IMPLEMENTING PBIS IN A
PUBLIC SCHOOL PROGRAM
FOR STUDENTS WITH
DISABILITIES
Lauren Flanagan, Todd Smith, & Craig Whedon
WE’RE HAVING AN ADOPTION!
WE’VE GOT A BABY!
Name: PBIS
 Place of Birth: Oregon, USA
 Training for Adoptive Parents: June 3-5, 2013
 Date of Delivery to Adoptive Parents: August 5,
2013

OUR ADOPTION TEAM
SOME IMPORTANT
CHARACTERISTICS OF OUR
ADOPTIVE FAMILY
Strong relational connection among our team
 A common belief that positive behavior can be
learned / taught
 Committed / Dedicated
 Enthusiastic
 Hard Working
 Comfortable with collaboration
 Supportive and positive

FAMILY PREPARATION

Mainstay Academy’s PBIS Core Values


Safety, Respectfulness, and Responsibility
Mainstay Academy PBIS Mission:

It is our mission to work as a community to create a
safe, positive and therapeutic school environment
where students and staff members are taught and
acknowledged for appropriate behavior. It is also our
mission to facilitate positive behavior change,
academic growth and emotional growth in our
students and faculty.
THE IMPLEMENTATION PLAN :
BABY PBIS’ DEVELOPMENTAL MILESTONES
1. PBIS Team
 2. Data Entry and Analysis
 3. Clear School-Wide Expectations and Rules
 4. Teaching Behaviors
 5. Recognition & Rewards System
 6. Effective Discipline Process
 7. Faculty Commitment
 8. Implementation / Action Plan
 9. Classroom Behavior Supports
 10. Evaluations and Assessments

THE EXTENDED FAMILY
PRESENTED OUR BIGGEST
CHALLENGE
 Faculty
and staff acceptance and
commitment to PBIS
 Our enthusiasm had to be contagious
 Adoption had to be easy, fun and
rewarding
 Baby PBIS had to look like part of
the family
AN ADOPTION CELEBRATION!
ADOPTION CELEBRATION -SHOWER GAMES

PBIS Walk – “Walk This Way!”

PBIS Scramble

Umbrella Activity
THE PBIS “UMBRELLA”
BEHAVIOR BEYOND PBIS
 Flow
chart
 Definitions of Behaviors
 Student Achievement Model
 Mind Set Crisis Communication / four
step counseling
 Regular, Structured Treatment Team
Meetings
 Life Space Crisis Intervention
 Check in and Check out
 Functional Behavior Assessment
 Positive Behavior Intervention Planning
BEHAVIOR FLOW CHART

Does the behavior require out of classroom
management?
 If
the answer is No…
Use classroom Management Tools
 Teach Replacement Skill (SAM)
 Manage Student Resistance (SAM)
 Communicate Consequence/Practice
Replacement Skill
 Check for Understanding
 Complete Form (Minor – Classroom
Managed)
 Document Behavior in LiveSchool and
S.W.I.S.

BEHAVIOR FLOW CHART

Does the behavior require out of classroom
management?
 If
the answer is YES…
Radio for assistance (Behavior
Interventionist, Social Worker,
Administrator,)
 Referring staff to complete Crisis
Intervention Document (Major) and give to
the above person
 Assess the Situation (Supervision, first aid,
relief of staff, etc.

DOES THE BEHAVIOR REQUIRE
ADMINISTRATIVE DECISION?
BEHAVIOR FLOW CHART

DOES THE BEHAVIOR REQUIRE
ADMINISTRATIVE DECISION?
 If
the answer is NO…
Continue to Manage Student Resistance
(SAM, LSCI, Intensive Intervention)
 Complete intervention steps
 Identify behavior
 Communicate consequence and practice
through intensive feedback to student
 Check for understanding
 Practice apologies
 Develop Behavior Contract – if needed
 Coach apology
 Return to class and complete
documentation

BEHAVIOR FLOW CHART

DOES THE BEHAVIOR REQUIRE
ADMINISTRATIVE DECISION?
 YES (O.S.S., Juvenile Complaint, Crisis Mental Health)
Radio / Call for Administrator
 Continue to Manage Student Resistance (SAM,
LSCI, Intensive Intervention)
 Complete intervention steps
 Identify behavior
 Communicate consequence and practice
through intensive feedback to student
 Check for understanding
 Practice apologies
 Develop Behavior Contract – if needed
 Coach apology
 Return to class and complete documentation

