PBIS Implementation and Sustainability Mr. Charles A. Woods Jr. Mrs. Robin LeClaire

What is PBIS Positive Behavior Interventions and Supports A system that addresses behavior through positive interactions, providing supports/interventions for students Praise what we want to see repeated Direct and explicit instruction on behaviors in all areas of the school WOODS-Take a poll of the room

PRAISE WHAT YOU WANT TO BE REPEATED This may look different from grade level to grade level Thank you for… I like how… This is the basic foundation of PBIS- start with the positive LECLAIRE

Potential PBIS Acronyms S.T.A.R (Safety Teamwork Accountability Respcet) C.O.R.E (Civility Order Respect Excellence) P.A.W.S (Practice Respect Accept Responsibility Work Together) S.O.A.R

Paradigm Shifts Management systems that focus on MISbehavior (i.e clip and card systems) Teaching behavior as directly as we do academics What difference does the difference make We who Giveth do NOT Taketh away WOODS-Roseanne Clip

How To Get Started Identify a team representing all of the stakeholders Establish the “Rules”- classroom rules must coincide with school wide rules Build a behavior matrix for all of the settings of the school Establish how behavior will be recognized (Consider student surveys) WOODS-we assume you are here because you have school and hopefully district buy in

Sustainability Which features best predict sustained implementation? Expected behaviors defined clearly Problem behaviors defined clearly Expected behaviors taught Expected behaviors acknowledged regularly Consistent consequences Todd Whitaker says we have very few rules in school, but many procedures. Breaking rules may require consequences;breaking procedures requires reteaching CW procedures consistent with SW systems Options exist for instruction Instruction/materials match student ability LECLAIRE-insert slides from A2

Enablers to sustainability Administrator support Staff buy- in Fidelity Data Resources Training LECLAIRE

Barriers to sustainability Resources Turnover Fidelity Staff Buy-In Administrator Support LECLAIRE

Fidelity All in... If the fidelity drops, the effects stop Staff turnover-especially leadership WOODS-

DATA WOODS-

Data On November 11, 2013 Brookview wrote 11 referrals. This November 11th marked 17th time Brookview went an entire day writing ZERO referrals. *7/ 29, 8/1, 8/11, 8/13, 8/14, 8/19, 8/26, 9/1, *9/2, 9/3, 9/4, *9/30, *10/21, 10/23, 10/30, 11/10 , *11/11 Mon. / *TUES./ Weds WOODS-

Buy or Sell Even with an upbeat staff and a positive vibe, it may be tough to get some staff members on board. Just before fall break 2014 there were 122 referrals and 5 suspensions. As you can see, two staff members had 79 referrals (65%) and 4 of the suspensions (80%). They were not sold on the process and struggled to buy in. Those classes suffered.

What time is it? (11.11.2014) 25 referrals since break. 21 referrals happened after 11:30. Coincidence? 10 during first quarter. 33 suspensions from Oct to Dec.

Recognition Bucks/Cash/Coins School wide recognition Class wide recognition Student recognition Attacking times, places, issues WOODS-carnivals, class parties, stores, lunches, student of the week and month, guest teachers, buses,

MYTH #1: You can only say positive words- no redirections Of course we still continue to redirect students- the key is trying to see the positive first Looking for that 4:1 ratio People inevitably find what they are looking for LECLAIRE

MYTH #2: PBIS MEANS NO CONSEQUENCES PBIS means having consequences as appropriate based on the behavior- not a prescribed set of cause and effect actions The range is enormous and no 2 situations have to be the same WOODS

Myth #3: You cannot refer a student to the office Students can and should be referred to the office when appropriate Can class continue? LECLAIRE

Next Steps Reteach camps Tier 2 Behavior plans that follow the philosophy LECLAIRE