Let’s get to know each other!
• Schools/grade levels represented
• PBIS implementation status at each school
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Does PBIS matter?
Should we care?
Is it worth the work?
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3 students killed, several hurt in shooting at
Chardon High School; suspect in custody (SUN
NEWS, Northeast Ohio, February 27, 2012)
Teen in custody after student shot at Maryland
school (USA Today, August 27, 2012)
Taft High School shooting: Student shot at
Bakersfield-area high school (ABC News, January
10, 2013)
Fatal shooting of Morgan Park student shines
light on violence in city (CHICAGO SUNDTIMES, January 17, 2013)
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On Staten Island, Relentless Bullying Is Blamed for a Teenage
Girl’s Suicide (NY Times, Oct. 25, 2012)
School Bullies Prey on Children With Autism (September 3,
2012)
3 Charged in Bullying Before a Youth’s Suicide, Officials Say
(NY Times, May 30, 2012)
Accusations of Bullying After Death of Teenager (NY Times,
January 3, 2012)
A 16-year-old student who was teased by his California high
school classmates … was charged as an adult for allegedly
wounding a classmate with a shotgun and trying to target
another. (Miami Herald, Jan. 14, 2013)
It was one of the most horrific cases of teenage bullying that
captivated the country... Michael Brewer, 15, was viciously
attacked by a group of bullies who threw rubbing alcohol on
him and then lit him on fire. (Miami Herald, June 6, 2012)
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We have them, but both can get better.
Burden often falls on school teachers and staff.
It is not just the big things…little things matter.
Prevention is the key to reducing problem
behavior.
School climate is key to prevention.
PBIS is key to school climate.
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Think about schools
What makes for positive school climate?
Trust & Respect
 Order & Discipline
 Collaborative Decision Making
 Student Interpersonal Relations
 Student-Teacher Relations
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Trust & Respect
Order & Discipline
Collaborative Decision Making
Student Interpersonal Relations
Student-Teacher Relations
Students feel safe
Students are safe
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Positive & safe school climate enhances
positive behavior AND academic, social, and
emotional development
Preventing behavior problems requires clear
expectations and recognition of positive
behaviors
Self-discipline for children is a long-term goal
Decisions need to be based on data
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Representative, school-wide team
Clear, well-defined expectations and rules
Consistent enforcement of rules
Consistent reinforcement of appropriate
behavior
Regular examination of data
Regular evaluation of progress and school
“…since the 1980s, a number of experimental
studies have documented the effectiveness of
the PBIS framework at the school-wide level.
This body of research supports improvements
in problem disciplinary behavior, school
climate, organizational health, student
bullying behavior and peer victimization, and
academic achievement.”
- G Sugai and B Simonsen, June 2012
For links to research studies,
go to
www.pbis.org
Click on the Research tab,
and then see the menu at
left for research by
subject area
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Why Implement PBIS?
Universal Practices
Ten minute break
Teaching Behavior
11:30 Lunch Break
Data-Based Decision Making
Evaluation Tools
Ten minute break
Acknowledgements and Celebrations
Planning for future workshops/training
Survey
-Source: Jonesboro Sun, January 12, 2013
Schools face difficult challenges today
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Many expectations – safety, academic accomplishment, social
competence, etc.
Students with widely varying backgrounds
Traditional discipline approaches are insufficient
Faculty with varying visions of effective discipline
Individual student interventions
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Effective, but can’t meet need
School-wide discipline systems
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Establish an environment where both social and academic
success is more likely
What is PBIS?
-A decision-making framework that
helps guide you in selecting and
integrating a continuum of academic
and behavioral practices that will
improve student behavior and
education outcomes.
 Change the climate of the school
• Change the approach to discipline
• Change behavior of students
• Increase students’ social and academic
outcomes
- From Marcus Buckingham and Curt Coffman: First, Break All The Rules: What the World’s
Greatest Managers Do Differently, a book which presents the findings of the Gallup
organization’s interviews with over 80,000 successful managers. Most powerful about these
findings about successful management is that each “great” manager was identified based
upon the performance results he produced in his organization.
