Positive Behavioral Interventions and Supports (PBIS). “Do Now” KWL On your post-it complete the...
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Positive Behavioral Interventions and Supports (PBIS). “Do Now” KWL On your post-it complete the “K” (what you already know about PBIS) and the “W” (what
Positive Behavioral Interventions and Supports (PBIS). Do Now
KWL On your post-it complete the K (what you already know about
PBIS) and the W (what you want to know). We will complete the L at
the end of the session Do Now KWL On your post-it complete the K
(what you already know about PBIS) and the W (what you want to
know). We will complete the L at the end of the session
Slide 2
Slide 3
The old assumptions Some students are: Incorrigible Inherently
bad Will learn more appropriate behavior through the use of
punitive consequences Wait it out it will get better tomorrow or
the next tomorrow, or the next.
Slide 4
Behavior: Is learned Is teachable Is affected by environment Is
changeable
Slide 5
Ineffective Responses to Behavior: Get Tough Zero tolerance
policies Increased surveillance Increased suspension and
expulsion
Slide 6
Do Sanctions Work? Office referrals and suspensions work in the
short term and give teachers, peers and admin. some relief, however
they remove the student from instruction.
Slide 7
Slide 8
Individual student behavior support is successful if the school
climate is effective, efficient, relevant and durable for all
students. (Zins & Ponti, 1990)
Slide 9
Saint Paul Public Schools PBIS
Slide 10
Positive Behavioral Interventions and Supports (PBIS)
School-wide PBIS (SWPBIS) is a systems approach for establishing
the social culture and behavior supports needed for schools to be
effective learning environments for all students. Predictable
Positive Safe Consisten t
Slide 11
PBIS is NOT: A top-down approach (staff buy-in is crucial) A
quick fix for behavior problems (3-5 years to get strong) An off
the shelf, ready to use program/curriculum (it is developed by the
team to fit the school) Administrator-free (the principal or
assistance principal on the team is essential) and ALL building
staff play an important role.
Slide 12
What does PBIS look like in practice? Products are permanent
representations such as banners, wall murals, tickets, etc
Slide 13
Why does PBIS work? Data driven Creates universally known,
clear expectations Focuses on 5:1 positive interactions
Acknowledges appropriate behavior Is proactive rather than reactive
Supports a positive learning environment Uses and is informed by
culturally relevant practices
Slide 14
PBIS Three Tiers of Support
Slide 15
Critical Features of PBIS Framework Level of implementation
varies by building 1. PBIS Team 2.Faculty/Staff Commitment
3.Expectations and Rules Developed 4.Lesson Plans for Teaching
expectations/rules 5.Reward/Recognition Program Established
6.Effective Procedures for Dealing with Discipline 7.Data Entry and
Analysis Plan Established 8.Classroom Systems 9.Evaluation
10.Implementation Plan Horner & Sugai, OSEP Center on PBIS,
Universities of Oregon & Connecticut
Slide 16
Schools should 3-5 Positively Stated Behavior Expectations
(Classroom Alignment Imperative)
Slide 17
Teaching Expectations School-wide expectations have been
developed Words are posted on the walls of the building and NOW WE
MUST TEACH THEM
Slide 18
Establishing School-Wide Expectations Behavior matrices are
developed, posted, and then taught, re-taught, and taught
again!
Slide 19
But thats not MY job
Slide 20
"All too often teachers have not taken the time to teach their
student step by step what successful learning looks like, assuming
instead that students have inferred it in previous classrooms or
doubting the value of having a right way to do things, like sitting
in class, taking notes, following directions...if they're not doing
what you asked, the most likely explanation is that you haven't
taught them." -Doug Lemov, "Teach Like a Champion"
Slide 21
Develop Continuum of Procedures for Encouraging and
Strengthening Student use of School Wide Behavioral Expectations
Acknowledgment Examples: Verbal praise "Caught in the Act" tickets
Special Chair Lunch with staff member First in line at lunch
Slide 22
. Turn and Talk Please talk with someone near you about
acknowledgements that you have heard of, thought of or used in your
classroom Turn and Talk Please talk with someone near you about
acknowledgements that you have heard of, thought of or used in your
classroom
Slide 23
Slide 24
Rememberif many students are making the same mistake, consider
changing that system.not students. Start by teaching, monitoring
& rewardingnot increasing punishment
Slide 25
Make sure that you have your classroom behavior interventions
planned, including strategies you will use if problem behavior
occurs. Find out what the building protocol is for handling
behavior that cant be classroom/teacher managed.
Slide 26
Behavior referral data is collected daily, analyzed at least
monthly, and used to decide on how to approach problem behaviors.
Decision Making Process: Is there a problem? What areas/systems are
involved? Are there many or few students involved? What kind of
problem behaviors are occurring? When are these behaviors most
likely to occur? What is the most effective use of our resources to
address this problem? And behind the scenes
Slide 27
Additional Student Behavior Support Systems Your building will
have interventions in place for students who need additional
support (tier 2/tier 3). You will get more information from your
building.
Slide 28
So what do I do now? 1.Find out who your building PBIS team is
2.Find out the school-wide expectations 3.Familiarize yourself with
the behavioral matrix for your building 4.Figure out how to
integrate the expectations into your rituals and routines 5.Find
out the school-wide acknowledgment program 6.Find out the referral
process 7.Even if your site doesnt yet have expectations, etc.
establish the rituals and routines and expectations for your class
and the plan for teaching them. So what do I do now? 1.Find out who
your building PBIS team is 2.Find out the school-wide expectations
3.Familiarize yourself with the behavioral matrix for your building
4.Figure out how to integrate the expectations into your rituals
and routines 5.Find out the school-wide acknowledgment program
6.Find out the referral process 7.Even if your site doesnt yet have
expectations, etc. establish the rituals and routines and
expectations for your class and the plan for teaching them.
Slide 29
KW L Now complete the L (what you learned). Please complete the
evaluation form for this session. Thank you! KW L Now complete the
L (what you learned). Please complete the evaluation form for this
session. Thank you!