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

2. 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

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

4. 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

5. 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 -
Update Office Referral Form
Contact Susan Barrett for assistance:

6. Questions – please contact your local school system point of contact
Resources
Click on New Teams
Questions – please contact your local school system point of contact

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

8. 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

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

10. 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