Positive, Predictable, But Not Entirely Routine:

Early Childhood PBIS

Corinne Foley, Program Manager Kami Murphy, PBIS Coordinator

Jessica Soto, PBIS Specialist

When you fish for love, bait with your heart, not your brain. -Mark Twain

Currently:

• 92 K-12 Schools implementing PBIS since 2009-2010 school year

• 39 Preschool sites since 2014-2015 school year

https://play.kahoot.it/#/k/fb041bae-0c7a-4503-a636-8bd86d2360f3

It begins early… Children who are identified as hard to manage at ages 3 and 4 have a high probability (50:50) of continuing to have difficulties into adolescence.

Campbell & Ewing, 1990; Egeland et al, 1990; Fischer, Rolf, Hasazi, & Cummings, 1984

Prekindergarten students 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 prekindergarten programs. (Gilliam and Shabar, 2006)

Another Possible

Beginning

The rate of expulsions decreased significantly if the preschool teachers had access to a behavioral consultant to help them manage young children’s challenging behavior. Preschool teachers need access to professionals who can support their use of research-based interventions to address children’s emotional and behavioral challenges. Gilliam and Shabar, 2006 Frey, Young, Gold & Trevor, 2008

Effective early childhood education programs are consistent, predictable, safe, and positive places.

In effective preschools, there is a common vision, language, and set of experiences for all members of the community.

Early Childhood PBIS

Provides a systematic framework for improving social, emotional, behavioral and learning outcomes for young children

Uses a broad set of evidence-based systemic and individualized strategies to effectively prevent and respond to challenging behavior.

Is a strategic approach in which teams use data-based decision-making to achieve desired outcomes.

Early Childhood PBIS

Universal Promotion

Secondary Prevention

Tertiary Intervention

Early Childhood PBIS Pyramid

Caring adults using evidence-based

teaching practices

Early Childhood PBIS (EC-PBIS) Implementation Steps

1. Establish a PBIS Team Implementation Steps 2. Develop a brief statement of behavioral purpose 3. Identify program-wide behavioral expectations 4. Develop procedures for teaching behavioral

expectations 5. Develop a continuum of procedures for encouraging

children's’ use of behavioral expectations 6. Develop a continuum of procedures for discouraging

children's violations of behavioral expectations 7. Develop data-based procedures for monitoring

implementation

1. Establish a PBIS Team

Pg. 6

Phelan State Preschool Snowline JUSD

2. Create a Behavioral Statement of Purpose

3. Identify Positive Behavioral Program-Wide Expectations

Pg. 18

4. Develop Procedures to Teach Behavioral Expectations

Tools and Strategies for Positive Behavior

5. Develop a Continuum of Procedures for Reinforcing Expected Behavior

Pg. 69-75

Phelan Preschool Pilot

Step 6: Develop a Continuum of Procedures for Discouraging Children’s Violations of

Behavioral Expectations

Step 7: Develop Data-Based Procedures for Monitoring Implementation

Behavior Incident Report

Pg. 119-122

SWIS and TIPS (School Wide Information System and Team Initiated Problem Solving)

Tier 1 Implementation Pre-SET Results

=90%

Elbow Chat Elbow Chat

We Hit the Big Time We Hit the Big Time!

Hesperia Unified School District Demographics

• Largest school district in the High Desert • 7 Preschool site (13 classes) • 15 Elementary Schools • 4 High Schools • 3 Middle Schools • 21,619 students • 70% Low income • 18% English Learners

Implementing PBIS at HUSD

Lessons Learned and Making Progress

• The Pitch • Setting the Stage • Back to the Drawing Board • Keeping it Real, Relevant and

Routine

Tier 2 CICO

The Relentless Pursuit of Whatever Works in the Life of a Child

Corinne Foley, Program Manager corinne.foley@cahelp.org (760)955-3569 Kami Murphy, PBIS Coordinator kami.murphy@cahelp.org (760) 955-3552 Jessica Soto, PBIS Specialist jessica.soto@cahelp.org (760) 955-3593