IMPLEMENTING SCHOOL-

WIDE POSITIVE BEHAVIOR

INTERVENTIONS AND
SUPPORTS
LaTanya Greer, JD
What is PBIS?
So…what have you heard about PBIS?

 What do you already know about PBIS?

 Discuss some of your personal experiences with PBIS
implementation with or things you have heard about
it?
 What is School-wide Positive Behavior
Intervention and Support (PBIS)?

 School-wide PBIS is:

 A systems-based, multi-tiered framework for establishing the
social culture and behavioral supports needed for children in a
school to achieve both behavioral and academic success. The
framework is evidence-based and data-driven
 Evidence-based features of PBIS
 Prevention
 Define and teach positive social expectations
 Acknowledge positive behavior
 Arrange consistent consequences for problem behavior
 On-going collection and use of data for decision-making
 Continuum of intensive, individual intervention supports.
 Implementation of the systems that support effective practices
PBIS is not…
 a packaged curriculum, or one-size fits all program.
 Instead, it offers an approach that defines core
elements that can be achieved through a variety of
strategies.
 This allows districts to have some continuity for the
purposes of monitoring, supporting, and evaluating
effectiveness at all sites.
 On the other hand, sites are able to maintain some
autonomy and tailor their PBIS systems to meet the
needs of each individual site.
Implementing PBIS doesn’t mean…
 that you have to change everything you do.
 If something works, keep it. Integrate it. Ensure
there is a clear system that has been communicated
to all involved, and that effectiveness is measured.
This is to make sure there are consistent and
equitable outcomes and sustainability.
 When implemented with fidelity, PBIS components
can complement and strengthen existing structures,
initiatives, programs, etc.
In addition, PBIS is not…
 just about dealing with negative student discipline
or being “soft” or “easy” on students who
misbehave.
 While addressing negative student behavior is
addressed through the components of PBIS, the
focus is on creating systems that are consistently
implemented and clearly articulated to reduce the
need for traditional exclusionary disciplinary
practices through prevention and being proactive.
Where did PBIS originate and why are
schools turning to it?
The History of PBIS
1980s
 During the 1980s, a need was identified for improved
selection, implementation, and documentation of effective
behavioral interventions for students with behavior disorders
(BD) (Gresham, 1991; Sugai & Horner, 1999; Walker et al.,
1996).
 In response, researchers at the University of Oregon began a
series of applied demonstrations, research studies, and
evaluation projects. These efforts indicated that greater
attention should be directed toward prevention, research-
based practices, data- based decision-making, school-wide
systems, explicit social skills instruction, team- based
implementation and professional development, and student
outcomes (Biglan, 1995; Colvin, Kame’enui, & Sugai, 1993;
Horner, Sugai, & Anderson, 2010; Lewis & Sugai, 1999;
Mayer, 1995; Sugai & Horner 2002).
1990s
 In the reauthorization of the Individuals with Disabilities Act of
1997, a grant to establish a national Center on Positive
Behavioral Interventions and Supports was legislated to
disseminate and provide technical assistance to schools on
evidence based practices for improving supports for students with
BD.
 Given the results of their work in the 1980s, researchers at the
University of Oregon successfully competed for the opportunity to
develop the PBIS Center.
 A defining feature of the original center was the establishment of
a partnership comprising researchers and implementers from the
Universities of Oregon, Kansas, Kentucky, Missouri, and South
Florida, and from prominent providers of specialized supports
(i.e., Illinois Wraparound Network, May Institute, Sheppard Pratt
Health Systems) (www.pbis.org, Sugai et al., 2000).
2000s
 The National Technical Assistance (TA) Center on PBIS is currently
in Year 14 (third 5-year grant cycle), and has assisted in shaping
the PBIS framework (also referenced as “school-wide positive
behavior supports”), and providing direct professional
development and technical assistance to more than 16,000
schools.
 Other Center activities include (a) web-based collection and
dissemination of evidence-based behavior practices and systems
