School-wide Positive Behavioral Interventions and Supports (SW-PBIS)

School-wide Positive Behavioral Interventions and Supports (SW-PBIS)
MA DESE PBIS Academy Team Training Day 5 Ann Marie Dubuque & Martha Wally with support from Shawn Connelly, Mary-Ellen Efferen, Susannah Everett, Jen Freeman, Brandi Simonsen, & George Sugai

MAIN TRAINING OBJECTIVES
Establish leadership team Establish staff agreements Build working knowledge of SWPBS outcomes, data, practices, and systems Develop individualized action plan for SWPBS Organize for upcoming school year

Training Expectations:
RESPECT… Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times?) Stretch, break, stand as needed SELF Cell phones (inaudible): Converse in lobbies and breaks Work as a team: Room for every voice, reinforce participation OTHERS Recycle Maintain neat working area ENVIRONMENT

School-wide PBIS Workbook and Appendices
Tools! neswpbs.org pbis.org School-wide PBIS Workbook and Appendices Evaluation Plan Action Plan

Advance Organizer Review Days 1-4
Nonclassroom Setting Practices and Systems Classroom Setting Practices and Systems Team Action Planning

Overview & Getting Started with SWPBIS
Review Overview & Getting Started with SWPBIS

1. Overview of School-wide Positive Behavior Support (pp. 7-41)

SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990)

Critical Features of PBIS
Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES Supporting Culturally Knowledgeable Staff Behavior Supporting Culturally Valid Decision Making DATA SYSTEMS (Vincent, Randal, Cartledge, Tobin, & Swain-Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES 15 Supporting Culturally Relevant Evidence-based Interventions

Continuum of School-Wide Instructional & Positive Behavior Support
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior 22 ~80% of Students

GENERAL IMPLEMENTATION PROCESS
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation 33

2. Getting started with Positive Behavior Support (pp. 42-77)

Basic “Logic” 42 SYSTEMS DATA PRACTICES
Cultural/Context Considerations Maximum Student Outcomes SYSTEMS DATA Start w/ effective, efficient, & relevant, doable PRACTICES Implementation Fidelity Training + Coaching Evaluation Improve “Fit” Prepare & support implementation

Getting Started with SWPBS
Establish leadership team membership Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring 1. Changed days

Step 1: Establish Team Membership
44

Team Composition Administrator Grade/Department Representation
Specialized Support Special Educator, Counselor, School Psychologist, Social Worker, etc. Support Staff Office, Supervisory, Custodial, Bus, Security, etc. Parent Community Mental Health, Business Student

Step 2: Develop Brief Statement of Behavioral Purpose
50

Sample Behavior Statements
G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!

Step 3: Identify Positive School-wide Behavioral Expectations
52

Redesign Learning & Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

Step 4: Develop Procedures for Teaching SW Behavioral Expectations
55

We discussed these key steps
Define Teach Prompt Monitor Evaluate Sarah

RAH – at Adams City High School
Define Behavioral expectations/Rules RAH – at Adams City High School RAH Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

rules in the context of routines
Teach rules in the context of routines

or remind students of the rule
Prompt or remind students of the rule Norrback Ave. School

students’ behavior in natural context
Monitor students’ behavior in natural context McCormick Elementary School, MD

the effect of instruction
Evaluate the effect of instruction Collect data Are rules being followed? If there are errors, who is making them? where are the errors occurring? what kind of errors are being made? Summarize data (look for patterns) Use data to make decisions

A lesson plan that prompts the critical features just described:
Simonsen, Myers, Everett, Sugai, Spencer, & LaBreck (2012) Explicitly teaching social skills school-wide: Using a matrix to guide instruction. Intervention in School and Clinic, 47, doi: / The last authors were folks from the central MA cohort of PBIS schools we trained!!!!!

Step 5: Develop Procedures for Teaching Classroom-wide Behavioral Expectations
63

Again…follow these key steps in classrooms
Define Teach Prompt Monitor Evaluate Sarah

Step 6: Develop Continuum of Procedures to Encourage Appropriate Student Behavior
66

Establish a continuum of procedures to encourage rule following behavior.

