STAGE 1: Exploration & Adoption

https://www.youtube.com/watch?v=Y7XW-mewUm8

“The only place success comes before work is in the

dictionary”

Vince Lombardi

PBIS is a whole school three-tier approach to decreasing disruptive behaviors and increasing

student success and achievement

PBIS is a systems, data & practices required to achieve measurable outcomes

• A Program

• A Curriculum

• A one size fits all approach

• It is NOT what students will do!!!!!!!!!!!

PBIS is NOT for students

PBIS is FOR adults!!!!!!!!!

1. Decreased classroom disruptions and office discipline referrals

2. Increased academic achievement and performance

3. Improved school climate, culture and safety

4. 1 system that will resolve multiple issues, i.e., reduce ODR’s, detention, suspensions

5. Increased attendance rates

6. Increased graduation rates

7. Increased teacher retention

• Views students misbehavior as inherent to the child

• Seeks to diagnose the internal flaws (intellectual, neurological, psychological, emotional, moral)

• Is reactive – waits until the behavior is displayed

• Attempts to squash inappropriate behaviors

• Relies on specialist and alternative settings

• Often results in rigid punitive environments

• Objective: Control

• Believes that all behaviors occur within an environmental context

• Begins all investigations by examining the scope of the problem (school-wide, group, individual) – this requires data

• Is proactive – intentionally structures for success

• Systematically teaches and acknowledges appropriate behaviors

• Builds capacity for all staff to address both positive and negative student behavior

• Intentionally seeks to build positive, flexible environments based on data

• Objective: Self-management

”If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave,

we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

Behavior is…

Learned

Functional

Contextual

Human

We teach and reinforce behavior everyday

Even “bad” behaviors

What do you think that looks like?

Different context =Different behavior

For every year that a behavior has been in place, you should plan to spend at least one month of consistent and appropriate intervention for you to see a change in the behavior.- This is a rule of

thumb.

We can improve behavior by 80% just by pointing out what one

person is doing correctly.

We know we can improve behavior by 80%, yet we use it less than 10% of the time.

Attention- (adults or peers)

Access (preferred items)

Sensory input (proprioceptive input)

1) Work or Tasks

2) Attention from Adults or Peers

3) Pain (emotional or physical)

4) Sensory overload (too much coming in)

Teach the behavior

Imprint the behavior by modeling

Practice the behavior with them

Praise it when we see it

10 x 180 days = 1800 referral/year

1800 x 20 min = 36000 minutes

36000 min =

100 days of admin time lost/year

100 days of teacher time lost/year

100 days of student instructions lost/year

Behaviors are prerequisites for academics

Procedures and routines create structure

Repetition is key to learning new skills:

• For a child to learn something new, it needs to be repeated on average of 8 times

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong – ‘How to be an Effective Teacher,’ 1991)

PBIS is the only approach to behavior that has been written into

law since 1997

• Expectation System

• Reinforcement System

• Exploration & Adoption

• Ownership System

• Teaching System• Accountability

System• Data Analysis

System• Maintenance

System• Assessment

System

Put matrix here

CATCH STUDENTS BEING GOOD!

• Data

• PBIS Team

• Lesson Plans for teaching Expectations

• Defined behaviors (minor and major)

• A Flow process

• Refinement of system

• Evaluation

• Fidelity

We can no longer assume:

• Students know the expectations/rules and appropriate ways to behave

• Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

We must assume:

• Students will require different curricula, instructional modalities, etc… to learn appropriate behavior

• We need to teach expectations/skills and appropriate behaviors as effectively as we teach academic skills

PBIS Depends on

CONSISTENCY

in

Expectations

Training

Involvement

Interpretation

Implementation

Accountability

BY

Teachers Families

BY

1. Decide what is important for students to know (behavioral &

academic expectations)

2. Teach what is important for students to know (high quality

instruction)

3. Acknowledge students for demonstrating skills (positive

reinforcement)

4. Keep track of how students are doing ( data, data, data

systems)

5. Make ADULT & SYSTEMS changes according to the results

(interventions - give kids what they need)

• Clearly define expected behaviors (Rules/Skills)

o All Settings

o Classrooms

• Procedures for teaching & practicing expected behaviors

• Procedures for encouraging expected behaviors

• Procedures for discouraging problem behaviors

• Procedures for data-based decision making

• Family Awareness and Involvement

Approximately 80% of students respond to this level

• Efficient and effective way to identify at-risk students

o Screeno Data decision ruleso Teacher referral

• Informal assessment process to match intervention to student need

o Small group Social Skill Instruction

o Self-managemento Academic Support

• Part of a continuum – Must link to universal school-wide PBIS system!

