Agenda. The Present:The ProblemThe PBIS model (and the RtI model)The Features of PBISThe ImpactThe Future: Braiding RtI and PBISQuestions and Contacts. Introductions. Carl J. LiaupsinClassroom TeacherDistrict-wide Behavioral Consultant MS in Assistive TechRA to National PBS CenterEd.D. in
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
1. Positive Behavior Support and Response to Intervention Carl Liaupsin
University of Arizona
2. Agenda The Present:
The PBIS model (and the RtI model)
The Features of PBIS
The Future: Braiding RtI and PBIS
Questions and Contacts
3. Introductions Carl J. Liaupsin
District-wide Behavioral Consultant
MS in Assistive Tech
RA to National PBS Center
Ed.D. in EBD
National PBIS / LINKS / ABI
4. The Problem:
5. The Problem:
6. Is it Non-Fatal Crimes?
8. What Do Teachers and Students Consider to be School Violence Pushing
General “disruptive” behavior
9. Making the Problem Worse: Time is at a Premium School Psychologists spend 80% of time providing identification services
Counselors have a variety of duties
Teachers are expected to take on social service roles.
Administrators spend increasingly more time dealing with disciplinary issues.
10. Making the Problem Worse Reactive disciplinary approach
Difficulty in providing consistency
Difficulty in accommodating individual student differences
Failure to provide instruction in rules, expectations, & consequences
11. higher rates of negative interactions with school personnel regardless of their behavior
higher rates of punitive consequences than their peers
this tends to make behaviors worse
lower rates academic engaged time with teacher perpetuation of cycle of behavior and academic problems
social skills training teach specific skills using effective instruction What Works
14. What Do We Need? Addresses violence in terms that are meaningful to teachers and students
Incorporates methods that produce results
Allows us to work more effectively, not just harder
That focuses school and community resources for the best effect
Is first proactive, then reactive
17. Positive Behavioral Interventions and Supports A proactive data-based approach to school-wide discipline
Designed to be responsive to current social and educational challenges
Is focused on three levels of need
IS NOT A CURRICULUM, PACKAGE OR PRODUCT
18. Positive Behavioral Interventions and Supports Teaching expected behaviors
Teaching social behaviors like academic behaviors
Maximizing academic engagement and success
19. Principal endorses SWPBS
SWPBS Team established
SWPBS Team presents purpose and features of SWPBS project to school staff
Site council or school leadership team endorses SWPBS project as one of top-three school improvement goals Start-Up Activities
20. SWPBS Team assesses status of school-wide SWPBS and discipline.
Data management system established.
SWPBS Team presents purpose and features of SWPBS project to school staff.
SWPBS action plan developed and endorsed by staff. Start-Up Activities
21. SWPBS Team meets at least monthly.
SWPBS Team gives status report to faculty at least monthly.
Activities for SWPBS action plan are implemented.
Effectiveness of SWPBS action plan implementation assessed. On-Going Activities
23. Teaching Rules
agreed upon by team - willing/able to enforce
posted, brief, positively stated
avoid problem contexts, times, groupings, etc.
Adjusting Physical Arrangements
clear physical boundaries
supervision of all areas School-wide Systems
24. School-wide Systems
25. Targeted Systems Effective Academic and Social Instruction
Valid Behavioral Assessment
Finding the externalizers AND internalizers
Functional Behavioral Assessment
Group or Individual
26. focused on individual students with the most challenging behaviors
students for whom universal and targeted interventions were insufficient
delivered in the least restrictive of a continuum of alternative placements - based upon program needs
27. planning for involvement of community resources as necessary
in-depth and continuous assessment from a variety of sources and perspectives
write activities into formal plans where necessary
Knowledge of and ability to access full range of school and community support services
Act as liaison for wraparound planning
Development and implementation of individualized academic and behavior plans
29. Video Look for common language
Look for the role of teaching/instruction
Look for the impact/outcomes
Look for the range of stakeholders
30. Impact Implementation / Fidelity
33. Arizona Data
34. Arizona Data
35. Arizona Data
36. Arizona Data
37. Arizona Data
38. Arizona Data
39. School Climate
40. Arizona Behavioral Initiative
41. National Data 2 Approximately 5000 schools
Outcomes are similar to PBISAZ
Data types are the same
Focus on scaling up
Scaled Tools (http://www.swis.org)
44. Future: Braiding RtI and SWPBS What is behavior?
Simplifying Administrative Structures
45. Future: Issues RtI and SWPBS Who wants to play? v/s Get on the field!!
Epistemologies (flexibility of models)
Level of Individualization
46. Contacts Carl J. Liaupsin
Emotional and Behavioral Disorders Program Coordinator
University of Arizona