Post on 11-Dec-2021
Georgia Southern University Georgia Southern University
Digital Commons@Georgia Southern Digital Commons@Georgia Southern
Georgia Association for Positive Behavior Support Conference
Dec 3rd, 8:30 AM - 9:30 AM
PBIS 101: An Introduction to the Tier 1 PBIS Framework PBIS 101: An Introduction to the Tier 1 PBIS Framework
Tara Davis Georgia Department of Education, tara.davis@mresa.org
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Recommended Citation Recommended Citation Davis, Tara, "PBIS 101: An Introduction to the Tier 1 PBIS Framework" (2014). Georgia Association for Positive Behavior Support Conference. 5. https://digitalcommons.georgiasouthern.edu/gapbs/2014/2014/5
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Positive Behavioral Interventions and Supports, 101
Georgia APBS Conference
December 2014
Tara Davis
State PBIS Program Specialists
Georgia Department of Education
Learning Objectives
Define key features of PBIS
Describe the GaDOE model of
PBIS support
Explain how to bring PBIS to my
district
PBIS is an essential shift in thinking…
Traditional District Responses
• Zero Tolerance -Strict Code of Conduct
• Additional School Safety Officers
• More security cameras
• Metal detection devices
• Self-defense training for educators
• Office referral, detention, suspensions, etc.
• Restrictive and segregated settings
• Individual counseling and therapy
• Implement packaged programs
• Are they giving us the intended result?
Traditional School Responses
The science of behavior has taught us……
LEARNED
PREDICTABLE
MAINTAINED
PUNISHMENT TEACH APPROPRIATE BEHAVIOR
PBIS - Tiered System of Supports
4/16/2015 7
Starting point…
• Educators cannot “make” students learn or behave
• Educators can create environments to increase the likelihood students learn and behave
• Environments that increase that likelihood are guided by evidence-based practices (PBIS)
Designing Solutions
• If many students are making the same mistake, it is typically the
system that needs to change, NOT the students!!
TEACH…MONITOR..ACKNOWLEDGE before PUNISHMENT!!
Do you know the amount of instructional time that administrators, teachers and students miss due to discipline issues?
Time Cost of a Discipline Referral
1000 Referrals per year
Administrator Time (30 mins.) 500 hours (63 days)
Teacher Time (15 mins.) 250 hours (32 days)
Student Time (45 mins.) 750 hours (94 days)
Totals 1500 hours lost! (188 days)
Do we have time to teach behavior?
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The Critical Elements of School-Wide, Tier 1 PBIS
1.The PBIS Team-Principal
2.Clear Expectations & Rules
3.Teaching Behavior
4.Data Entry and Analysis
5.Acknowledgment (Feedback)
6.Effective Discipline Process
7.Faculty Commitment
8.Implementation
9.Classroom
10.Evaluation
12
School-wide Expectations
“Core values are timeless and do not change, while practices and strategies
should be changing all the time.”
Jim Collins
13
Core Values
• Excellent customer service • Taking care of our people • Giving back • Doing the "right" thing • Respect for all people • Entrepreneurial spirit
Establishing Core Values is Best Practice in the Business Community
14
Gwinnett County
Cowan Road Middle: Griffin-Spalding
17
Rules
• Examples of expected behavior – what to do, NOT - what not to do!
• Specific and observable
• Positively stated
• 3-5 for each expectation
• Rules must be enforceable and worth acknowledging!
19
Moore Elementary School, Griffin-Spalding Expected Behaviors
Expectations Cafeteria Rules Hall Rules Gym/Playground Rules Restroom Rules Bus Area Rules
Be Respectful Remain silent and orderly in line Follow directions Say, “Please and “Thank You”
Walk on the right side of the hall Keep hands at your sides Watch out for younger students
Be a good sport Follow posted rules Line up when directed without pushing
Respect the privacy of others Keep hands and eyes to yourself Flush the commode after using it
Walk do not run Keep hands to yourself Listen to the directions of the driver
Be Responsible Speak clearly to cafeteria staff Eat food when seated Keep eating area clean
Only go where an adult tells you to go Keep hallways clean Use a hall pass
Dress appropriately Put away equipment Share
Keep area clean Use equipment appropriately Wash hands with soap
Take turns Do not rush others No horse playing
Be a Problem Solver Only eat the food on your tray Take turns putting away trays after eating Throw away all trash
Walk Speak softly Report unsafe behavior
Be fair Include everyone Be considerate of others
Use your resources wisely Only one person per stall Report unsafe conditions to an adult
Report unsafe behavior Stay in assigned area Speak softly so that the driver is not distracted
District Coordinator: Leonora Clarkson
Why teach behavior?
• For a child to learn something new, it needs to be repeated an average of 8 times.
• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated an average of 28 times
(Harry Wong)
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The Three-Step Approach to Teaching Classroom Procedures
• 1. Explain: State, explain, model, and demonstrate the
procedure.