Students who do not respond to the Tier 1 supports, 10-15% of students.

• When small group is not sufficient

• When problem remains intense and chronic

• Driven by Functional Behavioral Assessment

• Connections to Mental Health and Community Agencies

• Part of a continuum – Must link to universal school-wide PBIS system!

Students who do not respond to the Tier 1 or Tier 2 supports, 5-7% of students.

1. Define, teach and acknowledge positive behaviors.

2. On-going collection and use of data for decision-making regarding implementation of systems that support effective practices.

3. Continuum of universal supports, targeted interventions, and individualized supports.

4. Implement evidenced-based behavioral practices with fidelity and accountability

5. Arrange the environment to prevent the development and occurrence of problem behavior (this means changing OUR behaviors)

6. Screen universally and monitor student performance and progress continually.

Data driven building decision-making

Clear expectations that are universally known

Focuses on positive interaction and acknowledges appropriate behavior.

Proactive rather than reactive

Supports a positive learning environment

Delivers results

Gives teachers the skills to manage behaviors

https://vimeo.com/3744737

STAGE 2:INITIATION

“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”

― Haim G. Ginott, Teacher and Child: A Book for Parents and Teachers

So many of our dreams at first seem impossible, then they seem improbable, and then, when we summon the will, they soon become inevitable.

-Christopher Reeve

Principal

General Education Teacher

Special Education Teacher

Classified Staff

Related Services

School Psychologist or counselor

Parent

Student

• Build buy-in, ownership, and communication with all stakeholders

• Assess school climate, fidelity, and student progress

• Create, teach, and reinforce expectations• Develop an accountability and data-

analysis system• Plan for initial roll-out and sustainability

Documentation is essential for a system to be sustainable. The following team documents should be used regularly and maintained digitally as well

as via hard copy in a team binder and Google Drive

• Team Charter: Record of team members, visions/goals, decision making process, norms, and meeting times from the entire school calendar.

• Team Roles & Responsibilities: Reminder of team roles and defined responsibilities at each meeting

• Team Agenda: Details the purpose of each meeting and the items needed to be discussed

• Team Minutes: Written record of meeting decisions including person responsible and timeline.

• Action Plan: A table of team goals along with space to record strategy, target date, resources needed and person responsible for taking action on the goal

Assign Roles & Responsibilities

Team Charter

Review Agenda’s

Review Action Plans

If team members do not take roles and

responsibilities seriously, then they will

end up doing what they have always

done – that is, work as a committee.

- Carol Scearce (School Teams Expert)

OWNERSHIP SYSTEM

Systems change takes time, planning, and determination. This parody video illustrates this point by looking at resisting change from using a

scroll to using a textbook.

Ownership

Information

MediaVision

Change can come About Two WaysTop Down: An administrator or small group shouts change from the top down

Bottom Up: A diverse team of stakeholders seeks input from and provides feedback to staff, students, and parents

Which method takes longer?

Which leads to high fidelity of implementation, long-term sustainability, and student outcomes?

Vision: Spend time discussing your vision so that everyone in your school can move forward in the same direction.

Phoenix Zoo: A world class zoo for a world class city

Starbucks: Inspire the human spirit – one person, one cup, and one neighborhood at a time

PBIS: Support all students to succeed socially and academically every day

PBIS will encourage a positive, safe, and academically comprehensive climate that will

help all students to SOAR…being safe, respectful and responsible.

Spend time sharing your Vision in multiple ways such as Face-to-Face, Print Media, and Social Media:

• Faculty Meetings

• PLC

• Posters and Banners

• Newsletter, website, Assembly

Spend time asking and listening to questions and concerns. Then be sure to tell and show people that you heard them and considered their views:

• Climate survey

• Office Discipline Referral data

• Post information in multiple formats

People don’t believe what you tell them.

They rarely believe what you show them.

They often believe what their friends tell them.

They always believe what they tell themselves.

Leaders give people stories they can tell themselves; stories about the future and about

change.

-Seth Godin

Before staff and students can buy-in to a new system, they need to know a little bit about the system and what’s in it for them. This is a never ending campaign! There will always be new staff or students to inform and people that want to cling to old ideas or paradigms.