(www.pbis.org), (b) two national leadership and dissemination
conferences (October Leadership Forum, and March partnership
with the Association for Positive Behavior Supports), (c) three best-
practices and systems “blueprints” (Implementation, Evaluation,
and Professional Development), (d) numerous publications and
professional presentations, and (e) school, district, and state
implementation demonstrations.
Importance of School Climate
California Assembly Bill 1729
 Effective January 1, 2013
 AB 1729 modifies Education Code sections 48900
and 48900.5 to allow administrators to use
alternatives to suspension or expulsion that “are
age appropriate and designed to address and
correct the student’s misbehavior.” New language
also specifies that administrators may document use
of alternative means of correction and include them
in the student’s file.
AB 1729 introduces additional “means of correction,” including:
 Conferences with student’s parents, study teams, and other
behavioral groups;
 Referrals to a psychologist or other school support service
personnel;
 Enrollment in a restorative justice, anger management, or
prosocial behavior program;
 Referral for a comprehensive psychosocial or
psychoeducational assessment, including for purposes of
creating an IEP or Section 504 plan;
 Positive behavior support with tiered interventions occurring
during the school day; and
 After-school programs that address behavioral problems
and/or expose students to positive activities.
California Assembly Bill 420
 Effective January 1, 2015
 Eliminates the authority of school districts to issue both in-
school and out-of-school suspensions to students in
kindergarten through third grade for disruption or willful
defiance. In addition, no student can be expelled for
disruption or willful defiance.
 Pursuant to Education Code section 48900(k), willful
defiance is defined as “disrupt[ing] school activities or
otherwise willfully defying the valid authority of” school
staff.
 Under this broad definition, schools have suspended
students for incidents such as not following directions,
failing to bring their materials to class, wearing a hat in
the classroom, or talking back to a teacher.
The old way hasn’t worked
 Studies have shown that students who receive just one
suspension are five times more likely to drop out of
school. They are also three times more likely to be
involved with the juvenile justice system within one
year, when compared to similar students.
 Suspensions and expulsions are often imposed on
students who are already struggling academically.
 These acts have the greatest impact on students of
color who are disproportionately suspended for
subjectively applied offenses—like disruption and
defiance, or (k) violations.
When districts comply with AB 420, more students will
be spending more time in a learning environment and
receiving needed support rather than being without
adult supervision. Research has shown that keeping
children in school is actually more effective at
reducing violence than suspension, while minimizing the
negative effects—and long-term cost—of youth
alienation and marginalization.
So then what do we do?
We know that simply discontinuing suspensions and
expulsions alone is unlikely to significantly improve school
climate and increase student engagement and
achievement.
As a result, many California districts have begun
implementing whole-school approaches as a strategy for
addressing behavior and holding students accountable,
such as Positive Behavioral Interventions and Supports
(PBIS) and restorative justice.
These school-wide systems help schools build the capacity
to not just keep students in a learning environment, but
create a learning environment where all students can
productively learn.
Why are we implementing PBIS?
Things change
 Laws (AB 420, 1729)
 Policies
 Practices
Current Reality
“California schools suspend and expel students at
rates that exceed the national average, often for
minor misbehavior that might have once meant a trip
to the principal’s office or a talk with a school
counselor….Moreover, students of color, students with
disabilities and LGBT students are particularly likely
to be suspended or expelled – with no evidence that
this excessive discipline is due to higher rates of
misbehavior.”
Youth misbehavior in our schools impacts safety,
instructional opportunities, the dropout rate, our
employable workforce and tragically, our prison
population.
Typical responses to problem behavior
include:

