WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. . These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school ty and can apply to all stude udents nts in all school hool set etti tings ngs and communi nity situa uati tions ons . . These se common expectati tations ns are dire rectl ctly and explici citly taught ht to all students udents to create an atmosph sphere ere in which ch stude udent nts s know what t is s expect cted d of them m at all times. es. Furthe thermo rmore re, in a P PBS framework, k, stude udent nts s are syst stemat matica cally y and freque quently ntly acknowle wledg dged ed for their appropri opriat ate behavior. . Undesire sired d behavior or, when it occurs, s, is respo ponded nded to swiftl tly y and consi sist stent ntly. A s school environm onment ent is there refore ore created d that t (a) t teaches hes students udents ski kills s to behave appropri opriatel ely, , (b) posi siti tivel ely y acknowledg edges es stud udents nts engaging ng in those ose behavior ors, and (c) provi vides des consi sistency ncy and stability ty in int ntera racti ctions ns among stude udent nts s and staff f members. From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo ool l Level” by Brian C. McK cKev evit itt, , Univ iver ersity of Nebraska ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation on Agency ncy 11 (IA) ) in Grim imes es, J. & Thom omas, , A (Eds.) s.), , Best t practi tices es in scho hool ol psycho holog logy V, 2008
WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. . These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school communi nity ty and can apply ly to all stude udent nts s in all school l set etti ting ngs s and situa tuati tions ns. . These se ns are directly ectly and explic licit itly y taug ught t to all stud common expecta ctati tions udents nts to create e an atmosph sphere ere in which ch stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore ore, , in a P PBS frame mewor ork, , stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri opriate e behavior or. . Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A s schoo ool environment nment is theref refore re created d that t (a) teaches es stude udent nts s skill lls to behave appropri priately ly, , (b) posi sitively ly acknowle ledg dges es students udents engaging ng in those se behavior ors, s, and (c) provi vides des consi sistenc ency y and stability in int ntera racti ctions ns among stude udents nts and staff f members. From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo ool l Level” by Brian C. McK cKev evit itt, , Univ iver ersity of Nebraska ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation on Agency ncy 11 (IA) ) in Grim imes es, J. & Thom omas, , A (Eds.) s.), , Best t practi tices es in scho hool ol psycho holog logy V, 2008
WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. . These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. . These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an ere in which ich students udents kno now w what t is expect pected ed of th em atmosph sphere em at all time mes. s. Furtherm thermore ore, , in a P PBS frame mewor ork, , stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri opriate e behavior or. . Undesi esire red d behavior, , when it t occurs, is responde ponded d to swiftly y and consi sistently ently. . A s schoo ool environment nment is theref refore re created d that t (a) teaches es stude udent nts s skills to behave appropria priately, , (b) posi sitively y acknowle wledg dges es studen udents ts engaging ng in those se behavior ors, s, and (c) provi vides des consi sisten ency y and stabili lity in int ntera racti ctions ns among stude udents nts and staff f members. From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo ool l Level” by Brian C. McK cKev evit itt, , Univ iver ersity of Nebraska ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation on Agency ncy 11 (IA) ) in Grim imes es, J. & Thom omas, , A (Eds.) s.), , Best t practi tices es in scho hool ol psycho holog logy V, 2008
WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. . These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. . These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. , stude udents nts are systemat matically cally and Furtherm thermore ore, , in a P PBS frame mewor ork, frequen ently tly ackno nowled wledged ged for their eir appropriat priate e beha ehavior vior . . Undesired sired behavior or, when it occurs, is responde ponded d to swiftly and consi sistently ntly. . A scho hool environm onment ent is there refore ore created ed that t (a) teaches es stude udent nts s ski kills to behave appropri opriatel ely, , (b) posi siti tivel ely y acknowle ledge dges s studen udents ts engaging ng in those se behavior ors, s, and (c (c) provides vides consi sistenc ncy y and stability ty in int ntera racti ctions ns among stude udents nts and staff f members. From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo ool l Level” by Brian C. McK cKev evit itt, , Univ iver ersity of Nebraska ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation on Agency ncy 11 (IA) ) in Grim imes es, J. & Thom omas, , A (Eds.) s.), , Best t practi tices es in scho hool ol psycho holog logy V, 2008
WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. . These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. . These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore ore, , in a P PBS frame mewor ork, stud udents nts are syst stem emati atically y and freque uently ntly . Un Undes desired ired beha havior vior, , when hen it acknowl wledg edged d for their r appropri opriate e behavior or. occurs, s, is respond ponded ed to swif iftly tly and consist nsistently ntly. A scho hool environment nment is theref refore re created d that t (a) teaches hes students udents ski kills s to behave appropri opriatel ely, , (b) posi siti tivel ely y acknowle ledge dges s studen udents ts engaging in those se behavior ors, and (c) provi vides des consi sistenc ency y and stability in intera eracti ctions ns among students udents and staf aff f members. From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo ool l Level” by Brian C. McK cKev evit itt, , Univ iver ersity of Nebraska ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation on Agency ncy 11 (IA) ) in Grim imes es, J. & Thom omas, , A (Eds.) s.), , Best t practi tices es in scho hool ol psycho holog logy V, 2008
WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore ore, , in a P PBS frame mewor ork, , stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri opriate e behavior or. . Undesi esire red d behavior, , when it t occurs, is . A sc A school hool envi vironmen nment is theref responde ponded d to swiftly y and consi sistently ently. efore ore creat ated ed that t (a) teaches ches studen udents ts skills lls to beha have e approp opri riat ately ely , , (b) posi siti tivel ely y acknowle ledge dges s studen udents ts engaging in those se behavior ors, and (c) provi vides des consi sistenc ency y and stability in intera eracti ctions ns among students udents and staf aff f members. From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo ool l Level” by Brian C. McK cKev evit itt, , Univ iver ersity of Nebraska ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation on Agency ncy 11 (IA) ) in Grim imes es, J. & Thom omas, , A (Eds.) s.), , Best t practi tices es in scho hool ol psycho holog logy V, 2008
WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school communi nity ty and can apply to all stude udent nts s in all school set etti tings ngs and situa tuati tions ns. These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore ore, , in a P PBS frame mewor ork, , stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri opriate e behavior or. . Undesi esire red d behavior, , when it t occurs, is . A sc A school hool envi vironmen nment is theref responde ponded d to swiftly y and consi sistently ently. efore ore creat ated ed that t (a) teaches , ( b) b) positi tivel ely y es stude udents nts skills s to behave appr propria priately, ackno nowle ledges dges st studen udents ts engaging gaging in thos ose beha havi vior ors , , and (c) provi vides s consi sistenc ency y and stability in intera eracti ctions ns among students udents and staf aff f members. From “Best Practi ctices ces in Developing eloping a Posit itiv ive e Behavior ior Suppor port System em at the Schoo ool l Level” by Brian C. McK cKev evit itt, , Univ iver ersity of Nebraska ka at Omaha, , Angel elisa isa D. Braaksm ksma, , Heartlan land Area Educa ucation on Agency ncy 11 (IA) ) in Grim imes es, J. & Thom omas, , A (Eds.) s.), , Best t practi tices es in scho hool ol psycho holog logy V, 2008
