Getting Started: PBIS Overview Steve Wagner Day 1 Aug. 2015 Megan Pederson Charlie Eisenreich.

Getting Started: PBIS Overview

Steve Wagner Day 1 Aug. 2015

Megan PedersonCharlie Eisenreich

Daunting journey?

Leadership…..Start a Movement

Training Expectations

Find “Clock” Partners• Find people you haven’t met before

• Introduce yourself and write down their name so you can find them later• 12 o’clock – Similar student age level

• 3 o’clock – Similar job type

• 6 o’clock – Similar time in education 1 to 5 years, 6 – 15, 16 – 25, 26+

• 9 o’clock – Someone else you don’t know

What is the Dream for your School?

• Talk about this with your team

• Find your 12 o’clock partner and share what your team came up with

Why SWPBIS?•The fundamental purpose of SWPBIS is to

make schools more effective and equitable learning environments.

PredictableConsistent

PositiveSafe

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.

What is PBIS about?What is PBIS about?

SW-PBIS is about….Improving classroom

& school climate

Decreasing reactive management

Maximizing academic

achievement

Improving support for students w/

needs

Integrating academic &

behavior initiatives

Continuum of Support for

ALL

All

Some

Few

Dec 7, 2007

Continuum of Support

“Terri

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Minnesota’s PBIS Training Sequence

• 9 Days of Training over 2 years

• First year is focused on Tier 1

•and you get to deal with us for ...

•9 Days of Training over 2 years

Year 1Year 1

DiscussionWhat are you thoughts about the Framework and implementation plan of PBIS so far?

Find your 3 o’clock partner and talk about this question.

PBIS Implementation

PBIS Implementation

2 Worries & Ineffective Responses to Problem

Behavior

•Get Tough (practices)

•Train-&-Hope (systems)

Worry #1“Teaching” by Getting ToughRunyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution…. “Get Tough!”

•Clamp down & increase monitoring

•Re-re-re-review rules

•Extend continuum & consistency of consequences

•Establish “bottom line”

...Predictable individual response

Reactive responses are

predictable….When we experience aversive situation, we want select interventions that produce immediate relief

–Remove student

–Remove ourselves

–Modify physical environment

–Assign responsibility for change to student &/or others

When behavior doesn’t improve, we “Get Tougher!”

•Zero tolerance policies

•Increased surveillance

•Increased suspension & expulsion

•In-service training by expert

•Alternative programming

…..Predictable systems response!

Erroneous assumption that student…

•Is inherently “bad”

•Will learn more appropriate behavior through increased use of “aversives”

•Will be better tomorrow…….

But….false sense of safety/security!

•Fosters environments of control

•Triggers & reinforces antisocial behavior

•Shifts accountability away from school

•Devalues child-adult relationship

•Weakens relationship between academic & social behavior programming

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

“Train & Hope”

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Teaching Academics & Behaviors

3-5 Posted Expectations

Teaching Matrix

Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria Library/Computer Lab Assembly Bus

Respect Ourselves

Be on task.Give your best

effort.Be prepared.

Walk. Have a plan.Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot. Watch for your stop.

Respect Others

Be kind.Hands/feet to self.

Help/share with others.

Use normal voice volume.

Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.Stay in your seat.

Respect Property

Recycle.Clean up after

self.

Pick up litter.Maintain physical

space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.

Clean up eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit appropriately.

Exp

ecta

tions 1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Acknowledge & Recognize

Acknowledge & Recognize

Basic Recommendations for Implementing PBIS• Never stop doing what already works

• Always look for the smallest change that will produce the largest effect

• Avoid defining a large number of goals • Do a small number of things well

• Do not add something new without also defining what you will stop doing to make the addition possible.

Basic Recommendations for Implementing PBIS

• Collect and use data for decision-making

• Adapt any initiative to make it “fit” your school community, culture, context.

• Families• Students• Faculty• Fiscal-political structure

www.pbis.org

www.pbis.org

DiscussionHow is your understanding of SWPBIS different than when you walked in the door today?

*3:00 Partner