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PBIS

PBIS. Positive Behavior Interventions & Supports. We know…. To improve the academic success of our children, we must also improve their social success. Academic and social failures go hand in hand. Tertiary Prevention: Specialized Individualized

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PBIS

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  1. PBIS Positive Behavior Interventions & Supports

  2. We know… • To improve the academic success of our children, we must also improve their social success. • Academic and social failures go hand in hand.

  3. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  4. Emphasis on Preventionat Each Level • Universal Level *Goal: To reduce new cases of problem behavior and/or academic failure • Secondary Level *Goal: To reduce current cases of problem behavior and/or academic failure • Tertiary/Wraparound Level *Goal: To reduce complications, intensity, severity of students with chronic problem behavior and/or academic failure

  5. Logic for School-wide PBIS • Schools face a set of difficult challenges today -Multiple expectations (Academic accomplishment, Social competence, Safety) -Students arrive at school with widely differing understandings of what is socially acceptable. -Traditional “get tough” and “zero tolerance” approaches are insufficient. -Faculty come with divergent visions of effective discipline. • Individual student interventions -Effective, but can’t meet need • School-wide discipline systems -Establish a social culture within which both social and academic success is more likely

  6. Traditional Discipline vs. PBIS • Traditional -Focuses on the student’s problem behavior -Relies on punishment to stop unwanted behavior • PBIS -Replaces unwanted behaviors with new behaviors or skills -Alters environments -Teaches appropriate skills -Reinforces appropriate behaviors

  7. Tier 1/Universal Practices of PBIS • Define -3 to 5 school-wide expectations • Teach/Pre-correct -cool tools/behavior lesson plans direct instruction -in-the-moment reminders • Model/Practice -adults model what they teach -students practice what we teach • Acknowledge -daily recognition – ex. Gotchas -weekly/quarterly grade-level/whole school celebrations • Re-teach -re-teach the expectations using different strategies -have the student practice the skill

  8. School-Wide Behavioral Matrix Purposes: *Defines the expected behaviors for specific non-classroom settings: -hallways, gym, cafeteria, bus, bathrooms, assemblies, playground *Creates the “curriculum” that will guide the teaching of expected behaviors *Enhances communication and creates common language among staff and between students and staff

  9. TITANPRIDE Productive Respectful Individuals Dedicated to Education

  10. Establish Procedures for Teaching Expected Behavior • Since behavioral skills are learned, it is necessary to teach expected behaviors to fluency as we would academic skills. • The purpose of Cool Tools/Behavior Lesson Plans is to teach behaviors like we teach academics.

  11. “Why Should I Acknowledge Students for Something They Should Be Doing Anyway?”

  12. Guidelines for Use of Acknowledgements • School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle • Move from -highly frequent to less frequent -predictable to unpredictable -tangible to social -other-delivered to self-delivered • Individualize for students needing greater support systems

  13. Why do we use data? • Data gives a picture of what’s happening behaviorally in the school • Sets baseline to measure improvement • Identifies need • Guides intervention planning • Measures effectiveness of interventions

  14. PBIS Team CONSISTENTLY Review the Following Data/Graphs(Current to within 48 hours): The “Big Five” Reports Other Data Ethnicity Disability Attendance Detentions/Suspensions Academic -grades -missing work Etc. • Average per day per month • By type of behavior • By location • By time of day • By student

  15. Other Levels of Support… • Secondary Systems • Problem Solving • Tertiary Systems

  16. 3-Tiered System of Support Necessary Conversations (Teams) UniversalTeam Secondary Systems Team Problem Solving Team Tertiary Systems Team Uses Process data; determines overall intervention effectiveness Uses Process data; determines overall intervention effectiveness Plans SW & Class-wide supports Standing team; uses FBA/BIP process for one youth at a time CICO Universal Support Brief FBA/BIP SAIG Complex FBA/BIP WRAP Group w. individual feature Brief FBA/BIP Sept. 1, 2009

  17. Benefits to Implementing PBIS with Integrity • Safe, calm, and predictable environment • Consistency among ALL adults and in ALL settings • Gain of instructional minutes • Fewer ODRs, suspensions and expulsions • Engaged families have a positive effect on the school environment

  18. What you can see in a PBIS School • Small number of positively stated & behaviorally appropriate school wide expectations. • Expectations are taught and encouraged. • Positive adult-to-student interactions exceed the negative. • Data & team-based action planning & implementation is happening. • Administrators are active participants in all aspects of implementation process. • More than 80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced and acknowledged.

  19. What evidence of PBIS do you see in your building???

  20. Do you see a small number of positively stated & behaviorally appropriate school-wide expectations???

  21. Do you see that expectations are taught and encouraged???

  22. Do you see that positive adult-to-student interactions exceed the negative???

  23. Do you see that data & team-based action planning and implementation is happening???

  24. Do you see your administrator as an active participant???

  25. Do you see that more than 80% of students can tell you what is expected of them & can give a behavioral example because they have been taught, actively supervised, practiced, and acknowledged???

  26. How can I support creating this consistent and positive environment for my student? • Be aware of and use the common language used at school. • Model the expectations so the students can see examples. • Help the students practice the expectations by using positive language. -helping them with what TO do, not what NOT TO do • Acknowledge students for success!

  27. Tips for Teaching Behavior • Pre-correct • Have a plan for behavioral acting-out • Practice should be conducted in actual setting whenever possible • Use example and non-example • Use high frequency acknowledgments

  28. How to Give an Acknowledgement? Example: Step 1: Acknowledge specific behavior Step 2: Tie back to school-wide expectations Example: Nice job sitting in your seat when the bell rang. Way to be there, be ready. Non-example: Giving ticket without saying anything Giving ticket for non-school wide expectations Only giving for “above and beyond” behavior

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