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PBIS: Developing Your Tier 1 Universal System

Learn about Positive Behavior Interventions and Supports (PBIS) and how to implement a Tier 1 Universal System in your school. Explore key components, data analysis, team processes, and available resources.

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PBIS: Developing Your Tier 1 Universal System

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  1. Positive Behavior Interventions And Supports Developing Your Tier 1 Universal System September 14, 2018 Student and Family Empowerment

  2. Beginning With the End in Mind • What is PBIS? • Key components of a systemic PBIS implementation • Data analysis • Team responsibilities/processes • Resources

  3. Welcoming Ritual Who Is Your Superhero? When the music begins, walk around the room to find a partner for each of the superheroes (someone not from your campus) Thank your partner before walking to another superhero partner. Continue walking around until you have found a partner for each of the superheroes.

  4. Schoology • Sign-In: • episd.schoology.com • Join: • PBIS Group • Access Code: Z6NK5-ZRVSZ

  5. What is PBIS?

  6. What is PBIS? A broad range of proactive, systemic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).

  7. Why PBIS?

  8. Effective Classroom Management: The procedures, strategies, and instructional techniques teachers use… tomanage student behavior and learning activities. Creates an environment that is conducive to teaching and learning. (Ineffectiveclassroom management often creates chaos)

  9. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

  10. Tier1/Universal Practices of PBIS Define *3-5 school-wide expectations *continuously reinforced through out the year (NOT just in August) 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 learn Acknowledge *daily recognition – ex. ”Caught Being Good” *weekly/quarterly grade-level/whole school celebrations Re-teach * re-teach the expectation using different strategies * have the student practice the skill

  11. PBIS Core Values

  12. PBIS Core Values Andress High School Eagle P.R.I.D.E. Positive Respectful Integrity Determined Engaged

  13. School-Wide Behavioral Matrix Guidelines for developing rules: • State positively • Use common and few words • Rules show what the behavior “looks like”

  14. Campus Behavioral Matrix

  15. Campus Behavioral Matrix

  16. Reflection Time with… Batman Revisit your school-wide expectations/core values How are they aligned to your classroom expectations? How can students internalize these values? What are you calling/naming these values at your campus? Revisit your behavioral matrix What key areas are addressed? Does the language in the matrix allow for students to attain the goal?

  17. Establish Procedures for Discouraging Inappropriate Behavior • Decide which behaviors are managed in the classroom and which behaviors are sent to the office • Support teachers in designing classroom management systems • Develop continuum of procedures for responding to ODRs: Re-teaching of expected behavior Follow up with increased acknowledgment Verbal reprimands Community service Follow up with increased acknowledgment Detentions • Additional responses/options for students needing Tier 2 and/or Tier 3 interventions (The Triangle)

  18. Teacher Managed Behavior Attendance/Tardy – Inform parents on effect on academic performance Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment Office Managed Behavior Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual) School Example

  19. FLOWCHART

  20. FLOWCHART

  21. Student Reflective Opportunities We learn from reflecting on experiences, good or bad. Reflection Forms are effective tools to use when students display unacceptable or acceptable behaviors Used in conjunction with the Core Values/Behavior Expectations Help correct undesired behaviors or, alternatively, reinforce those students following the rules and exhibiting expected and desired behaviors.

  22. Reflection Time with… Superman Revisit your Discipline Flow Chart Are there definite interventions for staff to follow before referring to the office? How are students aware of the process? Is the flow chart easy to follow? Is the entire campus aware of this process? Is there fidelity to the process by ALL? Revisit your method of student reflection Is method student friendly and age appropriate? How many reflective opportunities are given to students; per offense or overall?

  23. Improving Decision-Making From: Problem Solution To: Solution Monitor Outcome Problem Solving Using Data Problem

  24. Identifying the root or function of the problem. Examples… “We have too many suspensions because students are skipping detention. So, we targeted getting students to serve their detention.” But, looking at the data again, we find students are getting detentions because they’re tardy. So, the root issue may really be – getting students to class on time, NOT getting students to serve their detention.

  25. Establish Procedures for On-going Monitoring and Evaluation Data collection and Use 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

  26. Establish Procedures for Data Collection and Analysis PBIS teams CONSISTENTLYuse the following data/graphs to plan school-wide interventions: The “Big Five” Core Behavioral Data Reports: The average number of referrals per day, per month By location By time of day By type of behavior By student PBIS teams use the same data/graphs to assess the effectiveness of the intervention by using the data to answer the following question:

  27. Infractions

  28. Infractions

  29. Population Description for Infractions

  30. Administrative Actions

  31. Administrative Actions

  32. Respect Agreements

  33. 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 ofCool Tools/Behavior Lesson Plansis to teach behaviors like we teach academics.

  34. What are Cool Tools/ Behavior Lesson Plans? Cool tools/ behavior lesson plans structure how staff teachthe expected behaviors from the school-wide behavioral matrix. Cool Tools are: • Research-based procedures for teaching the behaviors; • Examples and non-examples taken from classroom and non-classroom settings and situations; • Modeling and role-playing to teach new skills and provide students with practice opportunities; • Feedback and acknowledgment to ensure students display the expected/taught behaviors; • Taught initially at kickoff, followed by weekly cool tools based on data with eventual integration into all curricula.

  35. More PBIS Cool Tools Resources • Wisconsin PBIS Network http://www.wisconsinpbisnetwork.org/cool- tools.html • Springfield Public Schools http://www.sps186.org/pbis/?p=24335 • Buffalo Public Schools www.buffaloschools.org/NativeAmericanMagnet.cfm?subpage=81086

  36. Reflection Time with… Ironman Revisit your campus data process How often is data analyzed at your campus? What type of data is analyzed on your campus? What are the “Big Five” as you look at behavior data? Revisit your lesson plan Do you have plans to guide instruction on behavior? Are they clear and easy to follow?

  37. STAGES OF IMPLEMENTATION

  38. STAGES OF IMPLEMENTATION

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