1. Positive Behavioral Interventions and Supports
PBIS
Positive Behavioral Interventions and Supports

2. Supporting Social Competence &
Academic Achievement
4 PBS Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior

3. Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention:
Specialized
Individualized
Systems for Students with High-Risk Behavior
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
Secondary Prevention:
Specialized Group
Systems for Students with At-Risk Behavior
~15%
Primary Prevention:
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention.
All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected.
Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort.
If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach.
~80% of Students

4. SYSTEM-WIDE PREVENTION
ALL CHILDREN
UNIVERSAL SYSTEMS
SYSTEM-WIDE PREVENTION
•Clear expectations •Teach expectations •Facilitate success
•monitor •Rules, routines, and physical arrangements
•Planned and implemented by all in home
10%
•Effective instruction •Increased prompts/cues •Pre-correction
•Functional assessment •Effective Interventions •Involve child
TARGETED INTERVENTIONS
TARGETED PREVENTIONS
•possible involvement of specialists
INTENSIVE PREVENTION AND INTERVENTION
INTENSIVE SERVICES
•Wraparound planning • Placement decisions
•Effective instruction •Crisis management plans
•Special Services
1-3%

5. Systems of Positive Behavior Support: BIG IDEAS
Collaboration - work as a team
Consensus - Agree and stick by agreements
Consistency - across time, adults, students
Logical and Realistic Solutions
Teach and Facilitate Success
Measure and Evaluate
Sustain with Data-Based Decision-Making

6. Consensus Consensus means that I agree to:
provide input in determining what our school’s problems are and what our goals should be
make decisions about rules, expectations, and procedures in the commons areas of the school as a school community
Follow through with all school-wide decisions, regardless of my feelings for any particular decision
Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

7. Logical& Realistic Plans
Organize Staff
all meet
have existing data
Brainstorm Problems
by location and time
Brainstorm Proactive Solutions
Rules, routines, arrangements + teaching and reinforcement
Consistent consequences beginning with re-teaching
Consensus
Create Climate Committee

8. Predictable Problems Summary

9. Establish SW Expectations FRMS “High 5s”
Be Respectful
Be Responsible
Be There/Ready
Follow Directions
Hands & Feet to Self

12. EXAMPLE Teachable Expectations
1. Respect Yourself -in the classroom (do your best) -on the playground (follow safety rules)
2. Respect Others -in the classroom (raise your hand to speak) -in the stairway (single file line)
3. Respect Property -in the classroom (ask before borrowing) -in the lunchroom (pick up your mess)

13. Sample Teaming Matrix Initiative, Committee Purpose Outcome
Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students
Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to threat/crisis
Dangerous students
Has not met
School Spirit Committee
Enhance school spirit
Improve morale
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk drug users
Don
EBS Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
Eric, Ellen, Marlee, Otis, Emma

14. Teaching Matrix Activity
Teaching Matrix Activity
Classroom
Lunchroom
Bus
Hallway
Assembly
Respect Others
Use inside voice
Eat your own food
Stay in your seat
Stay to right
Arrive on time to speaker
Respect Environment & Property
Recycle paper
Return trays
Keep feet on floor
Put trash in cans
Take litter with you
Respect Yourself
Do your best
Wash your hands
Be at stop on time
Use your words
Listen to speaker
Respect Learning
Have materials ready
Eat balanced diet
Go directly from bus to class
Go directly to class
Discuss topic in class w/ others

15. Teaching SW Expectations FRMS “Opening Day”
Teach directly in context (“teaching stations”)
See/model
Practice
Acknowledge
2 day intensive by all staff/students
Regular weekly/monthly review 5

16. Teaching guidelines Show, tell, describe. Practice frequently.
Monitor/supervise use.
Acknowledge/recognize.

17. “Cool Tool” Skill Name Getting Help
(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.
2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.
3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.
2. Ask students to indicate or show how they could get help.
3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson
(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).
2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).
3. Whenever a student gets help the correct way, provide specific praise to the student.

18. Establish procedures for encouraging SW expectations
FRMS: “High Fives”
Guidelines
Lots to less
Individual to group
External- to self-managed
Frequent to infrequent
Paired with social recognition
Label specific expectation & behavior
Culturally/contextually appropriate & considerate

19. Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

20. Acknowledging SW Expectations: Rationale
Humans require regular & frequent feedback on their actions
Humans experience frequent feedback from others, self, & environment
W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

21. “Super Sub Slips” Empowering subs in Cottage Grove, OR Procedures
Give 5 per sub in subfolder
Give 2 out immediately

22. “Bus Bucks” Springfield P.S., OR Procedures Review bus citations
On-going driver meetings
Teaching expectations
Link bus bucks w/ schools
Acknowledging bus drivers

23. “Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

24. “80% Rule” Apply triangle to adult behavior!
Regularly acknowledge staff behavior
Provide Alternative Option for Students with Chronic Problem Behavior
Do not expect school- wide effort to influence behavior of 1-7% of students.

25. “Golden Plunger” Involve custodian Procedure
Custodian selects one classroom/ hallway each week that is clean & orderly
Sticks gold-painted plunger with banner on wall

26. “1 Free Period”
Contributing to a safe, caring, effective school environment
Procedures
Given by Principal
Principal takes over class for one hour
Used at any time

27. “G.O.O.S.E.” “Get Out Of School Early” Procedures Or “arrive late”
Kids/staff nominate
Kids/staff reward, then pick

28. Measure and Evaluate Big Ideas:
School determines what outcomes are important
School identifies the simplest way to get that information
School uses that information to evaluate their plans

29. What systems are problematic?
Referrals by problem behavior?
What problem behaviors are most common?
Referrals by location?
Are there specific problem locations?
Referrals by student?
Are there many students receiving referrals or only a small number of students with many referrals?
Referrals by time of day?
Are there specific times when problems occur?

30. Self-Assessment Completion of PBIS Staff Survey
Team summarizes existing school discipline data
Strengths, areas of immediate focus identified
Action plan written

31. To Conclude
Create systems-based preventive continuum of behavior support
Focus on adult behavior
Establish behavioral competence
Utilize data based decisions
Give priority to academic success
Invest in evidence-based practices
Teach & acknowledge behavioral expectations
Work from a person-centered, function-based approach
Arrange to work smarter

32. Resources