Review & Re-establish SW PBIS

1. Review & Re-establish SW PBIS Tier 1 Continuum of Support *

2. The National Website www.pbis.org *

3. The Minnesota Website www.pbismn.org *

4. PBIS Assessments Website www.pbisapps.org *

5. My Story • Student • Custodian • District 287 Para • 6th grade teacher • Principal • My Dream • Your Dreams?

6. SWPBIS is about….

7. 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) *

8. How are you doing? * 14

9. What % of buy in do you have? Do you have staff buy in?

10. Integrated Elements OUTCOMES: What do we want to see? OUTCOMES 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? DATA: What do we currently see and know? DATA SYSTEMS PRACTICES PRACTICES: What practice could effectively, efficiently, and relevantly achieve what we want to see? 15-16

11. Systems Guidelines • Work as a Team • Involve students, staff, parents, and community • Review your expected outcomes • Make decisions based on data • Revise / set new expected outcomes • Integrate initiatives (working smarter) • Develop a plan for the start of this year – Kick-off, teaching expectations, reward systems, …

12. Few positive SW expectations defined, taught, & encouraged

13. Practices Guidelines • Review Data • Use effective, efficient, relevant practices • Review and practice school-wide expectations • Increase use of pre-corrections • Increase/ maintain high rates of positive reinforcement • Identify student whose behaviors are unresponsive to Tier 1

15. SWPBIS Practices School-wide Classroom • Smallest # • Evidence-based • Biggest, durable effect Family Non-classroom Student 17

16. 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 18

17. Why do we send kids to the hall?

18. Allschool-wide Maximumstructure & 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 18

19. How do you feel in your classrom?

20. Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom 18

21. What message does your school send to students?

22. 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 18

23. What is the message to your students and families?

24. 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 19

26. School-Wide Review 8 Step Planning Guide How Are You Doing?

27. How Full is your Bucket • What does your students say about you ? • Your family ? • Your co-workers ? • Your Boss ? • Your neighbor ?

28. * 44

29. All StaffInvolved!

30. 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

31. 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

32. Action Planning Update monthly based on data Share with staff to inform & maintain buy-in Use a format that helps with team turnover *

33. ESTABLISHING A CONTINUUM of SWPBS TERTIARY PREVENTION • Function-based support • Wraparound/PCP • Special designed instruction Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club PRIMARY PREVENTION • Teach & encourage positive SW expectations • Proactive SW discipline • Effective instruction • Parent engagement P 28-29 ~80% of Students