1. What is PBIS?PBIS is a Systems, Data and Practices that make school a more effective learning environment:- PBIS is a system and not a program

- PBIS is a school-wide, evidence-based and used nationwide

- PBIS catches students displaying proper behavior and provides consistent consequences for disruptive behaviors

- PBIS teaches and supports students so they can be socially and behaviorally successful

- PBIS makes schools more predictable, consistent, positive, and safe for all staff and students

2. What are PBIS Outcomes?

- Decrease disruptive classroom behaviors and office referrals

- Increase time for academics and academic achievement

- Improve school climate and safety

3. Why is PBIS needed here?

- Share your quantitative data:

Office discipline referrals

Academic achievement scores

Attendance rate

Drop-out rates

Failure rate

Etc.…

Share your qualitative dataStaff surveys

Parent surveys

Student surveys

Share anecdotal dataTestimonials

Success stories

Face to FaceMeetings and assemblies

Print & Digital MediaPosters, newsletters, flyers and handouts

Email, video and slideshows

School website

Social MediaFacebook, Twitter, You Tube, Blogs

www.myPBIS.org

Create a PBIS vision statement

How will you share information about PBIS?

What forms of media will you use?

What will you put on your school website?

Break Time

Expectations reflect the culture you want to promote

Select 3-4 School-wide expectationsChoosing school-wide expectations should involve as many staff, students, and parents as possible. Expectations should reflect the needs (based on data), and culture that you want to create at your school. The more ownership and buy-in achieved at his stage, the easier it will be to implement these new expectations when you roll out your complete PBIS system

Identify LocationsSelect 3-5 locations around school. Data should also drive the identification of location.

Bus Expectations will be given to you to add to your school locations

• Identify Skills for Each Expectation & Location• Skills must be stated positively – tells students what

Once your team selects some Expectations & locations, share with all staff and students to get buy-in and ownership

Skills must be stated positively – tell students what you want them to do

Skills are what the student needs to have to demonstrate the expectations

Skills must be concrete examples of expectations

Skills must be specific and observable

Repetition of skills is OK

Personalize your Matrix

For example: 3 B’s

Be Respectful

Be Responsible

Be Safe

Identify locations

Create expectations

Share out to staff and students

Create skills for Matrix

Identify the quantity of Matrices needed

Determine printing method for Matrix

We teach reading, writing, math and sports skills.

What not teach social behavior skills?

Behavior is a skill just like reading, writing, math or driving a car. Thus, behavior must be learned and is acquired through practice.

Behaviors are prerequisites for academics

Procedures and routines create structure

Repetition is key to learning new skills:• For a child to learn something new, it needs to be

repeated on average of 8 times

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

We can no longer assume:• Students know the expectations/rules and

appropriate ways to behave

• Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

Teaching social behaviors skills should follow the same effective strategies we use to teaching academic skills. We need to identify the objective, create a set or hook, and systematically take our students through the “I do, We do, You do” process. Then we need to evaluate if learners met our objective for the lesson.

Identify the desired behavior and describe it in observable, measurable terms.

List a rationale for teaching the behavior (Why is it important?)

Identify examples and non-examples of the desired behavior (what would the behavior look/sound like? What would the behavior not look/sound like?)

Practice/Role play activities

Provide opportunities for practice

Create a lesson plan for each expectation in each location. If your expectations are Safe, Respectful, and Responsible:

Safe in the classroom, Respectful in the classroom, Responsible in the classroom

Safe in the bathroom, Respectful in the bathroom, etc…

Teach the lesson in the location

Teach bathroom expectations in bathroom

Teach cafeteria expectations in cafeteria, etc…

Display Expectation Matrix across all settings

Lesson Plans for staff and students

Schedule trainings for staff and studentsNew staff and new student training as needed

https://www.youtube.com/watch?v=HO-M_QpiG5o&nohtml5=False

Elementary

https://www.youtube.com/watch?v=4NuICWeCdEk

Junior High

Westwood

http://www.mpsaz.org/westwood/staff/jmvega/wpvideos/video/17328

Who: Who will teach the lessons? Leadership team, administrators, teachers or students?

What: What will be taught? All expectations for all locations at once, all expectations for one location at a time? All expectations and reinforcement and accountability systems at one time, daily lessons, or first day of each week?

When will training occur? During special events, a selected class period every day in opening week, a selected period each week for opening month, or each week the school can focus on a different expectation or location?

Staff must be trained prior to students first day.

