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School Wide Positive Behavioral Interventions and Supports

School Wide Positive Behavioral Interventions and Supports. March 28, 2011 PBIS Informational Forum. Schools adopting PBIS Framework National Data. 13,331 Schools. SWPBIS in 13,331 schools . Illinois. Iowa. Iowa. Findings (Horner, et al). SWPBIS is possible (at all grade levels)

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School Wide Positive Behavioral Interventions and Supports

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  1. School Wide Positive Behavioral Interventions and Supports March 28, 2011 PBIS Informational Forum

  2. Schools adopting PBIS FrameworkNational Data 13,331 Schools

  3. SWPBIS in 13,331 schools Illinois Iowa Iowa

  4. Findings (Horner, et al) • SWPBIS is possible (at all grade levels) • SWPBIS is associated with: • 20-60% reduction in problem behavior • Increases in academic performance • Improved perception of school safety • Improved self-assessment of faculty effectiveness

  5. 2005-06

  6. 2006-07

  7. 2007-08

  8. 2009-10

  9. 2010-11

  10. Schools adopting SW-PBIS by year in Northwest AEA

  11. Schools Using SW-PBIS Framework as their Discipline System • Longfellow Elementary (Sioux City) • Akron-Westfield Elementary • Akron-Westfield MS • West Sioux Elementary • West Sioux MS • Boyden-Hull Elementary • South O’Brien Elementary • South O’Brien Junior High • Smith Elementary (Sioux City) • Sacred Heart Elementary (Sioux City) • Unity Elementary (Sioux City) • Gehlen Catholic (LeMars) • Hinton Elementary • Lark Elementary (West Monona School District) • Central Elementary (West Monona School District)

  12. Northwest AEA SET Scores: 2009-10

  13. School-Wide Evaluation Tool(SET)

  14. Northwest AEA: Triangle Summary – Majors Only .84 (6 + Ref) 3.26 (2-5 Ref) 95.68 (0-1 Ref)

  15. Informational Forum (9:30 to 10:30) • Roundtables • Involving Families/Community (Room D) • Creative Lesson Plans (Room D) • Acknowledgements for Upper Elementary/Middle School (Room D) • Continuous Regeneration (Room F) • Learning More about PBIS (Room C)

  16. Informational Forum (10:45-11:45) Question/Answer with PBIS Panel (Room C) Making Sense of Tier III Interventions (Room D)

  17. Informational Forum (11:45) I will be in Room D to answer questions

  18. SW-PBIS - What does it look like? • 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.

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

  20. Respect • Optimistic Attitude • Active Learner • Responsibility South O’Brien Junior High

  21. Akron Westfield Middle School • Double RPK • Respectful • Responsible • Prepared • Kind

  22. Akron-Westfield

  23. West Sioux Middle School • Perseverance • Respect • Integrity • Discipline • Excellance PRIDE

  24. Expectations & behavioral skills are taught & recognized in natural context

  25. Longfellow Elementary SPOT Pledge • I will Show respect for myself and others • I will choose a Positive attitude • I will take Ownership for my actions • I will always Try my best

  26. 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

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

  28. Name: _______________Class___________ Respectful Responsible Prepared Kind You have been caught by a GUEST TEACHER!

  29. 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

  30. Progressive Consequence Systems

  31. Emphasis on Natural Consequences LOVE AND LOGIC

  32. Use of data • Using data to make decisions and solve problems • Use of data to determination implementation integrity

  33. 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

  34. Data to DetermineImplementation Integrity • Self-Assessment • School-Wide Evaluation Tool • Team Checklist

  35. SET Evaluation(School Wide Evaluation Tool)Fall 2007

  36. Does Implementation ofSW-PBS Work?

  37. Yes… • When implemented with integrity • Office referrals decrease • Time students engaged in instruction increases • Building staff report less need to improve discipline systems • Some research that suggests increases in reading proficiency

  38. Office Discipline Referrals - Majors(Referrals/100 students)

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