Step 7: Develop Continuum of Procedures to Discourage Rule-Violating Student Behavior
70

~10 positive : 1 correction

Step 8: Develop Data-based Procedures for Monitoring SWPBS Implementation
74

Steps for Selecting, Monitoring, and Evaluating SWPBS Practices
Step 1: Develop evaluation questions. Step 2: Identify indicators or measures. Step 3: Develop methods for collecting and analyzing indicators. Step 4: Make decisions and action plan from analysis of indicators. What do you want to know? What information can be collected? How/when should information be gathered? 74 How was the question answered and what should be done next?

Data-based Decision Making
Appendix M

To help us make sense of this… …recall your evaluation plan
DISTRICTS/SCHOOLS IN TRAINING SCHEDULE Purpose Measure Function Year 1 Training Year 2 Training Winter Spring Fall Capacity Building—District Level District Capacity Assessment (DCA) Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning. X Fidelity of Implementation—Building Level PBIS Tiered Fidelity Inventory (TFI) Leadership team self-evaluation (with support of external coach) to assess the critical features of PBIS across Tiers I, II, and III. Progress Monitoring—Building Level Self-Assessment Survey (SAS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. Progress Monitoring—Team Level Team Implementation Checklist (TIC) A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. School Climate Georgia School Climate Surveys An annual survey that assesses student (grades 3-12), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention. Student Outcomes School-wide Information System (SWIS) Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. Weekly …and tools available at:

Data-based Decision Making
Collect data, data, and more data! Present the data in a user friendly fashion (i.e., graph). Use the data to make decisions Use your data today for action planning. Data should inform outcomes, practices, and systems!

Working Smarter Appendix B

Response: Work Smarter
Do less…better Do it once Invest in clear outcomes Invest in a sure thing Be strategic about problem solving Appendix B

Initiative, Project, Committee
Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/ SID/ etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Appendix B

Systems to Support Staff

“Train & Hope” WAIT for REACT to New Problem Behavior Expect, But
Select & ADD Practice Hire EXPERT to Train WAIT for New Expect, But HOPE for Implementation

Apply the triangle to adult behavior!
80% Rule Tertiary Prevention: Specialized Individualized Systems for Staff with High-Risk Behavior ~5% Apply the triangle to adult behavior! Primary Prevention: Systems to support all staff: Professional development Reinforcement ~15% Secondary Prevention: Specialized Group Systems for Staff who are “At-Risk” Additional instruction Increased support Good sequence on staff acknowledgements…..important one for teams to get ~80% of Staff

Staff Acknowledgements
What Social contact Professional recognition Time Other Features Regular & sincere School/staff-wide Culturally/ contextually appropriate Administrator & team involvement Before moving on, let’s hear how its going!

Activity: Share Accomplishments
2 minute reports from each team Activity: Share Accomplishments 1 Minute PROMPT  Attention Please 5 minutes Discuss with your group and identify 1-2 accomplishments 1-2 questions or concerns shared by most members of team

3. SWPBS Practices and Systems in Nonclassroom Settings (pp. 78-87)

Problematic Nonclassroom Settings
79

Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. Over 50% of referrals occurring on “buses” during daily transitions. 79

Definitions and Intervention Considerations
80

Non-classroom Settings
Particular times or places where supervision is emphasized Where instruction is not available as behavior management tool Examples: Cafeteria, hallways, playgrounds, bathrooms Buses & bus loading zones, parking lots Study halls, library, “free time” Assemblies, sporting events, dances 80

Activity: Non-Classroom Systems
1 minute reports from each team (new spokesperson) 5 minutes Pick 1 problematic non-classroom setting you have experienced Identify 2-3 features of problem Identify 2-3 possible solutions Report (<1 min.) main features of your example 1 Minute PROMPT  Attention Please

Classroom v. Non-classroom
Teacher directed Student focus Instructional focus Social focus Small # of predictable students Large # of unpredictable students 80

Nonclassroom Settings: Basic Management
Considerations Practices Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior 81

Douglas County S.D., CO 4-08

Guidelines 82 Implementation is school-wide by all staff
School-wide behavior expectations taught in context Administrator is an active member Context-specific expectations and routines taught directly and early in the school year/term Regular opportunities for review, practice, and positive reinforcement Team-based review, action planning, and implementation consideration Data-based progress monitoring and action planning Regular review of accuracy of intervention implementation 82

Supervision Self-assessment 83 YES or NO

Did I have at least 4 positive for 1 negative student contacts?
Have more positive student contacts than negative Use variety of contact forms

~10 positive : 1 correction

Did I move throughout the area I was supervising?
Obvious Positive Interactive Unpredictable

Did I frequently scan the area I was supervising?
Head up Make eye contact Overt body position

Did I positively interact with most of the students in the area?
Variety of interaction types Social positives SW acknowledgements Variety of students Quick Noticeable Publicly appropriate “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.

