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PBIS

PBIS. Positive Behavioral Interventions and Supports. Supporting Social Competence & Academic Achievement. 4 PBS Elements. OUTCOMES. Supporting Decision Making. Supporting Staff Behavior. DATA. SYSTEMS. PRACTICES. Supporting Student Behavior. Tertiary Prevention: Specialized

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PBIS

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  1. PBIS Positive Behavioral Interventions and Supports

  2. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  3. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  4. ALL CHILDREN •Clear expectations•Teach expectations•Facilitate success •Effective instruction•Increased prompts/cues•Pre-correction •Functional assessment•Effective Interventions•Involve child •monitor•Rules, routines, and physical arrangements •Planned and implemented by all in home UNIVERSAL SYSTEMS SYSTEM-WIDE PREVENTION 10% •possible involvement of specialists TARGETED INTERVENTIONS TARGETED PREVENTIONS 1-3% •Effective instruction•Crisis management plans •Wraparound planning• Placement decisions •Special Services INTENSIVE PREVENTION AND INTERVENTION INTENSIVE SERVICES

  5. Systems of Positive Behavior Support:BIG IDEAS • Collaboration - work as a team • Consensus - Agree and stick by agreements • Consistency - across time, adults, students • Logical and Realistic Solutions • Teach and Facilitate Success • Measure and Evaluate • Sustain with Data-Based Decision-Making

  6. Consensus • Consensus means that I agree to: • provide input in determining what our school’s problems are and what our goals should be • make decisions about rules, expectations, and procedures in the commons areas of the school as a school community • Follow through with all school-wide decisions, regardless of my feelings for any particular decision • Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

  7. Logical& Realistic Plans • Organize Staff • all meet • have existing data • Brainstorm Problems • by location and time • Brainstorm Proactive Solutions • Rules, routines, arrangements + teaching and reinforcement • Consistent consequences beginning with re-teaching • Consensus • Create Climate Committee

  8. Predictable Problems Summary

  9. Establish SW ExpectationsFRMS “High 5s” • Be Respectful • Be Responsible • Be There/Ready • Follow Directions • Hands & Feet to Self

  10. EXAMPLE Teachable Expectations 1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules) 2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line) 3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)

  11. Sample Teaming Matrix

  12. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

  13. Teaching SW ExpectationsFRMS “Opening Day” • Teach directly in context (“teaching stations”) • See/model • Practice • Acknowledge • 2 day intensive by all staff/students • Regular weekly/monthly review 5

  14. Teaching guidelines • Show, tell, describe. • Practice frequently. • Monitor/supervise use. • Acknowledge/recognize.

  15. “Cool Tool”

  16. Establish procedures for encouraging SW expectations • FRMS: “High Fives” • Guidelines • Lots to less • Individual to group • External- to self-managed • Frequent to infrequent • Paired with social recognition • Label specific expectation & behavior • Culturally/contextually appropriate & considerate

  17. Cougar Traits in the Community Student Name __________________________________Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed)Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

  18. Acknowledging SW Expectations: Rationale • Humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

  19. “Super Sub Slips” • Empowering subs in Cottage Grove, OR • Procedures • Give 5 per sub in subfolder • Give 2 out immediately

  20. “Bus Bucks” • Springfield P.S., OR • Procedures • Review bus citations • On-going driver meetings • Teaching expectations • Link bus bucks w/ schools • Acknowledging bus drivers

  21. “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

  22. “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Provide Alternative Option for Students with Chronic Problem Behavior • Do not expect school- wide effort to influence behavior of 1-7% of students.

  23. “Golden Plunger” • Involve custodian • Procedure • Custodian selects one classroom/ hallway each week that is clean & orderly • Sticks gold-painted plunger with banner on wall

  24. “1 Free Period” • Contributing to a safe, caring, effective school environment • Procedures • Given by Principal • Principal takes over class for one hour • Used at any time

  25. “G.O.O.S.E.” • “Get Out Of School Early” • Or “arrive late” • Procedures • Kids/staff nominate • Kids/staff reward, then pick

  26. Measure and Evaluate • Big Ideas: • School determines what outcomes are important • School identifies the simplest way to get that information • School uses that information to evaluate their plans

  27. What systems are problematic? • Referrals by problem behavior? • What problem behaviors are most common? • Referrals by location? • Are there specific problem locations? • Referrals by student? • Are there many students receiving referrals or only a small number of students with many referrals? • Referrals by time of day? • Are there specific times when problems occur?

  28. Self-Assessment • Completion of PBIS Staff Survey • Team summarizes existing school discipline data • Strengths, areas of immediate focus identified • Action plan written

  29. To Conclude • Create systems-based preventive continuum of behavior support • Focus on adult behavior • Establish behavioral competence • Utilize data based decisions • Give priority to academic success • Invest in evidence-based practices • Teach & acknowledge behavioral expectations • Work from a person-centered, function-based approach • Arrange to work smarter

  30. Resources • www.pbis.org • www.pbismaryland.org • www.swis.org

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