PBIS: Promoting a positive & safe learning environment April 28, 2014 6:30 pm
PBIS FRAMEWORK, INTERVENTIONS, SUPPORTS MIDDLE SCHOOL CHILD DISCIPLINE REGULATION 400-08 SUPERVISION & SAFEGUARDS FOR SCHOOL SAFETY STUDENT COMMUNICATION OF EXPECTATIONS BULLYING & HARASSMENT REPORTING REG 400-48 REPORTING FORMS & INVESTIGATIONS ISS & INTERVENTIONS ROLE OF ADMINISTRATION & SCHOOL COUNSELOR ROLE OF SCHOOL RESOURCE OFFICER PROFESSIONAL TRAINING & STAFF DEVELOPMENT PARENT SUPPORT Talking Points:
Agenda: Introductions & Welcome Overview of the evening Presentation & sharing Open discussion; question & answer Closure
School Wide Positive Behavior Interventions and Supports SW PBIS: a process of creating a school climate Prevention of problem behaviors by Teaching desirable behaviors to all students Positively recognizing appropriate behaviors Emphasis on positive vs. negative feedback Students learn behaviors that support achievement in school and meaningful options for their futures.
Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT
1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic SystemsBehavioral Systems Circa 1996
3 levels of support Universal: – ALL students, All staff, Everywhere! Secondary: – Students who get 2-5 office referrals a year – Additional instruction and supports Tertiary: – Students with 6 or more office referrals a year – Individualized supports, greater supervision, emphasis on prevention, support, and instruction
Universal supports Everywhere: classroom, hallways/offices/cafeteria/playground/bus/etc. All students receive universal supports Teaching & encouraging positive school wide behavioral expectations Proactive school wide discipline Effective academic instruction/curriculum Parent engagement Active supervision Students who have 0 – 1 referrals to the office per year are being successful with universal supports
Yellow zone supports Students who are sent to the office 2 – 5 times a year need additional support. – Check in/out – Counselor/School Support – Targeted social skills training – Peer based tutoring – Social skills club – Academic Review – Behavioral contracting or formal plan – Increased Parent engagement The extra supports may be given by any staff member. Typically staff members with some expertise in social and behavioral issues may help with yellow zone supports. These students receive all supports available to all students with universal supports.
Red zone supports Students who are sent to the office 6 or more times per year need a high level of supports. Red zone supports often are highly individualized – Function based support – Formal Behavioral Intervention plan – Parent Engagement – Wraparound/person centered planning – Special education consideration – Crisis prevention & intervention – Individual counseling – Academic Review and Placement – Collaboration between staff members, families, and community agencies These students receive all universal and secondary supports, in addition to red zone.
Discussion Open Questions, Comments, & Discussion
Closure Next steps: Consider suggestions & next steps. We need parents to join our PBIS and Instructional Leadership Committees. We need PTSA officers for next school year. Thank you for your participation this evening. We are always looking for ways to improve our practice! Thank you for coming!