Did I handle most minor rule violations quickly and quietly?
Privately Neutrally Follow-up with positive Follow-up

Did I follow school procedures for handling major rule violations?
Quick By the book Business like Disengage Precorrect for next occurrence Considerations What are “costs” of compliance? Can I follow-through with consequences? Have I taught & reinforced compliance? Disengage quickly

Do I know our school-wide expectations (positively stated rules)?
Small in number Easy Comprehensive Defined

Did I positively acknowledge at least 5 different students for displaying school-wide expectations?
Individualized Informative Sincere

“Readers’ Digest” Guide
7-8 “yes” = Super Supervision 5-6 “yes” = So-So Supervision <5 “yes” = Improvement Needed

Why does everyone need to be involved?
What’d you say? Staff outnumbered Adult presence Prompts desired behavior Deters problem behavior “Being a good citizen” Contribute to school climate Show you what? Oh, the data?

ADD NOTES

Back to the Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground. “Talk, Walk, & Squawk” School found out that most incidents were teasing that escalated. Taught kids a simple social skill lesson called “talk, walk, squawk.” Talk: When someone teases you, say “I don’t like it when you say those things. Stop.” If teasing continues, look cool and walk away…don’t say anything. If teasing continues, “squawk: ask an adult to mediate a solution.” Teach school-wide so all students know what to do and can predict what will happen if they continue to tease. Increase active supervision, practice of TWS, and reinforcement of use of TWS.

Back to the Examples “Neighborhood Watch”
A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds. “Neighborhood Watch” Held school, community, and family meeting to talk about school-wide rules: respect self, others, property Taught kids about respect in nonschool settings (i.e., neighborhoods). Told all kids, parents, and staff that all neighbors have been given permission to report kids in neighborhood who should be in school and/or engaged disrespectful behavior. Law enforcement similarly informed…..i.e., increased active supervision. Kids and neighbors participated in a community picnic after school once a month.

Back to the Examples A high school nurse lamented that “too many students were asking to use her restroom” during class transitions. “Adopt-a-Bathroom” Lack of supervision was identified as problem, and students using nurses’ station because cleaner and safer. All staff members “adopted a bathroom” and agreed to visit their bathroom at least three times daily. Didn’t have to use the bathroom, just walk through. Big school so every bathroom was visited numerous times by different faculty members. Kids acknowledged for respecting privacy, good hygiene, etc.

“Music, Mags, & Munchies”
Back to the Examples Over 50% of referrals occurring on “buses” during daily transitions. “Music, Mags, & Munchies” This was unusual situation: school campus divided by interstate, most classrooms on one side, and office, cafeteria, etc. on other side. So kids had to be bused 3-4 times to one side or the other. Increased active supervision. Bus drivers given school store discounts to give to kids who had appropriate transitions. Each bus equipped with radio, box of magazines, and occasional snack or snack coupon to engage kids.

SYSTEMS FEATURES School-wide implementation
All staff Direct teaching 1st day/week Regular review, practice, & positive reinforcement Team-based identification, implementation, & evaluation Data-based decision making

Recap: BASIC MANAGEMENT PRACTICES
Positive expectations taught and encouraged Active supervision Move, Scan, & Interact Precorrections & Reminders Positive reinforcement of expected behavior

Activity: Nonclassroom Systems
1 minute reports from each team (new spokesperson) Work as team for ~ 15 minutes 1 Minute PROMPT  Attention Please Review “Active Supervision Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting Report 2-3 “big ideas” from your team discussion (1 min. reports)

4. Classroom Management Practices and Systems (pp. 88-105)

What “kind” of students can display problematic behavior?
All students. Students with/without labels who are served in general/special education can display problematic behavior. This is not a special education issue. It is an education issue. We need to learn more about the critical features of effective classroom management to be able to help all students.

