Transcript Slide 1

Your Agency can Support a School-wide
Positive Behavior Interventions & Supports
(PBIS) Initiative: Here is how!
Insert
school/BHA
graphic here
Goals of this Presentation:
 To learn the basics of Tier 1 school-wide PBIS.
 To learn how your agency can support schoolwide PBIS in
the local school.
Understand the acronyms:
 PBS=Positive
Behavior Supports
 PBIS=Positive
Behavior
Intervention &
Supports
 SWPBS=School-wide
Positive Behavior
Supports
 SW-PBIS=School-
wide Positive
Behavior
Interventions &
Supports
 Others?
Where it is being implemented in
Alaska?
= Alaska School Districts
SW-PBIS is a broad range of
systemic and individualized
strategies for achieving important
social and learning outcomes while
preventing problem behavior
OSEP Center on PBIS
Understand what PBIS is….
• Evidence-based
practice.
• Framework to
promote social skill
development and
establish a more
effective learning
environment.
• Starts with
prevention first.
• Actively invest in
doing things before
the children make
mistakes.
• Active
reinforcement from
verbal to tangible
reinforcement
through the eyes of
the students.
FYI….Research on SW-PBIS states
schools may see:
 Increased attendance
 Decreased truancy
 Increased positive social
 Decreased bullying
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interactions between staff and
students
Increased learning (test scores)
Increased graduation rate
Increased teacher retention
Improve school efficiency
Increased administrative time
Perception of increased teacher
effectiveness
 Decreased drop-out rate
 Decrease Office Discipline
Referrals
 Proactive, preventative
measure for suicide
Adapted from Rob Horner, Nov 2012. Northwest PBIS Coaching
Conference Keynote
Understand the goals for the school’s
SW-PBIS initiative. What is your role?
 Create an effective learning
environment that is
physically and emotionally
safe for all.
 Create a predictable,
consistent, and positive
school environment that
promotes learning.
 Full continuum of behavior
support is available to all
students within school
through inter-agency
collaborations.
 80% of students (and
staff) can tell you what is
expected of them. They can
give behavioral example
because they have been
taught, actively supervised,
practiced, & acknowledged
 Common language among
students, staff, community,
and family. The school
environment is free of
triggers that maintain
problem behaviors.
Rob Horner, Nov 2012. Northwest PBIS Coaching Conference Keynote
Determine who can support PBIS!
School
Family
Behavioral
Health
Agency
Student
Learn and practice a “common focus & language” used
by everyone in building…including behavioral health
staff!
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Adapted from www.pbis.org
Understand the Stages of Implementation:
School & Agency.
Exploration/
Adoption
Development
Commitment
✔
2-3 yrs
Installation
Establish
Leadership
Teams, Set Up
Data Systems
BHA Here
Initial
Implementation
Provide
Significant
Support to
Implementers
Full
Implementation
Embedding
within
Standard
Practice
Innovation and
Sustainability
Improvements:
Increase
Efficiency and
Effectiveness
SD is
here.
Adapted from www.pbis.org
Come up with a common and easy
way to explain to parents:

A proactive,
consistent,
preventative social
skills framework to
promote a more
effective learning
environment.

