1. Positive Behavioral Interventions and Supports
Family Guide to PBIS
Slide #1:
Procedural Directions:
Introduce yourself and give your background to the audience.
Presenter Notes:
Today’s workshop will cover:
The basics of PBIS – give parents enough knowledge to ask good questions about the PBIS process in their child’s school
How PBIS fits into Special Education
How they can support their child in a PBIS system and how to carry that over into the home environment if desired
Activities & Discussion:
Slide #3 has a poll activity to engage audience, so go to slide #2.
Positive Behavioral Interventions and Supports

2. In Cooperation With: Developed by: Slide #2: Procedural Directions:
Click once for each graphic as indicated in Speaker Notes.
Explain the mission of WI FACETS and the Collaboration with MPS as written below.
Presenter Notes: (Click)
This presentation was (Click) developed by WI FACETS which stands for Wisconsin Family Assistance Center for Education, Training & Support.
The mission of WI FACETS is to provide and broaden opportunities that enhance the quality of life for children and adults with disabilities and their families, with an emphasis on support for underserved families in the community. (Click)
WI FACETS is working with the Wisconsin Department of Public Instruction on a grant called the Milwaukee Public Schools Initiative. (Click)
The purpose of the grant is to increase the knowledge and engagement of families of MPS students in relation to special education, RtI, PBIS, improving reading outcomes for students with disabilities, and helping families and educators connect on these issues to reach better outcomes. However, the information in this presentation can be applied to any school district.
Activities & Discussion:
Go to Slide #3

3. POLL QUESTION: How much do you know about PBIS already?
1. I know a lot about PBIS and could explain it to someone else.
2. I know what PBIS stands for and some of the basic parts of it.
3. I know what PBIS stands for but that’s about it.
4. I have no idea what you’re talking about.
Slide #3:
Procedural Directions:
Click to get to each bullet point.
You may want to show all 4 choices before asking for audience to participate.
Ask audience members to raise their hands as you go through the Poll questions for the number with which they most identify. Encourage them to be honest because it will allow you to adjust the amount of information that you need to cover throughout the presentation as well as being able to use your audiences’ knowledge to engage them more.
Presenter Notes:
We’re going to take a poll here. Please be honest. Raise your hands as I go through the Poll questions so I can get an idea of your experience with PBIS.
Activities & Discussion:
Take Poll.

4. What do we do? Problem Behavior Slide #4: Procedural Directions:
Click to get “Question”.
Presenter Notes:
At every school on every school day, there are children and youth who show behavior that doesn’t meet our expectations for how they should behave. Every family, at some time, will also need to handle some problem behavior with their child or children.
Activities & Discussion:
Ask audience members to give ideas as to how parents and teachers usually handle negative (bad), or problem behavior.

5. Get Angry Punish Does That Work? MOST OFTEN WE: Slide #5:
Procedural Directions:
Thank the audience for their participation. Click to bring in graphic. Read Slide.
Presenter Notes:
Like many parents, you may have found that repeated punishment does not teach your child more socially appropriate behaviors. That is because punishment is just a response to the inappropriate behavior. It does not teach a replacement behavior – or something to do instead of acting out.
Children will continue to use a behavior, even if it’s inappropriate, as long as it helps them meet a need. For example, a younger child who wants your attention may keep interrupting you whenever you are on the phone. Why? It works. You respond (even though it may be negative attention), the behavior is reinforced, and your child is likely to do it again.
Rather than responding in anger to the behavior, trying to change the behavior of the child is a better solution. You might plan an activity with your child before your phone call, explain that he or she can continue the activity while you’re on the phone, and that once you are off the call, you will continue the activity together. Of course, you can’t predict when someone will call YOU.  So, perhaps you could set up a “go to” activity that the child enjoys and is ONLY able to do while you’re on a call. Because the activity is “special”, it may be even more engaging for the child.
This is an example of PBIS. Let’s learn more about it.
Activities & Discussion:

6. What is Positive Behavioral Interventions and Supports? (PBIS)
Slide #6:
Procedural Directions:.
Presenter Notes:
Positive Behavioral Interventions and Supports (PBIS) is a system that helps all children improve their behavior at school, at home, and in the community. Applied school wide, it defines, teaches, and supports appropriate student behavior to create positive school environments. When children are in a positive, predictable environment, they have better grades, better behavior, higher self-esteem, better attendance, greater motivation, and more success in life.
Activities & Discussion:

