1. Getting Started: PBIS Overview Steve Wagner Day 1 Aug. 2015 Megan Pederson Charlie Eisenreich

2. Daunting journey?

3. Leadership…..Start a Movement

4. Training Expectations

5. Find “Clock” Partners Find people you haven’t met before Introduce yourself and write down their name so you can find them later 12 o’clock – Similar student age level 3 o’clock – Similar job type 6 o’clock – Similar time in education 1 to 5 years, 6 – 15, 16 – 25, 26+ 9 o’clock – Someone else you don’t know

6. What is the Dream for your School? Talk about this with your team Find your 12 o’clock partner and share what your team came up with

7. Why SWPBIS? The fundamental purpose of SWPBIS is to make schools more effective and equitable learning environments. Predictable Consistent Positive Safe

8. School-wide PBIS is: – A multi-tiered framework for establishing the social culture and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.

9. What is PBIS about?

10. SW-PBIS is about….

11. Continuum of Support for ALL All Some Few Dec 7, 2007

12. Continuum of Support “Terri Dec 7, 2007 Science Soc Studies Comprehension Math Soc skills Basketball Spanish Label behavior…not people Decoding Writing Technology

13. Minnesota’s PBIS Training Sequence 9 Days of Training over 2 years First year is focused on Tier 1 and you get to deal with us for... 9 Days of Training over 2 years

14. Year 1

15. Discussion What are you thoughts about the Framework and implementation plan of PBIS so far? Find your 3 o’clock partner and talk about this question.

16. PBIS Implementation

17. 2 Worries & Ineffective Responses to Problem Behavior Get Tough (practices) Train-&-Hope (systems)

18. Worry #1 “Teaching” by Getting Tough Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

19. Immediate & seductive solution…. “Get Tough!” Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish “bottom line”...Predictable individual response

20. Reactive responses are predictable …. When we experience aversive situation, we want select interventions that produce immediate relief –Remove student –Remove ourselves –Modify physical environment –Assign responsibility for change to student &/or others

21. When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming …..Predictable systems response!

22. Erroneous assumption that student… Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow…….

23. But….false sense of safety/security! Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming

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

25. DEFINE Simply MODEL PRACTICE In Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously Teaching Academics & Behaviors

26. 3-5 Posted Expectations

27. Teaching Matrix SETTING All SettingsHallwaysPlaygroundsCafeteria Library/ Computer Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot.Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

28. Acknowledge & Recognize

29. Basic Recommendations for Implementing PBIS Never stop doing what already works Always look for the smallest change that will produce the largest effect Avoid defining a large number of goals Do a small number of things well Do not add something new without also defining what you will stop doing to make the addition possible.

30. Basic Recommendations for Implementing PBIS Collect and use data for decision-making Adapt any initiative to make it “fit” your school community, culture, context. Families Students Faculty Fiscal-political structure

31. www.pbis.org

32. Discussion How is your understanding of SWPBIS different than when you walked in the door today? *3:00 Partner