Review Re-establish SW PBIS Tier 1 Continuum

Review & Re-establish SW PBIS Tier 1 Continuum of Support *

The National Website ww w . pbi s. or g *

The Minnesota Website ww w. p bism n. or g *

PBIS Assessments Website ww w. p bisa pps. org *

My Story v. Student v. Custodian v. District 287 Para v 6 th grade teacher v. Principal v. My Dream v. Your Dreams?

SWPBIS is about….

SW-PBIS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990) *

How are you doing? * 14

Do you have staff buy in? What % of buy in do you have?

Integrated Elements OUTCOMES: What do we want to see? SY ST E MS OUTCOMES T DA A SYSTEMS: What needs to be in place to support (a) practice adoption that is informed and (b) full implementation that is contextualized, accurate, and sustainable? DATA: What do we currently see and know? PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see? 15 -16

Systems Guidelines 1. 2. 3. 4. 5. 6. 7. Work as a Team Involve students, staff, parents, and community Review your expected outcomes Make decisions based on data Revise / set new expected outcomes Integrate initiatives (working smarter) Develop a plan for the start of this year – Kick-off, teaching expectations, reward systems, …

Few positive SW expectations defined, taught, & encouraged

Practices Guidelines 1. 2. 3. 4. 5. 6. Review Data Use effective, efficient, relevant practices Review and practice school-wide expectations Increase use of pre-corrections Increase/ maintain high rates of positive reinforcement Identify student whose behaviors are unresponsive to Tier 1

de i l-w oo h Sc Classroom Non-classroom SWPBIS Practices • Smallest # • Evidence-based Family • Biggest, durable effect Student 17

▪ Leadership team School-wide ▪ Behavior purpose statement ▪ Set of positive expectations & behaviors ▪ Procedures for teaching SW & classroom-wide expected behavior ▪ Continuum of procedures for encouraging expected behavior ▪ Continuum of procedures for discouraging rule violations ▪ Procedures for on-going data-based monitoring & evaluation 18

Why do we send kids to the hall?

Classroom ▪ All school-wide ▪ Maximum structure & predictability in routines & ▪ ▪ environment Positively stated expectations posted, taught, reviewed, prompted, & supervised. Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. 18

How do you feel in your classrom?

Non-classroom ▪ Positive expectations & routines taught & encouraged ▪ Active supervision by all staff ▪ Scan, move, interact ▪ Precorrections & reminders ▪ Positive reinforcement 18

What message does your school send to students?

Individual Student ▪ Behavioral competence at school & district ▪ ▪ ▪ levels Function-based behavior support planning Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations 18

What is the message to your students and families?

Family ▪ Continuum of positive behavior support for all families ▪ Frequent, regular positive contacts, communications, & acknowledgements ▪ Formal & active participation & involvement as equal partner ▪ Access to system of integrated school & community resources 19

School-Wide Review 8 Step Planning Guide How Are You Doing?

How Full is your Bucket q. What does your students say about you ? q. Your family ? q. Your co-workers ? q. Your Boss ? q. Your neighbor ?

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All Staff Involved!

Before Students Return Establish: ▪PBIS School-wide Team meeting schedule for the year – 2 times a month ▪Schedule for communicating/reporting/ problem-solving with staff for the year ▪Schedule of celebrations/reinforcement activities

Before Students Return Plan For: ▪Staff Kick-Off ▪Student Kick-Off/Fall training ▪Parent Kick-Off (minimally a letter should be sent home describing PBIS, the school-wide expectations, rewards system and how they can contact the school for more information or if they are interested in joining the committee) ▪A Bus Driver Kick-Off ▪How School-wide Team will provide data to the staff/team managing Targeted & Intensive Interventions ▪Expectations being posted in all areas

Action Planning ▪Update monthly based on data ▪Share with staff to inform & maintain buy-in ▪Use a format that helps with team turnover *

ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special designed instruction ~5% • 1. Identify existing • Audit practices by tier 2. Specify outcome for each effort ~15% SECONDARY PREVENTION • Check in/out Evaluate implementation accuracy & 3. • Targeted social skills instruction outcome • Peer-based supports effectiveness • Social skills club 4. Eliminate/integrate based on outcomes • 5. Establish decision rules (Rt. I) PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement • ~80% of Students P 28 -29