WHAT IS PBS/PBIS School-wi wide de positive behavior r suppo pport (PBS) is s a broad d set et of resear arch-valida dated ed strat rategies gies designed gned to create school environment nments s that t promote e and suppor pport t appropri opriate e behavior or of all students udents. These se environm onments ents are broug ught ht about through ugh the identi entifica cati tion n of common n behaviora oral expecta ctati tions ons that t are va valued d by t the school communi nity ty and can apply ly to all stude udent nts s in all school l set etti ting ngs s and situa tuati tions ns. These se common expecta ctati tions ns are dire rectl ctly and explici citly taught ht to all stude udent nts s to create an atmosph sphere ere in which h stude udent nts s know what t is s expect cted d of them m at all time mes. s. Furtherm thermore ore, , in a P PBS frame mewor ork, , stud udents nts are syst stem emati atically y and freque uently ntly acknowl wledg edged d for their r appropri opriate e behavior or. . Undesi esire red d behavior, , when it t occurs, is . A school ol environm onment ent is there ore creat ated d responde ponded d to swiftly y and consi sistently ently. refore that t (a) teaches hes stude udents nts skill lls s to behave appropri opriately ly, , (b) posi siti tively ly acknowledg edges es , and (c (c) provides es consis isten ency cy and nd students udents engaging ng in those se behavior ors, stabil ility ity in interac eracti tions ons among ong student ents and d staff member ers . From “Best Practic ices es in Develop oping ing a Positive Behav avio ior Support System em at the School ol Level” by Brian C. McKevit itt, Universit ity of Nebras aska at Omaha ha, Angelis lisa D. D. Braak aaksma, Heartland land Area Educatio ion n Agenc ncy 11 (IA) in Grimes es, J. & Thomas as, A (Eds.), Best practices in school psychology ogy V, V, 2008 2008
WHERE DOES PBIS COME FROM? 1930s 0s B.F. Skin inner ner*-- --Beh Behavi viori rism sm Po Posit itive e Reinf infor orce ceme ment nt “…superior to punishment in shaping behavior” …”results in lasting ng beha ehavioral vioral modification” Pun unish shme ment nt NOT simply ly the e opposit osite of positi tive e reinf nforcem cement nt “… changes changes beha havior vior only y tempora porarily rily and presen sents ts many y detrimental side effects” *http:/ tp://en en.w .wikip ikipedia.org/ edia.org/wiki/ iki/Reinf einfor orcem ement nt
ROOTS ABA Baer er, , D.M .M., ., Wolf, lf, M.M .M., ., & Risley ley, , T.R. . (1968). 8). Some e current ent dimen mensions ions of appl plied ied behavior ior analy lysis. is. Journ urnal al of Applied lied Behavio avior Analy lysis is , , 1, 1, 91 91-97. 7. see ee also: o: http:// ://www ww.b .baam.em m.emich ch.ed .edu/ u/baammis mmiscpa cpages es/baa /baams msev evend endime imens nsions ions.h .htm Applie ied : : social importance. Behaviora oral : : measurable behavior. Ana nalyti lytic : : objective demonstration of effect . Technol hnologica ogical : : described so they can be implemented by anyone with training and resources. Conce ceptu ptual al Systems ms : : theoretical base rather than being a set of packages or tricks. Effectiv tive : : strong, socially important effects. ity : operate in new environments and continue after the formal treatments have ended. Genera erality
IDEA A Stat atut ute: e: TITLE LE I / D / 662 662 / a (cont’d) (7) To provide high-quality professional development for principals, superintendents, and other administrators, including training in-- (A) instructional leadership; (B) behavioral supports in the school and classroom; (C) paperwork reduction; (D) promoting improved collaboration between special education and general education teachers; (E) assessment and accountability; (F) ensuring effective learning environments; and (G) fostering positive relationships with parents.
