PBiS Overview
Positive Behavior Interventions and
Support
What is PBiS?
• School-wide PBIS is:
IS a decision making framework that guides selection,
integration, and implementation of the best evidence-based
academic and behavioral practices for improving important
academic and behavior outcomes for all students.
Evidence-based features of SW-PBIS
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 interventions.
Administrative leadership – Team-based implementation
(Systems that support effective practices)
BEHAVIORAL SYSTEMS
Tier III - Tertiary
Individual Interventions
Tier 3 Intensive Individual Interventions
Individual Students
Individual Students
Functional Behavioral and
Academic Assessment-based
Assessment-based
High intensity, longer duration
Intense, dura
Reactive-Community Collaboration
Tier II – Secondary
Group Interventions
Groups of students
High efficiency
Rapid Response
Reactive
Tier 2 5%
Group Interventions
of
Some
Studentsstudents (at-risk)
15% of
High efficiency
Students > Rapid Response
80% of
Tier 1Student
Core Instructional Interventions
Tier I - Primary
Universal Instructional Interventions
All students
All classrooms, curriculums
Preventative
and practices and procedures
Proactive
All students
ALL STUDENTS
Preventative
Proactive
BIST
Love and Logic
Boystown
Harlem RtI System
Kansas Multi-Tier
System of Support
4
LPS PBiS
• LPS plans to fully implement PBIS in all elementary, middle, and
high schools in the next 3-5 years.
• A District PBIS Leadership Team meets monthly to review current practices and
determine next steps.
• LPS is working with outside trainers from the PBiS Technical Assistance Center
to help with the implementation of PBIS.
• This school year, elementary, middle school and high school staff will meet with
the outside trainer 1 time per quarter, and a teleconference
will also take place with schools 1 time per quarter.
Tier 1: Universal
GOAL: 100% of students achieve
at high levels
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with Problem
Behaviors
Data Entry and Analysis Plan Established
Classroom Systems
Evaluation
Implementation Plan
Universal Critical Elements
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Plans for Teaching expectations/rules
Reward/Recognition Program Established
Effective Procedures for Dealing with Problem
Behaviors
Data Entry and Analysis Plan Established
Classroom Systems
Evaluation
Implementation Plan
(OSEP on PBIS- Effective Schoolwide
Expectations and Rules Developed
3-5 positively
stated, posted
around school
Expectations apply
to both students and staff
Developed and posted for
specific settings, using examples
Examples/rules
linked to
expectations
Staff involvement
in development
Enter your school’s expectations here
• Possibly add pictures of posters here
BIST
Two BIST Rules
• It’s never
okay to be
disruptive.
• It’s never
okay to be
hurtful.
Three Important Skills
• I can take good care of
myself, even when I’m
mad.
• I can be okay, even when
others are not okay.
• I can be productive and
follow directions even if I
don’t want to.
Add BIST posters or delete slide
An instructional tool – Expectations
Matrix
Location
Expectations
Specific Behavior
Universal Critical Elements
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Plans for Teaching Expectations/Rules
Reward/Recognition Program Established
Effective Procedures for Dealing with Problem Behaviors
Data Entry and Analysis Plan Established
Classroom Systems
Evaluation
Implementation Plan
(OSEP on PBIS- Effective Schoolwide
Plans for teaching
expectations/rules
Lesson plans are
developed and used to
teach expectations
Lesson plans include examples
and non-examples
Use a variety of teaching
strategies
Strategies to
reinforce
lessons with
families/commu
nity
Embedded into subject area
Staff and students involved in development
Teach Expectations
• Use lesson plans and master schedule to
teach school-wide expectations in classroom
& non-classroom areas.
• Use indirect teaching to reinforce expected
behavior.
– Feedback
– Re-teaching
– Pre-corrections
– Supervision
Teach Expectations—BIST/PBIS
• Class meetings
• Role Playing
• Presentations
Develop a system for teaching appropriate
behavior
Once you have developed school-wide expectations, it is not enough
to just post the words on the walls…
YOU MUST TEACH (and RETEACH) THEM!
Teaching Behavior
“If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we. . .
teach? . . . punish?
Why can’t we finish the last sentence as
automatically as we do the others?
John Herner
Teaching academics and behavior
Tell
Reteach
Feedback
Show
Practice
Universal Critical Elements
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Develop Plans for Teaching Expectations/Rules
Acknowledgement Program
Established
Effective Procedures for Dealing with Problem
Behaviors
Data Entry and Analysis Plan Established
Classroom Behavior Systems
Evaluation
Implementation Plan
(OSEP on PBIS- Effective Schoolwide
Acknowledgement System
Acknowledgement system
implemented consistently
A variety of methods used
Linked to expectations
Acknowledgements varied to maintain student
interest
Maintain at least a 4:1
ratio of positive to
negative interactions
Enter specifics about your school’s
acknowledgement system here
Laura Riffel, OSEP
Guidelines
For EVERY student
Acknowledge the behavior
Recognize
students
other
Get students involved in recognitions
than your own in
common areas
Keep it novel
Universal Critical Elements
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Develop Plans for Teaching Expectations/Rules
Acknowledgement Program Established
Effective Procedures for Dealing with
Problem Behaviors
Data Entry and Analysis Plan Established
Classroom Behavior Systems
Evaluation
Implementation Plan
(OSEP on PBIS- Effective Schoolwide
Discouraging Inappropriate Behavior
• Define major & minor rule violations
• Design a system of supports that will address
student misbehavior
• Identify staff managed responses for minor
inappropriate behavior that includes:
– Re-directing
– Re-teaching
– Choice
– Processing
BIST Language
Early Intervention
I see (undesired behavior)
Can you stop (undesired behavior)
Even though (one of three skills)
-you’re mad
-others around you aren’t okay
-you don’t want to
(The Language of Caring Confrontation)
BIST Processes
To Teach and Protect
•
•
•
•
•
Early Intervention/Caring Confrontation
Processing
Triage
Planning
Outlasting the acting out - Protective
Planning
Classroom vs Office Managed
Classroom
Office
BIST Placement Continuum
Regular Seat
Safe Seat
Buddy Room
Recovery Placement
Office
Home
System of Supports
Universal Critical Elements
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Develop Plans for Teaching Expectations/Rules
Acknowledgement Program Established
Effective Procedures for Dealing with Problem behaviors
Data Entry and Analysis Plan Established
Classroom Systems
Evaluation
Implementation Plan
(OSEP on PBIS- Effective Schoolwide
Data Driven Decision Making
• Discipline referral data (Big 5)
– Per day per month
– By location
– By behavior
– By time
– By student
• Survey results
• Self-assessments
• BIST data—safe seats, buddy rooms, recovery
Universal Critical Elements
PBIS Team
Faculty/Staff Commitment
Expectations and Rules Developed
Develop Plans for Teaching Expectations/Rules
Acknowledgement Program Established
Effective Procedures for Dealing with Problem Behaviors
Data Entry and Analysis Plan Established
Classroom Behavior Systems
Implementation Plan
Evaluation
(OSEP on PBIS- Effective Schoolwide
Procedures and Routines
Define and teach classroom routines
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
“Show me you are listening”
Establish a signal for obtaining class attention
Teach effective transitions.
Use for an example for classroom
matrix
Problem Solving Logic
Supporting
Decision
Making
Supporting
Staff Behavior
Supporting
Student Behavior
(OSEP on PBIS- Effective Schoolwide
Interventions)
Questions