What We’ve Learned About PBIS

1. What We’ve Learned About PBIS

2. What is PBIS? • Positive Behavior Interventions & Support is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students • Systems support the adult behaviors • Data supports the decision-making • Practices support the student behaviors

3. What makes up aPBIS approach? • Encourage (preventative, proactive, positive) • Data-based Decision Making & Evaluation • Discourage Problem Behavior

4. What Makes Up Our Encouragement? • Encouragement is what we do to prevent behavior issues. It’s proactive. • School-wide Expectations and Teach-To’s • Classroom teacher spends 1st week on teach-to’s • Recess orientation with duties during 1st week • Teach-to’s during trimester assemblies • Review of teach-to’s and recess orientation after spring break

5. Encouragement Continued • Praise (5 positives to 1 negative) • Staff trading cards • Monthly awards for Attitude, Excellence, and Improvement • Wall of Fame bulletin board for monthly award winners • Prizes for award winners at trimester assemblies • Monthly class awards from Specialists • Word of the Week character trait awards

6. What Makes Up OurData Based Decision Making? • Track performance progress with continuous monitoring & modification for maximum efficiency and effectiveness • Data & graphs provided at monthly PBIS committees and then shared with grade level teams • Data & graphs shared & discussed at trimester faculty meetings • Staff Surveys

7. How Do WeDiscourage Problem Behaviors? • Clearly define problem and context • School-wide and classroom Teach-To’s • Anticipate problem behavior and provide pre-correction as a preventative strategy • Situational Teach-To’s • Implement consistent procedures • Routines, schedules, expectations

8. Discouraging Problem Behaviors Continued • Infrequent behavior errors • Signal, state rule and expected behavior, have student correct behavior, give positive feedback (Time to Teach model) • Chronic behavior errors • Pre-correct, go to situation, get attention of students, give reminder, have students practice, acknowledge demonstration, provide positive feedback (Time to Teach model)

9. Still Discouraging Problem Behaviors • Once the student has been given the opportunity to self-correct the behavior, if they still are not following expectations: • Get student attention and re-teach • Provide choice between expected behavior and staff-managed consequence (Refocus) • Deliver staff managed consequence (Refocus) • Deliver office-managed consequence (Office Refocus) with referral form

10. Office Discipline Referrals • Minor (Staff Managed) – Teacher refocuses student, determines consequences, notifies parents, and then turns in referral for office data entry • Major (Office Managed) – Teacher sends student and completed referral to office and office refocuses student, determines consequences, notifies parents, and completes data entry

11. What About Johnny? • Secondary Interventions • Would have been through Tier 1 interventions (Classroom Refocus, Office Refocus, Friday Academy, etc.) • Referral to RtI Team (see Mike) • Behavior Contract with rewards • Social skills instruction • Check In Check Out (CICO) • Students identified for extra positive support (see handout)

12. Our Recent Data… • The Big 5 reports from SWIS • What do we need to do next year to get to the next level?