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Koehler, J. (2016, April). PBIS Implementation [Personal interview].

Powell, J. (2016, March 22). PBIS Overview [Personal interview].

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Mike Barbieri
Deidre Burchett
Melody DeCamp

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1. Start with sufficient resources and commitment
*Begin with Administrators
*Must have a PBIS Team
*Staff commitment and
buy-in are non-negotiables

2. Have a clear action plan
*Select and define
expectations & routines
*Develop lesson plans for          teaching expectations
*Acknowledgement
systems
*Discipline procedures
*Classroom systems

3. Use on-going assessment  to determine if you are   achieving the plan
*Actively monitor behavior
*What data will be used?
*Where will the data come
from?
*Acknowledge appropriate
behavior
*Make decisions based on
data
*Correct behavior errors

4. Utilize an external agent/coach who is supportive,    knowledgeable and persistent
*Ongoing training and
evaluation

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Find out how much time your building is losing to discipline issues

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Find out how much time your building is losing to discipline issues

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To obtain password information to gain access please contact your 2018 applications are now available online POC. Download the opening document and scoring rubric here then choose one of the attachments below to submit. (Be sure to click Save, not Open when prompted.)

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How does PBIS connect to the code of conduct? 

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How does PBIS connect to the code of conduct? 

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1.  Provide an overview of the regulations regarding the Code of Conduct and Student Discipline.

2.  Describe why it's imperative to teach students how to act.

3.  Describe the what and how of Positive Behavioral Intervention and Supports (PBIS).

4.  Share examples of PBIS being used in all settings.

5.  Provide research as it relates to PBIS.

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Positive Behavioral Intervention & Supports

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Campbell Savona Elementary School

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http://www2.sheboygan.k12.wi.us/urban/pbis/matrix.html

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http://portal.norwalkps.org/schools/nhs/Pages/PBIS.aspx

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Fair and Effective Discpline  for all Students: Best Practice Strategies for Educators

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Fair and Effective Discpline  for all Students: Best Practice Strategies for Educators

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National Association of School Psychologists

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National Association of School Psychologists

Disciplining students, particularly those with chronic or serious behavior problems, is a long-standing challenge for educators. They must balance the needs of the school community and those of the individual student. At the heart of this challenge is the use of punitive versus supportive disciplinary practices.? Though increasingly common in recent years, reliance on punitive approaches to discipline, such as 'zero tolerance' policies, has proven largely ineffective, even counterproductive. This holds true both for general education students and those with disabilities. Current research and legislation offer alternative 'best practice' strategies that support the safe education of students. Such effective discipline practices ensure the safety and dignity of students and staff, preserve the integrity of the learning environment, and address the causes of a student's misbehavior in order to improve positive behavioral skills and long-term outcomes.

Punish-Based Discipline Does Not Improve School Safety, Learning or Behavior

In recent years many schools have adopted a zero tolerance approach to school discipline that usually entails the expulsion or suspension of students as an automatic consequence of serious acts of misconduct, particularly the possession of weapons or drugs.? Unfortunately, an increasing number of schools apply a zero tolerance approach to behaviors that do not necessarily threaten the safety or welfare of others.? Furthermore, harsh consequences are invoked automatically, irrespective of the severity of the misbehavior or the circumstance involved, and without consideration of the negative impact of these consequences on the welfare of the offending student or on the overall climate of the school.

Research repeatedly has demonstrated that suspension, expulsion, and other punitive consequences are not the solution to dangerous and disruptive student behaviors. In fact evidence, indicates that dangerous students do not become less dangerous to others when they are excluded from appropriate school settings; quite often they become more so Youth who are not in school and not in the labor force are at exceedingly high risk of delinquency and crime.? Each year's class of dropouts drains the nation of more than $200 billion in lost earnings and taxes every year. Billions more are spent on welfare, health care and other social services.

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Zero tolerance policies as usually implemented:

Do not increase school safety.

Rely too heavily on suspension and expulsion, practices that neither improve school climate nor address the source of student alienation.

Are related to a number of negative consequences, including increased rates of school drop out and discriminatory application of school discipline.

Negatively impact minority students and students with disabilities to a greater degree than other students-studies have shown that these students constitute a disproportionately large percentage of expulsions and suspensions.

Restrict access to appropriate education, often exacerbating the problems of students with disabilities and achievement difficulties, and thereby increasing the probability that these students will not complete high school.

Positive Discipline Strategies Improve Safety and Outcomes for All Students

Positive discipline strategies are research-based procedures that focus on increasing desirable behaviors instead of simply decreasing undesirable behaviors through punishment.? They emphasize the importance of making positive changes in the child's environment in order to improve the child's behavior.? Such changes may entail the use of positive reinforcement, modeling, supportive teacher-student relations, family support and assistance from a variety of educational and mental health specialists.?

Research has proven that positive discipline strategies benefit all students because:

Opportunities to forge relationships with caring adults, coupled with engaging curriculum, prevent discipline problems.

Discipline that is fair, corrective and includes therapeutic group relationship-building activities with students reduces the likelihood of further problems.

Strategies that effectively maintain appropriate social behavior make schools safer.? Safer schools are more effective learning environments.

Positive solutions address student needs, environmental conditions, teacher interactions and matching students with curriculum.

