1. D47 Parent University Presenter: Agnes Deredowski
PBIS at HOME
D47 Parent University
Presenter: Agnes Deredowski

2. (Karen Mapp, Family Involvement Equals Student
“No matter what the demographics, students are more likely to earn higher grades and test scores, attend school regularly, have better social skills, graduate and go on to postsecondary education when schools and families partner”
(Karen Mapp, Family Involvement Equals Student
Success No Matter Background, August 10, 2006)

3. Goals for Today
Learn how you can incorporate PBIS at home to benefit your child at school and beyond
Systems of supports
Overview of PBIS
Critical feature: expectations
Let’s practice!
Q&A’s

4. Multi-Tiered Framework
(source:

5. & Social Behavior Support
IER II: Supplemental, Targeted
TIER III:
Intensive, Individualized
Continuum of Academic
& Social Behavior Support
Tier 3 for a Few: Intensive,
Individualized
Tier 2 for Some:
Targeted for Small
Groups
Tier I for All: Core/Universal
(adapted from Tier I Team Overview PPT,
the Midwest PBIS Network) 5 5 5

6. PBIS: Positive Behavioral Interventions & Supports
8/26/2018
PBIS: Positive Behavioral Interventions & Supports
a data-driven decision making framework for establishing the social culture and behavioral supports needed for a school to be
an effective learning environment
for all students and staff.
*family and community involvement
D47 adopted PBIS in 2014
Click here to learn more about PBIS in D47
From the Midwest PBIS Network’s slide: USDOE, OSEP (2010). Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports. Retrieved May 1, 2015, from
(USDOE OSEP PBIS TA Center, 2010 )
(adapted from Tier I Team Overview PPT,
the Midwest PBIS Network)

7. PBIS: It Starts with Expectations…
Schools implementing PBIS create a set of expectations,
share them with the students and then teach, model, and acknowledge students for demonstrating them. These expectations remain the
same for all students in all school settings (e.g.,
classroom, on the bus, on the playground, etc.)

8. Why Develop a System for Teaching Behavior?
Behaviors are prerequisites for academics.
Procedures and routines create structure.
Repetition is key to learning new skills.
For a child to learn something new, it needs to be repeated on average ? times (Joyce and Showers, 2006)
Adults average ? (Joyce and Showers, 2006)
For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times (Harry Wong)
(slide adopted from TFI 1.4 Teaching Expectations PPT, the Midwest PBIS Network,) 8 25 28

9. BE RESPECTFUL BE RESPONSIBLE BE SAFE D47 Expectations
Behavior matrix examples:
Middle school
Elementary school

10. What about at Home?
Using PBIS at home can help students maintain those
expectations…
Review school expectations and rules, so both of you understand what is expected at school. Create consistency by enforcing them at home.
Ask your child:
“Do you understand these rules?”
“Do you think you can follow these rules at school?”
(resource:

11. What about at Home? cont.
“This is also an opportunity to talk about your expectations at home. Consider posting the expectations on your refrigerator door and use them for reference. Don’t forget, you must inspect what you expect!”
Consistency Matters!
(resource:
Expectations at
Home

12. Expectations at Home
Different homes may have different sets of expectations. Decide what is right for you then:
Set the expectations (involve your child)
Follow through

13. Building Home Matrix GUIDELINES:
Identify 3-5 overarching/broad expectations
Add settings/locations
Add rules
Observable
Measurable
Positively stated (what to do)*
Walk vs. Don’t run
Applicable
Understandable
(*source:
Home matrix. Let’s practice!
Matrix (no family room)*
Example1*
Example 2
Blank matrix

14. Next Step Teach the expectations Model Acknowledge (be specific)
Explain the why, give examples and non-examples
Be Responsible
Family Room
Pick up cups
Model
Acknowledge (be specific)
Give corrective feedback if needed (be specific)
Re-teach if necessary
More information PBIS at Home
(source: Wisconsin PBIS Network)

15. Quickest Way to Change Behavior in Anyone is to…
Research indicates that you
can improve behavior
by 80% just by pointing out
what someone is doing
correctly.
Point out what they’re
doing right!
When we (adults) change/shift our focus from giving most of our attention to misbehavior to acknowledging positive behaviors, we create the conditions for behavior to change. (Sprick,& Garrison, 2008)
Laura Riffel, OSEP
(slide adopted from TFI 1.9 Feedback & Acknowledgement PPT, the Midwest PBIS Network,)

16. Contact:
Agnes Deredowski