Positive Behavioral Interventions and Supports (PBIS) Introductory Workshop April 6, 2006

1:00 – 1:15 Set Up/Introduction 1:15 – 1:45 School Presentation Positive Behavioral Interventions and Supports (PBIS) Introductory Workshop 1:00 – 1:15 Set Up/Introduction 1:15 – 1:45 School Presentation 1:45 – 2:15 School Presentation 2:15 – 2:45 Question & Answer 2:45 – 3:00 Wrap Up & Evaluation

Planning Phase I Administrator Support 80 % Staff Commitment Register for Institute

Obtain 80% Staff Consensus 80% Staff Commitment A “YES” vote means that I agree to: Provide input in determining what our school’s problems are and what our goals should be Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community Follow through with all school-wide decisions, regardless of my feelings for any particular decision Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

To Do Today – April 6, 2006 By June 1, 2006 Complete Commitment Form By June 1, 2006 Identify Your PBIS Team Register for the Institute Complete the Staff Survey - www.pbssurveys.org Update Office Referral Form Contact Susan Barrett for assistance: sbarrett@pbismaryland.org

Questions – please contact your local school system point of contact Resources www.pbismaryland.org Click on New Teams www.pbis.org www.swis.org Questions – please contact your local school system point of contact

Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

CRITICAL FEATURES Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations Establish Information System Build Capacity for Function-Based Support Build District Level Support