7. PBIS IS RTI FOR BEHAVIOR
Slide #7:
Procedural Directions: Read Slide
Presenter Notes:
RtI stands for Response to Intervention. If you didn’t know about PBIS, you might not know about RtI. RtI is a multi-level system of supports to help children who are not progressing in academics, such as reading or math. The steps are the same whether you are talking about academics or behavior. You start with a plan that applies to all students using high-quality instruction. Then you give additional support to those students who still struggle and you continue with increasing support until they begin to show progress.
If a child is struggling in reading, you teach her. In math, you teach her. Why would we act differently for behavior than we do for other things?
If you’d like to learn more about RtI, there are presentations on that topic as well.
(If you know of the next date for RtI presentation, give it to the audience. Otherwise you can let them know that WI FACETS has presentations archived on their web site
Activities & Discussion:
Hand out WI FACETS current Webinar Training Calendar
Hand out RtI brochure

8. Teaches Positive Behavior Helps Keep Kids and Schools Safe
PBIS is:
A School-Wide System
Teaches Positive Behavior
Helps Keep Kids and Schools Safe
Slide #8:
Procedural Directions:
Click once to get all three arrows
Presenter Notes:
PBIS is adopted by an entire school or district. School wide PBIS is a system of interventions that define, teach, and support appropriate behaviors.
The result is a positive school environment where ALL children can feel safe and learn.
Activities & Discussion:

9. PBIS does: Recognize Students Who Show Good Behavior
Provide Support and Re-Teaching for Students Who Don’t Show Good Behavior
Provide Fair Consequences for Students Who Don’t Show Good Behavior
Slide #9:
Procedural Directions:
Click once to get all three arrows
Read Presenter Notes and then read through arrows on slide
Presenter Notes:
With PBIS, discipline is consistent and based on prevention rather than reaction to behavior problems. Staff anticipate and plan for student problems by teaching behavioral skills across all environments.
This includes the classroom, the lunchroom, hallways, playground, buses--anywhere the student may be during the school day.
Activities & Discussion:

10. How Do We Teach Good Behavior?
Demonstrate the behavior that is expected
Have students practice the behavior
Watch them do it
Give positive feedback
Recognize good behavior
Slide #10:
Procedural Directions:
Click once for each of 5 bullet points
First section of Notes refer to the first three bullet points
Second section refers to bullet points 4 and 5
Presenter Notes:
Especially at the beginning of the school year and periodically throughout the school year, school personnel should take specific time to teach, review, and practice the behavior that they expect to see. If data shows that there are still problem areas, then more teaching specific to the area of need is necessary.
Recognizing good behavior and paying attention to it is a very important part of the PBIS plan.
Students need to know that when they do follow the rules and behave as they are expected to behave, parents and teachers will recognize them with either a verbal praise or with a tangible recognition.
Activities & Discussion:
Ask audience for examples of how they can give positive reinforcement at home or at school.
Give the following examples:
“Jimmy, I liked the way you lined up quietly, even though someone else was pushing in front of you.”
“Dante, you earned an “eagle buck” for throwing out your trash from lunch and picking up someone else’s tray that was left behind.”

11. BEHAVIOR IS LIKE READING AND MATH – IT HAS TO BE TAUGHT
Slide #11:
Procedural Directions:
Point out that this slide is to re-emphasize that behaviors are learned and therefore need to be taught in order to be expected.
Presenter Notes:
Social behaviors can be taught in the same way as academic skills are taught. PBIS emphasizes three keys to changing behavior.
First, teach the child what behavior you expect.
Second, provide consistent recognition for positive behaviors. “Catching” the new, positive behavior when it happens and providing meaningful, positive incentives will reinforce the expected behavior.
Finally, enforce meaningful consequences. Procedures for responding to challenging behavior should be consistent.
Activities & Discussion:
Ask: Can anyone give me an example where it would be appropriate behavior to run around and scream?
-playground, recess, haunted house
Ask: Can anyone give me an example where it would be appropriate behavior to sit quietly and listen?
-story time at the library, church
How does a child know the proper way to act in each place?
-they are taught

12. WHY? Students Learn More Prevention Works Better Than Punishment
Teachers Spend More Time Teaching and Less Time Dealing with Behavior
Students Learn More
Slide #12:
Procedural Directions:
Ask the question: Why would we want to spend time teaching behaviors and using the PBIS system?
Click once to get all three reasons at once
Presenter Notes:
All parents want their children to succeed in school. When a child feels safe and understands what is expected, more time and energy can be spent on learning. Students want to be in an environment where they are recognized (paid attention to in a positive way) for showing the expected behaviors. Overall, this creates an environment where everyone is valued and student-adult interactions are positive, which helps students be positive with one another.
I’m sure you all have experienced an incident where someone did something wrong and either the whole class was punished, or the one student was punished publicly in order to “scare” the other children from doing the same behavior. Think about the learning that could’ve been happening while the whole class was being focused on someone’s negative behavior!
Activities & Discussion:

