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PBiS Overview. Positive Behavior Interventions and Support. What is PBiS?. School-wide PBIS is : - PowerPoint PPT Presentation
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PBiS Overview
Positive Behavior Interventions and Support
What is PBiS?• School-wide PBIS is:
IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
Evidence-based features of SW-PBISPreventionDefine 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. Administrative leadership – Team-based
implementation (Systems that support effective practices)
Tier III - Tertiary Individual InterventionsIndividual StudentsFunctional Behavioral and Academic Assessment-basedHigh intensity, longer durationReactive-Community Collaboration
Tier II – Secondary Group InterventionsGroups of studentsHigh efficiencyRapid ResponseReactive
Tier I - PrimaryUniversal Instructional InterventionsAll classrooms, curriculums and practices and proceduresAll studentsPreventativeProactive
80% ofStudent
5%of
Students
15% ofStudents >
ALL STUDENTS
4
PBiS
BIST Love and LogicBoystown
Kansas Multi-Tier System of SupportHarlem RtI System
LPS PBiS• LPS plans to fully implement PBIS in all elementary, middle, and high schools in the next 3-5 years.
• A District PBIS Leadership Team meets monthly to review current practices and determine next steps.
• LPS is working with outside trainers from the PBiS Technical Assistance Center
to help with the implementation of PBIS.
• This school year, elementary, middle school and high school staff will meet with
the outside trainer 1 time per quarter, and a teleconference will also take place with schools 1 time per quarter.
Tier 1: Universal
GOAL: 100% of students achieve at high levels
PBIS TeamFaculty/Staff CommitmentExpectations and Rules DevelopedPlans for Teaching expectations/rulesReward/Recognition Program EstablishedEffective Procedures for Dealing with Problem
BehaviorsData Entry and Analysis Plan EstablishedClassroom SystemsEvaluation Implementation Plan
Universal Critical Elements
(OSEP on PBIS- Effective Schoolwide Interventions)
PBIS Team Faculty/Staff Commitment
Expectations and Rules DevelopedPlans for Teaching expectations/rulesReward/Recognition Program EstablishedEffective Procedures for Dealing with Problem
BehaviorsData Entry and Analysis Plan EstablishedClassroom SystemsEvaluation Implementation Plan
Expectations and Rules Developed
3-5 positively stated, posted around school
Expectations applyto both students and staff
Developed and posted for specific settings, using examples
Examples/rules linked to expectations
Staff involvement in development
Enter your school’s expectations here
• Possibly add pictures of posters here
BISTTwo BIST Rules
• It’s never okay to be disruptive.
• It’s never okay to be hurtful.
Three Important Skills• I can take good care
of myself, even when I’m mad.
• I can be okay, even when others are not okay.
• I can be productive and follow directions even if I don’t want to.
Add BIST posters or delete slide
An instructional tool – Expectations Matrix
Location
Specific BehaviorExpectations
Universal Critical Elements
(OSEP on PBIS- Effective Schoolwide Interventions)
PBIS Team Faculty/Staff Commitment Expectations and Rules Developed
Plans for Teaching Expectations/RulesReward/Recognition Program EstablishedEffective Procedures for Dealing with Problem BehaviorsData Entry and Analysis Plan EstablishedClassroom SystemsEvaluation Implementation Plan
Plans for teaching expectations/rules
Lesson plans are developed and used to teach expectations
Lesson plans include examples and non-examples
Use a variety of teaching strategies Embedded into subject area
Staff and students involved in development
Strategies to reinforce lessons with families/community
Teach Expectations
• Use lesson plans and master schedule to teach school-wide expectations in classroom & non-classroom areas.
• Use indirect teaching to reinforce expected behavior.– Feedback– Re-teaching– Pre-corrections– Supervision
Teach Expectations—BIST/PBIS
• Class meetings
• Role Playing
• Presentations
Develop a system for teaching appropriate behavior
Once you have developed school-wide expectations, it is not enough to just post the words on the walls…
YOU MUST TEACH (and RETEACH) THEM!
(OSEP on PBIS- Effective Schoolwide Interventions)
Teaching Behavior
“If a child doesn’t know how to read, we teach.If a child doesn’t know how to swim, we teach.If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach.If a child doesn’t know how to behave, we. . . teach?
. . . punish? Why can’t we finish the last sentence as
automatically as we do the others?John Herner
Teaching academics and behavior
Tell
Show
Practice Feedback
Reteach
(OSEP on PBIS- Effective Schoolwide Interventions)
Universal Critical Elements
(OSEP on PBIS- Effective Schoolwide Interventions)
PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules
Acknowledgement Program Established
Effective Procedures for Dealing with Problem Behaviors
Data Entry and Analysis Plan EstablishedClassroom Behavior SystemsEvaluation Implementation Plan
Acknowledgement System
Acknowledgement system implemented consistently
A variety of methods used
Linked to expectationsAcknowledgements varied to maintain student interest
Maintain at least a 4:1 ratio of positive to negative interactions
Enter specifics about your school’s acknowledgement system here
Laura Riffel, OSEP
Guidelines
For EVERY student
Acknowledge the behavior
Get students involved in recognitions
Recognize students other than your own in common areas
Keep it novel
Universal Critical Elements
(OSEP on PBIS- Effective Schoolwide Interventions)
PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established
Effective Procedures for Dealing with Problem Behaviors
Data Entry and Analysis Plan EstablishedClassroom Behavior SystemsEvaluation Implementation Plan
Discouraging Inappropriate Behavior
• Define major & minor rule violations• Design a system of supports that will address
student misbehavior• Identify staff managed responses for minor
inappropriate behavior that includes:– Re-directing– Re-teaching– Choice– Processing
I see (undesired behavior)Can you stop (undesired
behavior)Even though (one of three skills)
-you’re mad-others around you aren’t okay-you don’t want to
(The Language of Caring Confrontation)
BIST LanguageEarly Intervention
• Early Intervention/Caring Confrontation
• Processing • Triage• Planning• Outlasting the acting out -
Protective Planning
BIST ProcessesTo Teach and Protect
Classroom vs Office Managed
Classroom Office
Regular Seat
Safe Seat
Buddy Room
Recovery Placement
Office
Home
BIST Placement Continuum
System of Supports
Universal Critical Elements
(OSEP on PBIS- Effective Schoolwide Interventions)
PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem behaviors
Data Entry and Analysis Plan EstablishedClassroom SystemsEvaluation Implementation Plan
Data Driven Decision Making
• Discipline referral data (Big 5)– Per day per month– By location– By behavior– By time– By student
• Survey results• Self-assessments• BIST data—safe seats, buddy rooms, recovery
Universal Critical Elements
(OSEP on PBIS- Effective Schoolwide Interventions)
PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established
Classroom Behavior SystemsImplementation PlanEvaluation
Procedures and Routines
Define and teach classroom routinesHow to enter class and begin to workHow to predict the schedule for the dayWhat to do if you do not have materialsWhat to do if you need helpWhat to do if you need to go to the bathroomWhat to do if you are handing in late materialWhat to do if someone is bothering you.Signals for moving through different activities.
“Show me you are listening”
Establish a signal for obtaining class attentionTeach effective transitions.
Use for an example for classroom matrix
Problem Solving Logic
SupportingDecisionMaking
SupportingStudent Behavior
SupportingStaff Behavior
(OSEP on PBIS- Effective Schoolwide Interventions)
Questions