Applying this to the school environment:
Administrators = Managers
Teachers = Supervisors
Note: PBIS has been evolving for many years. It was, and still is
in many areas of the country, referred to as PBS.
TEAM-DRIVEN
DATA-BASED
DECISION
MAKING
CONTINUUM OF
EVIDENCE-BASED
INTERVENTIONS
RtI
UNIVERSAL
SCREENING
CONTINUOUS
PROGRESS
MONITORING
CONTENT
EXPERTISE AND
FLUENCY
IMPLEMENTATION
FIDELITY
EVALUATION
Response to Intervention (RTI) is defined as “the practice of
providing high-quality instruction and interventions matched to
student need, monitoring progress frequently to make decisions
about changes in instruction or goals, and applying child response
data to important educational decisions” (Batsche et al., 2005)
Example of
Multi-Tiered
Systems of
Support
(MTSS)
 Universal research-based instruction
 Universal screening
 Team-driven decision making
 Multi-tiered approach to interventions
 Continuous progress monitoring
 Parent involvement
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
ODRs,
Attendance,
Tardies, Grades,
DIBELS, etc.
Check-in/
Check-out (CICO)
Tier 2/
Secondary
Daily Progress
Report (DPR)
Social/Academic
Instructional Groups (SAIG)
Group Intervention with
Individualized Feature
(e.g., Check and Connect -CnC
and Mentoring)
(Behavior and
Academic Goals)
Competing Behavior
Pathway, Functional
Assessment Interview,
Scatter Plots, etc.
Tier 3/
Tertiary
Brief Functional Behavior Assessment/
Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
SWIS and ISISSWIS Tools
- Illinois PBIS Network, Revised
October 2009
Adapted from T. Scott, 2004
Wraparound
Improving
Classroom and
School Climate
for ALL
Decreasing
Reactive
Management
Tier 1
Increasing
Active
Prevention
Improving
Support for
Students
with EBD
Maximizing
Academic
Achievement
Define
• 3-5 school-wide expectations
Teach/Pre-correct
• direct instruction – behavior lesson plans
• in-the-moment reminders
Model/Practice
• adults model what they teach
• students practice what we teach
Acknowledge
• daily recognition – ‘gotchas’, reward tickets, etc.
• whole school celebrations
Re-teach
• re-teach the expectation using different strategies
• have the student practice the skill
Choose 3-5 broadly stated expectations
Use data to see what major challenges are and
align expectations to those.
For example, if there are a lot of office
referrals for harassment, Be Respectful may
be a good choice.
Guidelines for developing rules based
on school-wide expectations:
• State positively
• Use common and few words
• Show what the behavior “looks
like”
-Peters
Canyon
Elementary
School
Tustin, CA
PCE students are S.T.A.R.S.!
Scholars:
Treat Others with Kindness
Act Responsibly
Respect Themselves and Others
Stay Safe
Once school-wide behavioral expectations
are defined in each area of the school,
make a master chart, or Behavioral
Matrix.
Display throughout the school.
-Chippewa Falls Unified School District
Chippewa Falls, Wisconsin
-Hutchison Farm Elementary School
South Riding, Virginia
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
• Align to school-wide expectation
• Adults demonstrate skill
• Can demonstrate both inappropriate and
appropriate behavior
• Students role play or practice skill
• Adults provide feedback
• Acknowledge appropriate behavior
Example
Example
Pair up!
Handouts in folder –
Behavior Lesson Plan Templates
10 minutes
What are your lesson plan ideas?
How can you modify others’ plans to use at
your school?
How will expectations be taught?
When will expectations be taught (day, time)?
Who will teach expectations?
Who will look at data and determine what needs
to be taught or re-taught?
• Who will write behavioral lesson plans?
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• First week or school: Kick-off with all students in all
areas of school
• Daily: Reinforce the expectations through
announcement time or at assembly
• Weekly: Behavior lesson plan targeting specific
behavior, expectation, or area of school
• Based on Data: Target a behavior that is showing up
most often in the data, or is a long-term problem
• Booster kick-off: After a long break, students may
need a booster training to remind them of the
expectations
Take a few minutes to
make some plans