• 2. Rehearse: Rehearse and practice the procedure under your supervision.
• 3. Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.
23
Acknowledging Appropriate Behavior
• Tied to specific behaviors
• Delivered soon after the behavior
• Age appropriate (actually valued by student)
• Delivered frequently
• Gradually faded away
Steps to Building Effective Discipline Procedures
24
1. Definitions 2. Responses to Behavior 3. Documentation 4. Referral Process
Example
Classroom Managed Behaviors
Office Managed Behaviors
Calling Out Cheating on Class Work/Assessments Classroom Setting Disruption Defiance Dress Code Electronic Devices Food, Drink, or Chewing gum Inappropriate Attitude/Tone Inappropriate Language Physical Contact Lack of Preparedness Put Downs, Teasing, Taunting (First Time) Refusing to Work Stealing (items less than $25)
Aggressive Language, Threats, Bullying Chronic Minor Incidents (3 M.I.R.’s for the
same incident type) Drugs/Alcohol Fighting or Aggressive Physical Contact Harassment of a Staff Member Leaving Class During an Emergency Leaving School Grounds Put Downs, Teasing, Taunting (After First
M.I.R., Same Student, attach M.I.R.) Smoking Stealing (money or items greater than $25) Truancy/Cutting Class Vandalism Weapons
Observe and identify problem behavior
Teacher/Staff vs. Administration
Managed Managed
•Failure to be in one’s assigned place
•Inappropriate language
•Tardiness
•Calling out
•Teasing
•Inattentive Behavior
•Invading personal space
•Lying/giving false information
•Minor disruption
•Minor aggression-grabbing items
•pushing past someone
•Unsafe or rough play
•Misusing property-throwing or damaging
items
•Disrespectful Tone
•Pattern of not completing homework
•Aggressive physical contact
•Bullying/Harrassment
•Fighting
•Property destruction
•Weapons
•Leaving School property
•Pattern of aggressive/profane language
•Dress Code
•Credible threats
•Major/chronic destruction
•Major/chronic refusal to follow school
rules
•Theft
•Racial/Ethnic discrimination
•Cheating
•Inappropriate use of internet
•Direct refusal of authority
Administration managed
Staff managed
Redirect student
Re-teach behavior
Conference with student on inappropriate
behavior in this situation and of potential +
/- consequences
Complete
Detention Slip and Contact Parent
Complete Discipline Referral and send
student and referral to the discipline
office
Referring Teacher/Staff Member
completes discipline referral and
contacts parent
Administrative action
Administration submits referral
for data input
Teacher and guidance counselor work
with student to re-teach behavior and
propose strategies for success
Administration follows up
teacher/staff member
Consistently Teach and Re-Teach School-Wide Rules/Expectations
Notice and reward
correct behaviors
YES NO
Is the behavior Teacher or
Administration managed?
Did the
behavior
change?
Seminole County: Longwood Elementary
Problem-Solving Process Review
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Response
to Intervention
Why is it occurring?
What’s the problem?
What are we going to do about it?
Is it working?
28
www.swis.org
SWIS: School-Wide Information
System
Required for the first year of implementation.
www.pbisapps.org
School-Wide Information System (SWIS) The Big 7
Georgia is part of a growing network of schools in the U.S. changing school climate
to promote learning, safety and healthy relationships!
Over 22,000
PBIS Summit – 2013 *LEA *RESA *State BOE *Juvenile Court *DJJ *DBHDD *Legislators *Ed. Associations *Higher Ed. *Governor’s Office *DECAL *Foundations *Advocacy
Scaling Up in Georgia…..
• PBIS Strategic Plan
• RESA School Climate Specialists
• School Climate Star Rating
• Georgia’s Grade Level Reading Campaign & Woodruff Foundation Grant
• Ga Appleseed Collaboration
• White House visit
• Second Annual PBIS Summit
• National PBIS Leadership Forum
• School Climate Transformation Grant
• SAMHSA Grant
PBIS Organizational Support Framework
4/16/2015 35
Systems Implementation Logic
Funding Visibility Policy Political
Support
Training Coaching Behavioral Expertise
Evaluation
LEADERSHIP TEAM
Local School / District Implementation Demonstrations (Implementers)
(OSEP TA Center on PBIS, 2009)
Implementation Matters
36
Exploration/ Adoption
Installation
Initial Implementation
Full Implementation
Innovation and
Sustainability
Establish
Leadership Teams,
Set Up Data
Systems
Development
Commitment
Provide Significant
Support to
Implementers Embedding within
Standard Practice Improvements:
Increase Efficiency
and Effectiveness Should we do
it?
Doing it right
Doing it better
Adapted from www.pbis.org
2-4 Years to build Tiered
Support System
www.gadoe.org
Contact Informatiob
tdavis@doe.k12.ga.us
gapbis@doe.k12.ga.us
www.gadoe.org