17800 Highway 18

Apple Valley, CA 92307

(760) 552-6700

(760) 242-5363

www.cahelp.org

Kami Murphy, PBIS Coordinator

Kami.Murphy@cahelp.org

(760) 955-3582

MAIN

FAX

California Association of Health & Education Linked Professions JPA

Caryn Valdez, Office Specialist II

Caryn.Valdez@cahelp.org

(760) 955-3552

for

and

Children who demonstrate challenging behaviors at ages three and four have a high probability (50:50) of continuing to have difficulties in adolescence.

The rate of expulsions decreases significantly when preschool teachers have access to a behavioral consultant to help them manage young children’s challenging behavior.(Gilliam and Shabar, 2006)

Preschool children are expelled at a rate more than three times that of children in grades K-12, according to a Yale study on the rate of expulsion in pre-kindergarten programs.

IntensiveIntervention

TargetedSocial Emotional

Supports

High QualitySupportive Environments

Nurturing andResponsive Relationships

Effective WorkforcePr

esch

ool P

BIS Preschool PBIS

Participating Preschool/ Early Childhood ProgramsApple Valley Early Education Center (AVEEC)Apple Valley USD State Preschools Early Ed. Center Desert Knolls Mariana Academy Phoenix Academy Rancho VerdeHesperia USD State Preschools

SBCSS State Preschools

Snowline JUSD State Preschools

Victor Valley College Child Development Lab

Sandia AcademySitting Bull AcademySycamore RocksVanguard PrepYucca Loma

CottonwoodEucalyptusHollyvaleJoshua Circle

JuniperLime StreetMesa Grande

Adelanto 1 & 2BradachLemon StreetSiegrist 1 & 2Del Rey

Liberty 1 & 2Mojave VistaPark ViewPuesta Del SolLucerne Valley

Baldy MesaHeritagePhelan

Pinon HillsVista VerdeWrightwood

PBIS is a systems approach for establishing the social culture needed for a program to be an effective learning environment for ALL students.

PBIS is supportive of the Desired Results Developmental Profile (DRDP) and the Early Childhood Environmental Rating Scale (ECERS).

Define and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual interventions and supports

Two Full Days of Training

Six Half Days of Training

Evidence-Based Features of PBIS:

Four Half Days of Training

Continuous and Ongoing Coaching and Support:

Sample Behavior Matrix for Preschool

School teamingCreating a supportive preschool environmentDefining explicit behavioral expectations and procedures to teach expectationsProcedures to respond to and acknowledge appropriate behavior

Training on the function of behaviorProcedures for responding to challenging behaviorFamily involvementPBIS assessments for data-based decision makingSchool-Wide Information System (SWIS)Team Initiated Problem Solving (TIPS)Trauma and the Developing Brain

Transition to MTSS FrameworkBuilding Tier 1 capacity while responding to challenging behaviorsImplementation Team WorkgroupTransition to Tier 2 and CICO

On-site coachingSchool-Wide Information System (SWIS) for ongoing data-based decision makingTrainer of Trainers (TOT) to build capacity and sustainabilityPreSET Evaluation (Preschool Evaluation Tool)

ArrivalAct Respectfully

Use the toilet

Go to work area

Say hello

Wash hands /One squirt

Things in cubby

Be Responsible

Create a Safe Environment

17800 Highway 18

Apple Valley, CA 92307

(760) 552-6700

(760) 242-5363

www.cahelp.org

Kami Murphy, PBIS Coordinator

Kami.Murphy@cahelp.org

(760) 955-3582

MAIN

FAX

California Association of Health & Education Linked Professions JPA

Caryn Valdez, Office Specialist II

Caryn.Valdez@cahelp.org

(760) 955-3552

for

and

Children who demonstrate challenging behaviors at ages three and four have a high probability (50:50) of continuing to have difficulties in adolescence.

The rate of expulsions decreases significantly when preschool teachers have access to a behavioral consultant to help them manage young children’s challenging behavior.(Gilliam and Shabar, 2006)

Preschool children are expelled at a rate more than three times that of children in grades K-12, according to a Yale study on the rate of expulsion in pre-kindergarten programs.

IntensiveIntervention

TargetedSocial Emotional

Supports

High QualitySupportive Environments

Nurturing andResponsive Relationships

Effective WorkforcePr

esch

ool P

BIS Preschool PBIS

Participating Preschool/ Early Childhood ProgramsApple Valley Early Education Center (AVEEC)Apple Valley USD State Preschools Early Ed. Center Desert Knolls Mariana Academy Phoenix Academy Rancho VerdeHesperia USD State Preschools

SBCSS State Preschools

Snowline JUSD State Preschools

Victor Valley College Child Development Lab

Sandia AcademySitting Bull AcademySycamore RocksVanguard PrepYucca Loma

CottonwoodEucalyptusHollyvaleJoshua Circle

JuniperLime StreetMesa Grande

Adelanto 1 & 2BradachLemon StreetSiegrist 1 & 2Del Rey

Liberty 1 & 2Mojave VistaPark ViewPuesta Del SolLucerne Valley

Baldy MesaHeritagePhelan

Pinon HillsVista VerdeWrightwood

PBIS is a systems approach for establishing the social culture needed for a program to be an effective learning environment for ALL students.

PBIS is supportive of the Desired Results Developmental Profile (DRDP) and the Early Childhood Environmental Rating Scale (ECERS).

Define and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual interventions and supports

Two Full Days of Training

Six Half Days of Training

Evidence-Based Features of PBIS:

Four Half Days of Training

Continuous and Ongoing Coaching and Support:

Sample Behavior Matrix for Preschool

School teamingCreating a supportive preschool environmentDefining explicit behavioral expectations and procedures to teach expectationsProcedures to respond to and acknowledge appropriate behavior

Training on the function of behaviorProcedures for responding to challenging behaviorFamily involvementPBIS assessments for data-based decision makingSchool-Wide Information System (SWIS)Team Initiated Problem Solving (TIPS)Trauma and the Developing Brain

Transition to MTSS FrameworkBuilding Tier 1 capacity while responding to challenging behaviorsImplementation Team WorkgroupTransition to Tier 2 and CICO

On-site coachingSchool-Wide Information System (SWIS) for ongoing data-based decision makingTrainer of Trainers (TOT) to build capacity and sustainabilityPreSET Evaluation (Preschool Evaluation Tool)

ArrivalAct Respectfully

Use the toilet

Go to work area

Say hello

Wash hands /One squirt

Things in cubby

Be Responsible

Create a Safe Environment