1. WHAT IS
PBIS?

2. Starting Point…. We cannot “make” students learn or behave
We can create environments to increase the likelihood students learn and behave
Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

3. Positive Behavior Support
Social Competence &
Academic Achievement
Positive
Behavior
Support
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

4. Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals.
(Hinshaw, 1992; Walker, Ramsey & Gresham, 2004)
One of the ‘Big Ideas’ driving this dissertation was investigating the interaction b/w reading and behavior support. Although seemingly simple, it’s established in the literature that…
…the issues are intertwined, and that an integrated approach to intervention may be required.

5. Early Reading and Behavior
Below benchmark in reading skills performance standards at the end of kindergarten is a strong predictor variables for later problem behavior in 5th grade.
At or above benchmark in reading skills at the end of kindergarten has a Clear and significant correlation with meeting/exceeding in Reading/Literature in 5th grade.
(McIntosh, Horner, Chard, Boland, & Good, 2006; McIntosh & Sadler, in press )
Results from both studies indicated that the variables for both reading and behavior significantly predicted the number of discipline referrals received in 5th grade.

6. Designing Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
RTI
PBS
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90%
Universal Interventions
All students
Preventive, proactive

7. RESEARCH PROVEN PROGRAM
If a school uses a
RESEARCH PROVEN PROGRAM
AND
DOES IT THE WAY IT WAS INTENDED (fidelity)
80% OF THE STUDENTS SHOULD BE SUCCESSFUL

8. Independent
Contractors
Common Vision
around
Best Practice

9. Consistency
With classrooms
Across the school
Across the district

10. Teach kids what you want, and pay more attention to them
School Rules
Teach kids what you want,
and pay more attention to them
when they are doing it
than when they are not.

11. Pass out matrix examples. Model a quiet work time expectation lesson
Pass out matrix examples. Model a quiet work time expectation lesson. Do a little cooperative work. – Brainstorm the different kinds of situations you have in your classroom (Direct Instruction, co-op, lab, tests, story time, seat work, etc. Use flip chart to remind students of expected behavior.

12. Find a way to reinforce the behaviors you have taught and expect.
Titan Bucks
You were absent yesterday – we missed you.

13. Purpose of Positives Build Positive Relationships
Who they are
What they do
Create a positive, inviting environment
Encourage & reinforce desired behaviors
Starting new behaviors (the rookies)
Maintaining mastery behaviors (the veterans)
Kid at Starbucks

14. Why use tangibles? They help you learn to look for the good in kids.
Gotcha!
Why use tangibles?
*Safe
*Respectful
*Responsible
They help you learn to look for the good in kids.
They give you an opportunity to build relationships with kids.
They multiply the positive reinforcement.
It is more effective in helping kids change habits than verbal praise alone.
(but remember - is has to be genuine.)

15. Good things might come your way if you're doing the right thing.
Bigger isn’t better.
Intermittent random reinforcement is most effective in changing behavior.
Good things might come your way
if you're doing the right thing.

16. Relationships – Why???
For the students you are NOT connecting with it likely isn’t happening naturally -
in your class,
in school,
or anywhere else.
Often the relationships they do have with adults are not good, stable role models.

17. Maslow's Hierarchy of Needs
Learning
Self Esteem
Belonging
Safety
How critical is school climate & culture?
Physical Needs (Food, Shelter)

18. Lack of belonging often looks more like…
I'm tough. Bring it on.

19. I hate everyone - especially this school.

20. This is stupid.

21. Leave me alone.

22. What do we most often do about these situations?
Lunch Detention
Suspended
Lost Recess
Failing Grades

23. “How’s that working for you?”
Punishment
“How’s that working for you?”

24. We have few resources and they are stretched thin.
While consequences are essential, it is not our most effective tool.
We have few resources and they are stretched thin.
It’s not the biggest bang for our buck.
In School…
Or in Society

25. The most difficult students have a high tolerance for your punishments.

26. Consequences…

27. Proactive
Systems

28. The Process of Building PBS
What are your rules?
Clarify your expectations (How does it look?)
Create lesson plans.
Design feedback/reinforcement system.
Collect data. Is this working?

29. Often, you will never know the impact you had on a students life.