School-wide Positive Behavioral Interventions and Support for All

School-wide Positive Behavioral Interventions and Support for All

School-wide Positive Behavioral Interventions and Support for All Students and Staff: Getting Started Overview Minnesota PBIS Training Adapted from George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research and Rob Horner, Ph.D. University of Oregon

PURPOSE P E S O URP s l a t n e

m a d n u f f h o t i w w e i

d v e r t e r a t Ov s n g o i

n t i t a t t e n g e r m fo e

l p m i S I B P SW School-wide Positive Behavioral Interventions and Supports (PBIS) School-wide PBIS is: A multi-tiered framework for establishing the social culture

and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students. Evidence-based features of SWPBIS 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 intervention supports. Implementation of the systems that support effective practices My Story

Growing Up School Custodian Lunch Lady My Dream Teachers/Staff Kids Dream Your Dream OUTCOME OBJECTIVES OUTCOME OBJECTIVES Rationale for adopting SWPBIS Features of SWPBIS Description of implementation framework

Examples Why SWPBIS? The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Predictable Positive Consistent Safe What is one strength of your school

? Talk about this with your team What data do you have to support your statement? End Goal End Goal Training Expectations Daunting journey? Daunting journey?

Expectations and Training routines Expectations and Training routines Expectations and Training routines g r o . s i b p www. Daunting journey? Why SWPBIS? ? S I B P W S y

h W Problem Statement We give educators strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training. BIG IDEA Successful individual student

/STAFF behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, & scalable (Zins & Ponti, 2001) SW-PBIS is about. Improving classroom & school climate ntegrating academic & behavior initiatives Improving support for

students w/ needs Decreasing reactive management Maximizing academic achievement Establish positive school climate What is PBIS about? ? S I

B P s i What FEATURES CORECORE FEATURES MTSS/RtI MTSS/RtI Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011;

Sugai, OKeeffe, & Fallon, 2012ab DATA Systems Practices Few Some All Dec 7, 2007 Continuum of Support for ALL

Continuum of Support Terri Math Science Writing Spanish Comprehension Soc skills

Decoding Technology Soc Studies Dec 7, 2007 Basketball Label behaviornot people Acknowledging Humans Expectations: Rationale To learn, humans require regular &

frequent feedback on their actions Humans experience frequent feedback from others, self, & environment Planned/unplanned Desirable/undesirable W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors Minnesotas PBIS Training Sequence 9 Days of Training over 2 years First year is focused on Tier 1

SWPBIS Sm E vi d a l l e Big enc st # e ge st, -base d eff dur ab ect

le 17 SCHOOL-WIDE 1.1. Leadership team EVIDENCE-BASED INTERVENTIONPRACTICES 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior

EVIDENCEBASED INTERVENTION PRACTICES 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation INDIVIDUAL STUDENT 1.Behavioral competence at school & district levels 2.Function-based behavior support planning 3.Team- & data-based decision making 4.Comprehensive person-centered planning &

wraparound processes 5.Targeted social skills & self-management instruction 6. Individualized instructional & curricular accommodations NONCLASSROOM 1.Positive expectations & routines taught & encouraged CLASSROOM 1.All school-wide 2.Maximum structure & predictability in routines & environment 3.Positively stated expectations posted, taught,

reviewed, prompted, & supervised. 4.Maximum engagement through high rates of opportunities to respond, delivery of evidencebased instructional curriculum & practices 5.Continuum of strategies to acknowledge displays of appropriate behavior. 6.Continuum of strategies for responding to inappropriate behavior. FAMILY ENGAGEMENT 1.Continuum of positive behavior support for all families 2.Frequent, regular positive contacts, 2.Active supervision by all staff (Scan, communications, & acknowledgements move, interact)

3.Formal & active participation & involvement as 3.Precorrections & reminders equal partner 4.Positive reinforcement 4.Access to system of integrated school & community resources Year 1 Year 1 Discussion What are you thoughts about the Framework and implementation plan

of PBIS so far? What should be introduced at your 1st staff meeting of the 2015-16 school year? PBIS Implementation n o ti a t n e m

PBIS Imple Worries & Ineffective Responses to Problem Behavior for adults and students Train-&-Hope (systems) Train & Hope WAIT for New Problem Expect, But

HOPE for Implementation Hire EXPERT to Train Practice REACT to Problem Behavior Select & ADD Practice

GENERAL IMPLEMENTATION PROCESS: Getting Started GENERAL IMPLEMENTATION PROCESS: Getting Started Team Agreements Data-based Action Plan Plan

Evaluation Check Implementation Do Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously

DEFINE Simply MODEL PRACTICE In Setting Curt, NOT MY JOB! 3-5 Posted Expectations SETTING Teaching

Matrix Expectations Respect Ourselves All Settings Be on task. Give your best effort. Be prepared.

Respect Property L L I K Playgrounds S L A I C

Library/ Computer Lab Assembly Bus Study, read, compute. Sit in one spot. Watch for your

stop. Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat.

Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Walk.

Have a plan. Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment.

Practice good table manners Recycle. Clean up after self. Pick up litter. Maintain physical space. O S

1. R O I V A H S E E B L P .

3 M A EX Use equipment properly. Put litter in garbage can. 2. N CO AT N T UR EX AL T

Cafeteria Eat all your food. Select healthy foods. Teaching Matrix Respect Others Hallways

Replace trays & utensils. Clean up eating area. Acknowledge & Recognize Acknowledge & Recognize Implementation Implementation Fidelity matrix Fidelity Fixsen & Blase, 2009

SWPBIS Sm E vi d a l l e Big enc st # e ge st, -base d eff dur

ab ect le 17 Worries & Ineffective Responses to Problem Behavior for adults and students Get Tough (practices) Why do we send kids to the hall? Basic Recommendations for

Implementing PBIS Never stop doing what already works Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible. Basic Recommendations for Implementing PBIS Collect and use data for decision-making Adapt any initiative to make it fit your school community, culture, context.

Families Students Faculty Fiscal-political structure Discussion How is your understanding of SWPBIS different than when you walked in the door today? Do you really have 80% staff buy in

to do the work?

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