3/21/2014 Inclusion Activity: Sentence Frames

3/21/2014
Taking a Look at PBIS
Positive Behavioral
Interventions & Supports
Inclusion Activity:
Sentence Frames
• Managing behavior at our school is like _________________ ,
• Because __________________________________.
WHAT IS SW-PBIS?
• What is it?
• Logic
• 8 Steps of Implementation
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What is School-Wide PBIS?
• Improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible.
• School‐wide Positive Behavioral Interventions and Supports provides an operational framework for achieving these outcomes.
What is School-Wide PBIS?
• More importantly, PBIS is: – NOT a curriculum, intervention or practice but – 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.
The “Logic” of PBIS
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Continuum of Interventions
Tier One
Tier Two
• School‐wide expectations
• Bully Prevention
• Character Education
Tier Three
• CICO
• Social Skills Group
• Anger Management
• Mentoring
• FBA
• BSP
• Wraparound
• Person Centered Planning
Establishing a Positive Social Culture
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
What does School-Wide PBIS look like?
• >80% of students can tell you what is expected of them & give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult‐to‐student interactions exceed negative.
• Function based behavior support is the foundation for addressing problem behavior.
• Data‐ & team‐based action planning & implementation are operating.
• Administrators are active participants.
• A full continuum of behavior support is available to all students.
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So, what does this look like?
• Step One: Establish Team Membership
– Demographically representative of school and community
– Represents grade levels
– Includes a member with behavioral/classroom management expertise
– Administrator is an active member
So, what does this look like?
• Step Two: Develop a Brief Statement of Behavioral Purpose
– Positively stated
– Limit of 2‐3 sentences
– Supportive of academic achievement
– Comprehensive in scope—ALL students, staff and settings
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Behavioral Statement of Purpose
Example
“Abraham Lincoln
School is a
community of
learners. We are
here to learn,
grow, and
become good
citizens.”
Non‐example
“We, at Old School
Elementary,
believe that fear
instilled in young
children and
corporal
punishment still
work.”
So, what does this look like?
• Step Three: Identify Positive School‐
wide Behavioral Expectations
– 3‐5 expectations
– 1‐3 words to describe each expectation
– Positively stated
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So, what does this look like?
• Step Four: Develop Procedures for Teaching School‐wide Behavioral Expectations
– Teach behavioral expectations just like academics
– Create a school‐wide teaching matrix for all settings in the school – Positively define what each expectations “looks like” in each setting
Curriculum Matrix
Location 1
Location 2
Location 3
Location 4
Location 5
Location 6
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
SETTING
Expectations
Teaching
Matrix
All
Settings
Hallways
Playground
s
Cafeteria
Library/
Comput
er Lab
Assembly
Bus
Respect
Ourselves
Be on
task.
Give your
best
effort.
Be
prepared.
Walk.
Have a plan.
Eat all
your food.
Select
healthy
foods.
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Respect
Others
Be kind.
Hands/fee
t to self.
Help/shar
e with
others.
Use
normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch
.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Respect
Property
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage can.
Replace
trays &
utensils.
Clean up
eating
area.
Push in
chairs.
Treat
books
carefully.
Pick up.
Treat chairs
appropriately
.
Wipe your
feet.
Sit
appropriately
.
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So, what does this look like?
• Step Five: Develop Procedures for Teaching Classroom‐wide Behavioral Expectations
– Teach behavioral expectations just like academics
– Create a classroom teaching matrix for all routines that occur during your instructional day
– Positively define what each expectation “looks like” for each routine
So, what does this look like?
• Step Six: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School‐wide Behavioral Expectations
– Create quick and easy ways to reinforce and acknowledge school‐wide expected behaviors
– Develop a system to integrate the reinforcers into a meaningful continuum that creates value for students
– Used by all staff in all settings
– Keep track of number of acknowledgements versus the number of disciplinary actions
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Acknowledge & Recognize
So, what does this look like?
• Step Seven: Develop Continuum of Procedures for Discouraging Student Behavioral Violations of School‐wide Behavioral Expectations
– Create an Active Discipline Flowchart that identifies steps to take when students do not meet the desired behavioral expectations
– Define the difference between major (office managed) and minor (classroom managed) problem behavior
– Create an office discipline referral (ODR) form for tracking discipline events
Active Flow Chart
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So, what does this look like?
• Step Eight: Develop Data‐based Procedures for Monitoring Implementation of School‐wide PBIS (SWPBIS) (Primary or Universal Tier)
– Establish a structure and routine for data collection
– Use SWIS (School‐wide Information System) or a comparable data collection system when creating routines and procedures for review and analysis of data
– Systems must be effective, efficient and relevant (pbssurveys.org)
The SWIS “Suite”
School-wide Information Systems
SWIS o School‐wide Information System
CICO
o Check‐in/Check‐Out
ISIS
o Individual Student Information System
PBIS Assessments by Tier
• PBIS Assessments (surveys) are implemented at each tier to assist teams to monitor their progress and fidelity of interventions
Research Tool
Annual Assessment Tool
Progress Monitoring Tool
Universal Intervention
(Tier I)
SET
BoQ
SAS
ECBoQ
TIC
Targeted & Intensive Intervention
s (Tiers II & III)
ISSET
coming
soon
SAS
BAT
MATT
From PBISApps.org. 9
3/21/2014
Summary
• School‐wide PBIS is an approach for investing in making the school a more effective social and educational setting for ALL students.
• PBIS is based provides an effective framework for improving Behavior and Academic Support.
Checking for Understanding
"Tweet"
• With an elbow partner, write a Tweet that explains PBIS in … characters or less.
• Share your Tweet with your table group.
• Pick one Tweet to share with the whole group.
"You can't live a perfect
day without doing
something for someone
who will never be able to
repay you."
— John Wooden
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