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Welcome! We’re glad you are here!

Welcome! We’re glad you are here!. PBIS: Promoting a positive & safe learning environment. April 28, 2014 6:30 pm. Talking Points:.

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Welcome! We’re glad you are here!

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Presentation Transcript

  1. Welcome! We’re glad you are here!

  2. PBIS: Promoting a positive & safe learning environment April 28, 2014 6:30 pm

  3. Talking Points: PBIS framework, interventions, supportsMiddle School Child Discipline Regulation 400-08Supervision & Safeguards for School SafetyStudent Communication of ExpectationsBullying & Harassment Reporting Reg 400-48Reporting Forms & InvestigationsISS & InterventionsRole of Administration& School CounselorRole of School Resource OfficerProfessional Training & Staff DevelopmentParent Support

  4. Agenda: • Introductions & Welcome • Overview of the evening • Presentation & sharing • Open discussion; question & answer • Closure

  5. School Wide Positive Behavior Interventions and Supports • SW PBIS: a process of creating a school climate • Prevention of problem behaviors by • Teaching desirable behaviors to all students • Positively recognizing appropriate behaviors • Emphasis on positive vs. negative feedback • Students learn behaviors that support achievement in school and meaningful options for their futures.

  6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  7. Designing School-Wide Systems for Student Success • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996

  8. 3 levels of support • Universal: • ALL students, All staff, Everywhere! • Secondary: • Students who get 2-5 office referrals a year • Additional instruction and supports • Tertiary: • Students with 6 or more office referrals a year • Individualized supports, greater supervision, emphasis on prevention, support, and instruction

  9. Universal supportsEverywhere: classroom, hallways/offices/cafeteria/playground/bus/etc. • All students receive universal supports • Teaching & encouraging positive school wide behavioral expectations • Proactive school wide discipline • Effective academic instruction/curriculum • Parent engagement • Active supervision • Students who have 0 – 1 referrals to the office per year are being successful with universal supports

  10. Yellow zone supports • Students who are sent to the office 2 – 5 times a year need additional support. • Check in/out – Counselor/School Support • Targeted social skills training • Peer based tutoring • Social skills club • Academic Review • Behavioral contracting or formal plan • Increased Parent engagement • The extra supports may be given by any staff member. Typically staff members with some expertise in social and behavioral issues may help with yellow zone supports. • These students receive all supports available to all students with universal supports.

  11. Red zone supports • Students who are sent to the office 6 or more times per year need a high level of supports. • Red zone supports often are highly individualized • Function based support – Formal Behavioral Intervention plan • Parent Engagement • Wraparound/person centered planning • Special education consideration • Crisis prevention & intervention • Individual counseling • Academic Review and Placement • Collaboration between staff members, families, and community agencies • These students receive all universal and secondary supports, in addition to red zone.

  12. Discussion Open Questions, Comments, & Discussion

  13. Closure Next steps: Consider suggestions & next steps. We need parents to join our PBIS and Instructional Leadership Committees. We need PTSA officers for next school year. Thank you for your participation this evening. We are always looking for ways to improve our practice! Thank you for coming!

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