13. The School Creates a PBIS Team
Teachers
Administrators
Support Staff
Family Members
Slide #13:
Procedural Directions:
Ask the question: How does a school create and implement a PBIS system?
Click once to get all four arrows at once
Presenter Notes:
A school using PBIS will create a PBIS team. A good PBIS team will have a variety of different people on the team including a PBIS Coach.
The coach may or may not be a regular member of the school staff but the coach’s role is to make sure that the principles of PBIS are being carried out consistently by everyone that comes in contact with the students including secretaries, bus drivers, kitchen staff and engineering staff.
There should be a parent on the PBIS team to represent the parent perspective. Parent input is important when the team is trying to decide what the broad rules should be, how they will be taught and enforced, and what incentives and consequences work for the school community.
Activities & Discussion:

14. What Does it Look Like? A School Using PBIS: Slide #14:
Procedural Directions:
Presenter Notes:
PBIS is a school-wide effort. It is not a “program” that schools can purchase – it is a system or process that is known by everyone at a school who interacts with the students.
In order for PBIS to be successful, everyone has to speak the same language and be on the same page. Consistency is a huge component. Everyone (administration, teachers, support staff, students, parents) has to expect the same things, and attempt to react the same way to positive and negative behavior.
The PBIS team needs to involve the parents at this step to make sure the parents know and understand what the students are being taught at school concerning behavior, so that they can support these efforts at home. PBIS language and principles should be included in newsletters that go home and should include ideas for parents on how they can incorporate PBIS language and techniques at home.
Activities & Discussion:

15. 3 to 5 Expectations Posted Taught Demonstrated Practiced Slide #15:
Procedural Directions:
Click once for each of 4 bullet points indicated in the Presenter Notes
Presenter Notes:
When a school decides to implement PBIS , a coach and team will meet to develop simple, broad rules that embrace the school’s values. For example, one school might choose a rule that says, “I will respect myself, others, and property.”
In that case, the PBIS team would identify what respect means in its school. Respecting one’s self in the hallway might mean passing on the right side and closing your locker door; respecting others in the hallway might mean not pushing and using a low voice tone; respecting property in the hallway might mean picking up a candy wrapper even if it is not yours.
Posting the expectations will act as a reminder. (Click)
By talking with students about what this rule means (Click), providing positive and negative examples (Click), teaching, and re-teaching (Click) the concept of respect, students eventually will understand the idea and use it in their everyday school life, from the classroom, to the hallway, to the lunchroom, to the playground.
All MPS Schools use the 3 “Be Safe, Be Respectful, Be Responsible” expectations. Some schools add a 4th one, as demonstrated by the poster pictured here from Parkview School. They added a 4th expectation “Be a Team Player”.
Activities & Discussion:

16. Changing Behavior You need a plan for: Recognizing Good Behavior
Consequences for negative behavior
Teaching a replacement behavior
Slide #16:
Procedural Directions:
Click once for each of 4 bullet points indicated in the Presenter Notes, the last two will come up together.
Presenter Notes:
(Click)Just as teaching students a behavior is important, so is developing a system of carefully planned incentives that recognize when children are meeting expectations. (Click) Some schools create immediate “recognition” slips that students can “save up” both individually and for their classroom. The classroom with the largest number of recognition slips may get a pizza lunch, recognition in a school assembly, an extra recess, or some other planned incentive.
(Click)In the same way, a system of carefully planned consequences should be in place when violations of the expected behavior occur. If a student is caught littering, for example, a planned consequence could include meeting with the building engineer to clean the hallway after school. A planned consequence needs to include the teaching of a replacement behavior, so it should be directly related to the unwanted behavior.
The suggested expectation of specific and contingent positive feedback is a 5:1 ratio of positives to correctives, meaning a student should be acknowledged 5 times for exhibiting positive behavior for every 1 consequence for exhibiting negative behavior and should be even more for kids with disabilities, perhaps 8:1 or 10:1. In other words, Catch them being GOOD.
If anyone questions the effects of acknowledging/rewarding children for doing the right thing, I often take out my keys and show all of the store rewards cards.
Activities & Discussion:

17. Teaching Behaviors Using PBIS
Talk About the Good Behavior that You Want to See
Recognize and Give Attention to Good Behavior When You See It
Slide #17:
Procedural Directions:
Click once for each of 2 bullet points
Presenter Notes:
(Click)The success of a PBIS philosophy in a school is the constant talk about good behavior and the recognition of good behavior when it is shown. It gives students a sense of pride and ownership, a sense of community.
(Click)Recognizing and acknowledging (giving attention to) good behavior when you see it both at home and at school will greatly impact the behavior of the students. If the school is carrying out the principles and actions of PBIS very well, eventually you will also see other students pay attention to and recognizing good behavior in their classmates and give them verbal praise and thanks.
Activities & Discussion:

