Positive Behavioral Interventions and Supports (PBIS)

1. Positive Behavioral Interventions and Supports (PBIS) “Do Now” KWL On your post-it complete the “K” (what you already know about PBIS) and the “W” (what you want to know). We will complete the “L” at the end of the session .

3. The old assumptions • Some students are: • Incorrigible • Inherently “bad” • Will learn more appropriate behavior through the use of punitive • consequences • Wait it out – it will get better tomorrow – or the next tomorrow, or • the next….

4. Behavior: • Is learned • Is teachable • Is affected by environment • Is changeable

5. Ineffective Responses to Behavior: • Get Tough • Zero tolerance policies • Increased surveillance • Increased suspension and expulsion

6. Do Sanctions Work? Office referrals and suspensions work in the short term and give teachers, peers and admin. some relief, however – they remove the student from instruction.

8. Individual student behavior support is successful if the school climate is effective, efficient, relevant and durable for all students. (Zins & Ponti, 1990)

9. Saint Paul Public Schools PBIS

10. Positive Behavioral Interventions and Supports (PBIS) • School-wide PBIS (SWPBIS) is a systems approach for establishing the social culture and behavior supports needed for schools to be effective learning environments for all students. Positive Predictable Consistent Safe

11. PBIS is NOT: A top-down approach (staff buy-in is crucial) A quick fix for behavior problems (3-5 years to get strong) An off the shelf, ready to use program/curriculum (it is developed by the team to fit the school) Administrator-free (the principal or assistance principal on the team is essential) and ALL building staff play an important role.

12. What does PBIS look like in practice? Products are permanent representations such as banners, wall murals, tickets, etc…

13. Why does PBIS work? • Data driven • Creates universally known, clear expectations • Focuses on 5:1 positive interactions • Acknowledges appropriate behavior • Is proactive rather than reactive • Supports a positive learning environment • Uses and is informed by culturally relevant practices

14. PBIS Three Tiers of Support

15. Critical Features of PBIS Framework Level of implementation varies by building • PBIS Team • Faculty/Staff Commitment • Expectations and Rules Developed • Lesson Plans for Teaching expectations/rules • Reward/Recognition Program Established • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Plan Established • Classroom Systems • Evaluation • Implementation Plan Horner & Sugai, OSEP Center on PBIS, Universities of Oregon & Connecticut

16. Schools should 3-5 Positively Stated Behavior Expectations (Classroom Alignment Imperative)

17. Teaching Expectations School-wide expectations have been developed… Words are posted on the walls of the building and… NOW WE MUST TEACH THEM

18. Establishing School-Wide Expectations Behavior matrices are developed, posted, and then taught, re-taught, and taught again!

19. But that’s not MY job…

20. "All too often teachers have not taken the time to teach their student step by step what successful learning looks like, assuming instead that students have inferred it in previous classrooms or doubting the value of having a right way to do things, like sitting in class, taking notes, following directions...if they're not doing what you asked, the most likely explanation is that you haven't taught them." -Doug Lemov, "Teach Like a Champion"

21. Develop Continuum of Procedures for Encouraging and Strengthening Student use of School Wide Behavioral Expectations • Acknowledgment Examples: • Verbal praise • "Caught in the Act" tickets • Special Chair • Lunch with staff member • First in line at lunch

22. Turn and Talk Please talk with someone near you about acknowledgements that you have heard of, thought of or used in your classroom .

24. Remember…if many students are making the same mistake, consider changing that system….not students. Start by teaching, monitoring & rewarding…not increasing punishment

25. Make sure that you have your classroom behavior interventions planned, including strategies you will use if problem behavior occurs. Find out what the building protocol is for handling behavior that can’t be classroom/teacher managed.

26. And behind the scenes… • Behavior referral data is collected daily, analyzed at least monthly, and used to decide on how to approach problem behaviors. • Decision Making Process: • Is there a problem? • What areas/systems are involved? • Are there many or few students involved? • What kind of problem behaviors are occurring? • When are these behaviors most likely to occur? • What is the most effective use of our resources to address this • problem?

27. Additional Student Behavior Support Systems • Your building will have interventions in place for students who need additional support (tier 2/tier 3). You will get more information from your building.

28. So – what do I do now? Find out who your building PBIS team is Find out the school-wide expectations Familiarize yourself with the behavioral matrix for your building Figure out how to integrate the expectations into your rituals and routines Find out the school-wide acknowledgment program Find out the referral process Even if your site doesn’t yet have expectations, etc. – establish the rituals and routines and expectations for your class and the plan for teaching them.

29. KWL Now complete the “L” – (what you learned). Please complete the evaluation form for this session. Thank you!

30. Resources www.pbis.org www.pbismn.org www.pbisworld.com For a copy of the power point and any additional questions, please email: Jennifer.Goepfert@spps.org Chanda.Green@spps.org Rebecca.Magnuson@spps.org