Starts with prevention
first. Proactive

Based on evidence-based
practices

Structures
reinforcement systems
from verbal praise to
tangible items created
through the eyes of
students (and staff).
investment in doing
things before the
children make
mistakes.
Rob Horner, Nov 2012. Northwest PBIS Coaching Conference Keynote
Social Competence, Treatment &
Academic Achievement
Supporting
Staff Behavior
OUTCOMES
Supporting
Decision
Making
•
•
•
•
•
PRACTICES
Teaching behavior classroom/non-structured behavior expectations
.Interdisciplinary Team meetings & Treatment Planning.
Implementing positive consequence system
Implementing negative consequence system
Evidence-based academic instruction/assessment
Adapted from
www.pbis.org
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
5-10%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based (Data Driven)
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All students
•Preventive, proactive
www.pbis.org
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Academic
Tier 3 RtI—Intensive individualized
instruction, Progress monitoring,
student contract, Tutoring, Coaching
Tier 2 RtI--Aimsweb/Progress
Monitoring, Curricular
Modifications, Small Group
Lessons, Literacy Specialist,
Fast ForWord, Homework
Support, Math Whizz
Tier 1 RtI--SBAs, MAP,
General Ed Curriculum,
DRAs
Special
Education &
504s
PBIS
Tier 3 PBIS--Referrals to
community counseling agencies
& programs, Individual
counseling, CPI, FBA/Behavior
Plans
Tier 2 PBIS--Small group
interventions, CPI, Behavior
contract, Check-In Check-Out
Tier 1 PBIS--Matrix lesson
plans, Positive reinforcement
systems (school -wide &
classroom), Guidance
counseling curriculum
Current School District Response to Intervention/Instruction
In/Out State Residential Placement, Hospitalization, Step down residential placement,
Behavioral Health Service Delivery
by Tiers of Support
Tier 3: Intensive therapeutic support
Family & small group support, Full time wrap
around support, School based services, Case
management, Treatment plan development &
review, Crisis intervention, Therapeutic foster
care,
Tier 2: Out Patient Services
Therapeutic targeted small groups in and
out of school, Family support, wrap around
services, Intake process, Case
management, Client status review,
Treatment planning development &
review, Crisis intervention
Tier 1:Universal Awareness/ screening
activities
Stand by for crisis intervention/ assessment,
community awareness activities, educational
topical support (drugs, alcohol, tobacco,
suicide prevention), etc. Relationship
building.
Home/School based
Educational Service Delivery by
Tiers of Support
PBIS Tier 3: Intensive Individualized Interventions 6
or more Office Discipline Referrals
General Education with support, Functional Behavior
Assessment, Behavior support plan, Special Education
Referral, 504 Referral/ Plan, Crisis intervention, PBIS
data-based decision-making & planning. Suicide
Intervention (ASIST)
PBIS Tier 2: 2-5 Office Discipline Referrals (Targeted
small group interventions)
Intervention Action Planning, Check In-Check Out,
School counselor targeted small groups, School
counselor check-in support, Suicide intervention (AK
Gatekeeper, ASIST), Mentor programs, Peer support
programs, Crisis Prevention Intervention, Bullyprevention targeted interventions.
PBIS Tier 1: 0-1 Office Discipline Referrals (Schoolwide Universal Supports)
School-wide matrix development & lesson plans,
school violation & positive reinforcement systems
(school -wide & classroom), Data based decisionmaking, Guidance counseling curriculum. Safe TALK/
Kognito/ SOS suicide prevention training/screening,
Bully prevention training.
5-13-13
?
Roles of:
District Administration,
Behavioral Health Agency, and
school-based teams
Define Administration’s Roles
and Responsibilities
Administrator should play an
active role in the school-wide
and agency PBIS
implementation process
Support
Behavioral
Health
staff
ALL administrators
are encouraged to
participate in the
process
Administrator should
be familiar with
school’s current data
and reporting system
Administrators should
actively communicate their
commitment to the process
If a school principal or behavior health agency
director is not committed to the PBIS process, it is
unwise to move forward with a collaborative process!
Coaching Support to Behavioral Health Agencies
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Internal Coach
Day to day resource for
school and behavior health
support.
