1. WHAT IS PBIS?

2. Starting Point…. We cannot “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

3. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement

4. Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals. (Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)

5. Early Reading and Behavior Below benchmark in reading skills performance standards at the end of kindergarten is a strong predictor variables for later problem behavior in 5 th grade. At or above benchmark in reading skills at the end of kindergarten has a Clear and significant correlation with meeting/exceeding in Reading/Literature in 5 th grade. (McIntosh, Horner, Chard, Boland, & Good, 2006; McIntosh & Sadler, in press )

6. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing Systems for Student Success

7. If a school uses a RESEARCH PROVEN PROGRAM AND DOES IT THE WAY IT WAS INTENDED (fidelity) 80% OF THE STUDENTS SHOULD BE SUCCESSFUL

9. With classrooms Across the school Across the district

10. Teach kids what you want, and pay more attention to them when they are doing it than when they are not.

12. Find a way to reinforce the behaviors you have taught and expect.

13. Purpose of Positives Build Positive Relationships –Who they are –What they do Create a positive, inviting environment Encourage & reinforce desired behaviors –Starting new behaviors (the rookies) –Maintaining mastery behaviors (the veterans)

14. Why use tangibles? They help you learn to look for the good in kids. They give you an opportunity to build relationships with kids. They multiply the positive reinforcement. It is more effective in helping kids change habits than verbal praise alone. (but remember - is has to be genuine.) *Safe *Respectful *Responsible

15. Bigger isn’t better. Intermittent random reinforcement is most effective in changing behavior.

16. Relationships – Why??? For the students you are NOT connecting with it likely isn’t happening naturally - in your class, in school, or anywhere else. Often the relationships they do have with adults are not good, stable role models.

17. Maslow's Hierarchy of Needs Physical Needs (Food, Shelter) Safety Belonging Self Esteem Learning How critical is school climate & culture?

18. Lack of belonging often looks more like…

22. What do we most often do about these situations?

23. “How’s that working for you?” Punishment

24. While consequences are essential, it is not our most effective tool. It’s not the biggest bang for our buck. In School… Or in Society We have few resources and they are stretched thin.

25. The most difficult students have a high tolerance for your punishments.

26. Consequences…

28. The Process of Building PBS  What are your rules?  Clarify your expectations (How does it look?)  Create lesson plans.  Design feedback/reinforcement system.  Collect data. Is this working?

29. Often, you will never know the impact you had on a students life.