1. PBIS goes to Preschool Julie Betchkal
WI Pyramid Model Training Coordinator
Justyn Poulos
WI PBIS Network Coordinator

2. Who’s Here? K-12 Teachers Preschool Teachers K-12 Administrators
Parents
Other?
Julie

3. Tiered Intervention Julie and Justyn Process….not curriculum.
Three to five year implementation process.
Tiered levels of support
Difference….PM trains in all areas, PBIS focuses on getting one level in place with fidelity before moving onto next level.
Why? Young children developmentally experience more appropriate disruptive behavior…. We EXPECT challenging behavior as part of typical development.

4. Shared evidence base that emphasizes prevention
Administrative leadership as vital
Teaming as a change agent
Data based decision making
Defined positive social expectations
Explicit teaching
Acknowledge positive behavior
Continuum of intervention
Julie

5. Why worry about pre school behavior?
Preschool expulsion rates are 3 times higher than K-12 expulsion rates.
Boys are 4.5 times more likely than girls to be expelled.
African American children are twice as likely to be expelled than white or Latino children and 5 times more likely than Asian American children.
Expulsion rates for 5 year olds are double rates for 4 year olds.
Julie

6. Preschool expulsion: Wisconsin Data
In WI, over two-thirds of child care providers reported that they had expelled a child from their care at some point in their career
52% asked a family to leave within the past two years
Child and family behavior were among the leading causes of expulsion in both group and family child care settings
1 in 5 providers reported that they had little or no confidence in their ability to deal with challenging behaviors
Irvin-Vitela, L. (2010). Child Retention in Wisconsin Child Care Settings, Supporting Families Together Association.
Julie Key points:
Unmet social emotional needs affect children, caregivers, and families.
Children expelled for challenging behavior…..and the work force feels ill equipped to handle challenging behavior.
From the administration to the teachers to children’s families, everyone needs to work together to support children’s development.
Teachers and families need to feel supported and respected.
Each party should have access to information and training that can break this cycle of expulsion, as well as the other consequences of unmet social emotional needs from previous slide.
Addressing children’s social emotional development is key to this work, and research can guide us. (handout on early social emotional development)
References:
Gilliam, W.S. (2005). Prekindergarteners left behind: Expulsion rates in state prekindergarten systems. New Haven, CT: Yale University Child Study Center.
Irvin-Vitela, Lilly (2010). Child Retention in Wisconsin Child Care Settings: Understanding the Attitudes, Beliefs, and Behaviors that Impact Expulsion and Retention in Early Care and Education
Refer the group to review SFTA report at

7. Schools implementing SW-PBIS as of December 15, 2010
574 Schools Trained
401 Schools Implementing

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

9. Systems Systems are level of supports that
staff experience in the school
SYSTEMS
Administrative support
Staff buy in
Common language
Continuum of procedures
Environmental changes
Consistent procedures
Coaching
Justyn

10. Leadership Team PBIS Team Implementation Checklist
Leadership Team Self-Assessment and Planning tool
Pyramid Model
Includes Behavior Support personnel
Plans for parent support
Includes administration, teacher representation
Meets monthly
Guides implementation based on data
Action plans based on the Benchmarks of Quality
Review policies, procedures, practices
Julie and Justyn

11. Clear Expectations= Common Language
PBIS
RHRS
Respect: Use good manners
Honesty: Tell the truth
Responsibility: Act responsibly
Safety: Engage in safe behaviors
Pyramid Model
Justyn does PBIS and Julie does PM

12. Expectations to rules….PBIS
Justyn

13. Expectations to rules….Pyramid Model
Julie

14. Majors/ Minors PBIS Pyramid Model Persistence and resistance
Child guidance procedures
Justyn does PBIS and Julie does PM

15. Continuum of procedures- PBIS
Justyn

16. Continuum of procedures - Pyramid Model
When a child with persistent challenging behavior is identified, these are the step to follow.
Step 4:
Team reviews and evaluates observations and develops a Behavior Support Plan
Step 1:
Consult with the Behavior Coach and continue with BIRs (week 1)
Step 2:
Collect a few weeks of BIRs and observation cards (week 2-3)
Step 5:
Teachers and parents begin to implement the Behavior Support Plan with coaching support
Julie
Step 3:
Continue to collect data and observation cards. Complete a FAI with parents and teachers
Step 6: Team members meet periodically to evaluate how the plan is working, refine as needed

17. Practices Practices are the supports Students experience
Explicit teaching
Reinforcing behavior
Consistent consequences
PRACTICES
Justyn

18. PBIS- “Cool Tool” example
Justyn

19. We share….
Pre-corrections
Reminders
Redirections
Reinforcements
Julie

20. Environment as a tool in Pyramid Model
Need/ Arousal
Need is met
Relaxation
Trust/ Attachment
Julie

21. Daily review of rules- Pyramid Model
What Do We Do In Circle?
Julie
Right way, wrong way: When we introduce new rules, it important to demonstrate both the right way and the wrong way to demonstrate the skill. This helps children to learn to self-evaluate their own behavior, as well help children learn the language teachers will use when directing and redirecting rules (acquisition)
Review: Young children need multiple repetitions to solidly learn skills (learn skills to mastery). (fluency)
Remind: Reminders (cueing/ prompting) help young children to transfer skills from lessons to applying the skill in actual situations. Reminders assist children in meeting expectations. (maintenance)
Reinforce: Acknowledging children when they exhibit learned skills- with and without reminders- helps children to use skills long term, and on their own (generalization)

