1. Autumn Chapman and Brad Albee
WINSHIP PBIS
Presented by
Autumn Chapman and Brad Albee
Eureka City Schools
1/15/2015

2. Our Agenda Time Activity 1 min Welcome and Introductions Expectations
Norms
15 min
Introduction to the PBIS Framework
30 min
Matrix of Standards:
the Guidelines for Success
All the Time Everywhere Expectations
Group work and consensus building
5 min
Total System Overview
Winship Handbook
60 min
System of Discouraging Undesired Behavior
New Behavior Tracking Form
Definitions
Closure
Time
Activity
1 min
Welcome and Introductions
Expectations
Norms
15 min
Introduction to the PBIS Framework
30 min
Matrix of Standards:
the Guidelines for Success
All the Time Everywhere Expectations
Group work and consensus building
45 min
5 min
System of Discouraging Undesired Behavior
New Behavior Tracking Form
Definitions.
-Closure
Our Agenda

3. Lets Agree to some norms
Everyone has a voice and will get a chance to speak uninterrupted for a minute during each pass through the circle.
Cells phones on silent please.
We are all adults; take care of your needs.
Please hold questions until the time is right to ask; then please ask!!
Lets Agree to some norms

4. What are your Expectations?
You came here for a reason.
Please share your expectations for the day.
What are your Expectations?

5. A Philosophical Framework
PBIS The Big Picture!
A Philosophical Framework

6. What is PBIS?
PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students (Sugai et al., 2000)

7. What is PBIS?
PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students (Sugai et al., 2000)
As a “framework,” the emphasis is on a process or approach, rather than a curriculum,
intervention, or practice.
Putting systems in place that empower adults and students to work with behavior so that they can focus more on academics and preparing for life.
BEST
END RESULTS

8. What does PBIS do?
PBIS enables schools to design systemic behavior support systems which will allow students to focus on instruction and be more successful. 
When districts and schools use PBIS techniques and strategies, they develop skills and knowledge to build systemic, accurate, and sustainable behavior support for all students. 

9. GOALS of PBIS? Support and maintain safe schools
(physically and emotionally)
And
Increase Instructional Opportunities
Leading to
Academically Skilled, Socially Competent & Emotionally Intelligent Students

10. some big BELIEFS of PBIS?
All children can learn and are always learning!
Children are learning all the time. If you work around children, you are a teacher.
School is responsible for preparing students for life.
Schools should teach important life lessons.
School expectations must be explicit, and taught to all children.
The only way to change student behavior is to change adult behavior.
We create the environments in which behaviors arise.
Things aren’t always as they appear!
Human perception is often flawed. It is important to use data.

11. WHO’S RESPONSIBLE FOR THIS?
“It takes a village to raise a child.” African Proverb
We are all responsible to teach academics
and corrective behaviors to all of our students.
Every adult in a school is a
teacher to all students. They
are always learning!
Somewhat similar to the Disney “Castmembers” Model

12. PBIS: is a MULTI-TIERED BEHAVIOR SUPPORT SYSTEM
OUR STUDENTS
Three Things to See Here: (1) Level of Need/Risk, (2) Level of Support/Intervention, (3) Level of Outcome – behavior
Order of Intervention: Start with the Universal Interventions/School-Wide Support Systems

13. 5 CRITICAL COMPONENTS of PBIS
Clear Expectations
As defined in the rules matrix
Explicitly Taught
Each area in the matrix is accompanied by a lesson plan.
A schedule for teaching and re-teaching behaviors is used.
A system for encouraging appropriate behavior
Reward or recognition system, including a Reinforcement Menu for encouraging positive and appropriate behaviors.
A system for discouraging inappropriate behavior
A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three behaviors.
A data collection system
Answering two important questions. Are we…
1) Doing what we said we would do?
2) Achieving the student outcomes we said we would achieve?
The data collection system analyzes data gathered from the school’s Behavior Tracking Forms to monitor and adjust adult responses and school focus in responding to student behavior.

14. 5 CRITICAL COMPONENTS of PBIS
Clear Expectations
As defined in the rules matrix
Explicitly Taught
Each area in the matrix is accompanied by a lesson plan.
A schedule for teaching and re-teaching behaviors is used.
A system for encouraging appropriate behavior
Reward or recognition system, including a Reinforcement Menu for encouraging positive and appropriate behaviors.
A system for discouraging inappropriate behavior
A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three behaviors.
A data collection system
Answering two important questions. Are we…
1) Doing what we said we would do?
2) Achieving the student outcomes we said we would achieve?
The data collection system analyzes data gathered from the school’s Behavior Tracking Forms to monitor and adjust adult responses and school focus in responding to student behavior.

15. Clear Expectations: Matrix of Standards: Guidelines for Success
Activity:
1. Count up to 7. Like numbers get into
groups.
2. Answer the prompt:
3. Put your list of behaviors on chart
paper.
4. Share with group
5. Continue looking at expectations:
Groups 1-2 Look at Safe
Groups 3-4 Look at Respectful
Groups Look at Responsible
What are your expectations of student behavior all the time and everywhere at Winship?

16. Compare with your handbook
Compare what your group did with what is in your handbook, Page 4. How close are your common expectations and do you have any recommendations?
Share.

17. Matrix of Standards: Success Guidelines
Same Process, Different Place(s)
3. Now, in the same groups you will be given a common place and you will write out your behavior expectations for that area.
What does a Winship student look like when they are being SAFE, RESPECTFUL, and RESPONSIBLE?
** We will collect all posters and Rebecca will make a Google Doc so that more input can be entered and your PBIS team can edit your matrix.

18. 5 CRITICAL COMPONENTS of PBIS
Clear Expectations
As defined in the rules matrix
Explicitly Taught
Each area in the matrix is accompanied by a lesson plan.
A schedule for teaching and re-teaching behaviors is used.
A system for encouraging appropriate behavior
Reward or recognition system, including a Reinforcement Menu for encouraging positive and appropriate behaviors.
A system for discouraging inappropriate behavior
A Correction Menu for how to respond to and correct Level One, Level Two, and Level Three behaviors.
A data collection system
Answering two important questions. Are we…
1) Doing what we said we would do?
2) Achieving the student outcomes we said we would achieve?
The data collection system analyzes data gathered from the school’s Behavior Tracking Forms to monitor and adjust adult responses and school focus in responding to student behavior.

19. System for Discouraging Undesired Behavior
The Behavior Tracking Form
1. Brief introduction to new BTF
2. Discussion on Majors/ Minors

20. System for Discouraging Undesired Behavior
New Group Activity
1. Identify Roles: Leader, recorder, and
a reporter.
2. Using the behavior section of the BTF,
discuss, record, and be prepared to
share out what in your opinion makes a
behavior an office referral vs. a classroom incident.

21. Major vs. Minor Behaviors
Group Activity
Using the SWIS definition document and
the behavior tracking form, go over the
list of behaviors and identify whether they
are major or minor, and when a minor becomes
a major. (Pay attention to Harassment/Bullying)
Debrief/ Report Out
Let’s Vote (80% rule)

22. Tracking Form Specifics
Peruse the definitions of possible motivations from the Behavior Tracking Form. Compare them to SWIS document, page 6. Clarify with neighbors. Share out questions.
Others involved- Do not write down other names. Make a new BTF for the other student(s) if necessary.
Required Actions- Minor/major, logging into Powerschool.
What do you put in the notes section?

23. Closure * Please fill out the survey.
Thanks for the incredible work you have
done today. We look forward to working with
you in the future.