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SWPBIS Continuum of Support Guide - School-wide Positive Behavior Interventions & Supports Review

This guide provides a comprehensive overview of the SWPBIS Tier 1 continuum of support. It emphasizes successful student behavior by creating effective, efficient, and durable school climates. Learn how to establish outcomes, data systems, and practices to enhance student behavior support. Practical guidelines and strategies for school-wide, classroom, family, and individual levels are covered to promote positive behaviors and address rule violations. Engage in proactive behavior management practices for a positive school environment.

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SWPBIS Continuum of Support Guide - School-wide Positive Behavior Interventions & Supports Review

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  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

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

  15. 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

  16. Why do we send kids to the hall?

  17. 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

  18. How do you feel in your classrom?

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

  20. What message does your school send to students?

  21. 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

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

  23. 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

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

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

  26. * 44

  27. All StaffInvolved!

  28. 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

  29. 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

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

  31. 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

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