22. Reinforcing behavior- PBIS
Power Paw Slip
Justyn
Golden Sneaker Award

23. Reinforcing behavior- Pyramid Model
Positive descriptive feedback
Social recognition
Julie

24. Pyramid Model also emphasizes social “curriculum”
Share
Give ideas
Take turns
Say nice things
Be a helper
Julie

25. Tired
Surprised
Julie

26. ? Problem solving 3. What would happen if…? 4. Give it a try!
1. What is my problem? ?
2. Think, think, think
of some solutions.
3. What would happen if…?
Would it be safe? Would it be fair?
How would everyone feel?
4. Give it a try!
Julie

27. Social Problem Solving
Julie

28. Consistent Response What Does NOT Work Well:
Repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency
Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior
Justyn
Mayer, (2008). Consortium to Prevent School Violence FACT SHEET #1: Overview of
School Violence Prevention, Rutgers University.

29. Data PBIS Pyramid Model Fidelity of Implementation
Benchmarks of Quality (BoQ)
Team Implementation Checklist (TIC)
Self-Assessment Survey (SAS)
School-Wide Evaluation Tool (SET)
Benchmarks of Quality
Teaching Pyramid Observation Tool (TPOT)
Teaching Pyramid for Infants and Toddlers Observation Scale (TPITOS)
Program Data
Attendance, suspension, expulsion
Office Discipline Referrals
Attendance, suspension, expulsion, parent contact
Behavior Incident Reports
Child Status
State academic testing
Progress Monitoring
Social emotional screeners
Ongoing assessment
Social emotional screening
Justyn and Julie

30. Benchmarks of Quality PBIS Pyramid Model PBS Team
Establish Leadership Team
Faculty Commitment
Staff Buy-in
Effective Procedures for dealing with discipline
Family Involvement
Data Entry & Analysis Plan Established
Program Wide Expectations
Reward/ Recognition program established
Strategies for teaching and acknowledging the program wide expectation
Lesson Plans for teaching expectations/rules
All classrooms demonstrate implementation of the Pyramid Model
Implementation Plan
Procedures for responding to challenging behavior
Crisis Plan
Professional development and staff support plan
Evaluation
Monitoring implementation and outcomes
Justyn and Julie

31. ODRs/ BIRS average behavior incidents per day per month location
Office Discipline Referrals/Behavior Incidence Reports
average behavior incidents per day per month
location
time of day
problem behaviors
number of students
Staff, consequences, student, motivation-
Other aggregate
Number of incidents by month
location
Activity
behavior type
Staff, consequences, child, and/or motivator.
Justyn does PBIS and Julie does PM

32. SW-PBIS Data
Justyn

33. Can pull the Big 5 graphs in the BIR access database…
Julie

34. Teacher level data- Pyramid Model
Julie

35. Summary of TPOT Observations Strengths
Schedule and routine are a balance of teacher and child directed activities
Center time allows kids to have higher rates of engagement. Adults initiate transitions based on engagement of kids.
Children who aren’t yet skilled at group activities aren’t forced/required to participate.
Emerging Skills
Directions tell what to do but are often paired with a “no” or “not” first.
The visual schedule is referenced with individual children who ask questions related to the schedule. 
Professional Development Needs
Structuring transitions to include: warnings, zone defense, descriptive feedback and routines that have a beginning, middle and end.
Structure for circle time.
Proposed goals for Action Plans
*Transitions
*Structure Circle Time
Julie

36. Child Level Data- Pyramid Model
Number of children: Above cut off Near cut off Below cut off
Julie

37. Tiered Model of Interventions Focus on Birth-5 Focus on K-12
SEFEL Pyramid Model –
Key Components 
School Wide PBIS –
Key Components  
Tiered Model of Interventions
Focus on Birth-5
Focus on K-12
Administration Participation and Support 
Administration Participation and Support  
Explicitly Teaching Behavior  
Explicitly Teaching Behavior
Focus on Prevention
Program-wide Expectations  
School-wide Expectations
Systematic Acknowledgement
Acknowledgement System 
Adult Managed Behavior
Teacher/Office Managed Bx (T-Chart)
Data-Based Decision Making
Summary slide: Reference the brochure……Julie?
The Department of Public Instruction has begun to build infrastructure to support school districts to implement Positive Behavior Interventions and Supports in Wisconsin’s public schools. The process of implementing school wide positive behavior interventions and supports is very similar to the process of implementing the Pyramid Model across an entire program.
It is this program wide- or school wide- implementation that research shows produces the greatest benefit for children who are at-risk for, or who currently exhibit challenging behavior. 37

38. Justyn

39. Julie

40. Justyn Poulus WI PBIS Network Coordinator poulosj@wisconsinpbisnetwork
Justyn Poulus WI PBIS Network Coordinator Ext. 251
Julie Betchkal WI Pyramid Model Training Coordinator ext Lana Nenide WI Pyramid Model State Coordinator