 Expansive Zero Tolerance policies

 Revisions to Code of Conduct policies to
include stricter responses
 Funding for more School Safety Officers

 Installation of more security cameras

 Self-Defense training for educators

 Reactive/Consequence Strategies
 Restrictive and segregated settings

 Individual counseling and therapy

 Implement packaged programs

These responses are not providing the

outcomes that help kids
Research shows us that…

 Behavior is learned and can be taught

 Behavior is predictable

 Behavior is maintained by the

consequences
 Punishment does not teach appropriate
behavior
Therefore, we have to do something
different
Traditional Discipline v. PBIS

Traditional PBIS

 Goal is to stop Goal is to stop undesirable

behavior by:
undesirable behavior
 Replacing with a new
through the use of behavior or skill
punishment  Altering environments

 Focuses on the  Teaching appropriate

student’s problem skills

behavior  Acknowledge appropriate
behavior more frequently
Why PBIS?
The fundamental purpose of PBIS is to make
schools more effective, efficient and equitable
learning environments.

Predictable Positive

Consistent Safe
It works!
Since the 1980s, a number of experimental
studies have documented the effectiveness of the
PBIS framework at the school-wide level.
 Research shows SW-PBIS experimentally
related to:

1. Reduction in problem behavior

2. Increased academic performance
3. Increased attendance
4. Improved perception of safety
5. Reduction in bullying behaviors
6. Improved organizational efficiency
7. Reduction in staff turnover
8. Increased perception of teacher efficacy
9. Improved Social Emotional competence
Other ways PBIS can help…

 Because PBIS is not a curriculum or program, the

system you create will be uniquely tailored to meet
the needs of your site.
 Creating and clarifying systems makes work easier
 Focusing on prevention is less stressful than reacting
to problems
 Improved climate and culture
 Additional tools for your tool belt
Components of PBIS
 Tier III
Targeted Intervention and Skills
Individual Students
Counseling, Wrap Services, Agency Linkage
FBA Development
Specialized Program

Tier II
Targeted Intervention (students and skills)
Small Groups (2-5 students)
Frequency & Duration:: typically 8-15 weeks; 20-40 minute sessions; 3-4 times/week
Progress Monitoring (weekly)

Tier I
Expectations Defined
Teaching Expectations and Social Skills
Reinforcement System
Use of Data to School-wide Strategies
Use of Data to Identify Students for Tier II Interventions
Tier1 (Universal)

 Practices and systems for all students and staff

implemented across all settings.
Tier 1 Components
 1 - Establish a Representative Leadership Team
 2 - Develop Brief Statement of Behavior Purpose
 3 - Identify 3-5 Positive School-wide Behavioral Expectations
 4 - Develop Procedures for Teaching School-wide Behavior
Expectations
 5 - Develop Procedures for Teaching Classroom-wide Behavioral
Expectations
 6 - Develop Continuum of Procedures for Encouraging and
 Strengthening Student Use of School-wide Behavior Expectations
 7 - Develop Continuum of Procedures for Discouraging Student
Behavior Violations of School-wide Behavior Expectations
 8 - Develop Data-based Procedures for Monitoring Implementation of
SWPBS (Tier 1)
If Tier 1 doesn’t work…
Some students, 15-20% may need additional supports
beyond what is available in Tier 1.
Tier 2 (Targeted)

More specialized and intensive practices and

systems for supporting students whose behaviors
have been documented as unresponsive to Tier I
practices and systems.

Tier II interventions are typically group-based,

standardized practices and systems designed to
supplement primary prevention efforts, and are
appropriate for students who exhibit problem
behaviors across multiple settings.
 Assumes Tier 1 is firmly in place
 Involves a problem-solving focused behavior
support team
 Screening to identify a % of students non
responsive to Tier 1
 Readily available and easily accessible
 Uses efficient, available evidence based practices
 Includes data-based progress monitoring &
decisions
 Have an entry & exit criteria, with non-
responders moving to Tier 3
Tier 2 interventions can include:
 Social Skills Groups
 Check In/Check Out

 Check, Connect & Expect

 Executive Functioning Skill Groups

 Anger Management

 Counseling
If Tier 2 doesn’t work…
Some students, 3-5% may need additional supports
beyond what is available in Tiers 1 and 2.
Tier 3 (Intensive)
Most intensive and specialized practices and systems
for students whose behaviors have been documented
as not responsive at the primary or secondary tiers,
and generally are highly individualized to the specific
needs and strengths of an individual student. Family
and community involvement is increased.
Tier 3 interventions can include:
 Counseling
 Wrap-around services

 Agency Linkage/Referrals

 FBA Development

 Specialized Programs

 Special Education testing

It takes time
 These systems are not built overnight.
 Schools should focus on ensuring that Tier 1 is firmly
in place.
 Fidelity tools should indicate scores of 80% or higher
Consultation
We’re not in this alone
 Our district has contracted with Collaborative
Learning Solutions, LLC., to provide support for
district-wide implementation of PBIS.
 CLS will be partnering with us to implement at both
the site and district level.
District-Level Support
 Discipline Data Analysis
 Data Systems
 Offense and disposition code audit

 Defining codes

 Uniform process of collecting and entering data into student information system

 Preparing monthly discipline reports for school sites

 Discipline Handbook
 Code of Conduct

 Prevention Strategies

 Intervention Strategies

 Discipline Matrix

 Policies and Codes

 Rights and Responsibilities

 District PBIS Structures

 Coach

 Board Policies

 Periodic Meetings for PBIS Coordinators

School Site Support
 Tier 1
 Creating systems
 Assessing and/or strengthening existing systems
 Integrating systems existing systems within PBIS
 Tier 2
 Creating systems
 Assessing and/or strengthening existing systems
 Integrating systems existing systems within PBIS
 Tier 3
 Creating Systems
 Assessing and/or strengthening existing systems
 Integrating systems existing systems within PBIS
 Identifying and coordinating outside resources
Our role has evolved?

 Schools are facing an increasingly diverse and

challenging population of students with fewer
financial resources.
 Meeting their needs will require new ways of
thinking and being.
 How will we meet the challenge?