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PBIS (Positive Behavioral Interventions and Supports)

PBIS (Positive Behavioral Interventions and Supports). Northwest AEA LDA of Siouxland November 18, 2010. Positive Behavioral Interventions and Supports. DATA. SYSTEMS. PRACTICES. SW-PBIS – Creating A Culture of Competence?. Practices. Define behavioral expectations

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PBIS (Positive Behavioral Interventions and Supports)

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  1. PBIS(Positive Behavioral Interventions and Supports) Northwest AEALDA of Siouxland November 18, 2010

  2. Positive Behavioral Interventions and Supports DATA SYSTEMS PRACTICES

  3. SW-PBIS – Creating A Culture of Competence? Practices • Define behavioral expectations • Teach behavioral expectations • Monitor and reward appropriate behavior • Provide corrective consequences for problem behaviors. • Use collected data to solve problems and make decisions.

  4. Positive Behavioral Supports Systems and Practices Few students Some students All students

  5. Define School-Wide Expectationsfor Behavior • Identify 3-5 Expectations • Short statements • Positive Statements (what to do, not what to avoid doing) • Memorable

  6. Longfellow Elementary • Show Respect • Positive Attitude • Ownership/Responsibility • Try your Best

  7. Longfellow Elementary

  8. Teach Expectations & behavioral skills are taught & recognized in natural context

  9. On-going Monitoring and Acknowledging of Appropriate Behavior • Create a system to support frequent acknowledgement • acknowledgement of appropriate behavior. • System to make acknowledgement easy and simple • Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) • Often multiple methods of acknowledgement

  10. Akron-Westfield Name: _______________Class___________ Respectful Responsible Prepared Kind !

  11. Consistent Corrective Consequences Problem Behaviors • Do not ignore problem behavior • Provide clear guidelines for what is handled in class versus sent to the office • Corrective Consequences include logical punishment and penalties for misbehavior • Do not relay on negative consequences to change chronic behavior patterns

  12. Progressive Consequences – (Unity Elementary)

  13. Data Use of data • Use data to make decisions and solve problems • Data about student behavior • Use of data to determination implementation integrity

  14. Office Discipline Referrals • Data shared frequently with all staff - presented visually for easy interpretation • Behavior tracking should be simple • very little teacher time to fill out • Consistency across school staff • Clear, mutually exclusive, exhaustive definitions • Distinction between office v. classroom managed

  15. AccountabilityHow are we doing?

  16. One School

  17. Same School

  18. Another School Referrals/100/Year

  19. Systems To Support Practices • Administrative Support and Active Involvement • Team implements and works to sustain efforts over time • Data systems that are easy to access and use • Embedded into school routines and activities • Written policy • Expectations • Lesson plans • Systems to make acknowledgement easy • Consequence rubrics/guidelines • Using data • Budgeted support Systems

  20. Positive Behavioral Supports Systems and Practices Few students Some students All students

  21. What Schools Are Implementing PBIS • Longfellow Elementary (Sioux City) - SPOTS • Akron-Westfield Elementary – Double RPK • Akron-Westfield MS – Double RPK • West Sioux Elementary – Bee Ready, Responsible, Respectful • West Sioux MS - PRIDE • Boyden-Hull Elementary - COMETS • South O’Brien Elementary - PAWS • South O’Brien Junior High - ROAR • Smith Elementary (Sioux City) - PAWS • Sacred Heart Elementary (Sioux City) - STARS • Unity Elementary (Sioux City) – TEAM U • Gehlen Catholic (LeMars) – BIRDS • Hinton Elementary (PK-3) • Lark Elementary (West Monona School District) – Spartan STARS • Central Elementary (West Monona School District) - Spartan STARS • Crescent Park Elementary (Sioux City)

  22. Jerome Schaefer Northwest AEA 712-222-6338 jschaefer@nwaea.com

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