1. Review & Re-establish SW PBIS Tier 1 Continuum of Support *

2. The National Website * www.pbis.org

3. The Minnesota Website * www.pbismn.org

4. PBIS Assessments Website * www.pbisapps.org

5. My Story  Student  Custodian  District 287 Para  6 th grade teacher  Principal  My Dream  Your Dreams?

6. SWPBIS is about….

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

8. How are you doing? * 14

9. What % of buy in do you have? Do you have staff buy in?

10. SYSTEMS PRACTICES DATA OUTCOMES Integrated Elements 15-16 DATA: What do we currently see and know? OUTCOMES: What do we want to see? PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see? SYSTEMS: What needs to be in place to support (a) practice adoption that is informed and (b) full implementation that is contextualized, accurate, and sustainable?

11. Systems Guidelines 1. Work as a Team 2. Involve students, staff, parents, and community 3. Review your expected outcomes 4. Make decisions based on data 5. Revise / set new expected outcomes 6. Integrate initiatives (working smarter) 7. Develop a plan for the start of this year – Kick-off, teaching expectations, reward systems, …

12. Few positive SW expectations defined, taught, & encouraged

13. Practices Guidelines 1. Review Data 2. Use effective, efficient, relevant practices 3. Review and practice school-wide expectations 4. Increase use of pre-corrections 5. Increase/ maintain high rates of positive reinforcement 6. Identify student whose behaviors are unresponsive to Tier 1

15. Classroom SWPBIS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect 17

16. ▪ Leadership team ▪ Behavior purpose statement ▪ Set of positive expectations & behaviors ▪ Procedures for teaching SW & classroom-wide expected behavior ▪ Continuum of procedures for encouraging expected behavior ▪ Continuum of procedures for discouraging rule violations ▪ Procedures for on-going data-based monitoring & evaluation School-wide 18

17. Why do we send kids to the hall?

18. ▪ All school-wide ▪ Maximum structure & predictability in routines & environment ▪ Positively stated expectations posted, taught, reviewed, prompted, & supervised. ▪ Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices ▪ Continuum of strategies to acknowledge displays of appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies ▪ Continuum of strategies for responding to inappropriate behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout. Classroom 18

19. How do you feel in your classrom?

20. ▪ Positive expectations & routines taught & encouraged ▪ Active supervision by all staff ▪ Scan, move, interact ▪ Precorrections & reminders ▪ Positive reinforcement Non-classroom 18

21. What message does your school send to students?

22. ▪ Behavioral competence at school & district levels ▪ Function-based behavior support planning ▪ Team- & data-based decision making ▪ Comprehensive person-centered planning & wraparound processes ▪ Targeted social skills & self-management instruction ▪ Individualized instructional & curricular accommodations Individual Student 18

23. What is the message to your students and families?

24. ▪ Continuum of positive behavior support for all families ▪ Frequent, regular positive contacts, communications, & acknowledgements ▪ Formal & active participation & involvement as equal partner ▪ Access to system of integrated school & community resources Family 19

26. School-Wide Review 8 Step Planning Guide How Are You Doing?

27.  What does your students say about you ?  Your family ?  Your co-workers ?  Your Boss ?  Your neighbor ? How Full is your Bucket

28. * 44

29. All Staff Involved!

30. Before Students Return Establish: ▪ PBIS School-wide Team meeting schedule for the year – 2 times a month ▪ Schedule for communicating/reporting/ problem-solving with staff for the year ▪ Schedule of celebrations/reinforcement activities

31. Before Students Return Plan For: ▪Staff Kick-Off ▪Student Kick-Off/Fall training ▪Parent Kick-Off (minimally a letter should be sent home describing PBIS, the school-wide expectations, rewards system and how they can contact the school for more information or if they are interested in joining the committee) ▪A Bus Driver Kick-Off ▪How School-wide Team will provide data to the staff/team managing Targeted & Intensive Interventions ▪Expectations being posted in all areas

32. Action Planning ▪Update monthly based on data ▪Share with staff to inform & maintain buy-in ▪Use a format that helps with team turnover *

33. ~80% of Students ~15% ~5% ESTABLISHING A CONTINUUM of SWPBS SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club TERTIARY PREVENTION Function-based support Wraparound/PCP Special designed instruction PRIMARY PREVENTION Teach & encourage positive SW expectations Proactive SW discipline Effective instruction Parent engagement Audit 1.Identify existing practices by tier 2.Specify outcome for each effort 3.Evaluate implementation accuracy & outcome effectiveness 4.Eliminate/integrate based on outcomes 5.Establish decision rules (RtI) P 28-29