Students should be taught the beginning of each year (Roll-out)

Where: Where will training occur? In an assembly, homeroom, in each location or online?

How: How will training occur? A live event, lecture, slideshow, video or trivia game format?

We cannot teach academic skills or any new skills only one time and expect students or adults to be 100% competent. There are natural phases of learning from acquisition to fluency to maintenance to generalization. It takes time and repetition to learn any skill.

What are some creative ways that you can teach the Expectation

Matrix to your staff and students?

Determine lesson plan design

Create Lesson Plans

Create a timeline of lesson plan completion

Create schedule for teaching staff

Create schedule for teaching students

Create a plan for teaching new staff and students

Create a plan for

re-teaching

What typically happens when students demonstrate correct academic behavior?

What typically happens when student demonstrate correct social behaviors?

What happens when students demonstrate incorrect academic behavior?

Do we send them to the office each time? No.

We provide corrective feedback, we re-teach and provide opportunities to practice. Why? So students learn the correct skill and can demonstrate it in the future.

What happens when students demonstrate incorrect social behaviors?

Typically students are reprimanded, given a consequence (punishment) and some type of exclusionary practices is used (detention, office discipline referral, suspension).

There is a disconnect between how we address academic vs. social behaviors in schools.

We want to teach social behavioral skills as we do academic skills. When correct/appropriate behaviors occur, we should recognize and reinforce the behaviors, just like we do with academic skills.

A saying to keep in mind is, “We get more of what we attend to”:

If we attend to disruptive behaviors,

We will get more disruptive behaviors.

If we attend to positive behaviors,

We will get more positive behaviors.

Reward people if you want (or not),

But Reinforce positive behaviors frequently!

There are four common myths about reinforcing students for positive behaviors that you are likely to hear:

1. Reinforcing students spoils them

2. Reinforcing students is bribery

3. Reinforcing students reduces intrinsic motivation

4. Reinforcement costs too much time and money

We regularly reinforce academic behaviors. Is it spoiling students when we give them an A+ they have earned? No, we simply call it feedback.

This use of reinforcement is feedback – it’s OK to let students know when they are behaving correctly; it actually increases the chances of them doing it again!

Reinforcements are only bribery if used haphazardly to coerce students. Coercion, like punishment, is not effective in the long run.

A reinforcement system is not coercion; it is planned acknowledgement of specific desired behaviors.

Research evidence continually shows the opposite. Reinforcement maintains intrinsic motivation for those that have it, and increases intrinsic motivation for those that don’t.

Students who are already intrinsically motivated to behave do not stop when reinforcement is introduced into their environment. But reinforcement will help those who are not intrinsically motivated.

Too much time? How much time is currently spent dealing with inappropriate behavior and classroom disruptions? If we refocus our attention on appropriate behaviors we will have more of those behaviors and less of the inappropriate ones.

Too much money? There are hundreds of inexpensive ways to reward and reinforce students for appropriate behavior and many are free

It is NEVER a prize/reward that ‘makes typical students behave’.

It is ALWAYS the interaction and acknowledgement from the adult that reinforces

and maintains positive social behaviors!

Many schools use a ticket system

Tied into school expectations

Specific feedback on student’s behavior

Provides visible acknowledge of appropriate behavior for student

Helps to remind staff to provide acknowledgements

1. State the expectation

2. Identify the behavior

3. Reinforce with ticket

Reinforcement When What

Frequent

Intermediate

Long Term

Staff

Reinforcement When What

Frequent/Daily When student is observed

demonstrating the 3 B’s – Be Safe/Be responsible/Be Respectful

Circle expectation write student & staff names & date

Student gives ticket to teacher before/after class to redeem prize

Ticket then placed in PBIS box in office before 7:00 am each Friday

Tickets are carried by all

staff Staff to hand out

minimum of 10 Tickets a day

Prize is an item from teacher

Intermediate/Weekly Principal draws 4 students & 2 teacher names from PBIS Box each Friday

Names are announced in morning announcements

Students pick up prizes & certificate from office at end of day on Friday

PBIS Certificate to take home

Student choice from prize box

Long Term: Monthly Quarterly Yearly

Principal draws a name quarterly and at semester

End of year award given to 3 students in front of school (representing each program)

VISA (Very Important Student /Staff Access) pass

Lunch Gift cards

Staff:

Staff recognized at weekly, monthly, quarterly & yearly drawings

Lunch @ weekly drawing Additional ½ hour

planning time Gift cards Chocolate

Menu items will vary

Prices will change

Start small

Create your tickets

Complete the Reinforcement Matrix

Determine whether you will be implementing the Reinforcement Menu

An accountability system creates consistency, provides a clear distinction between office managed and classroom managed behaviors, provides definitions for behaviors and identifies predictable discipline procedures and consequences.

