While we wait for the session to begin
Why are you here in this session?
• We would all like to eliminate obstacles to learning so that we reach and exceed
80/90/100.
• Take one minute while we wait and visualize one obstacle or person or process that interferes with reaching 80/90/100 goals in your school.

PBIS
Refining The 2015-16 Plan
Randy McPherson, EdD, LPC, NBCT, NCSC
July 16, 2015

Objective: Each School will excel at creating a positive culture for staff and students that best supports academic progress.
We will Know the essentials of PBIS and how to improve effectiveness in 2015-16.

Objective: Each School will excel at creating a positive culture for staff and students that best supports academic progress.
We will Understand how to identify key strategies to gain consensus from all stakeholders.

Objective: Each School will excel at creating a positive culture for staff and students that best supports academic progress.
We will be able to (Do) enhance strategies for a comprehensive PBIS plan that engages staff, students and stakeholders.

• Set high expectations for students and teachers
(behavior, attendance, learning environment, quality work)
• Create a strong culture where learning thrives (Leverage
Leadership)
• Build and Support the right team for your school
(Leverage Leadership)
• Allow educators to participate and develop a safe, respectful, and orderly learning environment

• All schools were required to submit a plan for
2014-15. All but one school submitted a plan.
• Turn to your neighbor and share your top accomplishment through implementation of
PBIS .
• Two Minutes

P
B
I
S

• The main focus of Positive Behavioral
Interventions and Supports (PBIS) is to provide a clear system for all expected behaviors in
Shelby County Schools. While we may have assumptions of what is expected and acceptable behavior, we cannot assume that other people buy into our assumptions.

SCS PBIS Triangles:
UNIVERSAL Tier 1 (All (80-85%)
• Students with 0-3 behavioral referrals
• School-wide expectations defined and taught
• Effective instruction and effective classroom management with differentiated instruction
• Expectations reinforced (ratio 4:1)
• Effective supervision
• Fluent corrections for early-stage misbehavior
5-10%
(see CHAMPs and Teacher Encyclopedia)
• Social/emotional skills instruction
(e.g.Second Step, bullying prevention, etc.)
• Parent engagement
• Grade level/peer teacher teams
• Progress monitoring tools (data collection tools)
• Attendance procedures
• Universal Assessment
• Before and after school programs/supports
• BUILT ON A CULTURALLY AND LINGUISTICALLY
• RESPONSIVE FOUNDATION
• *as building resources are available
10-15%
Tier 1
80-85%

SCS PBIS Triangles:
Targeted- Tier 2 (All (5-15%)
• TARGETED (Some 10-15%)
• Students with 3-5 behavioral referrals
• Check-in/check-out
• Attendance phone calls/letters
• Parent/student/teacher/administrator conferences
• Individual student problem solving team
Tier 3
• Targeted social/emotional skills instruction groups (e.g. conflict management, anger
•
• management, organizational skills, etc.)* Tier 2
• Simple behavior plan— considering the purpose of the behavior
• Meaningful work/job assignment*
• Progress monitoring tools (on task monitoring form,
• replacement behavior worksheet, ratio or interactions)
• Mentoring*
• Modify procedures/increase supervision in
• non-classroom settings (Structured recess and/or lunch)
10-15%
Tier 1

SCS PBIS Triangles
Intensive Tier 3 (3-5%)
• Students with more than 5 behavioral referrals
• Behavior Support Plan (with FBA)
• Collaborative Problem solving
• Special education evaluation
• Mental health evaluation referral
• Alcohol/Drug evaluation referral
• Progress monitoring
• Wraparound services (i.e., Direction
• Services Community Resource Team)
• Threat Assessment
• DESCC (grades 6-12)
• Major Suspension Program (MSP)
Tier 3
3-5%

• The Implementation Rubric helps you break the PBIS
Plan into manageable parts.
• Standard 1. Mission, Vision
• Standard 2. Beliefs, Values, Philosophy
• Standard 3. Goals, Objectives
These are central to buy-in & understanding why we are doing what we are doing!

Standard 4. School PBIS Team
Standard 5. Data & Monitoring
Standard 6. Behavior expectations and referral process
Standard 7. Rules, expectations, procedures are taught
Standard 8. Incentives and consequences taught
Standard 9. Prevention/Intervention identified

• PBIS End-of-Year Checkout
– Good news:
• Only one school did not create a plan
• Plans were substantially complete
• Plans were mostly voted on for consensus
• Behavior Expectations are mostly created
• Behavior Expectations are mostly posted
• Behavior Expectations are mostly taught
• Staff are knowledgable and competent with Bullying

• PBIS End-of-Year Checkout
– Maybe not so good news
• Behavior Expectations could be more widely posted
• PBIS Plans may not be reaching students and parents
• Schools should be reteaching Behavior Expectations
• Schools should be reviewing the data more regularly
• 49 schools said key people are not PBIS supportive
• 24 schools have no plans for reevaluating and improving 2014-15 plan

• Bullying is an issue:
– 75 schools said bullying is a growing problem in the community
– 57 schools said bullying data shows it is a disruption
– 94 schools said Verbal Bullying is a problem
– 30 schools said Physical Bullying is a problem
– 50 schools said Cyber-Bullying is a problem

• PBIS District Counselors will continue to provide
20 days reports and offer to review results with
PBIS Leadership.
• Reports can be run from SMS.
• Tableau is the best resources for data.
• Data is only as good as what is entered into
SMS. Make sure the process is clean and information entered daily.

