1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success

Academic Systems Behavioral Systems

What is PBIS?• A team-based process including a broad range of

systemic & individualized strategies for achieving important social & learning outcomes.

• PBIS is a proactive approach to teach, monitor, and support appropriate school behavior for ALL students

• A focus on preventing problem behavior of all students at the school-wide, classroom, non-classroom & individual levels.

What is PBIS?

• Relies on research-based behavioral and instructional principles.

• Focuses on the critical link between instruction and desired student behavioral outcomes.

• Data-driven decision making is key to design and sustainability of behavior plan.

What is PBIS?• Emphasis on positive climate

• Comprehensive - uses a variety of supports

• Proactive and preventive

• Ultimate purpose of Positive Behavior Support is students achieving

What PBIS is NOT• A packaged curriculum• A quick fix• Newest, flashiest behavior program• Just about tangible reinforcers• Just about discipline• A special education program• Just for some of the students

How Can PBIS Help?

• Reduction in Office Discipline Referrals• Improved faculty/staff morale• Increased instructional time• Increase in academic achievement• Creates a positive school culture

The 7 Components of PBIS Frameworks:

1. Agreed upon & common approach to discipline

2. Positive Statement of Purpose

3. 3-5 expectations for all students & staff

4. Procedures for teaching expectations

5. Continuum of procedures for encouraging expectations

6. Continuum of procedures for discouraging rule-violating behavior

7. Procedures for monitoring and evaluating effectiveness of the PBIS framework

7

Tier 1: School-Wide Support

Components:• Develop 3-5 positively stated school-wide

expectations• Teach the behaviors necessary to follow the rules.• School-wide reinforcement plan.• Core team meets regularly to monitor, plan, make

recommendations and update staff• Administrator support and involvement• Data drives decision-making

Tier 1: School-Wide Support

Components:• Develop 3-5 positively stated school-wide

expectations• Teach the behaviors necessary to follow the rules.• School-wide reinforcement plan.• Core team meets regularly to monitor, plan, make

recommendations and update staff• Administrator support and involvement• Data drives decision-making

Tier 1: School-Wide Interventions

• Target the whole student body• Proactive, preventive approach• Well designed rules, routines, and

physical arrangements• Clear expectations in all locations

including non-instructional (playground, bus, halls, cafeteria)

• “Everyone knows the rules.”

Example: Mark Twain Jaguar RulesHallways Cafeteria Playground Bathroom

RESPECTSelf

Walk at all times. Eat your food only.Walk carefully to return trays.

Stay in assigned area.Get help when it is needed.

Quietly wait your turnKeep to yourself.

RESPECTOthers

Voices off and arms folded.Single file lines.Jaguar waves only.Stay in order when in line.

Be polite and use good manners.Use kind words and quiet voices.Stay in order when in line.

Play by the rules.Take turns and share equipment.Use polite language

Walk in and out quietly.Voices off.Open stall doors slowly.

RESPECT the

Environment

Eyes only on displays.

Be quiet after ten minute warning. Clean up your own space.

Line up when signal is given.Pick up litter that you see.

Use toilets, sinks, and dryers correctly.Keep bathroom clean.

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 4:1 (positive to negative adult-student interaction)

• Active supervision

• Redirections for minor, infrequent behavior errors

• Frequent pre-corrections for chronic errors

• Effective academic instruction & curriculum

Classroom Setting Systems

DATA COLLECTION

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Bat h R Bus A Bus Caf Class Comm G ym Hall Libr Play G Spec O t her

School Locations

Referrals by Location

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7: 007: 308: 008: 309: 009: 3010: 0010: 3011: 0011: 3012: 0012: 301: 001: 302: 002: 303: 003: 30

Time of Day

Referrals by Time of Day

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Students

What does a PBIS School look like?

• 80% of students can state the school rules & give behavioral example

• Positive adult-to-student interactions exceed negative

• Ongoing data collection & team-based planning & implementation

• Administrators are active participants.• Continuum of behavior support is available to all

students

www.pbisworld.comFor more information on interventions you can use in your classroom

Classroom Management &Discipline

Behavior is Learned

Behavior is learned. Somewhere along the line they have learned that this behavior gets them what they want.

Functions:• To get something• To avoid something

Teacher Caused Problem Behavior

• Inconsistent enforcement of school rules• Extra assignments for poor behavior (not logical

consequence)• Handling personal behavior issues in front of an entire

class of students• Group punishments• Yelling/nagging• Becoming emotionally involved in student’s

misbehavior• Threats/ultimatums

Things We Can Control

• Student learning experience in our classroom• Academics: Quality and Quantity• Student Active Engagement

What Students Expect From Us

• Teachers that care about them• Teachers who are understanding• Teachers who are patient• Teachers who are consistent• Teachers who are fair• Teachers who believe in them• Teachers who hold high expectations for them• Teachers who don’t embarrass them

Characteristics of Well-Managed Class

• High level of student involvement/engagement

• Relatively little amount of wasted time, confusion, and disruption

• Work-oriented, but positive climate• Discipline plan for reinforcement of wanted

behaviors and hierarchy of consequences for problem behaviors

Characteristics of Well-Managed Class

• Starts and ends class on-time• Has agenda, assignments, objectives posted• Teacher circulates and scans, not sitting at

desk• Teacher understands they are the role-model• Able to set limits and stick to them

consistently

Characteristics of Well-Managed Class

• Teacher invests time in teaching/practicing procedures until they are routine.