Accountability System

Defined Behaviors

Behavior Flowchart

Forms & Procedures

Database

Do all staff agree on how behaviors are currently handled?

Is there consistency in everyone’s choices?

Are clear definitions of what should be handled by staff and what should go to the office needed?

What one teacher may consider disrespectful, may not be disrespectful

to another teacher. For that reason, problem behaviors must be

operationally defined.

Minor behaviors will be defined with examples. Minor behaviors are TEACHER managed behaviors

Major behaviors will be defined with examples. Major behaviors are OFFICE Managed behaviors.

Clear set of definitions for all categories on the office discipline referral form exists and is in line with the SWIS/District definitions

Definitions will include examples of the defined behavior

Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained/taught the definitions

All problem behaviors are covered and none of the definitions overlap

Consistent definitions make data collection much more accurate and reliable

The addition of minor problem behaviors assists in the summary of minor infractions

A clear distinction must exist between problem behaviors that are staff-managed (minor) versus problem behaviors that are office-managed or

crisis (major)

Defined• Discipline incidents that must be handled by the

administration. These may include but are not limited to: physical fights, property damage, drugs, weapons, tobacco, etc.

Purpose• Once problem behaviors are operationally defined, it is

essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence

Defined• Discipline incidents that can be handled by the classroom

teacher and do not warrant a discipline referral to the office*.

These may include but are not limited to: tardiness to class, lack of classroom material, incomplete classroom assignments, gum chewing, disrespect, inappropriate language, etc.

Purpose• To determine appropriate consequence and where the

consequence should be delivered

* These incidences are still tracked but interventions are the focus

Be sure to answer the following 5 questions on each referral form:

Who, Why, What, When & Where?

Clarity on the referral form takes the guess work out of the data entry person’s job

Data will be more reliable and accurate as judgement calls are minimized

Student’s Name

Date

Time of Incident

Student’s Teacher (optional)

Student’s Grade Level

Referring Staff

Location of Incident

Problem Behavior

Possible Motivation

Others Involved

Administrative Decision

Other Comments

No more than 3 extra info.

Collect data that is necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

The Minor Tracking form is not intended to catch students being ‘bad’. The function of the form is to track INTERVENTIONS.

Classroom behaviors take up considerable amounts of teacher time that could be better spent on instruction

Forms assist in identifying the pattern of behavior and determining interventions that will be most effective for the student(s)

Use to document and track what interventions are working – NOT to catch a student having a behavior.

3 MIR’s can lead to ODR

ODR’s from MIR’s are still a MINOR behavior

When does a recurring behavior become an ODR?• Same behavior (3 minors = 1 ODR)

• From one particular teacher

• Suggested time frame ( 3 minors in ________)

Used as a tool to identify patterns of behavior• When are the behaviors occurring? (math, transition)

• What are the recurring behaviors?

• What are the classroom interventions that have been used? Are these interventions working or does something else need to be utilized?

• Why is the behavior occurring? (motivation, example: Johnny rips up his math sheet and is given time out and gets out of his work. He always gets to avoid doing his math work)

ODR FormsMust Include:

Student Name

Date of Incident

Time of Incident

Location of Incident

Referring Staff’s name

Problem Behavior

Possible Motivation

Others Involved

Administrative decision

Consequence

Flow Chart

• Evaluate current discipline process and procedures

• Is the discipline referral process meaningful and effective?

• Identify whether teachers are following the current plan for completing referrals

• Interview teachers on their perceptions regarding the school’s responsiveness to problem behavior

The next step in establishing a data-based decision-making system is to insure that a school has a predictable and coherent Discipline Referral Process.

This process must be defined, taught, and agreed upon with all staff, and must include definitions for:

― major discipline incidents

― minor discipline incidents

― a continuum of discipline procedures

Contains definitions of: major discipline incidents, minor discipline incidents, a continuum of discipline procedures

Can be summarized in a narrative or graphic form

Is presented to all staff for approval

Is trained to all staff

Most schools have emergency plans in case of fire or an important danger on campus that requires a lock down of the campus. These plans are taught to staff and students annually and practiced to ensure that the plan can be implemented correctly. Even though a fire or a lock down is not a regular occurrence in most schools, most staff can explain the multi-step procedures involved in a fire drill or lock down with consistency an precision

Why don’t we give this same attention to behavior problems that disrupt the learning of others? Classroom disruptions are a fairly frequent problem at many schools, sometimes occurring multiple times in the same day! Yet, when asked, most staff cannot recite the list of minor vs. major problems or list the school-wide intervention procedures required when a minor behavior problem occurs.