18. Examples of Planned Positive Recognition and Incentives
Tickets to spend at a school store
Lunch with the principal
Picking two friends and eating lunch in a special place
Getting picture on a positive poster in the hallway
Slide #18:
Procedural Directions:
Read Header for slide “Here are some Examples of Planned Positive Recognition and Incentives”
Click once for each of 4 bullet points
Presenter Notes:
An example of rewarding students showing good behavior is giving out “eagle bucks” tickets that they can redeem at a school store for physical items (Click) or for privileges like lunch with the principal (Click) (Click), or their name on a poster (Click), or good notes home to their family
Emphasize that recognition does not have to be physical things like toys or food. It can very easily be privileges, special things to do, or just simple verbal praise
Example: In a school where they have to wear uniforms, the students are very motivated to earn the privilege to have a “no uniform” day.
Activities & Discussion:
Ask if there are any other examples of rewards that could be earned through positive behavior.
Let your audience know that their suggestions could be brought to the PBIS team at their school. Parents know what incentives motive their children.

19. Examples of Planned Negative Consequences
Rule reminders
Changing seats
Time‐out in class
Timeout-out of class
Phone call home
Lunch detention
Office referral
Slide #19:
Procedural Directions:
Read slide
Presenter Notes:
Reiterate that these Negative Consequences are Planned and the students should be aware of what the consequences are for certain behaviors during the Teaching phase of PBIS.
Also emphasize that negative consequences alone are not enough to change behavior. It has to be accompanied with re-teaching, practicing of the positive behavior and the teaching a replacement behavior.
Activities & Discussion:

20. PBIS at HOME Set ROUTINES and EXPECTATIONS
Regularly TALK about them with your child, DEMONSTRATE and PRACTICE
Be firm with the routines that you’ve set
Recognize good behavior with verbal praise
Slide #20:
Procedural Directions:
Click once for each of 4 bullet points
Presenter Notes:
Emphasize the home-school connection and how important that relationship is for the success of PBIS at home AND at school.
If time allows, expand on the points on the slide:
Teach & play • Arrange for success by engaging your child with other children that you trust to show good behavior • Check frequently and encourage “turn taking” and respectful interaction• Teach self-management skills • Praise expected behavior
Watch • Be there and be obvious about watching them, encouraging positive behavior • Arrange for positive interactions • Don’t nag…..catch them being good
Be with your child • Read/sit with your child while homework is being done.• Have child do assignment in kitchen while dinner is being prepared.• Limit passive activities like video games or watching TV by engaging in activities with your child.
Catch them being good • Give at least 4 positives for every negative • State expected or desired behavior
• Respond immediately • Individualize • Be positive
Activities & Discussion:

21. PBIS at HOME Plan positive incentives for showing good behavior
Have a PLAN for fair consequences
Be a good role model
Slide #21:
Procedural Directions:
Continuation of Slide #20
Click once for each of last 3 bullet points
Presenter Notes:
Emphasize the home-school connection and how important that relationship is for the success of PBIS at home AND at school.
Expand on the points on the slide:
Praise successes, efforts, and progress daily • Tell your child that you notice how hard he or she is trying.• Notice improvements in work quality and accuracy.
Catch them early • Go to or review problem before problem occurs • Remind of desired behavior • Say/try it
• Praise
Talk with your child’s teacher weekly • Ask the teacher what your child studying.• Tell the teacher about things your child is good at doing.• Suggest things that have been helpful for your child.• Praise the efforts of your child’s teacher
Talk about school at home. • Ask your child to tell one thing that was learned today, or to name one thing you did well today. • Ask your child what is being discussed in a class.
Activities & Discussion:

22. You can use a chart to tell your children what you expect of them.
Home Expectations
Expectations
Morning
After School
Supper Time
Evening
Bedtime
Be Safe
Be Respectful
Be Responsible
You can use a chart to tell your children what you expect of them.
Slide #22:
Procedural Directions:
Point to each corresponding square on the matrix as you give the examples for each expectation in the first column
Presenter Notes:
Here is an example of a Home Expectation Matrix, which is like a Chart.
Teachers and school staff sometimes use a matrix to outline what each expectation looks like in the classroom, hallways, bathroom, playground and cafeteria.
For example, expectations for a student in the morning for each of these categories might be “look both ways when crossing the street,” for be safe; “clean up after yourself after breakfast, thank your parents and say goodbye” for be respectful, and “get yourself up, dressed, and out the door on time for school” for be responsible.
Let’s see how you can turn this chart into something you can put on your fridge at home and customize it for your family.
Activities & Discussion:
Hand out Behavior Matrices for Home
Ask parents to fill out one of the columns; they may pick any column that is easiest for them to fill in, perhaps they already have a routine that they are trying to establish at home
Ask if anyone would like to share their example

