FAMILY GUIDE TO PBIS

1. FAMILY GUIDE TO PBIS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

2. Developedby: In Cooperation With:

3. Problem Behavior What do we do?

4. MOST OFTEN WE: • Get Angry • Punish • Does That Work?

5. POLL QUESTION 1. I know a lot about PBIS and could explain it to someone else. 2. I know what PBIS stands for and some of the basic parts of it. 3. I know what PBIS stands for but that’s about it. 4. I have no idea what you’re talking about.

6. What is Positive Behavior Interventions and Supports?(PBIS)

7. PBIS IS RTI FOR BEHAVIOR

8. PBIS:

9. PBIS:

10. BEHAVIOR IS LIKE READING AND MATH – IT HAS TO BE TAUGHT

11. HOW? Demonstrate the behavior that is expected Have students practice the behavior Watch them do it Give positive feedback Recognize good behavior

12. WHY?

13. A School Using PBIS: What Does it Look Like?

14. The School Creates a PBIS Team

15. 3 to 5 Expectations Posted Taught Demonstrated Practiced

16. Teaching Behaviors Using PBIS Talk About the Good Behavior that You Want to See Recognize and Give Attention to Good Behavior When You See It

17. Changing Behavior Teaching is not enough to change behavior Planning a program for recognizing positive behavior is very important. A program of planned consequences for negative behavior is very important.

18. Examples of Planned Positive Recognition and Incentives Tickets to spend at a school store Lunch with the principal Picking two friends and eating lunch in a special place Getting picture on a positive poster in the hallway

19. Examples of Planned Negative Consequences Rule reminders Changing seats Time‐out in class Timeout-out of class Phone call home Lunch detention Office referral

20. Three Important Parts of PBIS Provide Recognition and Incentives for Good Behavior Teach the Good Behavior you Expect to See Provide Planned Consequences for Negative Behavior and Re-Teach Good Behavior

21. PBIS at HOME • Set ROUTINES and EXPECTATIONS • Regularly TALK about them with your child, DEMONSTRATE and PRACTICE • Be firm about following the expected behavior • Recognize when your child is showing good behavior with verbal praise • Plan positive incentives for showing good behavior • Have a PLAN for fair consequences if negative behavior happens • Be a good role model

22. Home Expectations You can use a chart to tell your children what you expect of them.

23. Step or Tier 1 – Universal Level What the school is doing for ALL students What about the students that still don’t “get it”?

24. Step or Tier 2 – Targeted Level Some kids need more Interventions – the more, the extra Extra supports for kids who are still struggling to show the good behavior we expect

25. Who Needs It? Use Data (Information) office referrals minor incidents attendance being late

26. Targeted Level - Interventions Check in/Check out (CICO) Daily Home/School Communication Extra Support in the Classroom Social/Academic Intervention Group (SAIG)

27. Check In/Check Out (CICO) The intervention that is most-often used at Tier 2 Student “checks in” with a trusted adult each morning Trusted adult works to build a strong relationship with the student Adult makes sure the student is physically and mentally ready for class Student may also “check in” with the classroom teacher or other adults during the day to talk about behavior Student “checks out” with trusted adult at the end of the day to review the day and make sure he/she is ready to go home

28. What Happens Next? Review Data Regularly Slowly Take Away Support if Student is Responding to Intervention Recommend Student for Next Step (Tier)

29. Step or Tier 3 - Intensive Level Few students Students who are still struggling even with extra support Tier 3 can include students receiving Special Education

30. Who Needs It? When? Students who are not Changing Their Negative Behavior, even with Extra Support When the Data Shows that More Intensive Interventions are Needed

31. Intensive Level Even More Support Functional Behavioral Assessment Behavior Intervention Plan

32. Steps to Functional Behavioral Assessment Put Together a Team (Include Parent) Define the Problem Behavior (Stick to One or Two) Observe and Record Data Meet Together to Discuss Observations and Data Make Your Best Guess as to Why the Behavior is Happening Come up With a Plan to Reduce the Negative Behavior and Teach Replacement Behaviors Review the Plan

33. Behavior Intervention Plan State the Problem Behavior in a Way Everyone Can Understand Change the Environment and Put Supports in Place to Keep the Behavior From Happening Teach Positive Replacement Behaviors Give Student Opportunities to Practice the Replacement Behaviors Review the Plan

34. PBIS and Special Education Parents can Request a Special Education Evaluation at any Time PBIS is for ALL Students, those without IEPs, and those with IEPs Parent Involvement is a MUST

35. Ask Questions What are the school-wide and classroom behavioral expectations in my child’s school? How will I be notified and involved if my child needs a behavioral intervention? What can I do to help my child who is showing at-risk behavior?

36. Get Involved Learn About PBIS Offer to Help Use PBIS at Home Ask Questions if Your Child has been Recommended for an Intervention Insist on Being Involved with any Meeting Regarding Your Child

37. NEED MORE IDEAS? Contact your child’s teacher Contact someone from your school’s PBIS Team Visit the web @ http://www5.milwaukee.k12.wi.us/dept/rti/resources/parents http://www.wisconsinrticenter.org/ http://www.wifacets.org/ http://www.pacer.org/

38. PBIS is Positive Behavior Interventions and Supports Questions???