1 / 39

PBiS Overview

PBiS Overview. Positive Behavior Interventions and Support. What is PBiS?. School-wide PBIS is :

candie
Download Presentation

PBiS Overview

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. PBiS Overview Positive Behavior Interventions and Support

  2. What is PBiS? • School-wide PBIS is: IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. Evidence-based features of SW-PBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices)

  3. BEHAVIORAL SYSTEMS Tier 3 Intensive Individual Interventions Individual Students Assessment-based Intense, dura Tier 2 Group Interventions Some students (at-risk) High efficiency Rapid Response Tier 1 Core Instructional Interventions All students Preventative Proactive Tier III - Tertiary Individual Interventions Individual Students Functional Behavioral and Academic Assessment-based High intensity, longer duration Reactive-Community Collaboration Tier II – Secondary Group Interventions Groups of students High efficiency Rapid Response Reactive Tier I - Primary Universal Instructional Interventions All classrooms, curriculums and practices and procedures All students Preventative Proactive 5% of Students 15% of Students > 80% of Student ALL STUDENTS

  4. PBiS BIST Love and Logic Boystown Kansas Multi-Tier System of Support Harlem RtI System

  5. LPS PBiS • LPS plans to fully implement PBIS in all elementary, middle, and • high schools in the next 3-5 years. • A District PBIS Leadership Team meets monthly to review current practices and determine next steps. • LPS is working with outside trainers from the PBiS Technical Assistance Center • to help with the implementation of PBIS. • This school year, elementary, middle school and high school staff will meet with • the outside trainer1 time per quarter, and a teleconference • will also take place with schools 1 time per quarter.

  6. Tier 1: Universal GOAL: 100% of students achieve at high levels PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Plans for Teaching expectations/rules Reward/Recognition Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan

  7. Universal Critical Elements PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Plans for Teaching expectations/rules Reward/Recognition Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan (OSEP on PBIS- Effective Schoolwide Interventions)

  8. Expectations and Rules Developed • 3-5 positively stated, posted around school • Expectations apply • to both students and staff • Developed and posted for • specific settings, using examples • Examples/rules linked to expectations • Staff involvement • in development

  9. Enter your school’s expectations here • Possibly add pictures of posters here

  10. BIST Two BIST Rules Three Important Skills I can take good care of myself, even when I’m mad. I can be okay, even when others are not okay. I can be productive and follow directions even if I don’t want to. • It’s never okay to be disruptive. • It’s never okay to be hurtful.

  11. Add BIST posters or delete slide

  12. An instructional tool – Expectations Matrix • Location • Specific Behavior • Expectations

  13. Universal Critical Elements PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Plans for Teaching Expectations/Rules Reward/Recognition Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan (OSEP on PBIS- Effective Schoolwide Interventions)

  14. Plans for teaching expectations/rules • Lesson plans are developed and used to teach expectations • Lesson plans include examples • and non-examples • Use a variety of teaching • strategies • Embedded into subject area • Strategies to reinforce lessons with families/community • Staff and students involved in development

  15. Teach Expectations • Use lesson plans and master schedule to teach school-wide expectations in classroom & non-classroom areas. • Use indirect teaching to reinforce expected behavior. • Feedback • Re-teaching • Pre-corrections • Supervision

  16. Teach Expectations—BIST/PBIS • Class meetings • Role Playing • Presentations

  17. Develop a system for teaching appropriate behavior Once you have developed school-wide expectations, it is not enough to just post the words on the walls… YOU MUST TEACH (and RETEACH) THEM! • (OSEP on PBIS- Effective Schoolwide Interventions)

  18. Teaching Behavior “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we. . . teach? . . . punish? Why can’t we finish the last sentence as automatically as we do the others? John Herner

  19. Teaching academics and behavior • Tell • Reteach • Show • Feedback • Practice • (OSEP on PBIS- Effective Schoolwide Interventions)

  20. Universal Critical Elements PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Behavior Systems Evaluation Implementation Plan (OSEP on PBIS- Effective Schoolwide Interventions)

  21. Acknowledgement System • Acknowledgement system implemented consistently • A variety of methods used • Linked to expectations • Acknowledgements varied to maintain student interest • Maintain at least a 4:1 ratio of positive to negative interactions

  22. Enter specifics about your school’s acknowledgement system here

  23. Laura Riffel, OSEP

  24. Guidelines • For EVERY student • Acknowledge the behavior • Get students involved in recognitions • Recognize students other than your own in common areas • Keep it novel

  25. Universal Critical Elements PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Behavior Systems Evaluation Implementation Plan (OSEP on PBIS- Effective Schoolwide Interventions)

  26. Discouraging Inappropriate Behavior • Define major & minor rule violations • Design a system of supports that will address student misbehavior • Identify staff managed responses for minor inappropriate behavior that includes: • Re-directing • Re-teaching • Choice • Processing

  27. BIST LanguageEarly Intervention I see (undesired behavior) Can you stop (undesired behavior) Even though (one of three skills) -you’re mad -others around you aren’t okay -you don’t want to (The Language of Caring Confrontation)

  28. BIST ProcessesTo Teach and Protect • Early Intervention/Caring Confrontation • Processing • Triage • Planning • Outlasting the acting out - Protective Planning

  29. Classroom vs Office Managed Classroom Office

  30. BIST Placement Continuum Regular Seat Safe Seat Buddy Room Recovery Placement Office Home

  31. System of Supports

  32. Universal Critical Elements PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan (OSEP on PBIS- Effective Schoolwide Interventions)

  33. Data Driven Decision Making • Discipline referral data (Big 5) • Per day per month • By location • By behavior • By time • By student • Survey results • Self-assessments • BIST data—safe seats, buddy rooms, recovery

  34. Universal Critical Elements PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Behavior Systems Implementation Plan Evaluation (OSEP on PBIS- Effective Schoolwide Interventions)

  35. Procedures and Routines Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. “Show me you are listening” Establish a signal for obtaining class attention Teach effective transitions.

  36. Use for an example for classroom matrix

  37. Problem Solving Logic Supporting Decision Making Supporting Staff Behavior Supporting Student Behavior (OSEP on PBIS- Effective SchoolwideInterventions)

  38. Questions

More Related