23. Three Important Parts of PBIS
Provide Recognition and Incentives for Good Behavior
Teach the Good Behavior you Expect to See
Slide #23:
Procedural Directions:
Picture of three-legged stool alone: talk about the concept in Presenter Notes
Click for each of the concepts of PBIS and read them
Presenter Notes:
Talk about the concept of a three-legged stool. If one of the legs is missing the stool falls down.
All three pieces need to be in place in order for PBIS to be successful.
Activities & Discussion:
Provide Planned Consequences for Negative Behavior and Re-Teach Good Behavior

24. Tier 1 – Universal Level What the school is doing for ALL students
What about the students that still don’t “get it”?
Slide #24:
Procedural Directions:
Click once for each of 2 bullet points
Presenter Notes:
PBIS has Steps, Tiers or Levels. Up until this point we have been talking about what a school does for all students (Click) – we call this the universal level; first tier, or step. (Click) What do we do if there are still students that don’t “get it”; can’t or won’t follow the rules, cause problems; are unable or seemingly unwilling to show positive or good behavior?
Activities & Discussion:

25. Tier 2 – Targeted Level Some kids need more
Interventions – the more, the extra
Extra supports for kids who are still struggling to show the good behavior we expect
Slide #25:
Procedural Directions:
Click once for each of 3 bullet points
Read each bullet point and elaborate as described in Presenter Notes
Presenter Notes:
Tier 2 is called the Targeted level; second tier, or step 2
Let’s talk about the “I” in PBIS;
PBIS = Positive Behavior Interventions and Supports
Step 2 or “Tier” 2 keeps its focus on Interventions, meaning “more or extra” support.
Explain that interventions are like the extra stuff you pile on a hamburger.
Everyone starts out with the same positive behavior strategies:
*Teach expected behavior * Provide recognition and incentives for good behavior *Provide meaningful consequences for negative behavior
That’s the “meat” in the “the hamburger”.
Interventions are the more, the extra, the extra stuff you pile on a hamburger, like the pickles, lettuce, tomato, cheese, hot peppers, etc.
Activities & Discussion:

26. Targeted Level - Interventions
Check in/Check out (CICO)
Daily Home/School Communication
Extra Support in the Classroom
Social/Academic Intervention Group (SAIG)
Slide #26:
Procedural Directions:
Click once for each of 4 bullet points
Read each bullet point and elaborate as described in Presenter Notes
Presenter Notes:
In Tier 2 there are many types of positive interventions that could be applied, here are just a few examples:
-Check in / Check out (CICO) is one of the most common, it is giving a student a trusted adult to “check-in” with every morning to make sure they have everything they need, physically and emotionally, to start the day in a positive way and the same is true for the end of the day; make sure the student has everything they need for going home, homework, notes, a time to review the day, especially if something negative happened, maybe communicate with the parent if appropriate.
-Daily home/school communication – teachers can write in a communication notebook or make a commitment to send a daily about the student’s day and emphasize any positive things that happened.
-Extra support in the classroom – changing seats or seatmates, visual schedules, private signals between student and teacher to alert student to negative behavior so that the student can do some self-correction.
-Social/Academic Intervention Group (SAIG) – Most of the time these groups are led by the school psychologist or counselor, sometimes it can be a lunchtime group that meets once or twice a week to practice social skills while eating lunch or playing a game.
Activities & Discussion:

27. Who Needs It? Use Data (Information) Minor incidents Attendance
Office referrals
Minor incidents
Attendance
Being late
Slide #27:
Procedural Directions:
Click once for each of 5 lines
Presenter Notes:
So how is it decided WHO needs Tier 2 Support?
All schools keep academic data and behavioral data. Data is just another word for information. To decide who needs a targeted intervention, the teachers in PBIS schools have weekly meetings, sometimes its grade level groups, sometimes it’s the PBIS team or another type of group, and they look at the data. Some of the behavioral data they look at is listed on the slide, attendance, being on-time, small things that happen either in the classroom or in the common areas (lunchroom, bathroom, hallways, playground) and they decide if the data shows that a student needs some extra help (intervention) in order to show good positive behavior.
Family members definitely need to be involved at this step. If a student gets referred for an intervention, the family needs to know what the behavioral issues are, what interventions are being planned and how the parents will be informed as to how well the intervention is working and how they can support the intervention at home.
Keep in mind that the additional Interventions are still using the Model of staying Positive, we’re just adding the cheese, ketchup and mustard to the hamburger.
Activities & Discussion:

