On Monday, March 12, 0212, our Time for Change group hosted an information meeting on Positive Behavioral Interventions

and Supports (PBIS) at the Wenatchee Community Center. We asked for written questions and comments at this meeting. We are very pleased to respond to those questions and to present the comments at this time. Please continue this conversation and continue to learn more about the benefits of PBIS for our children, our school staff, and our community. QUESTIONS: Is this the same approach that Cashmere schools use? I have heard wonderful positive things about it. Vale Elementary School in Cashmere has been using PBIS for the past 9 years. Mary Ann Kunsman, the counselor, at Vale Elementary advocated for PBIS and would be very happy to answer any questions. Will schools need a team of counselors to do the interventions? No. The interventions in PBIS are implemented using existing staff. PBIS encourages "work(ing) smarter, not harder." An example is Check and Connect, a PBIS Tier 2 intervention tool which cites 7 research publications for its framework. Once a student is identified as potentially benefiting from this intervention, they are given a mentor in the school (a teacher, para-professional, counselor or parent) with whom they check in and check out with every day. The student and the mentor develop positive behavior goals and then the student self-evaluates several times per day and privately checks with his teachers to ensure that they agree. The research on Check and Connect shows that approximately 70% of students will successfully graduate from the program within 8 weeks. The ultimate goal is drop-out prevention and keeping kids coming to school and in the classroom. Source: www.PBIS.org How do Tier 2 & 3 Interventions work? Tier 1: Universal Interventions In Tier One of the SPBIS model, universal or primary approaches that are preventative in nature are put into place (Sugai & Homer, 2002). These approaches are for all students, staff, and settings and include the development of school-wide expectations, a behavioral matrix, and reinforcement systems to reward desired social behavior. Outcomes, systems, data, and practices are continually evaluated when providing universal supports (Center on Positive Behavioral Intervention and Support). Tier 2: Targeted Group Interventions In Tier Two, targeted, group-based interventions are designed to serve students who have not responded to Tier One interventions. The 10-15% of students in Tier Two are considered at-risk for more severe behavioral problems and/or academic deficits (Lewis & Sugai, 1999; Sugai & Horner, 2002). Tier 3: Individualized Intensive Interventions In Tier Three, tertiary interventions are used with students unresponsive to Tier One and Tier interventions. Generally, about 5% of the school population needs these individualized intensive

services, which often include a Functional Behavior Assessment and subsequent Behavior Intervention Plan (Lewis & Sugai, 1999). Source: NorthWest PBIS Does the teacher have time to effectively intervene to help the troubled student? As a rule, a teacher does spend time intervening on a struggling student for both academics and/or behavior. Using Pyramid Response to Intervention (RtI), a teacher can use data collection and evidence based practices to effectively identify and provide intervention for the student. The RtI pyramid framework can be used for both academics and behavior. Using evidence based practices for intervention is an efficient way for teachers and schools to increase positive results for both academics and behavior. Would PBIS be applied also in Special Education classes? PBIS has its roots in Special Education. In 1996, PBIS terminology was used in the Individuals with Disabilities Education Act (IDEA). It has been used in subsequent reauthorizations.
The 1997 amendments to IDEA introduced the requirement that individualized education program (IEP) teams consider the use of positive behavioral interventions and supports, and other strategies, to address the behavior of a child with disabilities whose behavior impedes the child's learning or that of others. In response, the Office of Special Education Programs (OSEP) funded the Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS Center I) in 1998 to assist State educational agencies (SEAs) and local educational agencies (LEAs) address this new statutory requirement.