DATA ENTRY & ANALYSIS

Data collection
Referral forms entered into SWIS for both Minor and
Major behaviors
 We emphasize the importance of having “clean” data
that tells the story of our students
 Staff regularly review behavior definitions, and the
correct process of office discipline referrals (Intensive
Interventions)


Data analysis
The PBIS team meet 2 times a month to review data
 The data is shared with our faculty and staff through
SWIS Big 7 report

THE STORY THE DATA TELLS
We use the School Wide Information System to
input our data for students that have office
discipline referrals. With this system, we can
review data by time, location, problem behavior,
grade level, day of week, student, and per day per
month. After the data is reviewed by the PPBIS
team, then interventions are put into place for
problem areas, times, locations, etc.
THE STORY THE DATA TELLS
EXPECTATIONS & RULES:
OUR MAINSTAY MATRIX
Expectations
Be
Safe
Be
Respectful
Be
Responsible
Classroom
Bus
Cafeteria
Gym
Restroom
Hallway
Walk.
Walk.
Maintain
personal
boundaries.
Enter only when
unoccupied – one
person at a time.
Walk.
Maintain personal
space.
Keep hands and
feet and objects to
self and inside
the bus.
Remain in
designated area.
Voice tone level
(0-1)
Remain in
designated area.
Report problems,
vandalism, etc.
Use
materials/equipment
appropriately.
Remain in
designated seat.
Wear
appropriate
clothes and
footwear for the
activity.
Get teacher’s
attention
appropriately.
Show courtesy to
peers, drivers and
monitors.
Be positive,
supportive and
courteous.
Keep the facilities
clean &
undamaged.
Listen Politely to
others.
Have appropriate
conversation.
Demonstrate
good
sportsmanship.
Knock first &
respect the privacy
of others.
Use appropriate
language, comments
and voice level (0-2.)
Follow directions.
Follow all
rules/directions.
Accept changes
and delays.
Use polite table
manners.
Resolve conflicts
appropriately.
Be prepared.
Get on and off the
bus carefully.
Follow staff
directions.
Use equipment
appropriately.
Go directly to
your destination.
Keep eating area
clean.
Actively participate
in class.
Complete all
assignments.
Maintain personal
space.
Use a low voice
level (0-2)
Use appropriate
language and
comments.
Maintain
personal space.
Use a low Voice
Level ( 0 – 2)
Use
appropriate
language and
comments
Look with your
eyes only.
Get all necessary
items as you go
through the line.
Use the toilet /
urinal
appropriately.
Flush.
Wash hands.
Throw trash in
trash can.
Go directly to
your
destination.
MAINSTAY MOOLA
REWARDS & RECOGNITION FOR
STUDENTS
Mainstay Moola Store – Open Every Friday and
run by student representatives
 Student Drawings





Mp3 player drawn every 9 weeks,
Basketball
Order lunch out
Special Events , Recognitions, and Privileges





Friday Clap Out
Red Handed Awards
Ice Cream Social
Student vs. Staff Kick Ball Game
Special Field Trips
REWARDS & RECOGNITION FOR
STUDENTS
•Student Drawings
•Friday Clap Out
REWARDS & RECOGNITION FOR
STUDENTS
•Staff vs. Student Kickball Game
•Mainstay Moola Store
REWARDS & RECOGNITION FOR
STAFF
 Our
team members went out into the
community over the summer to ask for
donations for our staff rewards that
included:
 Gift Certificates to Local Restaurants
 Movie Theater Tickets
 Games
 Braves Tickets
 And More….
REWARDS & RECOGNITION FOR
STAFF
•Staff Drawings
•PBIS Staff Members of
The Month
EXPANDING LESSON PLANNING
BEYOND THE TEAM

Lesson Plan Challenge
Each Homeroom Class was given the task of taking
an area on our Matrix and creating a lesson plan to
show how to Be Safe, Respectful, and Responsible in
that location.
 The homerooms then presented the lesson to the
student body and were judged based on a rubric that
was given out prior to the challenge.
 The winning homeroom was treated to a special
lunch and a sign over the door until the next
challenge was announced.
 This promoted learning across the grade levels and
further teaching of the expectations.

EVALUATION:
BABY PBIS’ WELLNESS CHECK-UPS
OUR NEW BABY!