28. Check In/Check Out (CICO)
Most used Tier 2 intervention
Student “checks in” with a trusted adult each morning
Trusted adult works to build a strong relationship with the student
Adult makes sure the student is physically and mentally ready for class
Student may also “check in” during the day
Student “checks out” with at the end of the day
Slide #28:
Procedural Directions:
Click once for each of 6 bullet points
Can review the bullet points at the end of Presenters notes and elaborate if necessary
Presenter Notes:
Let’s take a closer look at one of the most popular Intervention strategies; Check In / Check Out
One of the most important aspects of the CICO intervention is that the student builds a strong relationship with at least one, more if possible, adult or adults so that s/he has someone to go to when things are not going well.
This intervention helps the student feel connected to the school and the people in the school. Often students feel isolated or fearful because they don’t have a close connection to anyone in the building. Once that connection is made, then it is easier to build up the skills that are necessary for the student to be able and willing to show the positive behavior that is expected.
Frequent communication with families is necessary at this step. The parents can support the student at home, reinforce the expected behavior at home and give the student the message that all of the adults are working together to support him/her while keeping an open line of communication with the school.
Activities & Discussion:

29. What Happens Next? Review Data Regularly
Slowly Take Away Support if Student is Responding to Intervention
Recommend Student for Next Tier
Slide #29:
Procedural Directions:
Presenter Notes:
It is important to review the data on a regular basis. Most PBIS Tier 2 teams meet on a weekly or semi-weekly basis. It’s important to keep good data and review it in order to decide whether an intervention is working or not. Teams may see that the intervention is working but needs to be “tweaked” in order to give the student the support that he/she needs, they may observe that the student is not responsive at all and the intervention needs to be changed.
If the intervention is working and the negative behavior is diminishing, or becoming less frequent, then the team will start to take away some of the supports to see if the student can continue improving their behavior. Eventually, the student can be removed from the extra supports and return to the level 1 supports that all students receive.
If the data shows that the intervention is not working and several adjustments have been made, the team may decide to recommend a student to the next step, or tier, the intensive support level.
Activities & Discussion:

30. Students who are still struggling even with extra support
Tier 3 - Intensive Level
Few students
Students who are still struggling even with extra support
Tier 3 can include students receiving Special Education
Slide #30:
Procedural Directions:
Click once for each of 3 bullet points as indicated in the Presenter Notes.
Presenter Notes:
Tier 3 is called the Intensive Level; third tier, or step 3
In order to find out who would be a candidate for Tier 3 Supports, PBIS teams will again look at data and decide which students need even more support. (Click) This should be a small number of students, typically no more than 5% of the student population (so, in a school of 300 students, about 15 students). (Click and read second bullet point)
(Click)This level of support can include students receiving special education services but is not only used in special education.
There may be students getting Level 3 support who do not have an IEP.
Typically at this level each student is being supported by a team of adults that are all working together and communicating often to support the student. The team should include the family supporting the student at home.
Activities & Discussion:

31. Who Needs It? When?
Students who are not Changing Their Negative Behavior, even with Extra Support
When the Data Shows that More Intensive Interventions are Needed
Slide #31:
Procedural Directions:
Click once for each of 2 bullet points as indicated in the Presenter Notes.
Presenter Notes:
So, how is it decided who needs the next level of support?
Like in Tier 2, the PBIS team and grade level teams look at data often to see if the tier or step 2 interventions are working.
Students are identified to receive tier 2 interventions based upon data.
The interventions have been put into place and carried out correctly.
Some of the students continue to struggle with showing good behavior. (Click)
The PBIS team uses the data from office referrals, incident reports, teacher recommendations and other school specific data to decide who needs even more support. (Click)
There is no exact amount of time that a student will spend with level 2 supports before being recommended for more intensive supports, but normally it ranges from weeks as the process needs to be given a fair amount of time to “work”.
Activities & Discussion:

32. Intensive Level Even More Support Functional Behavioral Assessment
Behavior Intervention Plan
Behavior Assessment/
Intervention Plan or BAIP
Slide #32:
Procedural Directions:
Click once for each of 4 bullet points as indicated in the Presenter Notes.
Presenter Notes:
What does more support look like?
More support means individual and small group interventions (Click), conducting a Functional Behavioral Assessment (Click) and putting together a Behavior Intervention Plan (Click).
A Functional Behavioral Assessment is a great tool to use in figuring out how to proceed. (Click)
In MPS the FBA and BIP are combined into what is called a Behavior Assessment/Intervention Plan or BAIP and may be included as one of the additional supports or added interventions in Tier 2.
Activities & Discussion:

33. Steps to Functional Behavioral Assessment
Put Together a Team (Include Parent)
Define the Problem Behavior (Stick to One or Two)
Observe and Record Data
Meet Together to Discuss Observations and Data
Make Your Best Guess as to Why the Behavior is Happening
Come up With a Plan to Reduce the Negative Behavior and Teach Replacement Behaviors
Review the Plan
Slide #33:
Procedural Directions:
Click once for each of 7 bullet points.
Presenter Notes:
A Functional Behavioral Assessment is a team effort. Including the child’s parents is a MUST DO at this level.
A team identifies the problem behavior(s) in understandable words.
The team does observations in many areas of the building and during different times of the day, parent observes at home, and records data.
The team meets together to decide the function of the behavior, the “why”.
The team makes its best guess as to what is the child “getting” from the negative behavior.
The team comes up with the Behavior Intervention Plan.
The team reviews the plan after a certain amount of time to see if the plan is working.
Remember, there will be both students with IEPs and students without IEPs working at this level. If the student already has an IEP, FBAs and BIPs are considered IEP activities, so the parents must be involved and because it is an activity that is specific to one child, parent consent is necessary.
Activities & Discussion:

34. Behavior Intervention Plan (BIP)
State the Problem Behavior in a Way Everyone Can Understand
Change the Environment and Put Supports in Place to Keep the Behavior From Happening
Slide #34:
Procedural Directions:
Click once for each of 2 bullet points as indicated in the Presenter Notes.
Presenter Notes:
A behavior intervention plan uses the information from the functional behavioral assessment and focuses on teaching or reinforcing appropriate behavior skills. (Click) Once the problem behavior and the “function” or reason for the behavior is identified, it needs to be stated in a way that everyone can understand. The identified behavior needs to be specific so that it is not left to individual interpretation, such as “Sally acts up in class”, what does “acts up” mean? Everyone may have a different opinion as to what “acting up” means. “Sally repeatedly makes loud noises, interrupting the teacher and/or other students” is a much more detailed and specific description of the problem behavior.
Several characteristics go into making a proactive Behavior Intervention Plan and multiple ways to address the problem behavior must be considered:
(Click) Perhaps making changes in the environment to help reduce or eliminate the inappropriate behaviors is an option. Consider how the setting influences the child’s problem behavior. Making changes so that they will NOT have a negative impact from their environment. For example, a child who is easily distracted may need to have a quiet out of the way place to work independently in the classroom or at home to do homework.
Activities & Discussion:

35. Behavior Intervention Plan (BIP)
Teach Positive Replacement Behaviors
Give Student Opportunities to Practice the Replacement Behaviors
Review the Plan
Slide #35:
Procedural Directions:
Click once for each of 3 additional bullet points as indicated in the Presenter Notes.
Presenter Notes:
(Click)Another characteristic of a proactive plan is teaching the child how to replace the problem behavior with appropriate behavior that serves the same purpose. For example, a child who has poor social skills may knock off the hat of another child to get their attention instead of using age-appropriate language. Teaching this child language skills, modeling them and encouraging their use in everyday events gives that child a new way to get attention. “Excuse me Tommy, it’s my turn to use the basketball.”
(Click) Read bullet point on slide. Indicate that this means, again, allowing time for the planned interventions to take effect.
(Click) And, as always, review and revise the plan as needed.
Activities & Discussion:

36. PBIS and Special Education
Parents can Request a Special Education Evaluation at any Time
PBIS is for ALL Students, with and without IEPs
Family Involvement is a MUST
Slide #36:
Procedural Directions:
Click once for each of 3 bullet points as indicated in the Presenter Notes.
Presenter Notes:
How does PBIS fit into Special Education?
(Click) Parents can ask for a SPED Evaluation at any time in the PBIS Process. If the student already has an IEP and there are behaviors that affect learning, the team MUST conduct an FBA and develop a Behavior Intervention Plan.
(Click) PBIS is for ALL students, even those who have an IEP or who may need an IEP. Please remember that students who receive Special Education Services are Regular Ed. Students FIRST and should be included in the school programs along with their peers.
It is very important to remember however, that children need support to change their behavior. (Click) Reinforcing appropriate behavior needs to be done at home and at school. “Catch” your child doing the right thing! Research tells us that changing behavior takes time, reinforcement and re-teaching, so don’t give up! Remember, some children respond quickly to instruction and positive reinforcement while others take more time, more instruction and more reinforcement. Each child is unique. For a child with a disability, teaching a new skill, a new strategy and a new behavior may take more time and persistence. For any child, being consistent, supportive and positive is key.
Activities & Discussion:

37. Ask Questions
What are the school-wide and classroom behavioral expectations in my child’s school?
How will I be notified and involved if my child needs a behavioral intervention?
What can I do to help my child who is showing at-risk behavior?
Slide #37:
Procedural Directions:
Presenter Notes:
Referring to slide: Here are some questions that you can ask regarding a PBIS program at your child’s school.
I have a handout with additional questions that you may find helpful to ask of your school’s staff.
There are even more questions listed in my Presenter Notes that you are welcome to look at if you’d like.
Can you explain the tier-one PBIS strategies in place in my child’s classroom & on the school-wide level?
What are the school-wide and classroom behavior expectations? Where do I find them? Where would my child find them?
How will the school communicate with me if my child needs extra help with behavior?
If my child is having behavior problems, what evidence-based interventions will be used to help my child?
What assessments will be used to develop a behavior plan for my child?
How will the school inform me about the results of collecting information on my child?
How will I be notified and involved if my child needs Targeted or Intensive supports?
What resources are available in the school and community to help with improving my child’s behavior?
How can I work with the school to promote PBIS at home?
Activities & Discussion:
Hand out: “Questions to ask about PBIS”