Statute: TITLE I / D / 665 Sec. 665 INTERIM ALTERNATIVE EDUCATIONAL SETTINGS, BEHAVIORAL SUPPORTS, AND SYSTEMIC SCHOOL INTERVENTIONS. (2) improve interim alternative educational settings by — (A) A) imp mprovi ving ng the e training ning of administra inistrator ors, , teache chers, , related d se services ices person sonne nel, , beha haviora vioral specia cialis ists ts, , and d ot othe her r school hool staff f (incl cluding ding ongoing going ment entor oring ing of new w teacher chers) s) in beha haviora vioral sup uppor orts ts and d inter erventions; entions; (B) attracting and retaining a high quality, diverse staff; (C) providing for referral to counseling services; (D) utilizing research-based interventions, curriculum, and practices; (E) allowing students to use instructional technology that provides individualized instruction; (F) ensuring that the services are fully consistent with the goals of the individual student's IEP; (G) promoting effective case management and collaboration among parents, teachers, physicians, related services personnel, behavioral specialists, principals, administrators, and other school staff; (H) promoting interagency coordination and coordinated service delivery among schools, juvenile courts, child welfare agencies, community mental health providers, primary care providers, public recreation agencies, and community-based organizations; or
Regulati ulations: ons: Pa Part 300 300 / D / 300.324 Sec. . 300.324 4 Devel elopm opment nt, re review, , and revisi sion on of IEP. (2) Consideration of special factors. The IEP Team must-- (i) In the case of a child whose behavior impedes the child's learning or that of others, consider ider the use of positiv itive e behavioral ioral inter erven enti tions ons and suppor ports, ts, and other strategies, to address that behavior; (3) Requirement with respect to regular education teacher. A regular education teacher of a child with a disability, as a member of the IEP Team, must, to the extent appropriate, participate in the development of the IEP of the child, including the determination of-- (i) Appropria opriate positiv itive e behavior ioral al inter erven enti tions ons and sup uppor orts s and nd other er strat rateg egies ies for the child; d;
TERMINOLOGY PBIS = PBS Framework ork PBIS = SW-PBS BS PBIS = PW-PB PBS PROGRAM GRAM PBSS ≠ PBIS
WHAT IS PBIS? Developi eloping ng Ex Expectation ctations Teaching ching Beha havior vior Model deling ng Beha havi vior or Being ng Proacti ctive Providing iding Predic dicta table ble Response ponses Developi eloping ng Commo mmon, n, Consi nsist stent nt Practice tices and Routines utines Involvi olving ng Al All Teache chers/S /Staf taff/A f/Adm dmini inist stra rator ors/P s/Per erson sonne nel
PBIS: WHAT ARE THE BENEFITS? • Bet etter studen udent t beha havior vior • Prevention ention of problem blem beha havior vior • More e instr structional ctional time me • Bet etter school hool climat ate • Change nge Student udent Beha havior vior AND Way y Beha havior vior Addres resse sed
Number of Schools Implementing School-Wide PBIS since 2000 -Horner, 2013 19,054
Proportion of Schools Implementing SWPBIS by State February, 2013 12 states over 40% of all schools implementing SWPBIS Adapted from pbis.org
3-TIERED MODEL PBIS IS Model Like RTI RTI in Schools ols Like new Arkan rkansas as Behavio vioral ral Health th Model (see e next page) ge)
Building a healthier future for all Arkansans - Behavioral Health Transformation September 2013
From “Building a healthier future for all Arkansans - Behavioral Health Transformation” September 2013
WHAT IS PBIS? PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior
IN OTHER WORDS…. PBI BIS S is s a frame amewor ork for or impr proving ving sc school ol climat imate