There are three components of the Accountability System that need to be taught and practiced:

Definitions and examples of minor and major behaviors (staff & students)

Behavior Flow Chart (staff & students)

ODR & MIR forms and procedures (staff)

Case Studies to reinforce flowchart process

Lesson Plans

Schedule training for staff and students

Identify Behaviors

Define Minor and Major Behaviors

Create Minor Tracking Forms

Create Office Discipline Referral Forms

Create Flow Chart

Create a plan for teaching staff and students

SWIS/Synergy

However beautiful your strategy you should occasionally look at your results

-Winston Churchill

PRACTICES

Supporting

Staff Behavior

Supporting

Decision

Making

Supporting

Student Behavior

OUTCOMES

Social Competence &

Academic Achievement

Problem behavior

Students

Grade level

Location

Time of day

Day of Week

Average Referrals per month

There are a number of reasons to share school data regularly

Staff will know which behavior interventions are working and which are not

Staff will feel that collecting data is valuable and worthwhile

Staff will continue (or start) to implement the PBIS system with fidelity

What data will be shared?

How will you share the data?

How often will you share the data?

Let’s Roll!

You can dream, create, design, and build the most wonderful place in

the world, but it requires people to make the dream a reality.

-Walt Disney

Share your PBIS Vision

Announce that you will build a positive school culture with your 3-5 school-wide expectations

Explain that expected behaviors will be acknowledged

Explain that problem behaviors will be corrected

Four types of roll out are necessary to teach your PBIS system:

Staff

Student

Parents

Community

Best to do prior to school beginning

Remind school staff:What is PBIS? (show video or PowerPoint)

Why is PBIS needed here?Share current ODR data

Share Climate Survey data

• What are the outcomes of PBIS?• Changing adult behavior

• Reduce behavior problems

• Increase academic achievement

• Improve School safety and climate

Present all the elements of the Tier 1 PBIS System

Expectation Matrix

Teaching Lesson Plans

Reinforcement Matrix

Behavior Flowchart

ODR Forms and procedures

MIR forms and procedures

Intervention strategies

Provide staff with PBIS HandbookExpectation Matrix

Lesson Plans

Reinforcement Matrix

Tickets

Behavior Flowchart

ODR from

MIR forms

Additional materials as needed

Ensure that staff can demonstrate using each of the practices correctly

Share your plans for your student, parent and community roll out

Teach kick-off responsibilities

PBIS Binder for staff and students

What will be included in binder?

Time frame for binder completion

The temptation to form premature theories upon insufficient data is the bane of our profession.

-Sherlock Holmes

Data Audit Tool (Quantitative)A summative evaluation tool that preserves four metrics:

Academic Data – state test scores

Behavior/Discipline Data – ODR, OSS, expulsion, graduation, and drop-out rates

Ethnic Disproportionality Data – total population, general ed., special ed., seclusion, and restraint

Special Education data – referral and identification rates

If PBIS is implemented with fidelity, you will see an increase in academic achievement scores, a decrease in office discipline referrals, suspensions and expulsions, as well as a decrease in special education referrals and eligibility. This translates into a smart return on investment for professional development training.

Climate Surveys: Climate surveys are valuable for assessing the change in people’s perceptions about your school’s ambiance and safety.

Does your school campus evoke a safe feeling or a stressful one;

A place where staff and students enjoy coming everyday;

Do the people feel that the rules are fair and consistently enforced?

By measuring these perceptions we can see if they change for the better through PBIS implementation – they should!

Testimonial DataTestimonials are important when you are building staff ownership and buy-in. If you skip the ownership building process, research shows that you are less likely to achieve fidelity and less likely to see outcomes.

YOU MADE IT!

“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make life miserable or joyous. I can be a tool of torture or an instrument of inspiration, I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis is escalated or de-escalated, and a person is humanized or de-humanized. If we treat people as they are, we make them worse. If we treat people as they ought to be, we help them become what they are capable of becoming.”

― Haim G. Ginott, Teacher and Child: A Book for Parents and Teachers