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The Language of PBIS

The Language of PBIS. Lori Cameron PBIS Coach. ESTABLISHING CONTINUUM of SWPBS. TERTIARY PREVENTION Function-based support Wraparound Person-centered planning. ~5%. ~15%. SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports

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The Language of PBIS

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  1. The Language of PBIS Lori Cameron PBIS Coach

  2. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

  3. PBIS Universals that Support Effective Learning Environments • Define 3 – 5 School Wide Expectations Be Responsible, Be Respectful, Be Safe • Teach/Pre-Correct Behavior Lessons In-the-moment reminders • Model/Practice Adults model what they teach Students practice what we teach

  4. Language that Supports Good Student Behavior Cool Tools Teach the behaviors that you want the students to do 10 + minute lessons Determined by data Counts for minutes of behavior instruction for DPI Can include: • building procedures; • classroom procedures; • social skills.

  5. Cool Tool • Tie to Expectations and Environment • Purpose: Why is it important • Procedure • Examples and Non-Example • Activity (Role Plays, Discussion; Rating; Contest; etc.) • Reinforcement

  6. Language that Supports Good Student Behavior Pre-Correct • 1 -2 minute reminder of behavior expectations • Given just before an activity • Not included in instructional minutes collected for DPI

  7. Language that Supports Good Student Behavior Acknowledge Students Eagle Eyes Praise that is specific 4 positives to 1 corrective (behavior and academic) As year progresses, most communications from teacher to students are instructional

  8. Language that Supports Good Student Behavior Re-teach If more than 2 -3 students do not follow procedure, re-teaching is necessary. Re-teach the expectation using different strategies as needed. Have the student practice the skill. Having students practice coming in from recess immediately after doing poorly in this environment is a good consequence. Counts in minutes of instruction for DPI.

  9. Language that Supports Good Student Behavior Intervention “Nipping it in the bud before it has a chance to bloom.” Intervention Hierarchy: Least amount of time, energy and disruption to learning: • The look • Proximity • Using student’s name • Redirect • PEP (Privacy, Eye Contact, Proximity)

  10. Fun Quiz: Do you know your PBIS Communication Tools? What’s what: • Pre-Correct • Re-teach • Specific praise • Cool Tool • Intervention

  11. How is Stuart School Doing?Implementation Data 90% on Teaching Expectations 87% Overall + Reinforcing expectations + Clearly defined system for dealing with misbehaviors + Administrative support + Use of data for decision making • Tag for expectations • Posters in computer lab, library, office and all classrooms • Listed as one of the top 3 goals in school • District allocated funding

  12. Stuart’s Positive to Corrective Ratio • 13 staff members were observed • 39 positives to 40 correctives, or a 1:1 ratio • 5 teachers had a better than 1:1 ratio, with 2 teachers having a 4:1 ratio • 7 had a lower that 1:1 ratio

  13. What worked! • Cruising among students • Giving corrective and redirection privately • Most comments were instructive • On-task student behavior was high

  14. Suggestions for Improvement • Use privacy to give praise (PEP) • Use pre-corrects more often, and make them more specific Ways to Increase Ratio • After oral reading, give students specific positive feedback on what they did well • Target problematic students (This ratio should actually be as high as 18:1)

  15. Impact Data:Incident Referrals as of Nov. 30th • 7 last year vs. 7 this year • This year there were less referrals in Sept and Oct of this year, but slightly more in Nov • Stuart Ave of .15 per day per 100 students (1.5 referrals every 2 weeks) • National Ave for PBIS K8 schools = .8 (4 referrals every week)

  16. Criteria for Moving to Tier 2 • 80% on SET and TIC • 70% on Benchmarks of Quality (BOQ) • No more than 15 – 20% of students receive more than 2 referrals

  17. ESTABLISHING CONTINUUM of SWPBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement ~80% of Students

  18. Time Line Tier 2 Training • Day 1: February 28th or March 1st or March 3rd • Day 2: May 23rd or 24th or 25th

  19. Tier 2 Teams • 3 – 5 staff • Different staff from Tier 1 team • School Psych or Social Worker; SEN teacher; principal; classroom teacher • Meet 2 – 4 times a month • Liaison: attends both Tier 1 and Tier 2 meetings

  20. If you have a solid Tier 1… You can begin to pilot Tier 2 with up to 10 students after Day 1 of training.

  21. Data Challenge • What data do we use to determine students in need of Tier 2 interventions? • Many implementation surveys have criteria regarding use of data. Minor Report Form • Teacher use only • Helps to documents concerns that aren’t sent to the office • Way to measure Tier 2 efforts

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