PBIS ORGANIZES YOUR ENVIRONMENT Elements of PBIS: • OUTCOMES: Academic Achievement & Social Competence • SYSTEMS: To support staff behavior • PRACTICES: To support student behavior • DATA: For all decision making
KEY COMPONENTS OF PBIS Repres resent ntat ativ ive, e, school ol-wid wide e team am Clear ar, , well-def efined ined expe pectation ctations and rules es Consi nsistent nt enf nforcemen ement t of rul ules es Consist sistent nt reinf nfor orcem ement nt of appropria opriate e behavior ior Regular ular examination amination of data Regular ular evaluation uation of progress gress and school ol
PBIS IS A 3-TIERED MODEL Prevention: For students, staff, in settings (100% of students) For students – small group interventions (5- 15% of students) For students – individualized interventions (1-5% of students)
PBIS UNIVERSAL (SCHOOL-WIDE) PRACTICES Define ine • 3-5 school-wide Ackn knowled wledge ge behavioral expectations • daily recognition – Teach/P ch/Pre re-correct correct ‘gotchas,’ reward tickets, etc. • direct instruction – behavior lesson plans • whole school celebrations • in-the-moment reminders Re Re-tea each ch Model/Pra del/Practic ctice • re-teach the expectation using different strategies • adults model what they teach • have the students practice the skill • students practice what we teach
EXAMPLES OF BEHAVIORS THAT WARRANT TIER 2 AND TIER 3 INTERVENTIONS T I E R I I T I E R I I I • Repeated Threatening • incomplete/missing Destruction of • assignments property Excessive • • Physical aggression disruption in class • Bullying • Inappropriate social behavior • Excessive lying
WHAT DO YOU DO AT YOUR SCHOOL? School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Tier 3/Tertiary Interventions 1-5% 1-5% Tier 3/Tertiary Interventions • _____________________ • ___________________________ • _____________________ • ___________________________ • _____________________ • ___________________________ Tier 2/Secondary Interventions 5-15% 5-15% Tier 2/Secondary Interventions • ___________________________ • ____________________________ • ___________________________ • ____________________________ • ___________________________ • ____________________________ • ____________________________ • ___________________________ • ___________________________ • ____________________________ • ____________________________ • ___________________________ Tier 1/Universal Interventions80-90% 80-90% Tier 1/Universal Interventions • ________________________ • ____________________________ • ____________________________ • ________________________ • ____________________________ • ________________________ • ____________________________ • ________________________ • ____________________________ • ________________________ Illinois PBIS Network, Revised May 15, 2008. Adapted from “ What is school-wide PBS? ” • ________________________ OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm
EXAMPLES OF INTERVENTIONS T I E R I I T I E R I I I Check-in in Check-out out Comple plex x or Multi ti- domain ain FBA/BIP /BIP Social/ ial/Aca cademi demic inst struction ructional al groups ups Wrapar around ound Ment ntoring oring Brief ief FBA/BIP /BIP
wh where ere do you ou sta tart? t?
START WITH A VISION In a p perfect ect world rld, , what t kind of school ol environmen onment t would ld you like e to see? What type e of behavior ior would ld you like e to see from m your stud uden ents? ts? From om staff? Wh What be behaviors iors would uld you u like e ne never to see again? n?
WORK SMARTER, NOT HARDER • What t committ ittees, s, teams, s, etc etc. do you current ntly y have at your r school? • What t are the goals, , objectiv ives, s, outcome mes s of each? • Do these commit mittees es have common n goals/out utcomes omes? • Do any of these commit ittees es have goals/out utcomes omes in common n with h PBIS? S? • How can you do the most with h the least amount nt of resources ces?
