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PBIS Overview Wohlwend Elementary. Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review.

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Presentation on theme: "PBIS Overview Wohlwend Elementary. Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review."— Presentation transcript:

1 PBIS Overview Wohlwend Elementary

2 Purposes of Presentation  To provide an overview of Positive Behavioral Interventions and Supports (PBIS)  To review Wohlwend’s Matrix and school- wide behavior expectations  To review our procedures for rewards and consequences

3 What Is Positive Behavior Support? PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. OSEP Technical Center on Positive Behavioral Interventions & Supports

4 In Other Words… School-wide Positive Behavior Support is a district or school’s process for teaching expected social and behavioral skills so the focus can be on teaching and learning.

5 Principles That Guide SW-PBS  Focus of discipline is on academic & behavior success  Is for all students, all staff and all settings  Emphasizes prevention  Uses research-validated practices  Is coordinated by a SWPBS team  Emphasizes an instructional approach  Uses data to guide decisions

6 Wohlwend’s PBIS Components Universal procedures Proactive to prevent problem behavior Data Fluid Implementation on social skills lessons A lot of teaching Consistency throughout the school

7 Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings AcademicBehavioral Social Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1) ≈ ≈ ≈ PBIS Framework Positive Action; Social Skills Improvement System

8 Wohlwend’s Mission Statement  To educate students by creating a nurturing community that promotes lifelong learning and character.

9 Wohlwend’s Vision Statement  We demonstrate high levels of student achievement.  We have a safe, productive, and positive learning environment.  We are a community that builds partnerships among students, parents, colleagues, and the neighborhood community.

10 Positive School-wide Expectations  Be respectful  Be responsible  Be safe

11 Clear Set of Behavior Expectations = School-wide Expectations Matrix  A comprehensive list of expectations  Agreed upon expectations of all students & all staff  Based on data and behavioral concerns  Becomes basis for Wohlwend’s skills curriculum Format for consistent language to use with students  See Matrix!!!

12 What Are Procedures & Routines?  Procedures explain the accepted process for carrying out a specific activity, such as:  walking in the hallway,  riding the bus,  using the playground,  attending an assembly,  going to the restroom.  Procedures form routines that help students meet expectations stated in the rules

13 The Science of Behavior  Students are not born with bad behaviors  Students do not learn better ways of behaving when given aversive consequences  To learn better ways of behaving, students must be directly taught the replacement behaviors  To retain new behaviors, students must be given specific, positive feedback and opportunities to practice in a variety of settings

14 Teaching Non-Classroom Procedures & Routines  Review and/ or practice steps prior to going to the setting  In the setting  Review steps  Have one student model while others watch and give feedback  Have all students practice

15 Components of an Effective Lesson Plan 1. Tell 2. Show 3. Practice 4. Feedback 5. Reteach

16 How to Effectively Encourage?  Clear and specific  Sincere and appropriate for student’s age  Avoid comparison/competition between children

17 When to Effectively Encourage?  Contingent on desired behavior  Applied immediately  Frequent encouragement during acquisition when students are learning a skill

18 What to Encourage  Expectations and rules from your school-wide expectations matrix.

19 Classroom Reinforcement System  Verbal specific feedback  Classroom reward system (individual to each teacher)  Wildcat Way tickets (to reinforce lessons and school-wide matrix)

20 School-wide Reinforcement System  Paws  25 paws for a classroom party  Once the class earns 25 paws the class will earn a golden paw for the bulletin board in the lobby  Once every class earns their golden paw the entire school will earn a school-wide celebration

21 School-wide Reinforcement System (continued)  Behavior Honor Roll  0, 1 or 2 teacher referral and no office referrals equals honor roll  Students will receive their honor roll certificate at the end of each grading period

22 Wohlwend Reinforcement System  Students that earn 2 out of 3 honor roll certificates will be able to take part in the twice yearly celebrations  In we celebrated with “Polar Express Day” and our Suson Park Buddy Field Trips

23 Examples of Specific, Positive Verbal Feedback  “Thank you for walking in the hallway, that was being safe.”  “Way to go, you had your homework finished and you turned it in on time, that is being responsible.”  “You are using an inside voice in the cafeteria, that is respectful.”  “You are in the room with needed materials before the tardy bell rings, that is being responsible.”

24 Wohlwend Tier 2 Supports  More intense services for students who are not responding to the school-wide universals  SRSS survey identifies students (completed 3X a year)  Interventions include: Paws Pals Mentor Program, Check-in / Check-out, etc.

25 PBIS On-line Resources    


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