1. Wyoming Department of Education
A Simple View of PBIS
Wyoming Department of Education

2. Positive Behavior Interventions and Supports (PBIS)
“PBIS is a framework or approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.” (

3. Simply put…
Provide all students with the support they need socially, emotionally, and behaviorally to succeed in school.
What does this lead to?

4. COST OF OFFICE DISCIPLINE REFERRAL'S
3 ODR's per weekx 36 Weeks
x 15 mins. per ODR
/ 60 mins.
=27 hours of lost instructional time

5. OTHER COSTS
In 2014 there was 2,681 out of school suspensions in the state of Wyoming
Students that have been suspended are 3 times more likely to drop out of school by 10th grade
In 2015 the four-year graduation rate for the state was 79.4%
Students that drop out of school are 3 times more like to be incarcerated
In 2015, 11.1% of 6th-12th grade students reported attempting suicide

6. What do kids need? Safety-feeling free from threats
Limits-knowing what is and isn’t acceptable
Clarity-understanding what is expected of them
Caring-knowing that others want them at school and want them to succeed.
Good PBIS systems provide these needs.
This is the root of it all!!! Kids find comfort in limits.

7. Components of PBIS Universal Screening Multi-level Prevention System
Progress Monitoring
Data-based Decision Making
For PBIS to be effective the principal and all of the staff need to buy in to each component. Giving staff autonomy to choose tools and have input for the system will increase the buy in dramatically.

8. Universal Screening
Simple tool to identify students with social/behavioral needs
Teachers typically fill these out three times per year
Should have a predictive validity for office discipline referrals
Discuss the types of Universal Screeners and there strengths/weaknesses.

9. Student Risk Screening Scale (SRSS)
Free!
Filled out by teacher after working with students for six weeks
Takes approximately 10 minutes for the whole class
Identifies externalizing and internalizing behaviors
90% effective at predicting ODR’s
It is best to fill in the names on the spread sheet on google sheets and share it with all the staff. Show how to fill it in.

11. School Wide Preventative Programs
Rules: Be Safe, Be Respectful, Be Responsible
Rules are explicitly taught to all staff and students at the beginning of each year
Rules are taught in each context (eg. playground, hallway, classroom, bathroom, cafeteria)
Rules should be posted throughout the school
Our goal should be to always try to prevent problem behaviors and create a positive school climate. Explicitly taught means modeled and practiced. Show example of behavior matrix and posters. Create a common language for all staff and students. “Which need is served with rules?”

12. Behavior Matrix
Keep this super simple (three items or less) and positively stated. One way to get staff input is to have a leadership team (steerring committee) fill this in.

13. Rules Poster
The posters allow adults to direct the students to the rules without engaging in a power struggle. The rules are also obvious to the students constantly.

14. Rules Lesson Example
The rules should be taught to all students at the beginning of each year and refreshed after Christmas break.

15. School Wide Preventative Programs
School Wide Token Economy
Ticket System “Gotcha’s”
Menu of items to earn is created by students and staff
Items should be activities and quality time with others instead of tangibles. (eg. lunch with a favorite teacher, ice cream party with resource officer)
Including staff in the menu building increases buy in to the system. Determine which behaviors justify receiving a Gotcha. “How should we handle staff who do not want to reward kids for doing what they are supposed to do?” Provide examples of menus and Gotcha tickets. “What need is met with a token economy?” How do we use a token economy in a secondary school?

16. Gotcha Menu

17. Behavior Interventions
Mentoring
At risk student meets with an adult one time per week for an enjoyable activity
Purpose is to develop a positive relationship with an adult
Mentor asks the student how things are going and listens to student
There is no task demand during this time
This is not contingent on behavior. This is not something that the student must earn each week. “What need does this meet?”

18. Behavior Interventions
Check in/Check out
One staff person conducts this intervention
The staff person and the student’s teacher create a daily tracker with a goal
The staff person meets with each student at the beginning of the day to go over their tracker and goal
Throughout the day the teacher(s) rates the student
At the end of the day the staff person meets with the student to see if they made their goal
Provide example of tracker. This intervention is most effective for students who seek attention from adults. This is very flexible (amount of time for each rating, goal to work on, percent of goal completion, can be used at home as well, secondary reinforcers, parent involvement, fading off, and self rating)

19. Check in/Check out Tracker
Describe how the tracker can be changed and modified. (times, morning vs. afternoon, student self rating)

20. FUNCTIONAL BEHAVIOR ASSESSMENT
Functional behavioral assessment (FBA) is a set of procedures used to determine the function or reason for behavior
Includes the use of collecting data about setting events, antecedents, and consequences that reinforce problematic behaviors
Is utilized to assist in developing behavior intervention plans to teach students how to utilize replacement behaviors
Should be conducted by teams of highly trained professionals on a small population of students

22. Data What data are available? What should we do with the data?
Universal Screening Data
Office Discipline Referral (ODR) Data
Check in/Check out Data
Functional Behavior Assessment
What should we do with the data?
Check the overall climate of the school
Set goals for moving students into the low risk zone
Check for decrease of ODR’s school wide
Determine the effectiveness of interventions for individual students
Show example of each type of data.

23. Universal Screening Data

24. ODR Data

25. Check In/Check Out Data
This is an example of one student’s data.

26. Review PBIS is the behavior side of MTSS
We need to strive to prevent problem behaviors and create a positive school environment
Students have basic needs that need to be met
We need to screen the school to determine at-risk students before they fail
Rules can be very effective if used correctly
A token economy can be a useful tool for increasing school climate
Positive adult interactions can be one of the most powerful behavior interventions
Data need to be collected and used to determine the overall effectiveness of the PBIS system