1. What We’ve Learned About PBIS

2. What is PBIS?
Positive Behavior Interventions & Support is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students
Systems support the adult behaviors
Data supports the decision-making
Practices support the student behaviors

3. What makes up a PBIS approach?
Encourage (preventative, proactive, positive)
Data-based Decision Making & Evaluation
Discourage Problem Behavior

4. What Makes Up Our Encouragement?
Encouragement is what we do to prevent behavior issues. It’s proactive.
School-wide Expectations and Teach-To’s
Classroom teacher spends 1st week on teach-to’s
Recess orientation with duties during 1st week
Teach-to’s during trimester assemblies
Review of teach-to’s and recess orientation after spring break

5. Encouragement Continued
Praise (5 positives to 1 negative)
Staff trading cards
Monthly awards for Attitude, Excellence, and Improvement
Wall of Fame bulletin board for monthly award winners
Prizes for award winners at trimester assemblies
Monthly class awards from Specialists
Word of the Week character trait awards

6. What Makes Up Our Data Based Decision Making?
Track performance progress with continuous monitoring & modification for maximum efficiency and effectiveness
Data & graphs provided at monthly PBIS committees and then shared with grade level teams
Data & graphs shared & discussed at trimester faculty meetings
Staff Surveys

7. How Do We Discourage Problem Behaviors?
Clearly define problem and context
School-wide and classroom Teach-To’s
Anticipate problem behavior and provide pre-correction as a preventative strategy
Situational Teach-To’s
Implement consistent procedures
Routines, schedules, expectations

8. Discouraging Problem Behaviors Continued
Infrequent behavior errors
Signal, state rule and expected behavior, have student correct behavior, give positive feedback (Time to Teach model)
Chronic behavior errors
Pre-correct, go to situation, get attention of students, give reminder, have students practice, acknowledge demonstration, provide positive feedback (Time to Teach model)

9. Still Discouraging Problem Behaviors
Once the student has been given the opportunity to self-correct the behavior, if they still are not following expectations:
Get student attention and re-teach
Provide choice between expected behavior and staff-managed consequence (Refocus)
Deliver staff managed consequence (Refocus)
Deliver office-managed consequence (Office Refocus) with referral form

10. Office Discipline Referrals
Minor (Staff Managed) – Teacher refocuses student, determines consequences, notifies parents, and then turns in referral for office data entry
Major (Office Managed) – Teacher sends student and completed referral to office and office refocuses student, determines consequences, notifies parents, and completes data entry

11. What About Johnny? Secondary Interventions
Would have been through Tier 1 interventions (Classroom Refocus, Office Refocus, Friday Academy, etc.)
Referral to RtI Team (see Mike)
Behavior Contract with rewards
Social skills instruction
Check In Check Out (CICO)
Students identified for extra positive support (see handout)

12. Our Recent Data… The Big 5 reports from SWIS
What do we need to do next year to get to the next level?