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PBIS WorksWest Sioux Elementary
Iowa Department of EducationMarch 7, 2013
Positve Behavior Interventions and Supports
PBIS is about being “Positive”
PBIS is about “Behavior”
Positve Behavior Interventions and Supports
PBIS is about being “Positive”
BMOD 101
▪ Positive interactions-Long-term gains
▪ Reactive interactions-Short-term gains
Positve Behavior Interventions and Supports
PBIS is about “Behavior”
Who - Students? Adults?
Positve Behavior Interventions and Supports
PBIS is about “Behavior”
Who - Students? Adults?
▪ PBIS is as much about the behavior of the adults (teachers, principals, custodians, counselors, parents, AEA support staff) as it is the behavior of students.
We knew that we had a need to do things better
http://youtu.be/bTeYncx1xmI
Positive Behavior Interventions Supports
QUESTIONS:
1). What is your reaction about the interaction between the student (Judd Nelson as “Bender”) and the teacher?
2). What does the interaction between students and teacher in this scene have to do with PBIS in your school?
The Data Spoke For Itself
Self-Assessment Survey(% of items in place)
Sch
ool-W
ide
Non-C
lass
...
Cla
ssro
om
Indiv
idual0
20
40
60
80
100
2006
2007
2008
2009
2010
2011
2012
Self-Assessment Survey(% of items high need to improve)
Sch
oo
l-W
ide
No
n-C
lass
...
Cla
ssro
om
Ind
ivid
ual0
20
40
60
80
100
2006
2007
2008
2009
2010
2011
2012
PBIS Sustainability
Practices
Define (Expectations) Teach Monitor & Acknowledge Corrective Consequences Data-Based Decisions
Systems that support practices Team Organization
Defining Expectation Teaching Expectations Monitor and Acknowledge
Consistent Corrective Consequences
Data Based Decision Making
Systems to Support Practice
Our School Formed Team
Staff began having conversations Formed team Began putting framework together
Key Features of “Sustainability”
Define Expectations
Teach Expectations & Behaviors
Monitor and Acknowledge
Provide Corrective Consequences
Use Data to Make Decisions
Define
Define
As a staff we brainstormed ideas to use as expectations.
At another meeting we choose three or fewer primary expectations for each expectation in each of the five common areas.
Define
Discussed expectations in the common areas
Hallway Restrooms Lunchroom Playground Bus
Staff understand and agree on expectations in all areas
Define
Three expectations in all areas of school
Be Ready
Be Respectful
Be Responsible
Teach
Teach
Train Staff
Provide training for new staff members
Provide continued feedback and training
Monitor
Encourage teachers in practice of 5 positives to 1 negative.
Provide feedback to teachers on practice in classroom
Systematic Supervision Training
Teach
Teach students behavior expectations
Practice behavior regularly throughout the year
Practice behavior when teacher sees need
Practice behavior as corrective consequence
Monitor
Monitor
TIER ISWIS - Big 5 (ODRs)*Ave Referrals/ Day/ Month*Problem Behavior*Location*Time*Student
Universal Screenings for Behavior (AIMSweb)*School/Grade
TIER IISWIS – Individual (ODRs)
Universal Screenings for Behavior (AIMSweb)*Grade/Individual
CICO*Data on Students on Tier II Interventions
Acknowledge
Acknowledge
Acknowledge
Students
Verbal Bee Tags Bee Store/ Auction Classroom Incentives Trophy Privileges
Acknowledge
Teachers
Food Verbal Recognition Notes Treats Coffee
Use Corrective Consequences
Use corrective consequences
Use Corrective Consequences
Teacher Delivered
Office Delivered
Use Corrective Consequences
Reteach
Use Data for Decision Making
Use Data for Decision Making
Added teachers for more supervision at recess
Split recess times so there were fewer students out at recess
Provided Active Supervision Training
Data-Based Decision Making Example
Minor Referrals – Over 7 Years
Data Based Decision MakingReferrals By Location August 2011 to January 2012
Systematic Supervision Training
All Staff Trained Late January - Early February
Follow-up Training Mid-February
Data Based Decision Making
Aug to Feb 15 Feb 16 to June0
0.5
1
1.5
2
2.5
3
Minor PG Ref/Day
Minor PG Ref/Day
Team
Teams
One man can be a crucial ingredient on a team, but one man can not make a team.
Kareem Abdul-Jabbar
None of us is as smart as all of us.
Japanese Proverb
Team
Model
general education teachers specialist teacher paraprofessional administrator parents External coach
Teams
Tier I Planning
Plans activities
Addresses concerns raised by staff
Promotes PBIS practices
Communicates with staff as a large group
Team Self-Monitor of Progress(Team Implementation Checklist)
Teams
Tier I Data Team
Review SWIS Big 5
Review CICO Data
Review BESS and SSIS results
(Universal Screening Tools)
Teams
Tier II
Review Data of students on Tier II Interventions
CICO
ODR
Teams
Tier III
Individual Teams for Individual Students
Team Sustainability
Positive Behavior Interventions and Supports Teams
2012 – 2013 Team Meetings
Tier I Planning team with Parents Usually on the third Monday of the month 3:30 in Mrs. Haan’s room Carrie, Theresa, Cindy, Denise M., Deanne, Randy, Linda, LeAnna
Team Roles
Plan events and schedules Support teachers Promote PBIS practices Use group problem solving
Scheduled Meetings September 17 January 21 October 15 February ? November 19 March 18 December 17 April 15
Team Sustainability
Tier I SWIS Data Review Team Meetings
Usually first Monday of the month 3:30 in Mrs. Haan’s room Carrie, Theresa, Deanne, Randy, Linda, LeAnna
Team Roles Review SWIS Big 5 Review Group BESS results Review Group SSIS results
Scheduled Meetings
February 4 October 1 March 4 November 5 April ? December 3 May 6 January 7
Tier II Intervention Review Team Usually second and fourth Monday 3:30 in Mrs. Haan’s room Carrie, Sharilyn, Terri, Randy, Linda Team Roles 1. Review group progress data for Tier II interventions 2. Determine specialized or small group Individual intervention
3. Identify Individual students in need of individual programming 4 . Determines need for Brief Functional Behavior Assessment 5. Determines need for Behavior Intervention Plan (BIP) September 10 and 24 February 11 and 25 October 8 and 22 March 11 and 25 November 12 and 26 April 8 and ? December 10 May 13 January 14 and 28
Team Habits
Attend Training
Team Habits
Plan Ahead
Team Habits
Plan Ahead
Team Habits
Stay Fresh
Keep Learning
Team Habits
Attend Trainings Have regularly scheduled meetings Plan Ahead Work from an action plan Use results of Self Assessment
Survey Make an action plan after training Stay fresh – use resources
Self-Assessment Survey(% of items in place)
Sch
ool-W
ide
Non-C
lass
...
Cla
ssro
om
Indiv
idual0
20
40
60
80
100
2006
2007
2008
2009
2010
2011
2012
Self-Assessment Survey(% of items high need to improve)
Sch
oo
l-W
ide
No
n-C
lass
...
Cla
ssro
om
Ind
ivid
ual0
20
40
60
80
100
2006
2007
2008
2009
2010
2011
2012
School-Wide Evaluation Tool(SET)
Exp
Tau
gh
t
Avera
ge
0
20
40
60
80
100
2007
2008
2009
2010
Tier II Success
67% of CICO Students Earning More than 80% of Daily Points
5 7 18
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