Effective Classroom Management Practices
88

Maximizing Academic Achievement
Academic achievement is linked to academic engagement Academic engagement is linked to: Effective curriculum Effective delivery of curriculum (instruction) Effective classroom management 89

Sustaining Classroom Management
Accurate and sustained use of effective management practices is related to having comprehensive and effective support systems, including SWPBS. In other words… 89

89 Effective Academic Instruction Effective Behavioral Interventions
Positive, Preventative School Culture (SWPBS) Continuous & Efficient Data-based Decision Making Systems for Durable & Accurate Implementation 89

Evidence-based Practices in Classroom Management
Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects. Annimation is out of order on this slide- I fixed on my computer but check on yours 90

1. Minimize crowding & distraction.
Design environment to (a) elicit appropriate behavior and (b) minimize crowding and distraction: Arrange furniture to allow easy traffic flow. Ensure adequate supervision of all areas. Designate staff & student areas. Seating arrangements (groups, carpet, etc.)

2. Maximize structure & predictability.
Develop Predictable Routines Teacher routines: volunteers, communications, movement, planning, grading, etc. Student routines: personal needs, transitions, working in groups, independent work, instruction, getting materials, homework, etc.

3. State, review, & reinforce positively stated expectations.
Establish behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students’ behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up. Sarah

4. Provide more acknowledgement for appropriate than inappropriate behaviors.
Maintain at least 4 to 1 ratio Interact positively once every 5 min Follow correction for violation of behavior expectations with positive reinforcement for rule following (once demonstrated)

5. Maximize varied opportunities to respond.
Provide high rates of opportunities to respond Vary individual vs. group responding Vary Response type Oral Written Gestural Increase participatory instruction Questioning Materials

6. Maximize active engagement.
Vary format Written responses Choral responding Gestures Writing on individual white boards Other: ____________ Specify observable engagements Link engagement with outcome objectives

Range of evidence based practices that promote active engagement
Direct Instruction Computer Assisted Instruction Class-wide Peer Tutoring Guided notes Response Cards

7. Actively & continuously supervise.
Move Scan Interact Remind/pre-correct Positively acknowledge

8. Respond to inappropriate behaviors quickly, positively, & directly.
Respond efficiently Attend to students who are displaying appropriate behavior Follow school procedures for major problem behaviors objectively Anticipate next occurrence

Multiple strategies for responding to inappropriate behavior may include....
Error Corrections Differential Reinforcement Planned ignoring Response Cost Time out from reinforcement

Quick Error Corrections
Your error corrections should be… …contingent: occur immediately after the undesired behavior …specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future …brief: after redirecting back to appropriate behavior, move on

Types of Differential Reinforcement
DR…of lower rates of behavior (DRL) DR…of other behaviors (DRO) DR…of alternative behavior (DRA) DR…of incompatible behavior (DRI)

Planned Ignoring Definition:
If a behavior is maintained by adult attention …consider planned ignoring (e.g., ignore behavior of interest) Example: Taylor talks out in class and his teacher currently responds to him approximately 60% in the time (either + or -). The teacher decides to ignore all talk outs and instead only call on him when his hand is raised.

Response Cost Definition:
The withdrawal of specific amounts of a reinforcer contingent upon inappropriate behavior. Examples: A wrong answer results in a loss of points. Come to class without a pencil, buy one for 5 points. Clearly discourage public or humiliating applications.

Time-out Definition: A child (or class) is removed from a previously reinforcing environment or setting, to one that is not reinforcing Example: Child throws a rock at another child on the playground. The child is removed to the office…. REMEMBER the environment the child is removed to cannot be reinforcing!!! So, if the child receives adult attention in the office, which they find reinforcing, YOU have NOT put the child on time out

Social vs. tangible vs. activity vs. … Frequent vs. infrequent
9. Establish multiple strategies for acknowledging appropriate behavior. Social vs. tangible vs. activity vs. … Frequent vs. infrequent Predictable vs. unpredictable Immediate vs. delayed Amy

Specific and Contingent Praise Group Contingencies Behavior Contracts
Multiple strategies for acknowledging appropriate behavior may include... Specific and Contingent Praise Group Contingencies Behavior Contracts Token Economies Amy