COMMITTEE/GROUP SELF ASSESSMENT (SUGAI, 2004) Relation to School Priority Mission & School Committee/ Expected Target Purpose Schedule Membership (1 = low, Improvement Plan Work Group Outcome Audience 5 = high) (1 – low, 5 = high) 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
IMPORTANCE OF TEAM-DRIVEN Peo eopl ple e come me and g d go • • long-term susta tain inabil bilit ity • Pr Problem blem-solvin solving g pr proce cess ss – need diverse expertise and input • Avoid 1 person effort
CREATING A DREAM TEAM • Administrator • Representative group of teachers/staff • Person with behavioral expertise • Support staff • Family member
PBIS TEAM RESPONSIBILITIES (KEY COMPONENTS OF PBIS) Defining ning school ol-wid wide e expec pecta tation tions s Teaching hing expectat ectations ions to stude udent nts Ackno nowled wledgin ging g students udents for appropriat opriate e be behavior ior Usin ing g consis sisten ent t conseq eque uences nces Usin ing g data a to make e decisions sions Progr gress ess monit itoring oring
SHARE THE RESPONSIBILITIES Teaching ching Making sure Ackn knowled wledgeme gements nts lesson plans are Students and Adults taught Administrator + Coach Data Comm mmuni nica cati tion on Pull data, look at With other staff, data, be able to community, and talk about data families
PBIS TEAM ROLES • Facilitat litator or (creat eates es agend nda, a, leads ds meeti ting) g) • Data a Manager ger (brin rings gs data to team am meeti ting ngs) s) • Time me-keep eeper er (keeps eps team am on task) k) • Recor order der (tak akes es and nd distribut stributes es minut nutes; es; archiv ives es materi erial; al; updates es profil ile) e) • Communica mmunicator or (shares hares informat ormation n with h staf aff, f, families, ilies, and commun munit ities) ies) Swi witch it up!! Avoid oid burn-out out
HAVE A ROUTINE AND Example xample Meet eting ing Agenda: enda: Attendance, endance, roles for meeting eting, set et next xt meet eting ing date Status tus of items from previou ous meet eting ing Look at data ta and d problem lem solve • Precise problem statement (data manager) • Action plan • Assign tasks Up Upcoming ming Event nts Distribut ibute e minu nutes es Communi unicat cate e news to school, l, district ict, fa famili lies es
COMMUNICATION!!! Plan communication with staff, school board, families, other intervention teams
INVITE OTHERS TO HELP How can other staff • Planning events help? • Making tickets • Gathering reward items How can parents help? • Creating behavior lesson How can students plans help? • Fundraising • what else??
THE FIRST STEP: BEHAVIORAL EXPECTATIONS Star art t with th 3-5 5 broadly oadly stat ated ed expe pecta ctations tions You u can n use data ta to o see e what at your ur major ajor challen allenge ges s are e and d alig ign n expect pectati ations ns to those. ose. For example, if there are a lot of office referrals for harassment, Be Respectful may be a good choice.
DEFINING EXPECTATIONS Develop ‘rules’ based d on school ol-wid wide e expectat ectations: ions: • Stat ate e positi itively ely • Use common mon and few words ds • Show what t the behavior ior “looks like”
STEWARDSON-STRASBURG CUSD #5A ILLINOIS
San Jose Unified School District Horace Mann Elementary School
Milwaukee Public Schools
Little e Benne nett tt Elemen enta tary School ol Clarksbu ksburg, g, MD
Prieto Elementary Chicago, IL
BEHAVIORAL MATRIX Develop lop a mast ster er chart t of expe pectations, ctations, or or a B Behavioral vioral Matrix rix and displa play y it throughout oughout the school. ol.
