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PBS Systems Overview

PBS Systems Overview. Lisa P. Hammel Effective Educational Practices. What does this mean?. Putting systems in place that are: Proactive not Reactive Based on Prevention not Intervention Positive not Punitive Effective not just Preferred Efficient not Complicated.

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PBS Systems Overview

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  1. PBS Systems Overview Lisa P. Hammel Effective Educational Practices

  2. What does this mean? • Putting systems in place that are: • Proactive not Reactive • Based on Preventionnot Intervention • Positive not Punitive • Effective not just Preferred • Efficientnot Complicated

  3. Academics and Behavior • PBS as RTI: Treat behavior as you would any other subject: - Develop Scope/Sequence - Explicitly teach - Practice, review and reinforce - Re-teach those who need it - Give increasingly intensive supports to those who continue to struggle

  4. Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  5. Foundations for PBIS • Staff vs. Admin managed behaviors • Morale (Cohesion/Safety/Value) • Progressive Discipline in the classroom • Skills • Motivation • Perception • Confidence = relaxation = learning

  6. I. Primary Interventions • Needs of School identified based on data • Develop School-wide system to address needs • School-wide system components: • Positive Expectations developed and posted • Positive Expectations formally taught • System for acknowledging/rewarding positive behaviors • Data collection/analysis system developed • Data interpreted & shared regularly (at least monthly) • Reward system revised regularly based on data • Booster instruction/rewards implemented

  7. II. Secondary Interventions • System for identifying targeted students/behaviors • At least 3 levels of intervention developed (least to most supportive) • System developed for moving from one level of intervention to next with automaticity • Data analyzed re: efficacy of interventions

  8. III. Tertiary Interventions • System developed for identifying targeted students/families • Community support network developed • Parent permission/family needs assessment obtained • Case manager identified • Wraparound services administered to student/family • Data analyzed re: efficacy of wraparound services

  9. QUESTIONS? Lisa Hammel lhammel@successfulschools.org

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