Source: U.S. Department of Education So, to answer your question, PBIS should absolutely be used in Special Education. It would be a valid place to start from a National Education perspective. For more information, google search "PBIS and the law" and learn more about Functional Behavior Assessment (FBA) and how it is used with IEP (Individualized Education Program). The rewards sound like they border on bribery. Please comment on this. From Florida's Positive Behavior Support - RtI for Behavior Project - State of Florida Department of Education Popular Myths Regarding PBS (positive behavior support)
"The positive in Positive Behavior Support means we give out rewards" The positive refers to a change of focus from reactive, constantly pointing out what students did wrong (negatives), to proactive teaching and recognizing what children are doing right (positives). It refers to an overall change in the school climate to a learning environment where students and teachers feel appreciated, safe and respected. Rewards are used to assist staff in focusing on the positive. "We will no longer punish children for inappropriate behavior" PBS does not ignore inappropriate behavior. Consequences are more than "punishment". They are the actions that follow the inappropriate behavior and can either help to increase or decrease inappropriate behaviors. PBS views appropriate consequences as those that are effective in changing the student's

inappropriate behavior. Schools plan for inappropriate behavior by matching the level of consequences to the severity of the problem behaviors and maintaining consistency across campus. "PBS uses bribes to get children to behave" Using a reward system is not the same as bribing a student to behave appropriately. A bribe is something offered or given to a person in a position of trust to influence that person's views or conduct. PBS acknowledges and rewards students for following school-wide expectations and rules. Appropriate behavior is acknowledged after it occurs. Rewards are earned, not offered as payoff in exchange for good behavior.

From "A summary of the effects of reward contingencies on interest and performance" by W. David Pierce, Judy Cameron - Spring 2002 In recent years, the view that rewards disrupt performance and motivation has gained popularity. This claim is primarily based on experiments from social psychological research. To evaluate the validity of this contention, a statistical analysis of more than 140 experiments concerning the effects of rewards on performance and interest was conducted (Cameron, Banko, & Pierce, 2001). The present article is a nontechnical summary of this research. Our evaluation of more than thirty years of research indicates there is no inherent negative property of external reward. Careful arrangement of rewards in education, business, and home settings can enhance interest and performance. This occurs when rewards are closely tied to attainment of performance standards and to specific behavioral criteria. From "Chapter 7: School-Wide Reinforcement Systems in High Schools" by Kelly Carney - Loyola University of Chicago What needs to be remembered is it is important to reinforce appropriate behaviors because desirable consequences can influence the likelihood that a behavior will occur again. Reinforcers take many forms, are acquired, and are individual. All of us access acknowledgements and reinforcers throughout our day. For example, a high school teacher may continue to teach because they are reinforced by students progress, earning a salary, gaining social status and recognition or getting summers off. Or a basketball player may be reinforced by scoring a basket, hearing the crowd cheer, gaining social status, obtaining a trophy, earning positive self-statements, or avoiding the loss of the game. As adults many of us even use token systems in the coffee cards or book cards that we faithfully get punched with every purchase so we can obtain a free item. How resistant is the Wenatchee School District to adopting PBIS? If they are, why? We would suggest talking with any or all of our elected Wenatchee School Board members. We would suggest talking with your Wenatchee School District administrators and principals. What steps do we need to take to make this change - from Make Your Day to PBIS - happen? What are the next steps? How can PBIS replace Make Your Day? Superintendent Brian Flones is forming a committee of administrators, staff, and parents tasked with reviewing current research and best practices or PBIS. Schools will be allowed to modify or adjust components of Make Your Day or choose a different model that meets the criteria of the researched based best practice framework. Schools will be encouraged to use a model endorsed by the U.S. Department of Education. The committee will present a recommendation to the school board on June 12th, 2012.

What steps can parents, students, staff, and community members do to assist the District? Learn more about PBIS and share your knowledge with others. Be aware of the vast network of support for PBIS at national, state, and local levels. Write letters or give comments through the Wenatchee Learns process to our School District leaders and school principals in support of PBIS. Look into what the following schools in our state have done to transition from Make Your Day to a PBIS model: o o o o Keithley Middle School - Franklin Pierce School District Olivia Park Elementary School - Mukilteo School District Elmhurst Elementary School - Franklin Pierce School District Clover Park School District - All Joint Base Lewis-McChord (JBLM) schools; Ex. - Beachwood Elementary