Assembly Cafeteria Hallway Restroom Playground Arrival/ Dismissal Follow instructions Use good table Pay attention Wash hands Dress Be on time Respect manners Eyes forward appropriately for Find your place Yourself Use time wisely weather quickly Follow safety Keep backpack zipped procedures at all times Be a “good sport” Sit quietly Eat your own food Remain in Privacy please Play fair & share Listen closely to all Respect Keep hands & feet Chew with your traveling position Remember to Invite others to adults Others to self mouth closed Walk to right side, flush play Sit quietly Listen and respond single file Wait your turn Show kindness to adult directions Greet those you know appropriately “What’s on the Take belongings Keep your area Keep hands off Follow Keep belongings with Respect “Restroom with you clean walls ground stays on you Environment Routine” the ground” Treat school Put things where If you see trash, property with care they belong please pick it up Use equipment properly Listen to speaker Be willing to try Silence please Use restroom at Try new games Be prepared when Respect Be ready to new things appropriate Play with new name is called Learning participate Make new friends times friends Be sure schoolwork Be quick & Follow goes home/returns to quiet expectations school White County Central Elementary, Arkansas
-Alan Shawn Feinstein Middle School Coventry, Rhode Island
BEHAVIORAL MATRIX (SOURCE: PBIS ILLINOIS NETWORK) Settings > e.g., Hallway Expectations e.g., Be Respectful
TEACH BEHAVIOR LIKE ACADEMICS ADJUST for DEFINE Efficiency Simply MONITOR & ACKNOWLEDGE MODEL Continuously PRACTICE In Setting
EXAMPLE: MATH – TEACHING HOW TO FIND THE HYPOTENUSE OF A RIGHT TRIANGLE “Everyone work with C²=A²+B², a different partner where C is the side and try the examples opposite the on this next worksheet.” right angle “Everyone did a great job with “Let me show you the first 2, but the 3 rd one you… If A=3 was tricky, because it and B=4, then C²=25, didn’t have a right angle.” so C=5” “Work with a partner and find the hypotenuse of the Thank you to pbis.org for the great 3 triangles on the example!!! worksheet”
EXAMPLE: TEACHING SOCIAL BEHAVIORS “If someone won’t stop “You got it! Tomorrow let’s teasing your friend, you talk about cyber-teasing should look cool and walk and ways to handle that.” away with your friend.” “Great answers. Now, what if “What are 2 different you were stuck on the bus? ways to ‘look cool’ with Or how about in the your friends?” classroom?” “Let’s watch this episode of ‘Jessie’. When it’s over, tell me how a friend was Thank you to pbis.org for the great helped when teased.” example!!!
BEHAVIOR LESSONS • Alig ign to school ol-wid wide e expec pecta tation tion • Adults lts demons onstr trat ate skill ill • Can demonstrate both inappropriate and appropriate behavior • Stud uden ents ts role play y or practice ctice skill ill • Adults lts provid vide e feedba dback • Ackno knowled ledge ge appropri opriat ate e be behavior ior
COOL L TOOL OL (Beha havio ior Less sson on Plan) UNIVERSAL EXPECTATION: Being Safe/Responsible/Respectful NAME OF SKILL/SETTING: Bathroom PURPOSE OF THE LESSON/WHY IS IT IMPORTANT 1. To teach responsible behavior in the bathroom. 2. To practice and maintain good manners and cleanliness in the bathroom. TEACHING EXAMPLES 1 . You are washing your hands and your teacher reminds you to hurry – you remember to quickly get two pumps of soap, wash hands and pull down once on the towel to dry your hands. Congress K-8 2. You are waiting in line for your turn and your friend stops to talk to you – you remember the Milwaukee, WI line is long, quickly take your turn without talking and return to line. . STUDENT ACTIVITIES/ROLE PLAYS 1. Discuss the importance of keeping the bathroom clean. 2. Model proper hand washing and correct soap/towel/ water/sink usage. 3. Role play soap/towel and water/sink usage. FOLLOW UP/ REINFORCEMENT ACTIVITIES 1. Pre-correct and give reminders of rules before going to the bathroom. 2. Verbal praise for doing what is expected. 3. Compliment and reward classes and individuals for proper bathroom behavior.
Behavior Lesson Plan Template UNIVESAL EXPECTATION:_______________________________________ NAME OF SKILL/SETTING:________________________________________ PURPOSE OF THE LESSON/WHY IS IT IMPORTANT. 1. 2. TEACHING EXAMPLES 1. 2. 3. STUDENT ACTIVITES/ROLE PLAYS 1. 2. 3. Source: FOLLOW UP/ REINFORCEMENT ACTIVITES 1. Illinois PBIS 2. Network 3.
PLANNING • How will expectations be taught? • When will expectations be taught (day, time)? • Who will teach expectations? • Who will look at data and determine what needs to be taught or re-taught? • Who will write behavioral lesson plans?
