Positive Behavior Intervention SupportsPBIS Cambrian School District November 2010 Adapted from Rob Horner University of Oregon www.pbis.org
What is School-Wide PBIS? A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students.
Main Messages • Evidence-based practice for supporting and building a positive social culture promoting both social and academic success. • Deeply supports and incorporates asset building work of Project Cornerstone and character focus of Lifeskills
Evidence-Based Features of PBIS • 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
Create Effective Learning Environments • Predictable • Consistent • Positive • Safe
PBIS IS NOT …… • A curriculum or packaged program • Only about tangible reinforcers • Only about discipline • A Special Education Program
Logic for PBIS • Schools face a set of difficult challenges today • Multiple expectations • Students arrive with widely differing understandings of what is socially acceptable, • Traditional “get tough” and “zero tolerance” approaches insufficient. • Faculty with divergent visions of effective discipline • Individual student interventions • Effective, but can’t meet all needs • School-wide discipline systems • Establish a social culture within which both social and academic success is more likely
School-Wide PBIS • Build a continuum of supports that begins with the whole school and extends to intensive, wraparound support for individual students and their families.
Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values
WHY SW-PBIS • PBIS benefits our students, staff, families • Reduction in problem behavior • Increased attendance and academic engagement • Improve academic performance • Reduction in referrals to special education • Improve family involvement in school • Improved perception of school as a “safe environment” • Improved perception of teacher efficacy
Three Key Implementation Messages • Work smarter not harder • Never stop doing what already works • Always look for the smallest change that will produce the largest effect
PBIS in Cambrian • Leadership teams at each site • 4-6 members, teachers, classified, principal • Coach for each site • School psychologists, APs at Price, Mike Slone, Lani Potts • District Leadership Team • Lani Potts, Mike Slone, Coaches, Team Leads, Dr. Blow • Training through county • Implementation similar but varied from site to site
Summary School-wide PBIS is an approach for continued investment in making the school a more effective social and educational setting for all students.