PBIS: A Retrospective

1. PBIS: A Retrospective Jim Artesani, Ed.D. PBIS Summit Wells Commons University of Maine

2. What I Would Like to Do… Touch on a few of the key PBIS concepts. • Provide a little more perspective on what we have all done. Share some personal reflections on our work together.

3. Where We Have Been RFP for PBS - MSN – POPS (CACE, PREP, WCC, DEEP) – UMCOEHD – RTI – PBIS = Grant Year I Central Aroostook Council on Education Northwoods Partnership Penobscot River Educational Partnership Washington County Consortium Year 2 Down East Educational Partnership Midcoast Partnership Year 3 All of the above!

4. What Have We Been Doing Teaming Values Matrices Teaching, teaching, teaching Reinforcing, acknowledging Correcting Learning acronyms Providing leadership Evaluating

5. What Have We Been Doing Screening Thinking schoolwide Checking in and checking out Observing Individualizing Linking Behavior and Academic Supports Collecting Data, Analyzing Data, Problem-Solving Working with Fidelity Scaling up TICing Visiting Florida, Maryland, Missouri, Illinois, and many other virtual PBIS worlds Preventing

6. We’ve Been FOCUSING • Focusing on Adult Behavior to change student behavior • Focusing on ALL students before addressing the few • Focusing on PREVENTION so we can do less reacting • Focusing on TEACHING because as educators we know that students cannot do what they have not Learned • Focusing on POSTIVE REINFORCEMENT because it works, and we’d rather not be punitive • Focusing on PBIS because we want to spend more time teaching and enjoying our work

7. We’ve Learned to Do a Good Job with “Good Job” If you don’t think praise works, ask your significant other, or yourself

8. We’ve Learned the Relationship between Geometry and Student Behavior

9. Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

10. 23 Behavior Continuum Academic Continuum RTI Integrated Continuum Artesani Fall 2011

11. Artesani Fall 2011

12. Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Tier 2/Secondary Tier 3/ Tertiary Check-in/ Check-out (CICO) Intervention Assessment Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR)(Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

13. PBIS Outcomes: Academic and Social Competence Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

14. Continuum of Responsiveness & Fluency Sugai OSEP Center on PBIS

15. Sugai - PBIS.org

16. But, Where We Can Go? • We can go far and long because: • PBIS is not a trend or fad • Based on decades of empirical research and widespread practice • PBIS is not a political mandate • It is a professional practice • PBIS is not a program • It is a Multi-tiered System or Continuum Effective Practices

17. Stay the Course

18. Research: Does Not Always Tell Us What We Want to Hear : ( • Beautiful, but unsubstantiated Theory • Commonly held, but erroneous Assumptions • Cherished, but unproven Beliefs Hill Walker, Plenary Session PBIS Leadership Conference, 2010 * We’ve got stay true to the evidence

19. Sustainability Considerations Sugai, OSEP Center on PBIS

20. 2 – 4 Years Implementation Takes Time Implementation occurs in stages: • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability Fixsen, Naoom, Blase, Friedman, & Wallace, 2005

21. Internal Coaching CACE DEEP PREP WCC Midcoast

22. What I Haven’t Learned • How to find my way out of most schools without help. • What Syntiro really means. • The answers to all the really good questions about student behavior I have been asked over the past few years. • How the technology schools make such consistently good food.

23. What I Have Learned: A few Personal Reflections • There is a short cut to Fort Kent • When you drive downeast early in the AM: Bring sun glasses (you will need them again on the way home). • There is good cappuccino in the Midcoast region • You should be proud of your work, you do it well (don’t stop) • You should celebrate your successes, they are well deserved • Kids need more positive reinforcement, not less • Some kids need a lot more R+ • Nobody learns positive behaviors unless they are taught • The vast majority of students behave in ways that are consistent with the expectations • Ann Davis, Owen Maurais, Dave Ouellette, Susan Smith, and Betty Jordan/Leigh Alley make things happen. • There are some good EGGs Downeast • When Corda raises her hand for people to be quiet, you better be quiet! • Chocolate Milk from a school cafeteria drunk through a skinning plastic straw taste the same today as it did when I was a child. • There are smart, dedicated, hospitable educators in all five regions, and

24. "We are not putting something new on the plate, PBIS is the PLATE!” Jason Libby, Math Teacher RSU#1 School Leadership Team Mid-Coast - Dec 10, 2011

25. Artesani Fall 2011