BE CREATIVE! • school hool assem embl blies ies • ‘rotation stations’ • video eos s – have adul ults s mode del studen udent t beha ehavior vior in sett ettings ngs • teache cher/st /staf aff f skits ts • have e students udents mode del beha havior viors s or teach ch skills ls to younger nger students udents • activi viti ties, es, writin ting g prom ompt pts • ‘quizzes’
ELEMENTARY SCHOOL EXAMPLE White County nty Centra ntral l El Eleme menta ntary • Monda nday y mornin rning meeti tings ngs • Kick off the targeted behavior for the week • Cele lebra brate at end d of week eek • Teachers or students share about students who have excelled in targeted behavior during the week • Celebrate birthdays and other accomplishments • Dancing!!!
EXAMPLE OF YEARLY PLAN • First week or school: Kick-of off f with th all stu tuden ents ts in all areas of school (‘rotation stations’) • Daily: Reinf nforc orce e th the expecta tation tions through announcement time or at assembly • Weekly: Behavior lesson plan ta targeting ting specif ific ic behavior ior , expectation, or area of school • Based on Data: Target a behavior vior that is showing up most often in th the data ta , or is a long-term problem • Booster kick-off: After a long break, students may need a booster er tr train ining ing to remind them of the expectations
REINFORCE THE GOOD! Why acknowle wledge dge desired ired behavior ior? Wh What happen ens s over r the long ng term rm with th rein infor orced ed behavior? ior? Chang nge from m conti tinuou uous s (all ll the time) me) to parti tial al or interm ermit itten ent t (some ome of the time) me) reinf infor orcem ement nt
WHY ACKNOWLEDGE STUDENTS FOR APPROPRIATE BEHAVIOR? • Reinforce/encourage behavior • Students who are showing expected behaviors encourage others • Strengthen positive behaviors that compete with problem behavior • Prom ompt pt for r adu dults to rec ecogni ognize e expe pected ed beh ehavior ior
SOME GUIDELINES FOR USE OF ACKNOWLEDGEMENTS • For ever ery student in the building • Tied to school-wide expectations • Always tell ll the student udent WH WHY he/sh /she e is gettin etting g the e acknowledgement wledgement – restate the expect ctat ation ion • No take e backs!!! • Move from highly hly frequen ent t to less ss frequent uent • Individualize for students needing greater support systems
HOW TO GIVE AN ACKNOWLEDGEMENT Step ep 1: Ackno knowle ledge dge spe pecif ific ic beh ehavior ior Step ep 2: Tie ie back k to school ool-wi wide de expe pecta tati tions ons Example mple: “Nice job sitting in your seat when the bel ell rang! g! Way to be e ready.”
EXAMPLES OF ACKNOWLEDGEMENTS
WHERE DO YOU GET REWARDS? What t would d work? What t are the costs? ts? How do you pay for them? m? Where re do you get et ideas? s?
REWARD IDEAS – WHITE COUNTY CENTRAL ELEMENTARY SCHOOL Studen ent t Ideas: as: 5 th th and 6 th th Grade de Eat lunch with friends at picnic table No office referral rewards: Help out in another classroom Pajama day December - “mixer” after Winterfest Technology day (bring i-pods) May - sleepover at school Homework pass Sleep-in late pass Movie with hot chocolate Popcorn and drinks Kickball tournament Dodgeball tournament Special lunch Super hero day Pokemon tournament
REWARD IDEAS • Class assroom oom challen lenges ges (e.g., principal can give a class a ticket for all students being quiet in the hallway, with a prize when the class receives 10) • School ol-wid wide e challe leng nges es for entire ire school ol (e.g., if students have 25% less office referrals this month than last month, teachers/staff will put on a show or a basketball game, etc., with popcorn and a drink) • Look k at the followin wing g exam amples ples for some e low and no-cost st ideas as for stud uden ents ts
REWARD CHOICES
SCHOOL-WIDE CELEBRATIONS • ALL students get what the collective group earns Example • If more than 80% of students have perfect attendance, whole school gets special assembly. • Some me kids get extra for exceptional performance • For example, students with 100% can get some additional acknowledgement beyond what whole group gets.
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