PBIS (Positive Behavioral Interventions and Supports)

1. PBIS(Positive Behavioral Interventions and Supports) Northwest AEALDA of Siouxland November 18, 2010

2. Positive Behavioral Interventions and Supports DATA SYSTEMS PRACTICES

3. SW-PBIS – Creating A Culture of Competence? Practices • Define behavioral expectations • Teach behavioral expectations • Monitor and reward appropriate behavior • Provide corrective consequences for problem behaviors. • Use collected data to solve problems and make decisions.

4. Positive Behavioral Supports Systems and Practices Few students Some students All students

5. Define School-Wide Expectationsfor Behavior • Identify 3-5 Expectations • Short statements • Positive Statements (what to do, not what to avoid doing) • Memorable

6. Longfellow Elementary • Show Respect • Positive Attitude • Ownership/Responsibility • Try your Best

7. Longfellow Elementary

8. Teach Expectations & behavioral skills are taught & recognized in natural context

9. On-going Monitoring and Acknowledging of Appropriate Behavior • Create a system to support frequent acknowledgement • acknowledgement of appropriate behavior. • System to make acknowledgement easy and simple • Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) • Often multiple methods of acknowledgement

10. Akron-Westfield Name: _______________Class___________ Respectful Responsible Prepared Kind !

12. Consistent Corrective Consequences Problem Behaviors • Do not ignore problem behavior • Provide clear guidelines for what is handled in class versus sent to the office • Corrective Consequences include logical punishment and penalties for misbehavior • Do not relay on negative consequences to change chronic behavior patterns

13. Progressive Consequences – (Unity Elementary)

14. Data Use of data • Use data to make decisions and solve problems • Data about student behavior • Use of data to determination implementation integrity

20. Office Discipline Referrals • Data shared frequently with all staff - presented visually for easy interpretation • Behavior tracking should be simple • very little teacher time to fill out • Consistency across school staff • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed

21. AccountabilityHow are we doing?

22. One School

23. Same School

24. Another School Referrals/100/Year

25. Systems To Support Practices • Administrative Support and Active Involvement • Team implements and works to sustain efforts over time • Data systems that are easy to access and use • Embedded into school routines and activities • Written policy • Expectations • Lesson plans • Systems to make acknowledgement easy • Consequence rubrics/guidelines • Using data • Budgeted support Systems

26. Positive Behavioral Supports Systems and Practices Few students Some students All students

27. What Schools Are Implementing PBIS • Longfellow Elementary (Sioux City) - SPOTS • Akron-Westfield Elementary – Double RPK • Akron-Westfield MS – Double RPK • West Sioux Elementary – Bee Ready, Responsible, Respectful • West Sioux MS - PRIDE • Boyden-Hull Elementary - COMETS • South O’Brien Elementary - PAWS • South O’Brien Junior High - ROAR • Smith Elementary (Sioux City) - PAWS • Sacred Heart Elementary (Sioux City) - STARS • Unity Elementary (Sioux City) – TEAM U • Gehlen Catholic (LeMars) – BIRDS • Hinton Elementary (PK-3) • Lark Elementary (West Monona School District) – Spartan STARS • Central Elementary (West Monona School District) - Spartan STARS • Crescent Park Elementary (Sioux City)

28. Jerome Schaefer Northwest AEA 712-222-6338 jschaefer@nwaea.com