level teams (8-10) representative of all

levels of staff receive extensive PBIS training – over a 3-5 year period

• Expectations for students defined• Expected behaviors for students are taught• System for rewarding behavior created• System for responding to misbehavior designed• System for monitoring & decision making in place

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What is an example of how behavioral expectations are communicated

clearly to all students?

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S.O.A.R

• SAFETY• OPEN-MINDEDNESS• ACHIEVEMENT• RESPECT AND RESPONSIBILITY

In the hallway, classroom, rest rooms, cafeteria, arrival and dismissal areas, common areas, and the bus.

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School Logo

Honest

Respectful Responsible

Safe

The Path to Excellence Begins Here!

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What is an example of how expected behaviors are

encouraged and taught?

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Fitch Middle- PBIS- Lesson Plans Setting: HALLWAY

Expectations: (Circle those that apply) 

Safety Open Minded Achievement Respect Responsibility Activity for Reviewing Expectations: Tour of School, Discuss School wide behavior with visual posters/behaviors  Specific Rules for the Setting:

Safety Rule Example Non-example

Walk at all times  Walking from point A to B  

Running, standing, jumping on stairs 

Stay to the right  Show them to stay to the right, especially on the 

stairs 

Being on wrong side 

Hands and feet to self  Walk- high five  

Hugging, arm in arm walking, hitting, tripping, bumping, excessive high-

fives. 

Open-Minded Rule Example Non-example

Embrace Diversity and be tolerant 

Complement on new outfit or hair 

Teasing, talking loudly about others, esp. @ 

locker  

Realize accidents happen Bump and apologize  Kicking books, yell at 

someone for bumping you,  Support and encourage 

each other Help someone who is lost, 

stuck at locker, reading schedule 

Ignoring lost student, send them to the wrong area 

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Reward system

• Passport to S.O.A.R• Stamps for kids that are doing the RIGHT 

things• Tiered reward system

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What kinds of student performance data is being

collected?

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SWIS:  School Wide Information System

Referrals to the office are broken down to: 

1. Type of offense 2. Location  3. Time of day 4.  Referring adult  5. Possible motivation 6.  Frequency of referrals by same student

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Middle School Level 1 Tracking FormStudent Name: ____________________________ Grade: 6 7 8 Team: ______________ Staff: _________________________________ Date: ______________ Time: ______________ Location: Classroom # _____ Hallway - ____ Cafeteria Office Locker Room

Media Center Bus # _____ Gym Auditorium Bathroom - ____ Fieldtrip Other - ________________________________

Level 1 Behavior: Dress Code Violation Unprepared for Class Unintentional Vocabulary Disruption Throwing Objects

Tardy to Class Disrespect Defiance Cheating/Forgery Teasing

Non-Serious/Inappropriate Contact Electronic Devices Property Damage Littering

Comments: ______________________________________________________________________________________________________________________________________________________________________________ Action Taken: Student Conference Student Contract Refer to Guidance Re-teach Expectation Loss of Class Privilege Time Out Seating Change Academic Modification Lunch Detention Contact Parent/Parent Conference Peer Mediation Teacher Detention

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CATHERINE KOLNASKI MAGNET SCHOOL DISCIPLINE FORMStudent Name:

Homeroom (class):

Date: Teacher/Staff: Time:

Comments:_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Others involved: None Unknown Peers_____________________ Staff________________ Other ____________________ Teacher/Staff Action: Timeout Partner Teacher Timeout Office Call Redirect/Cues Seat Change 2 Warnings Other__________________________ Parent Contact: Note home Phone Call E-mail Date of last contact: __________ Administrative Action Taken: Timeout Warning ISS OSS Parent Contact: Note home Phone Call E-mail Date of last contact: __________ Signatures:

Level 2 Level 3 Area Subject Instructional Technique

Repeat Level 1 offenses Threats/ Intimidation Defiance/ Disrespect/Non-compliance Inappropriate Language Physical contact/aggression Property Misuse Disruptive- on going Other

Repeat Level 2 Offenses Physical Assault Defiance/ Disrespect/ Insubordination/ Noncompliance Theft Property Destruction Inappropriate Location/ Out of Bounds area Harassment Other

Classroom Office Nurse Art Music Strings Cafeteria Gym Playground

Stairs Hallway Bathroom Other (Please Specify)

Reading Writing Math Social Studies Science AM Meeting Wellness Art Music Strings Chorus Band Technology PE Library Transition Other (Please Specify)

N/A Direct Instruction Guided Practice Independent Work Group Work Technology Instruction

Other (Please Specify) Possible Motivations: Avoid adult Avoid peers Avoid tasks/activities Obtain adult attention Obtain item/activities Obtain peer attention Other Unknown motivation

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• What is an example of how program decisions are driven by student performance data?

