Presentation is loading. Please wait.

Presentation is loading. Please wait.

Let’s get to know each other! Schools/grade levels represented PBIS implementation status at each school.

Similar presentations


Presentation on theme: "Let’s get to know each other! Schools/grade levels represented PBIS implementation status at each school."— Presentation transcript:

1

2

3 Let’s get to know each other! Schools/grade levels represented PBIS implementation status at each school

4

5  Does PBIS matter?  Should we care?  Is it worth the work?

6  3 students killed, several hurt in shooting at Chardon High School; suspect in custody (SUN NEWS, Northeast Ohio, February 27, 2012)  Teen in custody after student shot at Maryland school (USA Today, August 27, 2012)  Taft High School shooting: Student shot at Bakersfield-area high school (ABC News, January 10, 2013)  Fatal shooting of Morgan Park student shines light on violence in city (CHICAGO SUND- TIMES, January 17, 2013)

7  On Staten Island, Relentless Bullying Is Blamed for a Teenage Girl’s Suicide (NY Times, Oct. 25, 2012)  School Bullies Prey on Children With Autism ( September 3, 2012)  3 Charged in Bullying Before a Youth’s Suicide, Officials Say (NY Times, May 30, 2012)  Accusations of Bullying After Death of Teenager (NY Times, January 3, 2012)  A 16-year-old student who was teased by his California high school classmates … was charged as an adult for allegedly wounding a classmate with a shotgun and trying to target another. (Miami Herald, Jan. 14, 2013)  It was one of the most horrific cases of teenage bullying that captivated the country... Michael Brewer, 15, was viciously attacked by a group of bullies who threw rubbing alcohol on him and then lit him on fire. (Miami Herald, June 6, 2012)

8  We have them, but both can get better.  Burden often falls on school teachers and staff.  It is not just the big things…little things matter.  Prevention is the key to reducing problem behavior.  School climate is key to prevention.  PBIS is key to school climate.

9  Think about schools  What makes for positive school climate?  Trust & Respect  Order & Discipline  Collaborative Decision Making  Student Interpersonal Relations  Student-Teacher Relations

10  Trust & Respect  Order & Discipline  Collaborative Decision Making  Student Interpersonal Relations  Student-Teacher Relations  Students feel safe  Students are safe

11  Positive & safe school climate enhances positive behavior AND academic, social, and emotional development  Preventing behavior problems requires clear expectations and recognition of positive behaviors  Self-discipline for children is a long-term goal  Decisions need to be based on data

12  Representative, school-wide team  Clear, well-defined expectations and rules  Consistent enforcement of rules  Consistent reinforcement of appropriate behavior  Regular examination of data  Regular evaluation of progress and school

13 “…since the 1980s, a number of experimental studies have documented the effectiveness of the PBIS framework at the school-wide level. This body of research supports improvements in problem disciplinary behavior, school climate, organizational health, student bullying behavior and peer victimization, and academic achievement.” - G Sugai and B Simonsen, June 2012

14 For links to research studies, go to Click on the Research tab, and then see the menu at left for research by subject area

15 Why Implement PBIS? Universal Practices Ten minute break Teaching Behavior 11:30 Lunch Break Data-Based Decision Making Evaluation Tools Ten minute break Acknowledgements and Celebrations Planning for future workshops/training Survey

16 -Source: Jonesboro Sun, January 12, 2013

17

18 Schools face difficult challenges today  Many expectations – safety, academic accomplishment, social competence, etc.  Students with widely varying backgrounds  Traditional discipline approaches are insufficient  Faculty with varying visions of effective discipline Individual student interventions  Effective, but can’t meet need School-wide discipline systems  Establish an environment where both social and academic success is more likely

19 What is PBIS? -A decision-making framework that helps guide you in selecting and integrating a continuum of academic and behavioral practices that will improve student behavior and education outcomes.

20  Change the climate of the school Change the approach to discipline Change behavior of students Increase students’ social and academic outcomes

21 - From Marcus Buckingham and Curt Coffman: First, Break All The Rules: What the World’s Greatest Managers Do Differently, a book which presents the findings of the Gallup organization’s interviews with over 80,000 successful managers. Most powerful about these findings about successful management is that each “great” manager was identified based upon the performance results he produced in his organization.

22 Applying this to the school environment: Administrators = Managers Teachers = Supervisors

23 Note: PBIS has been evolving for many years. It was, and still is in many areas of the country, referred to as PBS.

24 IMPLEMENTATION FIDELITY EVALUATION CONTINUUM OF EVIDENCE-BASED INTERVENTIONS TEAM-DRIVEN CONTINUOUS PROGRESS MONITORING UNIVERSAL SCREENING DATA-BASED DECISION MAKING RtI CONTENT EXPERTISE AND FLUENCY

25 Response to Intervention (RTI) is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005)

26 Example of Multi-Tiered Systems of Support (MTSS)

27  Universal research-based instruction  Universal screening  Team-driven decision making  Multi-tiered approach to interventions  Continuous progress monitoring  Parent involvement

28 Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems SWIS and ISIS- SWIS Tools Check-in/ Check-out (CICO) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Social/Academic Instructional Groups (SAIG) - Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/ Secondary Tier 3/ Tertiary Intervention Assessment

29 Tier 1 Improving Classroom and School Climate for ALL Improving Support for Students with EBD Decreasing Reactive Management Increasing Active Prevention Maximizing Academic Achievement

30 Define 3-5 school-wide expectations Teach/Pre-correct direct instruction – behavior lesson plans in-the-moment reminders Model/Practice adults model what they teach students practice what we teach Acknowledge daily recognition – ‘gotchas’, reward tickets, etc. whole school celebrations Re-teach re-teach the expectation using different strategies have the student practice the skill

31 Choose 3-5 broadly stated expectations Use data to see what major challenges are and align expectations to those. For example, if there are a lot of office referrals for harassment, Be Respectful may be a good choice.

32 Guidelines for developing rules based on school-wide expectations: State positively Use common and few words Show what the behavior “looks like”

33 - Peters Canyon Elementary School Tustin, CA PCE students are S.T.A.R.S.! S cholars : T reat Others with Kindness A ct Responsibly R espect Themselves and Others S tay Safe

34

35

36 Once school-wide behavioral expectations are defined in each area of the school, make a master chart, or Behavioral Matrix. Display throughout the school.

37 -Chippewa Falls Unified School District Chippewa Falls, Wisconsin

38 -Hutchison Farm Elementary School South Riding, Virginia

39 DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously

40 Align to school-wide expectation Adults demonstrate skill Can demonstrate both inappropriate and appropriate behavior Students role play or practice skill Adults provide feedback Acknowledge appropriate behavior

41 Example

42

43 Pair up! Handouts in folder – Behavior Lesson Plan Templates 10 minutes

44 What are your lesson plan ideas? How can you modify others’ plans to use at your school?

45 How will expectations be taught? When will expectations be taught (day, time)? Who will teach expectations? Who will look at data and determine what needs to be taught or re-taught? Who will write behavioral lesson plans?

46 First week or school: Kick-off with all students in all areas of school Daily: Reinforce the expectations through announcement time or at assembly Weekly: Behavior lesson plan targeting specific behavior, expectation, or area of school Based on Data: Target a behavior that is showing up most often in the data, or is a long-term problem Booster kick-off: After a long break, students may need a booster training to remind them of the expectations

47 Take a few minutes to make some plans


Download ppt "Let’s get to know each other! Schools/grade levels represented PBIS implementation status at each school."

Similar presentations


Ads by Google