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Find “Clock” Partners• Find people you haven’t met before
• Introduce yourself and write down their name so you can find them later• 12 o’clock – Similar student age level
• 3 o’clock – Similar job type
• 6 o’clock – Similar time in education 1 to 5 years, 6 – 15, 16 – 25, 26+
• 9 o’clock – Someone else you don’t know
What is the Dream for your School?
• Talk about this with your team
• Find your 12 o’clock partner and share what your team came up with
Why SWPBIS?•The fundamental purpose of SWPBIS is to
make schools more effective and equitable learning environments.
PredictableConsistent
PositiveSafe
School-wide PBIS is:
–A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
SW-PBIS is about….Improving classroom
& school climate
Decreasing reactive management
Maximizing academic
achievement
Improving support for students w/
needs
Integrating academic &
behavior initiatives
Continuum of Support
“Terri
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
Minnesota’s PBIS Training Sequence
• 9 Days of Training over 2 years
• First year is focused on Tier 1
•and you get to deal with us for ...
•9 Days of Training over 2 years
DiscussionWhat are you thoughts about the Framework and implementation plan of PBIS so far?
Find your 3 o’clock partner and talk about this question.
2 Worries & Ineffective Responses to Problem
Behavior
•Get Tough (practices)
•Train-&-Hope (systems)
Worry #1“Teaching” by Getting ToughRunyon: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
Immediate & seductive solution…. “Get Tough!”
•Clamp down & increase monitoring
•Re-re-re-review rules
•Extend continuum & consistency of consequences
•Establish “bottom line”
...Predictable individual response
Reactive responses are
predictable….When we experience aversive situation, we want select interventions that produce immediate relief
–Remove student
–Remove ourselves
–Modify physical environment
–Assign responsibility for change to student &/or others
When behavior doesn’t improve, we “Get Tougher!”
•Zero tolerance policies
•Increased surveillance
•Increased suspension & expulsion
•In-service training by expert
•Alternative programming
…..Predictable systems response!
Erroneous assumption that student…
•Is inherently “bad”
•Will learn more appropriate behavior through increased use of “aversives”
•Will be better tomorrow…….
But….false sense of safety/security!
•Fosters environments of control
•Triggers & reinforces antisocial behavior
•Shifts accountability away from school
•Devalues child-adult relationship
•Weakens relationship between academic & social behavior programming
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
“Train & Hope”
DEFINESimply
MODEL
PRACTICEIn Setting
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
Teaching Academics & Behaviors
Teaching Matrix
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria Library/Computer Lab Assembly Bus
Respect Ourselves
Be on task.Give your best
effort.Be prepared.
Walk. Have a plan.Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot. Watch for your stop.
Respect Others
Be kind.Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Play safe.Include others.
Share equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.
Use a quiet voice.Stay in your seat.
Respect Property
Recycle.Clean up after
self.
Pick up litter.Maintain physical
space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit appropriately.
Exp
ecta
tions 1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Basic Recommendations for Implementing PBIS• Never stop doing what already works
• Always look for the smallest change that will produce the largest effect
• Avoid defining a large number of goals • Do a small number of things well
• Do not add something new without also defining what you will stop doing to make the addition possible.
Basic Recommendations for Implementing PBIS
• Collect and use data for decision-making
• Adapt any initiative to make it “fit” your school community, culture, context.
• Families• Students• Faculty• Fiscal-political structure