1. PBIS (Positive Behavioral Interventions and Supports) Northwest AEA LDA of Siouxland November 18, 2010

2. SYSTEMS PRACTICES DATA Positive Behavioral Interventions and Supports

3. SW-PBIS – Creating A Culture of Competence? Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for problem behaviors. Use collected data to solve problems and make decisions. Practices

4. All students Some students Few students Positive Behavioral Supports Systems and Practices

5. Define School-Wide Expectations for Behavior Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable

6. Longfellow Elementary Show Respect Positive Attitude Ownership/Responsibility Try your Best

7. Longfellow Elementary

8. Teach Expectations & behavioral skills are taught & recognized in natural context

9. On-going Monitoring and Acknowledging of Appropriate Behavior Create a system to support frequent acknowledgement acknowledgement of appropriate behavior. System to make acknowledgement easy and simple Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) Often multiple methods of acknowledgement

10. Akron-Westfield Name: _______________Class_________ __ Respectful Responsible Prepared Kind !

12. Consistent Corrective Consequences Problem Behaviors Do not ignore problem behavior Provide clear guidelines for what is handled in class versus sent to the office Corrective Consequences include logical punishment and penalties for misbehavior Do not relay on negative consequences to change chronic behavior patterns

13. Progressive Consequences – (Unity Elementary)

14. Use of data Use data to make decisions and solve problems Data about student behavior Use of data to determination implementation integrity Data

20. Office Discipline Referrals Data shared frequently with all staff - presented visually for easy interpretation Behavior tracking should be simple –very little teacher time to fill out Consistency across school staff –Clear, mutually exclusive, exhaustive definitions –Distinction between office v. classroom managed

21. Accountability How are we doing?

22. One School

23. Same School

24. Another School Referrals/100/Year

25. Systems To Support Practices Administrative Support and Active Involvement Team implements and works to sustain efforts over time Data systems that are easy to access and use Embedded into school routines and activities Written policy –Expectations –Lesson plans –Systems to make acknowledgement easy –Consequence rubrics/guidelines –Using data Budgeted support Systems

26. All students Some students Few students Positive Behavioral Supports Systems and Practices

27. What Schools Are Implementing PBIS Longfellow Elementary (Sioux City) - SPOTS Akron-Westfield Elementary – Double RPK Akron-Westfield MS – Double RPK West Sioux Elementary – Bee Ready, Responsible, Respectful West Sioux MS - PRIDE Boyden-Hull Elementary - COMETS South O’Brien Elementary - PAWS South O’Brien Junior High - ROAR Smith Elementary (Sioux City) - PAWS Sacred Heart Elementary (Sioux City) - STARS Unity Elementary (Sioux City) – TEAM U Gehlen Catholic (LeMars) – BIRDS Hinton Elementary (PK-3) Lark Elementary (West Monona School District) – Spartan STARS Central Elementary (West Monona School District) - Spartan STARS Crescent Park Elementary (Sioux City)

28. Jerome Schaefer Northwest AEA 712-222-6338 jschaefer@nwaea.com