Specific and Contingent Praise
Praise should be… …contingent: occur immediately following desired behavior …specific: tell learner exactly what they are doing correctly and continue to do in the future “Good job” (not very specific) “I like how you are showing me active listening by having quiet hands and feet and eyes on me” (specific)

Group Contingencies Three types: “All for one”
(Interdependent Group-Oriented Contingency) “One for all” (Dependent Group Contingency) “To each his/her own” (Independent Group Contingency)

(Wolery, Bailey, & Sugai, 1988)
Behavioral Contracts A written document that specifies a contingency for an individual student or in this case…whole class Contains the following elements: Operational definition of BEHAVIOR Clear descriptions of REINFORCERS OUTCOMES if student fails to meet expectations. Special BONUSES that may be used to increase motivation or participation. (Wolery, Bailey, & Sugai, 1988)

Establishing a Token Economy
Determine and teach the target skills Select tokens Identify what will be back-up reinforcers Identify the number of tokens required to receive back-up reinforcers Define and teach the exchange and token delivery system Define decision rules to change/fade the plan Determine how the plan will be monitored Guidelines from Sulzer-Azaroff & Mayer, 1991

10. Generally provide specific feedback for errors & corrects.
Provide contingently Always indicate correct behaviors Link to context

Recap: Evidence-based Practices in Classroom Management
Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects.

Guidelines Academic achievement is linked to social success, active engagement, and effective teaching Good teaching is used as a behavior management strategy Behavior management is used as an instructional management strategy The three-tiered prevention logic is applied to the classroom context Classroom management is linked to school-wide behavior support Typical classroom routines have been taught, practiced, and reinforced regularly School-wide support systems are used to sustain effective classroom management strategies Data-based progress monitoring and action planning Regular review of accuracy of intervention implementation 92

Classroom Routine Lesson Plan
95

Activity: Classroom Systems
1 minute reports from each team (new spokesperson) Work as team for ~ 15 minutes 1 Minute PROMPT  Attention Please Review “Classroom Self-assessment” and discuss possible practices/systems applications to your identified (or new) problem setting Report 2-3 “big ideas” from your team discussion (1 min. reports)

SWPBS Action Planning

Activity: Action Planning
1 minute reports from each team (new spokesperson) Work as team for ~ 105 minutes 1 Minute PROMPT  Attention Please Return to your Action Plan Update each section based on what you’ve learned in the last 4 days. In particular, make sure have a plan for sharing information with and gathering/using feedback from your school faculty! Present 2-3 “big ideas” from your group (1 min. reports)

Review of SWPBS

SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990)

Continuum of Support for ALL
Universal Targeted Intensive Few Some NOTICE GREEN GOES IS FOR “ALL” All (Sugai, Dec 7, 2007)

GENERAL IMPLEMENTATION PROCESS
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

Getting Started with SWPBS
Establish leadership team membership Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring

Establish Team Develop Statement of Behavioral Purpose or Vision At BSG, we are responsible for ourselves, respect each other, and maintain safety in our school. Establish Behavioral Expectations/Rules Teach Rules in the Context of School Settings

Context of Class Routines
Teach Rules in the Context of Class Routines Establish Procedures for Encouraging Rule Following Establish Procedures for Responding to Rule Violations Develop data-based procedures for monitoring

Nonclassroom Settings: Basic Management
Considerations Practices Physical or environmental arrangements Routines & expectations Staff behavior Student behavior Teach directly expected behaviors and routines in context Actively supervise (scan, move, interact) Pre-correct and remind Positively reinforce expected behavior 81

Evidence-based Practices in Classroom Management
Minimize crowding & distraction Maximize structure & predictability State, review, & reinforce positively stated expectations. Provide more acknowledgement for appropriate than inappropriate behaviors. Maximize varied opportunities to respond. Maximize active engagement. Actively & continuously supervise. Respond to inappropriate behaviors quickly, positively, & directly. Establish multiple strategies for acknowledging appropriate behavior. Generally provide specific feedback for errors & corrects. 90

Consider Tattoos! 4 PBIS Elements School Systems SWPBIS SYSTEMS
PRACTICES DATA Supporting Staff Behavior Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Decision Making Classroom Non-classroom Family Student School-wide SWPBIS Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5%

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School-wide Positive Behavioral Interventions and Supports (SW-PBIS)

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