1. How long has your campus been implementing PBIS?
2 - 3 Years
PBIS
0-1 Years
PBIS
3 or more Years
How long has your campus been implementing PBIS?
1) Plan for sessions to be 45 minutes with 15 minutes for Q & A (total of 1 hour sessions) with 15 minutes transition between sessions.
Copies participants

2. PBIS Roadmap for Administrators
Traditional Discipline
PBIS
PBIS Roadmap for Administrators
Dr. Barbara Barnes
Anna Michaels
1) Plan for sessions to be 45 minutes with 15 minutes for Q & A (total of 1 hour sessions) with 15 minutes transition between sessions.
Copies participants
@BB_Barnes
@AnnaMichaels7

3. We are thrilled to be here today!
Dr. Barbara Barnes
Assistant Principal at Fossil Ridge HS
Love going to the movies!
Favorite Quote “It takes a village to raise a child.”
Anna Michaels
Assistant Principal at Sunset Valley Elementary and South Keller Intermediate
Love to travel!
Passionate about PBIS!

4. Goal for Today: Campuses: Fossil Ridge HS South Keller Intermediate
Varied Levels:
Elementary
Intermediate
Secondary
Bird’s Eye View of PBIS
Multiple Year Vision
Common Pitfalls
Campuses:
Fossil Ridge HS
South Keller Intermediate
Sunset Valley Elementary

5. PBIS Model Foundation
Comprehensive, pro-active, school-wide discipline system tailored to campus needs
Multi-year commitment at district and campus level
Positive Behavior Interventions and Supports - systems and interventions at each tier:
Universal - school-wide
Targeted - classroom/small group
Selected - Individual student interventions
Data-driven decisions (Benchmarks of Quality)
Specifically teaches behavior expectations
PBIS is not a set curriculum or package product campuses purchases
A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
Is proactive – intentional structures for success
Systematically teaches and acknowledges appropriate behaviors through clear expectations
Addresses positive and negative behaviors
Builds positive, flexible environments based on the review of data
Objective: self-management

7. PBIS Model Foundation Reflections
Existing overlap of campus practices with PBIS?
Looking at the foundational elements of PBIS, do you have any reservations?

8. Systems - improve those in place. Stronger fidelity

9. Why PBIS?

10. Why PBIS? John Hattie’s Research
Positive Student Culture 1
Data Driven Instruction
John Hattie 2
Student Culture 3
Anna
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects. Hattie found that the average effect size of all the interventions he studied was Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”
Student Culture and DDI are the super levers - the most bang for your buck and the two things you must prioritize and implement first. Targets of PBIS
Observation and Feedback
Planning
Professional Development
Staff Culture
Managing Leadership Team

11. Why PBIS? John Hattie’s Research
Classroom Influences – Climate of the Classroom
Classroom Management (d = rank 42/138)
The overall positive effect of a well-managed classroom is not surprising. What is more, some aspects of classroom management can be seen to boost achievement even more, eg:
Teacher’s ability to identify and act quickly on potential problems d = 1.42
Teacher retaining emotional objectivity d = 0.71
Effective disciplinary interventions d = 0.91
Group contingency strategies (ie behavior targets) d = 0.98
Tangible recognition of appropriate behavior d = 0.82
Direct and concrete consequences for misbehavior d = 0.52
Teacher-student relationships were powerful moderators of classroom management
(d = 0.87)
Classroom Influences
John Hattie
Anna
Start with common areas, but does affect classroom culture.
Relationships between staff and students improves (positive interactions)

12. Why PBIS? TBSI DEAR COLLEAGUE Barbara
Dear Colleague -Highlighted section on page 8 - have principals read the highlighted section and discuss what stood out and/or reinforced their beliefs as partners and then a couple of share outs
TBSI - Senate Bill that has positive behavior interventions for all students, not just those with disabilities

13. Teaching Our Students Behavior Expectations
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach? …punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
(Herner, 1998)
Barbara

14. Share with a shoulder partner:
Pros and Cons of PBIS?
Barbara

15. PBIS Data Evidence
Anna

16. PBIS Data - FRHS - Tardies
Barbara -
Minor referral - in GoogleDoc (easy process)
Reasons for Minor Referral
Focus on tardies

17. Tier 2
Tier 1
Tier 3
PBIS Roadmap

18. Tier 1: School-Wide(could be up to 3 years)
Training
Expectations
PBIS Campus Leadership Team
PBIS Overview training for staff
Gather baseline data - Benchmarks of Quality (BoQ), surveys, observations
School-wide Implementation
Leadership Team receives training
Common area expectations - teach and re-teach
Define levels of behaviors (major/minor)
Review data to make decisions
Reward system developed
Discuss pitfalls -
No follow through - leadership lacking
No admin. support - too much for one person to facilitate
Need a team of people to help make it successful
Training needed - each year for new staff, revitalize existing staff
Don’t try to bite off too much. Take it slow!
First year - common areas only. Classrooms will come later. Get staff buy-in

19. Tier 2: Classroom/Small Group
Preventative
Focus on preventative and pro-active
Instructional strategies in classroom
Identify “Demonstration” classrooms
CHAMPS training - Region XI
CHAMPS - classroom based expectations

20. Tier 3: Individual Student Interventions
CICO
Targeted interventions for students with intense behaviors
Identify function of behaviors
Check In/Check Out system
KISD - Intervention Counselors (all levels), PEAKS (elem/inter)

21. Next Steps for Your Campus
Road Map for your campus
Questions 1
Unanswered questions about PBIS 2
Complete Ticket Out
@BB_Barnes
@AnnaMichaels7