PBISPositive Behavior Interventions & Supports

We know…• To improve the academic success of our children, we

must also improve their social success.

• Academic and social failures go hand in hand.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Emphasis on Preventionat Each Level

Universal Level *Goal: To reduce new cases of problem behavior

and/or academic failureSecondary Level

*Goal: To reduce current cases of problem behavior and/or academic failureTertiary/Wraparound Level

*Goal: To reduce complications, intensity, severity of students with chronic problem behavior

and/or academic failure

Logic for School-wide PBIS• Schools face a set of difficult challenges today

-Multiple expectations (Academic accomplishment, Social

competence, Safety)

-Students arrive at school with widely differing understandings of

what is socially acceptable.

-Traditional “get tough” and “zero tolerance” approaches are

insufficient.

-Faculty come with divergent visions of effective discipline.

• Individual student interventions

-Effective, but can’t meet need

• School-wide discipline systems

-Establish a social culture within which both social and academic

success is more likely

Traditional Discipline vs. PBIS

• Traditional

-Focuses on the student’s

problem behavior

-Relies on punishment to

stop unwanted behavior

• PBIS

-Replaces unwanted behaviors

with new behaviors or skills

-Alters environments

-Teaches appropriate skills

-Reinforces appropriate

behaviors

Tier 1/Universal Practices of PBIS Define

-3 to 5 school-wide expectations Teach/Pre-correct

-cool tools/behavior lesson plans direct instruction-in-the-moment reminders

Model/Practice-adults model what they teach-students practice what we teach

Acknowledge-daily recognition – ex. Gotchas-weekly/quarterly grade-level/whole school celebrations

Re-teach-re-teach the expectations using different strategies-have the student practice the skill

School-Wide Behavioral Matrix

Purposes:*Defines the expected behaviors for specific non-classroom settings:

-hallways, gym, cafeteria, bus, bathrooms, assemblies, playground

*Creates the “curriculum” that will guide the teaching of expected behaviors

*Enhances communication and creates common language among staff and between students and staff

TITAN PRIDE Productive Respectful Individuals Dedicated to Education

Expectations

Hall Restroom Cafeteria Classroom Events Assemblies

Bus Locker Room/ Gym

Media Center

Respect Self & Others

-Keep hands and feet to yourself -Make only positive comments to others -Walk on the right side-Touch each stair -Talk quietly

-Keep hands and feet to yourself -Make only positive comments to others-Leave the restroom clean

-Keep hands and feet to yourself -Use peaceful and appropriate language at ll times -Speak in a low volume -Place trash in the trash can -Touch only your own food -Speak to people at own table -Remain in line -Get everything the first time

- Be quiet while the teacher is talking -Listen to peers share their answers and opinions

-Show good sportsmanship - Support and respect the efforts of all participants with positive comments and applause -Respect opponents and officials - Give 100% effort

-Listen to peers being recognized - Support and respect efforts of all participants with positive comments and applause

-Follow rules of the driver -Remain in seat -Keep to your own space -Sit appropriately in your seat -Use appropriate language

- Keep to self -Use only your belongings -Place all items in locker -Practice good personal hygiene -Keep negative

comments to self -Respect personal space and individual differences-Demonstrate good sportsmanship

-Use quiet voices -Be productive-Wait your turn-Respect others’ space-Keep hands, feet, and objects to yourself

Respect Property

-Hands and feet to self

-Flush the toilet -Throw paper towels in the wastebasket -Turn the water off

-Clean up after yourself -Keep to yourself

-Use materials appropriately -Have necessary materials for class

-Eat in designated areas -Clean up after yourself - Use stairs on the bleachers

-Use the stairs on the bleachers

-Maintain condition of the bus

-Lock lockers -Open only your own locker -Use equipment properly-Gum and candy prohibited

-Return books in good condition -Use paint sticks correctly -Push in chairs

Respect Time

-Keep moving

-Take care of your business in a timely fashion and return to class -Leave when finished

-Use time wisely -Get items the first time through the line

-Make it to class on time -Use time wisely and hand homework in on time

-Move during designated times -Be seated quickly

-Be prepared to be called

-Be on time -Move quickly to bus after school

-Dress quickly -Return books on time -Have a purpose/ agenda ready-Ask for help when needed

North School PBIS Matrix

Expectations Classroom Hall Lunch Playground Restroom Bus Gym Attire

Take care of yourself

~Maintain physical and personal space ~Choose a positive attitude ~Be prepared to learn