Why do we continue to use the Make Your Day? We cannot speak for the Wenatchee School District. However, based on the public school board minutes from the past three years, we can note our observations. Parent & Teacher Survey Results are regarded by the District & Board. Note: Nine Characteristics survey available in the spring of each school year. Note: May 2011 student enrollment = 7,664; May 2010 student enrollment = 7,746 (OSPI) Note: 2010-11 teachers = 450; 2009-10 teachers = 456 (OSPI)

From the public Wenatchee School Board minutes - June 29, 2011 Parent Survey Results from survey give to parents K-12 Data compiled for all returned surveys in our K-8 buildings In 2010 - number = 1983 In 2011 - number = 1286
Make Your Day helps my child accept responsibility for his or her own learning. Agree 2010: 74% 2011: 73% Disagree 2010: 23% 2011: 23% Make Your Day helps my child accept responsibility for his or her own behavior. Agree 2010: 76% 2011: 75% Disagree 2010: 23% 2011: 23% Make Your Day increases my child's safety while at school. Agree 2010: 73% 2011: 72% Disagree 2010: 22% 2011: 23% In general, my child finds Make Your Day fair and reasonable. Agree 2010: 74% 2011: 74% Disagree 2010: 22% 2011: 23% In general, I find Make Your Day fair and reasonable. Agree 2010: 74% 2011: 74% Disagree 2010: 23% 2011: 24% Make Your Day is appropriately and consistently applied with my child. Agree 2010: 74% 2011: 73% Disagree 2010: 23% 2011: 24% Make Your Day helps teach my child skills for positive social interaction. Agree 2010: 72% 2011: 70% Disagree 2010: 24% 2011: 25%

Staff Survey Results from survey given to staff K-12

Data compiled for all returned surveys in our k-8 buildings In 2010, number = 313 In 2011, number = 300
Characteristic #4: Supportive Learning Environment - MYD. - 72. Make Your Day encourages students to accept responsibility for learning. Agree 2010: 90% 2011: 92% Disagree 2010: 10% 2011: 10% Characteristic #4: Supportive Learning Environment - MYD. - 73. Make Your Day encourages students to accept responsibility for behavior. Agree 2010: 93% 2011: 95% Disagree 2010: 6% 2011: 6% Characteristic #4: Supportive Learning Environment - MYD. - 74. As a result of May Your Day, the building in which I work is safer for students. Agree 2010: 92% 2011: 94% Disagree 2010: 6% 2011: 6% Characteristic #4: Supportive Learning Environment - MYD. - 75. In general, I find the Make Your Day program fair and reasonable for students. Agree 2010: 90% 2011: 92% Disagree 2010: 10% 2011: 10% Characteristic #4: Supportive Learning Environment - MYD. - 76. Make Your Day reduces classroom and building behavioral disruptions. Agree 2010: 90% 2011: 92% Disagree 2010: 10% 2011: 08% Characteristic #4: Supportive Learning Environment - MYD. - 77. I believe the Make Your Day Citizenship Program is appropriately and consistently implemented in the building where I work. Agree 2010: 79% 2011: 82% Disagree 2010: 20% 2011: 15% BD. MINUTES 6/29/11 Page 5 of 17 Characteristic #4: Supportive Learning Environment - MYD. - 78. Make Your Day helps teach my students skills for positive social interaction. Agree 2010: 82% 2011: 86% Disagree 2010: 12% 2011: 10%

Financial risk, inconsistency between schools and within the district, and returning to the discipline problems and high suspension rates pre-Make Your Day seem to be worries. However, we think it would be prudent to have the conversation about how PBIS could alleviate those fears based on factual data and information. Source: Wenatchee School Board Minutes from 2009-present How can you assure that this process will not polarize the Wenatchee School District and parents? Our goal is to work with the Wenatchee School Board, District, and School Staff to improve school-wide behavior management. We want to support teachers and administrators by promoting an even better way of classroom behavior management, PBIS, because PBIS is based in research and evidence, has support from a vast network of government and professional organizations, and is encouraged by parents, students, and community members. We hope that together we can discover that we share a common goal - a behavior program that is effective, supports academic achievement, is consistent among teachers within a school and schools within the district, and meets the needs of all learners. Unfortunately, the current behavior management program in our district has already strained the teacher-parent relationship in many cases. One of the advantages to aligning our practices with PBIS would be that all invested parties could be satisfied. The teachers would be supported with a consistent approach of evidence based practices that actually work for kids struggling with behavior.

