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Pbis541revised
- 1. Basic Components of PositiveBehavior Intervention and Supports (PBIS) Presented to Grayslake Central Staff October 6, 2011
- 2. What is PBIS? PBISis a proactive systems approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success.¹ In basic terms: PBIS helps establish school wide behavioral expectations, reinforces students for meeting those expectations, and creates specific support for those students who are not. ¹www.pbisillinois.org/what.html
- 3. Question for theaudience…
- 4. Simply put: We getas good of a school social climate as we demand…
- 5. Tier 1 • Universal/ Primary Level 80% GOAL: To reduce new cases of problem behavior and/or academic failure Tier 1 allows us to work SMARTER not harder with our students! Universal expectations allow us to quickly identify students who may not know the rules versus those students who may need more attention.
- 6. Tier 1 Examples Teacher classroom behavior/management All students in the school are exposed to Tier 1 interventions
- 7. Tier 1 Examples Guidance Counselor All students in the school are exposed to Tier 1 interventions
- 8. Tier 1 Examples Link Crew All students in the school are exposed to Tier 1 interventions
- 9. Tier 2 • Secondary Level 15% GOAL: To reduce current cases of problem behavior and/or academic failure Tier 2 weeds out the students who are “one and done” discipline issues and allows for the PPS staff and faculty to offer support to those groups of students who may have deeper concerns/issues in school
- 10. Tier 2 Examples Support Groups Change in school schedule (class order) Work Study ESL RAMS Reading Specialist Peer Mediation
- 11. Tier 2 Examples Behavior Contract Self-Evaluation Mentoring Check in/Check out Attendance Contract Project Pass SRO Home Visit SAP http://jerrygarciasbrokendownpalaces.blogspot.com Social Work
- 12. Tier 3 • Tertiary Level 5% GOAL: To reduce complications, intensity, severity of students with chronic problem behavior and/or academic failure Tier 3 allows PPS and faculty to focus specifically on individual students (not groups as in Tier 2) who need additional support to be successful
- 13. Tier 3 BehaviorIntervention Plan Skills for Life Strategic Study Skills Modified schedule (Late start/early release) 504 plan
- 14. PBIS in theSchool High Schools vs. Elementary Schools High Schools are different ◦ Size ◦ Expectations ◦ Departmentalized staff ◦ Teams can be layered ◦ Implementation comes more slowly However, we need the same components
- 15. Elementary or HighSchool The fact remains that students are still students, and they need positive adults in their lives…
- 16. Trends in DisciplinePractices Least Effective ◦ Punishment when used too often or without change ◦ Exclusion
- 17. Trends in DisciplinePractices Most Effective ◦ Proactive school wide discipline systems ◦ Social skills instruction
- 18. Trends in DisciplinePractices Most Effective ◦ Early screening and identification of behavioral patterns (data driven) ◦ Change of school wide culture/climate
- 19. How it works… Thebasis of what PBIS will look like in your building is partially dependent upon…
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- 21. Central Matrix Accountable http://www.zazzle.com
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- 24. How Do WeUse It? 1) State behavioral expectations 2) Specify student behaviors (define behavioral expectations) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Acknowledge and reinforce appropriate behaviors
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- 26. The RAMS Way! ◦ Mural will be located front entry way ◦ Teachers distribute RAM Bucks ◦ Teacher thanks student ex. “Thank you for being respectful” ◦ Student drops RAM buck in nearest wooden box located throughout school
- 27. The RAMS Way! Monthly Drawings 4 students per month (one for each attribute) The student with the most Ram Bucks in each category will be recognized ◦
- 28. The RAMS Way! Monthly Drawings 2 Teachers per month will be recognized Teacher names will be pulled from the Ram Bucks turned in by students The more you give out, the better chance you have of winning.
- 29. The RAMS Way! Weekly Drawings 5 students will be recognize weekly (Student name drawn from RAM bucks) 2 teachers will be recognized weekly (Teacher name drawn from RAM bucks)
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- 31. How will thestudents know? All staff will have a link to Rams Way video
- 32. How will thestudents know? Then there will be another video giving examples of the RAMS way:
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- 34. Let’s Review In PBIS we DEFINE appropriate behaviors In PBIS we MODEL appropriate behaviors In PBIS we TEACH appropriate behaviors In PBIS we REINFORCE appropriate behaviors
- 35. No Worries… In PBIS we STILL have consequences for problematic behaviors
- 36. Where are wenow? Continue ODR usage- WE COUNT ON THIS DATA! Continue focus on decreasing tardies Continue focus on hallway supervision
- 37. Where are wenow? Implementing the RAM Bucks Implementing consistent reward system Increasing student awareness
- 38. Where are wenow? Preparing for FULL launch next fall
- 39. If you areinterested in becoming a part of the Universal PBIS Team, please see Shari Engberg or Amy Johnson
- 40.
Editor's Notes
- #3 Also about changing ADULT behaviors
- #6 Examples: STAR matrix, handbook guidelines, classroom expectations
- #10 Targeted groups (grief groups),
- #13 FBAs, BIPs
- #17 Chat about it. Punishment does not teach the replacement behavior, kids learn how to act by being in school. Severe consequences may break the bond between home and school. Consequences are needed, but they need to be specific and effective. Suspending a student for not showing up to class?
- #18 Chat about it. Punishment does not teach the replacement behavior, kids learn how to act by being in school. Severe consequences may break the bond between home and school. Consequences are needed, but they need to be specific and effective. Suspending a student for not showing up to class?
- #19 Chat about it. Punishment does not teach the replacement behavior, kids learn how to act by being in school. Severe consequences may break the bond between home and school. Consequences are needed, but they need to be specific and effective. Suspending a student for not showing up to class?
- #21 Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
- #22 Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
- #23 Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
- #24 Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
- #26 Take some time to talk about these specifics- The Star matrix is displayed EVERYWHERE in the schoolThe matrix helps determine who we are as a school and what we expect from everyone in it.
- #27 Describe what Cool Tools are- give examples of what we have developed
- #35 Prevention, pre-teaching, proactive approach- does not say that we don’t consequence for behaviors
- #36 Followed by change in OUR behaviors and structures too, when students return to the classroom