1. PBiS Overview Positive Behavior Interventions and Support

2. What is PBiS? School-wide PBIS is: IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students. Evidence-based features of SW-PBIS Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices)

3. Tier III - Tertiary Individual Interventions Individual Students Functional Behavioral and Academic Assessment-based High intensity, longer duration Reactive-Community Collaboration Tier II – Secondary Group Interventions Groups of students High efficiency Rapid Response Reactive Tier I - Primary Universal Instructional Interventions All classrooms, curriculums and practices and procedures All students Preventative Proactive BEHAVIORAL SYSTEMS Tier 3 Intensive Individual Interventions Individual Students Assessment-based Intense, dura Tier 2 Group Interventions Some students (at-risk) High efficiency Rapid Response Tier 1 Core Instructional Interventions All students Preventative Proactive 80% of Student 5% of Students 15% of Students > ALL STUDENTS

4. 4 PBiS BIST Love and Logic Boystown Kansas Multi-Tier System of Support Harlem RtI System

5. LPS PBiS LPS plans to fully implement PBIS in all elementary, middle, and high schools in the next 3-5 years. A District PBIS Leadership Team meets monthly to review current practices and determine next steps. LPS is working with outside trainers from the PBiS Technical Assistance Center to help with the implementation of PBIS. This school year, elementary, middle school and high school staff will meet with the outside trainer 1 time per quarter, and a teleconference will also take place with schools 1 time per quarter.

6. Tier 1: Universal GOAL : 100% of students achieve at high levels PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Plans for Teaching expectations/rules Reward/Recognition Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan

7. Universal Critical Elements (OSEP on PBIS- Effective Schoolwide Interventions) PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Plans for Teaching expectations/rules Reward/Recognition Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan

8. Expectations and Rules Developed 3-5 positively stated, posted around school Expectations apply to both students and staff Developed and posted for specific settings, using examples Examples/rules linked to expectations Staff involvement in development

9. Enter your school’s expectations here Possibly add pictures of posters here

10. BIST Two BIST Rules It’s never okay to be disruptive. It’s never okay to be hurtful. Three Important Skills I can take good care of myself, even when I’m mad. I can be okay, even when others are not okay. I can be productive and follow directions even if I don’t want to.

11. Add BIST posters or delete slide

12. An instructional tool – Expectations Matrix Location Specific Behavior Expectations

13. Universal Critical Elements (OSEP on PBIS- Effective Schoolwide Interventions) PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Plans for Teaching Expectations/Rules Reward/Recognition Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan

14. Plans for teaching expectations/rules Lesson plans are developed and used to teach expectations Lesson plans include examples and non-examples Use a variety of teaching strategies Embedded into subject area Staff and students involved in development Strategies to reinforce lessons with families/commu nity

15. Teach Expectations Use lesson plans and master schedule to teach school-wide expectations in classroom & non-classroom areas. Use indirect teaching to reinforce expected behavior. – Feedback – Re-teaching – Pre-corrections – Supervision

16. Teach Expectations—BIST/PBIS Class meetings Role Playing Presentations

17. Develop a system for teaching appropriate behavior Once you have developed school-wide expectations, it is not enough to just post the words on the walls… YOU MUST TEACH (and RETEACH) THEM! (OSEP on PBIS- Effective Schoolwide Interventions)

18. Teaching Behavior “If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we... teach?... punish? Why can’t we finish the last sentence as automatically as we do the others? John Herner

19. Teaching academics and behavior Tell Show Practice Feedback Reteach (OSEP on PBIS- Effective Schoolwide Interventions)

20. Universal Critical Elements (OSEP on PBIS- Effective Schoolwide Interventions) PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Behavior Systems Evaluation Implementation Plan

21. Acknowledgement System Acknowledgement system implemented consistently A variety of methods used Linked to expectations Acknowledgements varied to maintain student interest Maintain at least a 4:1 ratio of positive to negative interactions

22. Enter specifics about your school’s acknowledgement system here

23. Laura Riffel, OSEP

24. Guidelines For EVERY student Acknowledge the behavior Get students involved in recognitions Recognize students other than your own in common areas Keep it novel

25. Universal Critical Elements (OSEP on PBIS- Effective Schoolwide Interventions) PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Behavior Systems Evaluation Implementation Plan

26. Discouraging Inappropriate Behavior Define major & minor rule violations Design a system of supports that will address student misbehavior Identify staff managed responses for minor inappropriate behavior that includes: – Re-directing – Re-teaching – Choice – Processing

27. I see (undesired behavior) Can you stop (undesired behavior) Even though (one of three skills) -you’re mad -others around you aren’t okay -you don’t want to (The Language of Caring Confrontation) BIST Language Early Intervention

28. Early Intervention/Caring Confrontation Processing Triage Planning Outlasting the acting out - Protective Planning BIST Processes To Teach and Protect

29. Classroom vs Office Managed ClassroomOffice

30. Regular Seat Safe Seat Buddy Room Recovery Placement Office Home BIST Placement Continuum

31. System of Supports

32. Universal Critical Elements (OSEP on PBIS- Effective Schoolwide Interventions) PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem behaviors Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan

33. Data Driven Decision Making Discipline referral data (Big 5) – Per day per month – By location – By behavior – By time – By student Survey results Self-assessments BIST data—safe seats, buddy rooms, recovery

34. Universal Critical Elements (OSEP on PBIS- Effective Schoolwide Interventions) PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Develop Plans for Teaching Expectations/Rules Acknowledgement Program Established Effective Procedures for Dealing with Problem Behaviors Data Entry and Analysis Plan Established Classroom Behavior Systems Implementation Plan Evaluation

35. Procedures and Routines Define and teach classroom routines How to enter class and begin to work How to predict the schedule for the day What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities. “Show me you are listening” Establish a signal for obtaining class attention Teach effective transitions.

36. Use for an example for classroom matrix

37. Problem Solving Logic Supporting Decision Making Supporting Student Behavior Supporting Staff Behavior (OSEP on PBIS- Effective Schoolwide Interventions)

39. Questions