Cual es la diferencia de Make Your Day con PBIS? Hay llamadas a los padres? What is the (main) difference between Make Your Day and PBIS? Are the parents called in PBIS? The following are six evidence-based practice components of PBIS: Define desired behavior. Commit to TEACH and re-teach behavior. Set up a positive reinforcement system. Establish negative consequence system. Identify students needing support using behavioral data. Use research driven interventions. Some of the methods used in Make Your Day might address the component: Establish negative consequence system. From www.PBIS.org - Positive Behavior Support for Family
The link between families and positive behavioral interventions and supports is an important one. When families are meaningfully involved in educational activities their children do better in schools. Families play an important part in their child's education and social development. The presence of parents in schools not only provides additional academic supports but also creates community and cultural connections. In many schools, family participation in the school-wide positive behavior support process is growing. Family members are part of state, district, and school planning teams and participate in school-wide activities in a variety of ways. Family members participate in the assessment and problem solving process to create individualized positive behavior support plans for their children.

Pueden tener estadisticas del valle de Wenatchee? Can we get statistics about the Wenatchee Valley? This depends on what kind of data you would like. You might talk to your school principal or district office for data regarding office referrals or data on frequency of steps like step fours or suspensions. Data collection is an essential component of the PBIS model.
From "Chapter 5: Data-based Decision making for High Schools implementing Positive Behavior Support" by Kristyn Moroz - Loyola University of Chicago Data-based decision-making has become an increased interest among educators today. For example, many school districts are collecting data on all students in basic skill areas (i.e., reading, writing, math) and utilizing the data both systematically and individually as a means of monitoring student progress and identifying students who are at risk early to avoid future difficulties (Shinn, 1998). Even further, schools are incorporating data-based decision making procedures into reform practices such as problems solving and positive behavioral interventions and supports in order to provide preventative and on going support for students exhibiting academic and behavioral difficulties (see Shinn, Shinn, Hamilton, & Clark, and Sugai & Horner, 2002). With the recent changes and much improved practices, it is imperative for schools to begin learning about and utilizing data when making educational decisions. Data are a valuable tool for successfully implementing positive behavioral interventions and supports, especially at the high school level. Data may be used for a variety of purposes, but are exceptionally valuable for communicative, instructional planning, professional accountability, positive reinforcement, and preventative purposes (Sugai, 2004). Many types of data can be utilized for decision-making. Some of the most common include office discipline reports, behavioral incidents, attendance, suspensions/detentions, observations, surveys, and focus groups.

Un video con graficas y los cambios que hubo que el chico/estudiante tuvo. A video with graphics and the changes that took place in the student (when he started to experience PBIS) We could not find a video of this process. We are hopeful that the students in the Wenatchee School District will be able to experience the change for themselves in the near future! COMMENTS: Yea! Thank you for heading this up. I'm so for a positive approach rather than negative that can tear kids down. Be very certain if PBIS is added to Wenatchee Schools that all substitute teachers be required to learn the system and observe it before they are allowed to teach!! Change is Important! Time for a different approach - YES! Good luck with this - The Wenatchee School District needs this. A great article from the New York Times (9/18/2011) about a grouping of character strengths collectively called "grit" that result in school success. There are many character development "curricula" or strategies that work under the framework of PBIS. The Virtures Project, an example of character development program. For more information: National PBIS - www.PBIS.org (www.pbis.org/spanish) NorthWest PBIS - www.pbisnetwork.org U.S. Department of Education - www.ed.gov - search PBIS (www2.ed.gov/espanol) State of Washington Office of Superintendent of Public Instruction - www.k12.wa.us - search PBIS To stay informed of Wenatchee School District progress: www.makeyourday-timeforchange.blogspot.com Facebook Group - Make Your Day - Time for Change To join the conversation and support education in Wenatchee: Wenatchee Learns - www.wenatcheelearns.com