Reducing student alienation through 'schools-within-a-school' and other peer relationship can dramatically reduce acting out in schools, especially in large settings

When students are given an appropriate education in a conducive environment, they improve behavior and performance

Appropriately implemented, proactive behavior support systems can lead to dramatic improvements that have long-term effects on the lifestyle, functional communication skills and problem behavior in individuals with disabilities or at risk for negative adult outcomes.

IDEA promotes research-based practice. The importance of evidence-based discipline policies is highlighted in the IDEA Amendments of 1997 that govern services to students with disabilities. To support students with disabilities who exhibit challenging behaviors, IDEA requires the consideration of 'positive behavior interventions, strategies and supports' when a student's behavior 'impedes his or her own learning or that of others.' The amendments apply not only to direct implementation of supports for individual students, but also address the broader issues of school safety and climates conducive to learning for students.? Systemic changes in a school's or district's approach to discipline and behavioral intervention, including collaboration with families and community agencies, can significantly impact school climate and student learning.? Schools implementing effective strategies have reported reductions in office discipline referrals by 20-60%; this results in improved academic engaged time and improved academic performance for all students. All students, both with disabilities and without, can benefit from proactive behavioral support systems

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Research indicates that effective implementation of proactive behavioral supports includes:

A focus both on prevention of problem behaviors and early access to effective behavior support.?

Implementation with sufficient intensity and scope to produce gains that have a significant and durable impact on behavior.

For individual students, an assessment, including a Functional Behavior Assessment, conducted when the problem behavior is first observed or as a proactive activity.

Examples of effective proactive behavioral strategies. There are a number of research-based approaches to providing proactive systems of behavioral support in schools, including Positive Behavior Support (PBS), violence prevention programs, social skills instruction and school-based mental health services. These strategies include:

Alternative Educational Settings Support Academic and Behavioral Success

Not all significant behavior problems can be adequately addressed through proactive behavioral support strategies, given the range of causal factors and more immediate concerns for student safety. However, removing students from needed educational services through suspension or expulsion is not the answer. Students who need to be removed from the regular education setting for even a short time should have access to appropriate instruction. The IDEA regulations specify an alternative to discontinuing the educational services of students with disabilities through implementation of Interim Alternative Educational Settings (IAES). An IAES is a temporary, short-term setting, and must: (1) enable the student with disabilities to continue to progress in the general curriculum, although in another setting, and to continue to receive those services and modifications that will enable the child to meet the goals set out in the IEP; and (2) include services and modifications to address the behavior (e.g., possession of a weapon or drugs, the threat of injurious behavior) and prevent its recurrence. IAES can only be implemented through the Individualized Education Team process, in certain circumstances, following procedures established by IDEA regulations (Bear, Quinn, & Burkholder, 2001).

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Characteristics of effective alternative programs, identified through research , include:

Low staff to student ratio with highly trained, culturally diverse staff

Strong component of parent and community agency involvement

Use of nontraditional instruction, adapted curriculum and flexible staff roles

Sufficient funding and resources to implement program

Sensitivity to individual and cultural differences

Clear program and student goals

Onsite counseling services

Multidisciplinary case management

Research-based interventions

Formative and summative program evaluation

Bear, G., Quinn, M. & Burkholder, S. (2001). Interim alternative educational settings for children with disabilities . Bethesda, MD: National Association of School Psychologists.

National Association of School Psychologists- www.nasponline.org (see fact sheets on Positive Behavior Supports; Zero Tolerance; IDEA and Discipline)

Safe and Responsive Schools Project- www.indiana.edu/~safeschl

Sugai, G. & Horner, R. (2001, June).? School climate and discipline: Going to scale (The National Summit on the Shared Implementation of IDEA, Washington, D.C., June 2001). Available at: www.ideainfo.org

Technical Assistance Center on Positive Behavioral Interventions and Supports (University of Oregon) www.pbis.org

Effective Proactive Behavioral Support Programs

NASP recognizes the contributions and suggestions of Russell Skiba, George Bear, Diana Browning Wright, Gordon Wrobel and Andrea Cohn . Some material was also drawn from the OSEP paper by G. Sugai & R. Horner (see Resources).
? 2002, National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814, (301) 657-0270, fax (301) 657-0275 www.nasponline.org

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Fair and Effective Discipline for All Students: Best Practice Strategies for Educators - NASP Center

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National Association of School Psychologists Contents show 1 National Association of School Psychologists 2 Punish-Based Discipline Does Not Improve School Safety, Learning or Behavior 3 Positive Discipline Strategies Improve Safety and Outcomes for All Students 4 Alternative Educational Settings Support Academic and Behavioral Success 5 Resources 6 Effective Proactive Behavioral Support Programs Disciplining students, particularly...

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Positive Behavioral Intervention and Supports

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Positive Behavioral Intervention and Supports

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WHAT IS PBIS?

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed.

TIER 1

Tier 1 practices and systems establish a foundation of regular, proactive support while preventing unwanted behaviors. Schools provide these universal supports to all students, school-wide.

TIER 2

Tier 2 practices and systems support students who are at risk for developing more serious problem behaviors before those behaviors start. These supports help students develop the skills they need to benefit from core programs at the school.

TIER 3

At Tier 3, students receive more intensive, individualized support to improve their behavioral and academic outcomes. At this level, schools rely on formal assessments to determine a student's need.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.