38. Get Involved Learn About PBIS Offer to Help Use PBIS at Home
Ask Questions if Your Child has been Recommended for an Intervention
Insist on Being Involved with any Meeting Regarding Your Child
Slide #38:
Procedural Directions:
Click once for each of 5 bullet points as indicated in the Presenter Notes.
Presenter Notes:
As a parent, you can help PBIS succeed in your child’s school by:
•Learning about PBIS and bringing that information to your school. Check out the Wisconsin PBIS web page, network with other parents in PBIS schools, and attend workshops on positive behavior interventions and supports. Share the information with your school administrator. (Click)
•Offer to help your school explore joining the PBIS initiative. You might ask your Parent Teacher Organization to invite someone to speak on the topic. If your school is already implementing School wide-PBIS, you could be a parent advisor on the school team, or serve as a liaison between school and home to give parents information and share support. (Click)
•Use PBIS at home. When used consistently and across all settings, positive behavior interventions and supports can dramatically change problem behaviors. (Click)
Ask Questions if your child has been recommended for an intervention: (Click)
*What is the problem behavior? *How is it affecting his/her learning? *Why do you think this is happening (function of the behavior)? *What interventions should be planned? *Who will monitor the plan? *When will the plan be reviewed? *How can I support the school’s efforts at home? (Click) Read bullet point.
Activities & Discussion:

39. Learn more on the web at:
NEED MORE IDEAS?
Contact your child’s teacher
Contact someone from your school’s PBIS Team
Learn more on the web at:
ti/resources/parents
Slide #39:
Procedural Directions:
Click once for each of 2 bullet points and once more to display the web site information.
Presenter Notes:
Read Slide
Reference each web site and distinguish differences between them, such as the first web site is specific to MPS, etc.
Side Note: The #5 after “www” on the MPS web site is supposed to be there.
Activities & Discussion:
Hand out MPS PBIS Brochure

40. PBIS is Positive Behavioral Interventions and Supports
Slide #40:
Procedural Directions:
After reading through the Presenter Notes go to Slide #41 and ask for questions.
Presenter Notes:
In conclusion: Everyone wants their child to have good behavior. When problem behavior occurs, we tend to believe that the child “is” the problem. Instead, think of the child as “having” a problem.
Instead of responding with punishment, think about instruction. What kind of behavior do I want to see? Do I model the kind of behavior I expect? Have I made the effort to teach my child a different behavior that will meet his or her needs? Do I reinforce the appropriate behavior when I see it?
Every parent can make use of the strategies involved in a functional behavioral assessment and a positive behavior intervention plan.
If your child has challenging behaviors and a disability, the Individualized Education Program or IEP should contain goals that teach new behaviors and a positive behavior intervention plan that supports and reinforces the new behaviors. If your child does not have a disability, but has challenging behavior, you can work at home and with school staff to assess the situation and create a positive, proactive plan.
Once we discover why children behave in certain ways, we can teach them new, positive behaviors that meet their needs as well as our expectations. Helping children learn appropriate behavior skills for the school environment will also improve the child’s behavior at home.
Activities & Discussion:
Questions???

41. Contact your child’s teacher
NEED MORE IDEAS?
Contact your child’s teacher
Contact someone from your school’s PBIS Team
Learn more on the web at:
ents
Slide #41:
Procedural Directions:
Leave this slide up while discussing scenarios.
Presenter Notes:
Activities & Discussion:
Ask if there are any questions, if not, pose some scenarios and facilitate a discussion if time allows.
Some possible scenarios for discussion or you can use some of your own.
When Sequoia misses her 12:30 medication & teachers present multiple task demands, she makes negative self-statements & writes profane language on her assignments. Teaching staff typically send her to the office with a discipline referral for being disrespectful.
Caesar has dyed his hair three colors & is teased several times by his friends before class. When he enters the class, his teacher stares at his hair. Caesar immediately says “what are you staring at?” His teacher immediately sends him to in-school detention.
Cleo is new to the 6th grade, & English is her second language. When another student approaches & says something to her in English, Cleo turns away. The other student walks away. This happens several times during the day.
When his teacher asks him what the capitol city of a country is, Napoleon gives the correct answers. His teacher praises his correct answer, & tells him he may work by himself or a friend on the rest of the assignment.