PBIS WorksWest Sioux Elementary

Iowa Department of EducationMarch 7, 2013

Positve Behavior Interventions and Supports

PBIS is about being “Positive”

PBIS is about “Behavior”

Positve Behavior Interventions and Supports

PBIS is about being “Positive” BMOD 101

▪ Positive interactions-Long-term gains

▪ Reactive interactions-Short-term gains

Positve Behavior Interventions and Supports

PBIS is about “Behavior” Who - Students? Adults?

Positve Behavior Interventions and Supports

PBIS is about “Behavior” Who - Students? Adults?

▪ PBIS is as much about the behavior of the adults (teachers, principals, custodians, counselors, parents, AEA support staff) as it is the behavior of students.

We knew that we had a need to do things better

http://youtu.be/bTeYncx1xmI

Positive Behavior Interventions Supports QUESTIONS:

1). What is your reaction about the interaction between the student (Judd Nelson as “Bender”) and the teacher?

2). What does the interaction between students and teacher in this scene have to do with PBIS in your school?

The Data Spoke For Itself

Self-Assessment Survey(% of items in place)

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PBIS SustainabilityPractices

Define (Expectations) Teach Monitor & Acknowledge Corrective Consequences Data-Based Decisions

Systems that support practices Team Organization

Defining Expectation Teaching Expectations Monitor and Acknowledge

Consistent Corrective Consequences

Data Based Decision Making

Systems to Support Practice

Our School Formed Team

Staff began having conversations Formed team Began putting framework together

Key Features of “Sustainability” Define Expectations

Teach Expectations & Behaviors

Monitor and Acknowledge

Provide Corrective Consequences

Use Data to Make Decisions

Define

Define

As a staff we brainstormed ideas to use as expectations.

At another meeting we choose three or fewer primary expectations for each expectation in each of the five common areas.

Define Discussed expectations in the common areas

Hallway Restrooms Lunchroom Playground Bus

Staff understand and agree on expectations in all areas

Define

Three expectations in all areas of school

Be Ready

Be Respectful

Be Responsible

Teach

Teach

Train Staff

Provide training for new staff members

Provide continued feedback and training

Monitor

Encourage teachers in practice of 5 positives to 1 negative.

Provide feedback to teachers on practice in classroom

Systematic Supervision Training

Teach

Teach students behavior expectations

Practice behavior regularly throughout the year

Practice behavior when teacher sees need

Practice behavior as corrective consequence

Monitor

Monitor

TIER ISWIS - Big 5 (ODRs)*Ave Referrals/ Day/ Month*Problem Behavior*Location*Time*Student

Universal Screenings for Behavior (AIMSweb)*School/Grade

TIER IISWIS – Individual (ODRs)

Universal Screenings for Behavior (AIMSweb)*Grade/Individual

CICO*Data on Students on Tier II Interventions

Acknowledge

Acknowledge

Acknowledge

Students

Verbal Bee Tags Bee Store/ Auction Classroom Incentives Trophy Privileges

Acknowledge

Teachers

Food Verbal Recognition Notes Treats Coffee

Use Corrective Consequences

Use corrective consequences

Use Corrective Consequences Teacher Delivered

Office Delivered

Use Corrective Consequences

Reteach

Use Data for Decision Making

Use Data for Decision Making Added teachers for more supervision

at recess

Split recess times so there were fewer students out at recess

Provided Active Supervision Training

Data-Based Decision Making Example

Minor Referrals – Over 7 Years

Data Based Decision MakingReferrals By Location August 2011 to January 2012

Systematic Supervision Training

All Staff Trained Late January - Early February

Follow-up Training Mid-February

Data Based Decision Making

Aug to Feb 15 Feb 16 to June0

0.5

1

1.5

2

2.5

3Minor PG Ref/Day

Minor PG Ref/Day

Team

Teams

One man can be a crucial ingredient on a team, but one man can not make a team.

Kareem Abdul-Jabbar

None of us is as smart as all of us.

Japanese Proverb

Team

Model

general education teachers specialist teacher paraprofessional administrator parents External coach

Teams

Tier I Planning

Plans activities

Addresses concerns raised by staff

Promotes PBIS practices

Communicates with staff as a large group

Team Self-Monitor of Progress(Team Implementation Checklist)

Teams

Tier I Data Team

Review SWIS Big 5

Review CICO Data

Review BESS and SSIS results

(Universal Screening Tools)

Teams

Tier II

Review Data of students on Tier II Interventions

CICO

ODR

Teams

Tier III

Individual Teams for Individual Students

Team SustainabilityPositive Behavior Interventions and Supports Teams

 2012 – 2013

 Team Meetings Tier I Planning team with Parents Usually on the third Monday of the month 3:30 in Mrs. Haan’s room Carrie, Theresa, Cindy, Denise M., Deanne, Randy, Linda, LeAnna

  Team Roles

Plan events and schedules Support teachers Promote PBIS practices Use group problem solving

Scheduled Meetings  September 17 January 21 October 15 February ? November 19 March 18 December 17 April 15

Team Sustainability   Tier I SWIS Data Review Team Meetings

Usually first Monday of the month 3:30 in Mrs. Haan’s room Carrie, Theresa, Deanne, Randy, Linda, LeAnna  

Team Roles Review SWIS Big 5 Review Group BESS results Review Group SSIS results

   Scheduled Meetings

February 4 October 1 March 4 November 5 April ? December 3 May 6 January 7

 

  Tier II Intervention Review Team Usually second and fourth Monday 3:30 in Mrs. Haan’s room Carrie, Sharilyn, Terri, Randy, Linda   Team Roles 1. Review group progress data for Tier II interventions 2. Determine specialized or small group Individual intervention 3. Identify Individual students in need of individual programming 4 . Determines need for Brief Functional Behavior Assessment 5. Determines need for Behavior Intervention Plan (BIP)   September 10 and 24 February 11 and 25 October 8 and 22 March 11 and 25 November 12 and 26 April 8 and ? December 10 May 13 January 14 and 28    

Team Habits

Attend Training

Team Habits

Plan Ahead

Team Habits

Plan Ahead

Team Habits

Stay Fresh

Keep Learning

Team Habits

Attend Trainings Have regularly scheduled meetings Plan Ahead Work from an action plan Use results of Self Assessment

Survey Make an action plan after training Stay fresh – use resources

Self-Assessment Survey(% of items in place)

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School-Wide Evaluation Tool(SET)

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Tier II Success

67% of CICO Students Earning More than 80% of Daily Points

5 7 18