Review & Re-establish SW PBIS Tier 1 SRIP – Cohort 9 August 2014.

Review & Re-establish SW PBIS

Tier 1SRIP – Cohort 9

August 2014

The National Website

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www.pbis.org

The Minnesota Website

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www.pbismn.org

PBIS Assessments Website

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www.pbisapps.org

SWPBIS is about….

SW-PBIS Logic!Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)

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How are you doing?

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SYST

EMS

PRACTICES

DATA

OUTCOMES

IntegratedElements

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DATA: What do we currently see and know?

OUTCOMES: What do we want to see?

PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see?

SYSTEMS: What needs to be in place to support (a) practice adoption that is informed and (b) full implementation that is contextualized, accurate, and sustainable?

Systems Guidelines1. Work as a Team

2. Involve students, staff, parents, and community

3. Review your expected outcomes

4. Make decisions based on data

5. Revise / set new expected outcomes

6. Integrate initiatives (working smarter)

7. Develop a plan for the start of this year – Kick-off, teaching expectations, reward systems, …

Practices Guidelines1. Review Data

2. Use effective, efficient, relevant practices

3. Review and practice school-wide expectations

4. Increase use of pre-corrections

5. Increase/ maintain high rates of positive reinforcement

6. Identify student whose behaviors are unresponsive to Tier 1

Classroom

SWPBISPractices

Non-classroom Family

Student

School-w

ide

• Smallest #• Evidence-based

• Biggest, durable effect

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▪ Leadership team▪ Behavior purpose statement▪ Set of positive expectations & behaviors▪ Procedures for teaching SW & classroom-wide

expected behavior▪ Continuum of procedures for encouraging

expected behavior▪ Continuum of procedures for discouraging rule

violations▪ Procedures for on-going data-based monitoring &

evaluation

School-wide

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▪All school-wide▪Maximum structure & predictability in routines &

environment▪Positively stated expectations posted, taught, reviewed,

prompted, & supervised.▪Maximum engagement through high rates of opportunities to

respond, delivery of evidence-based instructional curriculum & practices▪Continuum of strategies to acknowledge displays of

appropriate behavior, including contingent & specific praise, group contingencies, behavior contracts, token economies▪Continuum of strategies for responding to inappropriate

behavior, including specific, contingent, brief corrections for academic & social behavior errors, differential reinforcement of other behavior, planned ignoring, response cost, & timeout.

Classroom

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▪ Positive expectations & routines taught & encouraged

▪ Active supervision by all staff▪ Scan, move, interact

▪ Precorrections & reminders▪ Positive reinforcement

Non-classroom

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▪ Behavioral competence at school & district levels

▪ Function-based behavior support planning ▪ Team- & data-based decision making▪ Comprehensive person-centered planning &

wraparound processes▪ Targeted social skills & self-management

instruction▪ Individualized instructional & curricular

accommodations

Individual Student

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▪ Continuum of positive behavior support for all families

▪ Frequent, regular positive contacts, communications, & acknowledgements

▪ Formal & active participation & involvement as equal partner

▪ Access to system of integrated school & community resources

Family

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School-Wide Review

8 Step Planning Guide

How Are You Doing?

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Before Students Return

Establish: ▪PBIS School-wide Team meeting schedule for the year – 2 times a month▪Schedule for communicating/reporting/ problem-solving with staff for the year▪Schedule of celebrations/reinforcement activities

Before Students Return Plan For:▪Staff Kick-Off▪Student Kick-Off/Fall training▪Parent Kick-Off (minimally a letter should be sent home describing PBIS, the school-wide expectations, rewards system and how they can contact the school for more information or if they are interested in joining the committee)▪A Bus Driver Kick-Off▪How School-wide Team will provide data to the staff/team managing Targeted & Intensive Interventions▪Expectations being posted in all areas

Action Planning

▪Update monthly based on data

▪Share with staff to inform & maintain buy-in

▪Use a format that helps with team turnover

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~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special designed instruction• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

P 28-29