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PBS Systems Overview. Lisa P. Hammel Effective Educational Practices. What does this mean?. Putting systems in place that are: Proactive not Reactive Based on Prevention not Intervention Positive not Punitive Effective not just Preferred Efficient not Complicated.

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pbs systems overview

PBS Systems Overview

Lisa P. Hammel

Effective Educational Practices

what does this mean
What does this mean?
  • Putting systems in place that are:
    • Proactive not Reactive
    • Based on Preventionnot Intervention
    • Positive not Punitive
    • Effective not just Preferred
    • Efficientnot Complicated
academics and behavior
Academics and Behavior
  • PBS as RTI: Treat behavior as you would any other subject:

- Develop Scope/Sequence

- Explicitly teach

- Practice, review and reinforce

- Re-teach those who need it

- Give increasingly intensive supports to those who continue to struggle

designing school wide systems for student success

Academic Systems

Behavioral Systems

  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • High Intensity
  • Intensive, Individual Interventions
  • Individual Students
  • Assessment-based
  • Intense, durable procedures
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Targeted Group Interventions
  • Some students (at-risk)
  • High efficiency
  • Rapid response
  • Universal Interventions
  • All students
  • Preventive, proactive
  • Universal Interventions
  • All settings, all students
  • Preventive, proactive
Designing School-Wide Systems for Student Success

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

foundations for pbis
Foundations for PBIS
  • Staff vs. Admin managed behaviors
  • Morale (Cohesion/Safety/Value)
  • Progressive Discipline in the classroom
    • Skills
    • Motivation
    • Perception
    • Confidence = relaxation = learning
i primary interventions
I. Primary Interventions
  • Needs of School identified based on data
  • Develop School-wide system to address needs
  • School-wide system components:
    • Positive Expectations developed and posted
    • Positive Expectations formally taught
    • System for acknowledging/rewarding positive behaviors
    • Data collection/analysis system developed
    • Data interpreted & shared regularly (at least monthly)
    • Reward system revised regularly based on data
    • Booster instruction/rewards implemented
ii secondary interventions
II. Secondary Interventions
  • System for identifying targeted students/behaviors
  • At least 3 levels of intervention developed (least to most supportive)
  • System developed for moving from one level of intervention to next with automaticity
  • Data analyzed re: efficacy of interventions
iii tertiary interventions
III. Tertiary Interventions
  • System developed for identifying targeted students/families
  • Community support network developed
  • Parent permission/family needs assessment obtained
  • Case manager identified
  • Wraparound services administered to student/family
  • Data analyzed re: efficacy of wraparound services
ad