• Has a signal to bring class to attention• Know how to praise and encourage• Meets students at the door every day• Gives students jobs, everyone has a role• Teaches school wide rules frequently

throughout the entire year

Characteristics of Well-Managed Class

• Corrects and gives feedback on behavior using the school rule language (in order to be respectful you need to….)

• Uses consequences that are logical and don’t reinforce problem behavior

Students Need to be Taught Procedures

• A signal to get your attention• How to enter and leave classroom• How to obtain and use materials in your room• How to leave class for a personal matter• How to respond when intercom

announcements occur

CHAMPSConversation: Can students talk to each other during

this activity/transition?Help: How can students ask questions during this

activity/transition? How do they get your attention?Activity: What is the task/objective of this

activity/transition? What is the expected end product?Movement: Can students move about during this

activity/transition? Can they sharpen their pencil?Participation: What does appropriate student work

behavior for this activity/transition look/sound like?

Room Arrangement

• Arrange desks so that all students are easily visible….pairs, triads, foursomes promote active engagement

• Allow for room to move between aisles• Plan for student belongings• Have a consistent place for day/week’s

assignments/objectives• Place large sample of heading for student work

Giving Students Non-Verbal Cues

• Stop Speaking…be silent• Look at student for a period of time• Walk near the student• Put your hand on the student’s desk• Point to the work that should be done

Giving Students Verbal Reminders

• Say the student’s name• Don’t yell….state the expectation. “You need

to………..to be responsible”• Reinforce those students who are on-task

Universal Behavior Strategies

• Planned Ignoring• Quiet Signal• Wait Time• Forced Choices• Teach Routines Explicitly• Proximity

Group Contingencies

#1 Independent Group Contingency• Each student earns reward based on their own

behavior• No student is penalized by the behavior of another• No peer pressure involved

Group Contingencies

#2 Dependent Group Contingency

• Reinforcement of entire group is based on one (or few) student’s behavior

• Class may root the student on making him/her the hero if they meet the goal

• Student may receive negative peer pressure if they don’t meet the goal

Group Contingencies

#3 Interdependent Group Contingencies

• The reinforcement of the group is dependent on the behavior of the entire class

• Appropriate peer pressure to root everyone on• One student may sabotage • Scapegoating and blame may occur

Variables That Affect Compliance

1. Format – make direct requests, avoid the “question trap”

2. Distance – close proximity

3. Eye Contact – get attention

4. Two Requests – don’t nag

5. Loudness – soft but firm

Variable that Affect Compliance

6. Time – allow time to comply

7. Start Requests – tell child what to DO

8. Non-emotional requests - no negative

9. Descriptive Requests – clear, observable

10.Reinforce Compliance - consistency

“Please” Request

Wait 5-10 seconds

Compliance

Reinforce

Non-Compliance

“You Need To” request

Wait 5-10 seconds

Compliance Non-Compliance

Reinforce Pre-planned consequence

Precision Requests

Teacher Attitudes & Beliefs

• Student behavior is part of the job• Every discipline issue is a teaching opportunity• Most student’s don’t get the opportunity to

practice the wanted behavior, we typically exclude them from the activity

• Student behavior can’t be taken personally• Anyone can become aggressive depending on

the circumstances

Building and Sustaining Relationships

• Sometimes little things matter most• Greet students personally and say good bye to

them everyday• Call students by their name• Find their strengths and build on them• Tell personal stories that relate…let them know you• Teach empathy by apologizing• LISTEN!!!• Say no and give consequences respectfully

Risk Factors for Aggressive Behavior

• A lack of coping skills or ability to handle life crises

• Frequent school or discipline problems• History of drug/alcohol abuse• Refusal to follow adult direction• Witness to violent acts in family/community

Risk Factors for Aggressive Behavior

• Inability to sympathize or empathize• No inhibition to show anger• Feelings of being picked on, bullied, or

persecuted• Expressions of violence in drawing or writing

Power Struggles

• Time constrains• Fatigue• Innate desire to win• Behavioral patterns• Insufficient training on student or teachers

part

Working with Angry Students

• Respond Professionally• When consequences are necessary, be

business-like in the delivery• Make sure consequences are logical• Remember they will be returning to your

classroom• When you aren’t sure what to say, say NOTHING• Now is not the time to place blame

Dealing with Difficult Behavior

• Ensure safety first…if other students are near, clear them to a safe area (do not try to move the student)

Calming Techniques

• Do not become angry• Accept the situation….it is here• Focus on the goal of calming the person. Resolving the

problem that caused the situation is now secondary• Look for any action that will calm the person, do not

focus on what they are doing wrong right now.• Acknowledge the anger with statements like

– I understand that you are angry– I see that you need some time to cool off– I’m sorry that you feel this way

• Do not take anything said personally

De-Escalation

• Disarm the attitude – quickly agree with the person. This technique can take the steam out of the anger and calm them quickly.

• Reiteration – simply repeat the person’s own words so he/she knows you are not going to fight or argue about the situation

• Isolation – say, “we can’t talk publically about this, but let’s talk privately. I don’t want other people to think you have lost control.

What Works?

• Gather pertinent information• Defer action• Refuse to be “baited”• Develop a plan to get help• Learn to apologize• Listen to body language• Remain calm and in control

What Works?

• Respond empathetically – don’t interrupt• Remain non-judgmental• Use their name• Give choices that are clear, concise, and

enforceable• Listen• Use credible witnesses• Move on

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my

personal approach that creates the climate. It is my daily mood that makes the weather. As a

teacher I possess tremendous power to make a child's life miserable or joyous. I can be a tool of

torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized

or de-humanized.”

- Haim Ginott