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PBIS

Positive Behavioral Interventions and


Supports
Supporting Social Competence &
Academic Achievement
4 PBS
Elements OUTCOMES

Supporting
Supporting Decision
Staff Behavior Making

PRACTICES

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

~80% of Students
•Clear expectations ALL CHILDREN •monitor
•Teach expectations •Planned and implemented •Rules, routines, and
•Facilitate success by all in home physical arrangements

UNIVERSAL SYSTEMS

•Effective instruction •Functional assessment


•Increased prompts/cues •possible involvement •Effective Interventions
•Pre-correction of specialists •Involve child

TARGETED INTERVENTIONS

•Effective instruction •Wraparound planning


•Crisis management plans •Special Services • Placement decisions

INTENSIVE PREVENTION AND INTERVENTION


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
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
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
Predictable Problems
Summary
Common Bathroom
When Who What Why
All day All Vanda lism , -No supe rvision –
disgu sting behav ior, can’t see
bull y, fight, ve rbal -All in 1 room
-Sociall y fun tim e
-Don’ t know ho w
many in at once

Sidewalk
When Who What Why
AM off of bus , All – more li kely Lose/steal nu mbers -unsupe rvised
Dismis sal t o wit h o lder kids for li ne-up , le ave –unc lear/incon sistent
bus /walk, li ne and wand er, expe ctation s
trans iti ons olooud, argue, run, -long wa lk
jump, hang on -problems spill ove r
walls , unsa fe from bus ,
behav ior, lit ter -bus drivers don’t
know names
Establish SW Expectations
FRMS “High 5s”
• Be Respectful
• Be Responsible
• Be There/Ready
• Follow Directions
• Hands & Feet to Self
Tenets of Kenwood Pride
•Be there and prepared
•Live responsibly
•Uphold integrity
•Earn and give respect
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)
Sample Teaming Matrix
Initiative, Purpose Outcome Target Staff SIP/SID
Committee Group Involved
Attendance Increase Increase % of All students Eric, Ellen, Goal #2
Committee attendance students attending Marlee
daily
Character Improve Improve character All students Marlee, J.S., Goal #3
Education character Ellen
Safety Improve safety Predictable response Dangerous Has not met Goal #3
Committee to threat/crisis students

School Spirit Enhance school Improve morale All students Has not met
Committee spirit
Discipline Improve behavior Decrease office Bullies, Ellen, Eric, Goal #3
Committee referrals antisocial Marlee, Otis
students,
repeat
offenders
DARE Prevent drug use High/at-risk Don
Committee drug users
EBS Work Group Implement 3-tier Decrease office All students Eric, Ellen, Goal #2
model referrals, increase Marlee, Otis, Goal #3
attendance, enhance Emma
academic
engagement, improve
grades
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly

Respect Use inside Eat your own Stay in your Arrive on time
Stay to right
Others voice food seat to speaker

Respect
Keep feet on Put trash in Take litter
Environment Recycle paper Return trays
floor cans with you
& Property

Respect Wash your Be at stop on Use your Listen to


Do your best
Yourself hands time words speaker

Have Go directly Discuss topic


Respect Eat balanced Go directly to
materials from bus to in class w/
Learning ready
diet
class
class
others
Teaching SW Expectations
FRMS “Opening Day”
• Teach directly in context (“teaching
stations”)
– See/model
– Practice
– Acknowledge
• 2 day intensive by all staff/students
5
• Regular weekly/monthly review
Teaching guidelines
• Show, tell, describe.
• Practice frequently.
• Monitor/supervise use.
• Acknowledge/recognize.
“Cool Tool”
Skill Name
Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand
and wait until the teacher can help you.
2. You and a friend are working together on a science experiment but you are missing a
piece of lab equipment, ask the teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words, ask the
teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to
complete a task, activity, or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for
inappropriate responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell
you how they could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask
them to indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.
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
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.
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
“Super Sub Slips”
• Empowering subs in Cottage
Grove, OR
• Procedures
– Give 5 per sub in subfolder
– Give 2 out immediately
“Bus Bucks”
• Springfield P.S., OR
• Procedures
– Review bus citations
– On-going driver meetings
– Teaching expectations
– Link bus bucks w/ schools
– Acknowledging bus drivers
“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.
“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.
“Golden Plunger”
• Involve custodian
• Procedure
– Custodian selects one classroom/
hallway each week that is clean &
orderly
– Sticks gold-painted plunger with banner
on wall
“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
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
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
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?
Self-Assessment
1. Completion of PBIS Staff Survey

2. Team summarizes existing school discipline data

3. Strengths, areas of immediate focus identified

4. Action plan written


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

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