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INTERVENTIONS FOR STUDENTS WITH CHALLENGING BEHAVIORS WORKSHEET  STUDENT NAME:_________________________  GRADE:____  SCHOOL:________________ CASE MANAGER:______________________  DATE OF REFERRAL TO SST:___________  Tier I – Universal Interventions  (100 % of Student Population) 

The following fundamental components of PBIS are evident in the classroom:  Expected student behavior & routines in classroom(s) are stated positively and defined clearly Problem behaviors are defined clearly Expected student behavior & routines are taught directly Expected student behaviors acknowledged regularly (i.e. positively reinforced at 4:1 ratio re: negative comments) Problem behaviors receive consistent consequences Procedures for expected and problem behaviors are consistent with school-wide procedures. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs Instruction and curriculum materials are matched to student ability (math, reading, language) Students experience high rates of academic success (> 75% correct). Teachers have regular opportunities for access to assistance & recommendations (observation, PSD, coaching) Transitions between instructional and non-instructional activities are efficient & orderly.

Implementation             Review Dates                                                                                    Tier II – Targeted Interventions  (15 – 20% of Student Population) 

  Classroom observation                           Gather baseline data                           Identify target behaviors                           Behavioral support strategies                       

  Encouragement Academic Support Behavior Monitoring & Supervision Counseling & Behavioral Education                  

 

  4-6 weeks progress monitoring                         Referral to SST or PPT if needed                     

(Must notify District Supervisor at this point)  Tier III – Intensive Interventions  (< 5% of Student Population) 

  Schedule PPT or SST meeting                         Increase intensity of interventions                   Conduct formal evaluations                         Complete FBA and +BIP                        

Motivational Enhancement Academic Support/ Intervention Behavior Monitoring & Supervision Counseling & Behavioral Education                   

  4-6 weeks progress monitoring Consider referral to more restrictive setting Revise IEP and/or FBA and BIP as needed

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What kinds of discipline practices are recommended by PBIS?

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Tier 1 management strategies

• 1. providing a high degree of structure and predictability

• 2. presenting positively stated expectations • 3. actively engaging students in successful

learning activities • 4. using a continuum of strategies to

encourage and teach appropriate behavior • 5. using a continuum of strategies to respond

to inappropriate behavior

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Tier I – Universal Interventions - (100 % of Student Population)

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• How have discipline practices been effected by PBIS training?

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• PBIS PROGRESS SURVEY• SCHOOL:• DATE:• SURVEY COMPLETED BY:•  • Names/Roles of PBIS Team members in this school:•  • Who enters SWIS data at this school?•  • How many days of PBIS training have each staff on the team completed?•  • How often is SWIS data summarized for staff;  and used at team meetings?•  • To what extent are the 8 steps of PBIS implementation in place at this school?•  • What is this school’s SET score?•  • How have PBIS expectations been taught to staff; and to students?•  • In what way(s) have discipline practices in this school changed as a result of PBIS training?•  • What kind(s) of school wide events or activities were scheduled in this school in the 10-11 year to reinforce or promote PBIS ideas?•  • How many students in this school received 3 or more disciplinary referrals since 1/2/11?•  • What are the 3 most commonly reported behavior problems in this school this year?•  • What is the most common administrative decision associated with the most frequently reported behavior problems at this school?•  • What are the characteristics of staff who have the top 3 highest rates of disciplinary referrals?•  • What months have the highest and lowest disciplinary referrals?•  • How have disciplinary referral patterns changed (if at all) since last year at this time?•  • Calculate the average cost-benefits of PBIS by comparing the average # of minutes consumed by disciplinary referrals for students and administrators over the past 2 

years.  Multiply the total # of ODR’s in the current year by 25 minutes each for students; and 15 minutes each for administrators. Then do the same for the prior year and compare the totals for a gross estimate of the amount of ‘bang for the buck’.  For a more detailed explanation of the formula go to www.pbismaryland.org/costbenefit.xls.

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The following figure shows a sample way to calculate the cost/benefit of PBIS training.

School nameMinutesHoursDays

Average # of minute

572

Student4500 2700

6

Administrator

Average # of minutes administrator needs to process referral

25

15

Average # of minutes student is out of class due to referral

COST/BENEFIT ANALYSIS WORKSHEET

Number of referrals for this year

392

Claude Chester

Number of referrals for last year

9

Enter info below Time Regained

75 45

14300

9800

4500

8580

5880

2700

02000400060008000

10000120001400016000

Last Year This Year Time Regained

Claude Chester

Student Minutes Admin Minutes

238

163

75

14398

45

050

100150200250300

Last Year This Year Time Regained

Claude Chester

Student Hours Admin Hours

30

20

9

1812

6

05

101520253035

Last Year This Year Time Regained

Claude Chester

Student Days Admin Days

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Summary

• PBIS: Positive Behavior Interventions and Support – a proactive, school wide approach to discipline, focusing on improving behavioral and academic outcomes for all students. 

• GPS began in 2006-07 as part of a corrective action plan for excessive suspensions – now is integral part of district’s Safe School Climate Plan.

• As of the 2012-13 year, all GPS’ will be involved to varying degrees.• The major components are: clear behavioral expectations, systemic ways 

to encourage appropriate behavior, systemic ways to discourage inappropriate behavior, ways to teach expected behaviors and data-driven decision making practices. 

• Practices expected of all teachers at Tier I: providing a high degree of structure and predictability, presenting positively stated expectations, actively engaging students in successful learning activities, using a continuum of strategies to encourage and teach appropriate behavior and using a continuum of strategies to respond to inappropriate behavior.

• School wide discipline practices are changing in all GPS through PBIS.