SW-PBIS Overview of Philosophy, Practices, and Ideas

1. Materials - SW-PBISOverview ofPhilosophy, Practices, and Ideas John Beach – Princeton John.beach@isd477.org Summer 2017 www.Pbis.org www.pbisworld.com www.pbismn.org Some materials adapted from National PBIS Center, Sugai, Horner, Lewis, and Sandomeirski,

2. What have been your experiences with PBIS? • Good / Bad • Thoughts

3. What is PBIS? • What does it stand for? • How would you describe it?

4. Positive Behavioral Interventions and Supports

5. School-wide Positive Behavioral Interventions and Supports (PBIS) • 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. • Evidence-based features of SWPBIS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective practices

6. Big Ideas • A session of training, by itself, will not be life changing • Shift – We create the environment for students to be successful rather than students conforming to the environment • Building relationships with students • Each day is a new day • No magic bullet • Just consistency

7. Infomercial Infomercial - https://youtu.be/4XTzLex8RvI Attention signal Position / Job Dreams 40 speeches https://goo.gl/w8mKuI

8. Challenge Challenge

9. Chaos

10. New, Safe School

11. Schools Using PBIS

12. Growth of Minnesota PBIS Schools pbisMN.org

13. By the Numbers # of Districts/Charters in MN PBIS to date = 203 # Schools in MN PBIS to date = 583 % of MN schools PBIS = 29% # Students impacted by SW-PBIS = 250,613 pbisMN.org

14. Why SWPBIS? Why SWPBIS

15. PBIS is about…. Improving classroom & school climate PBIS is about…. Integrating academic & behavior initiatives Decreasing reactive management Improving support for students w/ EBD Maximizing academic achievement

16. SWIS Data Over time 06 07 08 09 10 11 12 13 14 15 16

17. Students with 4 or more referrals

18. Number 1 predictor of Success* Staff and teachers who continually work to create positive relationships with students, parents, and other staff members.

19. Fundamental Purpose of PBIS Positive Predictable Consistent Safe The fundamental purpose of PBIS is to make schools more effective, efficient and equitable learning environments for all students

20. Supporting Social Competence & Academic Achievement Data, Systems, Practices Supporting Decision Making Supporting Staff Behavior Supporting Student Behavior

21. Evidence based Practices School-wide Non-Classroom Classroom-wide Individual Student Family Engagement

22. Evidence based Practices SCHOOL-WIDE • Leadership team • Set of positive expectations & behaviors • Procedures for teaching school-wide • Procedures for teaching 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

23. Evidence based Practices NONCLASSROOM • Positive expectations and routines are taught and encouraged • Active supervision by all staff (Scan, move, interact) • Pre-corrections and reminders • Positive acknowledgement (rewards/ reinforcement)

24. Evidence based Practices CLASSROOM • Foundation is school-wide expectations • 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 • Continuum of strategies for responding to inappropriate behavior

25. Evidence based Practices INDIVIDUAL STUDENT • Behavioral competence at school and district levels • Function-based behavior support planning • Team and data-based decision making • Comprehensive person-centered planning • Targeted social skills and self-management instruction • Individualized instructional and curricular accommodations

26. Evidence based Practices FAMILY ENGAGEMENT • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, and acknowledgements • Formal and active participation and involvement as equal partner • Access to system of integrated school and community resources

27. Ten Years of Videos https://youtu.be/XcD7879wucU

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

29. Continuum of Support for ALL: “George” Continuum of Support for ALL:“George” Spanish Statistics Expressing Emotions Technology Lawn Mowing Tennis Reading Comprehension Cooking Billiards Teaching Bicycle Touring Label behavior…not people Dec 7, 2007

30. Fair

31. School-Wide PBISImplementation Steps School-Wide PBIS Implementation Steps

32. STEP 1: Establish Leadership Team Membership STEP 2: Develop Brief Statement of Behavior Purpose STEP 3:Identify Positive School-Wide Behavioral Expectations STEP 4: Develop Procedures for teaching School-Wide Behavioral Expectations STEP 5: Develop Procedures for Teaching Classroom-Wide Behavioral Expectations STEP 6:Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School-Wide Behavior Expectations STEP 7:Develop Continuum of Procedures for Discouraging Violations of School-Wide Behavior Expectations STEP 8:Develop Data-based Procedures for Monitoring Implementation of SWPBIS (Primary Tier) STEP 9:Develop Systems to Support Staff STEP 10:Build Routines to Ensure On-Going Implementation School-Wide PBISImplementation Steps

33. Team Membership STEP 1 - Establish Team Membership Working Agreements Data-based Action Plan Evaluation Implementation

34. Working Smarter Matrix Working smarter matrix Template posted with training materials.

35. Sample Teaming Matrix Sample Teaming Matrix

36. STEP 2 – Develop Behavior Purpose Statement 52 Why are we doing this? How does it connect to the district mission?

37. Ex. 2 At West Middle School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! Sample Behavior Statements Ex. 1 Lincoln School is a community of learners and teachers. We are here to learn, grow, and become good citizens. A

38. 54 STEP 3 – Identify Positive SW Expectations What broad pro-social expectations are important for our school? What expectations would make your school be a safer more positive place to learn? Respect – Myself, Others, Property, and Community. Honor Code

39. 54 Team 3-5

40. 54 Schoolwide Expectations

41. 54 STEP 4 – Develop Procedures for Teaching SW Positive Expectations Matrix developed around – Social Skill Natural Context Behavior Examples

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

43. 58 School matrix 1. SOCIAL SKILL 2. NATURAL CONTEXT Expectations 3. BEHAVIOR EXAMPLES

44. Cafeteria Expectations • https://youtu.be/wsaWHkKtu98?list=PLOxXlvDwofg-c_H0aCrL6wpGAZp2T9MW2 Keeping the School Clean • http://www.youtube.com/watch?v=rT3Nk5EB7SM&list=PLOxXlvDwofg9K9LE7KlujNBBKAitSrMHt&index=29

45. 54 STEP 5 – Develop Lesson Plans for Teaching Positive Classroom Wide Expectations Matrix developed classroom-wide routines Social Skill Natural Context Behavior Examples

46. Main Ideas • Classroom behavior support practices blend with school-wide systems. • As a team, how will you work to make all classrooms effective settings. • Melding classroom practices to promote academic gains with classroom practices to promote behavioral gains. • Create a setting that is: • Predictable • Consistent • Positive • Promotes student independent behavior (reduce prompts)

47. Evidence based classroom management

48. Classroom-wide • Under the umbrella of the whole school • Build off of the school’s expectations • Develop classroom routines and structure

49. Maximize structure & predictability • Define and teach classroom routines • How to enter class and begin to work • How to predict the schedule for the day • What to do if you do not have materials • What to do if you need help • What to do if you need to go to the bathroom • What to do if you are handing in late material • What to do if someone is bothering you. • Signals for moving through different activities. • “Show me you are listening” • How to determine if you are doing well in class • Teach effective transitions • Establish a signal for obtaining class attention

50. https://goo.gl/VVoCbx Classroom expectations