Who is your team leader?
• The ASCA Model and PBIS Framework are aligned for scope & sequencing implementation in schools. The PBIS Leadership role is first the voice of the principal and then we recommend/ask School Counselors to play this important role.
• School Counselors should be free to implement a counseling model and remain separate from a discipline structures and administrative duties not related to student advocacy.
• PBIS Leadership is a Team Model not an individual project.
Team members should share in tasks throughout the year.

• How do I develop a Behavior Matrix
Classroom Cafeteria Hallway School
Wide
Rules
Restroom Bus

• How do I develop a Pre-referral chart?
Minor Problem
Behavior (Staff)
Definition Minor Examples
Inappropriate
Language
Any spoken, written, or non-verbal communication that insults, mocks, belittles, or slanders another person.
Physical
Contact/Physical
Aggression
Student engages in non-serious, but inappropriate physical contact.
Comments (profanity) and gestures that are not directed at an individual, harmless rumors. “All your family is dumb,” “This sucks,” “Crap,”
“Butthead”, “Stupid”,
“What the!”
Silly horseplay, playful grabbing, pinching, non-aggressive punching or slapping, chasing, shoving, inadvertent physical contact, stepping on feet
Major Problem
Behavior
(Office)
Abusive
Language/
Inappropriate
Language/
Profanity
Fighting/
Physical
Aggression
Definitions Major Examples
Verbal messages that include profanity, name calling or use of words in an inappropriate way.
Profanity directed at an individual, hostile threats either written, spoken, or non-verbal
Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).
Hitting, punching, kicking, hair pulling, scratching, choking, biting

• Charts help keep everyone on the same page.
• They clearly describe behaviors and who deals with them.
• They are great to post in classrooms. Students already know who gets to handle offenses and when it progresses to more serious interventions.
• Saves valuable time and provides leverage to recommend corrective PD.

Teach at intervals!
• Code of Conduct at intervals
• Rules, expectations, consequences, rewards
Teach who?
• Staff
• Students
• Families
• Stakeholders

How does the Central Office support PBIS?
Makes clear Response To Intervention- Behavior (RTI-B) is a state-mandate program and PBIS is the framework to support the mandate.
SCS has adopted School-wide Positive Behavior Support as the systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success. SWPBS is not a packaged curriculum, but an approach that defines core elements that can be achieved through a variety of strategies.

How does the Central Office support PBIS?
Continued
-District Office with Five PBIS Counselors
-A School-wide Discipline Plan Template
-A Plan Scoring Rubric to provide feedback on plan components
-A Implementation Scoring Rubric to provide feedback on evidence that the plan in action

How does the Central Office support PBIS?
Continued
-Training for PBIS Internal Coach
-Monthly District focus areas: Bullying, Community Service,
-Alignments with Student Leadership-Engagement: Student
Congress, consultation for clubs and interest groups
-Data interpretation and adjustment recommendations
-Participation in school meeting, staff training, parent outreach

How does the Central Office support PBIS?
Continued
-Love & Logic Classroom Management Training
-Resiliency Training (new in 2015-16)
-Community Partner alignments: Facing History, Bridges,
Mentoring.
-NCYI Resource Fairs to develop counseling libraries:
-Over $80,000 of free resources over the past three years.
-Integrates Counseling, Behavior, School Culture, Student
Leadership, Raptor Systems, ISS, Campus Monitors.

What do we expect from schools/need from
Principals?
Principals to choose a strong PBIS point person and provide a clear mandate for implementation.
Establishment of a School-wide team that will review data and make recommendations for adjustments throughout the year.
Hold staff accountable for their school culture role.

What do we expect from schools/need from
Principals? Continued
Be inclusive, be positive, be proactive with sharing expectations with staff, students, stakeholders.
Teach and re-teach expectations.
Be consistent with rewards and consequences.
Be faithful to the Progressive Discipline Model.
Practice Restorative Justice. Keep them in the classroom

Website
Coming Soon To a Computer Near You!
2015-16 PBIS Template. Few and minor changes.
Calendar of Monthly Focus Areas.
Copy of the PBIS Scoring Rubric.
Contact Information for Student Support .
Love & Logic Information.
Raptor Check-in Systems Information.
Student Leadership Information.
Resources and Examples. Sample Lesson Plans.

What do we take away from this session?
PBIS IS THE FRAMEWORK FOR THE STATE-MANDATED RTI-B
PLATFORM
PBIS IS THE SCS DISTRICT MODEL FOR THE EXPECTED BEHAVIOR
CULTURE & ACADEMIC SUCCESS ALIGNMENT
TRAINING AND SUPPORT WILL BE AVAILABLE TO ENSURE
SUCCESSFUL IMPLEMENTATION OF PBIS
PBIS IS A RESEARCH PROVEN BEHAVIOR MODEL THAT HELPS
SCHOOLS CREATE A SAFE & SUCCESSFUL LEARNING ENVIRON.

Outstanding! Participants now……
Know the essentials of PBIS and how student engagement is essential to success.
Understand how to identify key strategies to gain consensus from all stakeholders.
Are Able to Do (create) a strategy for a comprehensive PBIS plan that engages staff, students and stakeholders.

Reflections
– Which part of the presentation most resonated with you and why?
– Which key points should serve as our guide as we continue this work? In pairs or triads, identify one
“take away” phrase for SCS.
• What feedback can you provide on topics discussed in this meeting? (Help us reflect on our own continuous improvement.) E-mails welcome.

What can I expect next?
July & August Bullying, Abuse, Suicide Training
August In-service for Counselors
August 26-27 Resiliency Training
TBD PBIS Summit

Randy McPherson, EdD, LPC, NCSC, NBCT
205 N Claybrook, rm 203
Memphis, TN 38104
Mcphersonra@SCSK12.org
901-416-6344