~Walk ~Walk single file ~Keep your locker clean, inside & out

~Eat your own food ~Eat a nutritious lunch

~Use equipment properly ~Get help when needed

~Use soap and water to wash your hands ~Go directly to bathroom and return promptly

~Seat to seat & back to back ~Ride in your assigned seat ~Comply with all safety rules

~Sit in designated area ~Sit on line or back to wall

~Choose clothing appropriate for the weather ~Wear clothing, shoes & accessories that will allow for maximum learning opportunities

Take care of your school

~Show pride in North School by keeping it clean ~Use equipment carefully ~Respect school property

~Walk on right side or specified area ~Close lockers quietly ~Eyes only on displays & lockers

~Clean up your area ~Place trash into the receptacle ~Food and condiments are for eating only

~Line up quickly when bell rings & prepare for entry

~Make sure toilet flushes ~3 pumps for a paper towel ~Place paper towels in trash

~Pick up trash ~Respect seats & property

~Be quiet when bell rings ~Be ready for the pledge of allegiance

~Show student pride by dressing for success

Take care of others

~Use our quiet voice ~Use kind words ~Encourage the best in others

~Silent passage ~Use your manners ~Use our quiet voice

~Follow all equipment and playground rules ~Include others ~Use kind words

~Use our quiet voice ~Respect other people's privacy ~Respect time

~Keep hands to yourself ~Use kind voices & words ~Watch out for others

~Use a kind voice ~Keep your hands to yourself

~Choose clothing that isn't a distraction and is respectful of others

Establish Procedures for Teaching Expected Behavior

Since behavioral skills are learned, it is necessary to teach expected behaviors to fluency as we would academic skills.

The purpose of Cool Tools/Behavior Lesson Plans is to teach behaviors like we teach academics.

“Why Should I Acknowledge Students for Something They

Should Be Doing Anyway?”

Guidelines for Use of Acknowledgements

• School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle

• Move from

-highly frequent to less frequent

-predictable to unpredictable

-tangible to social

-other-delivered to self-delivered

• Individualize for students needing greater support systems

Why do we use data?

Data gives a picture of what’s happening

behaviorally in the schoolSets baseline to measure improvement Identifies needGuides intervention planningMeasures effectiveness of interventions

PBIS Team CONSISTENTLY Review the Following Data/Graphs(Current to within 48 hours):

The “Big Five” Reports

• Average per day per month

• By type of behavior• By location• By time of day• By student

Other Data

• Ethnicity• Disability• Attendance• Detentions/Suspensions• Academic

-grades-missing work

• Etc.

Other Levels of Support…

•Secondary Systems•Problem Solving •Tertiary Systems

3-Tiered System of Support

Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

ComplexFBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Benefits to Implementing PBIS with Integrity

• Safe, calm, and predictable environment• Consistency among ALL adults and in ALL settings• Gain of instructional minutes• Fewer ODRs, suspensions and expulsions• Engaged families have a positive effect on the school environment

What you can see in a PBIS SchoolSmall number of positively stated & behaviorally

appropriate school wide expectations.Expectations are taught and encouraged.Positive adult-to-student interactions exceed the negative.Data & team-based action planning & implementation is

happening.Administrators are active participants in all aspects of

implementation process.More than 80% of students can tell you what is expected

of them & give behavioral example because they have been taught, actively supervised, practiced and acknowledged.

What evidence of PBIS do you see in your building???

Do you see a small number of positively stated & behaviorally appropriate school-wide expectations???

Do you see that expectations are taught and encouraged???

Do you see that positive adult-to-student interactions exceed the negative???

Do you see that data & team-based action planning and implementation is happening???

Do you see your administrator as an active participant???

Do you see that more than 80% of students can tell you what is expected of them & can give a behavioral example because they have been taught, actively supervised, practiced, and acknowledged???

How can I support creating this consistent and positive environment for my student?

Be aware of and use the common language used at school.

Model the expectations so the students can see examples.

Help the students practice the expectations by using positive language.

-helping them with what TO do, not what NOT TO do

Acknowledge students for success!

Tips for Teaching Behavior

Pre-correctHave a plan for behavioral acting-outPractice should be conducted in actual setting whenever possible

Use example and non-exampleUse high frequency acknowledgments

How to Give an Acknowledgement?Example:

Step 1: Acknowledge specific behavior

Step 2: Tie back to school-wide expectations

Example: Nice job sitting in your seat

when the bell rang. Way to be

there, be ready.

Non-example:

Giving ticket without saying anything

Giving ticket for non-school wide expectations

Only giving for “above and beyond” behavior