Oversees the PBIS process
and keeps it moving
internally.
Checks in with
Implementation Team(s) for
fidelity.
Promote communication and
collaborative interventions.
Streamline referral process
for Tier 2 & 3.
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External Coach
Provide PBIS
professional
development for
Agency staff.
Design the “road map”
for implementation and
collaboration.
Keep things going.
Provide resources and
“cheat sheets”.
Support the Internal
Coach and Behavior
Health Agency.
Tier 3
Tier 2
Tier 1
Get to Know Tier 1 in the
SW-PBIS Implementation
Process
And what they will do to get there!
Tier 1 Implementation“8 Steps”
1.
Establish a school-level SW-PBS Leadership Team
2.
School-behavior purpose statement
3.
Set of positive expectations and behaviors.
4.
Procedures for teaching school-wide expected behaviors
5.
Procedures for teaching classroom wide expected behaviors.
6.
Continuum of procedures for encouraging expected behaviors.
7.
Continuum of procedures for discouraging rule violations.
8.
Procedures for on-going data-based monitoring and evaluation.
Tier 1
Tier 1-Step 1: Establish a
School-wide PBIS Leadership
Team
What is the agencies role
with the School-wide PBIS
Leadership Team?
SW-PBIS Leadership Team: Identify
key players (3-8 members)
District
 Responsible for
district wide
commitments and
SW-PBIS planning
 School
Administrative
Team must be
committed to SWPBIS and actively
participate on the
team
*As appropriate
School
 Responsible
for student
and building
wide SW-PBIS
planning and
implementation
 SW-PBIS
school
leadership
team should
remain small
(3-8 members)
*Behavioral
Health Agency
• Promote interagency
collaboration
• Provide community and
in-home updates
• Support home-school
communication and
support (Tier 2 & 3)
• Assist with Agency
linkages for student
support.
• Crisis response/
interventions.
• Counseling support
• Data sharing
Discussion
How can your agencies support the SW-PBIS leadership team?
What role do you play?
Tier 1-Steps 2 & 3: Behavior Purpose
Statement and Positive Behavior
Expectations
What’s behavioral health’s
role with the PBIS initiative?
Understand the school wide matrix..
Together, Glacier Bears have courage, strength, and respect…PRIDE!
Hallways and
Commons
Playground and
Gym
I am respectful
of others.
· Respect others’
space and
business.
· Use your inside
voice and
appropriate
language.
· Be quiet if class
is in session.
· Include others’ in
play.
· Play nicely and
solve problems
appropriately.
· Share equipment.
· Follow the rules.
I am
responsible.
· Clean up after
yourself.
· Move with a
purpose.
I am safe.
I am
respectful of
property.
I am
prepared.
Lunchroom
Restroom
Office
Library
Bus
Assembly
· Use your inside
voice and
appropriate
language.
· Stay in your
spot.
· Use good
manners.
· Respect others’
personal space.
· Wait my turn
patiently.
· Flush after using
the toilet.
· Respect the privacy
and space of
others.
· Use my inside
voice.
· Use appropriate
and respectful
language.
· Help others and wait
your turn.
· Use appropriate and
positive language.
· Use your inside
voice.
· Respect others’
space.
· Keep hands and
feet to yourself.
· Use appropriate
and positive
language.
· Speak at an
appropriate level.
· Maintain personal
space.
· Listen quietly,
watch, and learn.
· Participate as asked.
· Clap as appropriate.
· Report problems
to staff.
· Follow
directions.
· Eat your own
food.
· Listen to
lunchroom staff.
· Put trash and
compost in
correct place.
· Wash my hands.
· Take care of
business in a
timely manner.
· Clean up after
myself.
· Take responsibility
for your actions.
· Follow staff
instructions.
· Use computers and
phone
appropriately.
· Return your
materials on time.
· Listen to the
librarian.
· Stay in your seat.
· Follow directions
first time asked.
· Walk on the right
side.
· Allow clear
passage.
· Keep hands and
feet to yourself.
· Follow staff
instruction.
· Use equipment
appropriately.
· Stay in assigned
areas.
· Wash your
hands.
· Sit and move
appropriately.
· Keep hands and
feet to yourself.
· Wash my hands.
· Keep hands and
feet to yourself.
· Report messes
immediately.
· Walk calmly.
· Keep hands and feet
to yourself.
· Walk.
· Stay seated.
· Keep the aisle
clear.
· Have your whole
body inside the
bus.
· Walk.
· Maintain respectful
body language.
· Take care and
stow your
belongings.
· Take care of our
school building.
· Leave others’
property alone.
· Return items to
their proper place
& pick up trash.
· Put things away
when you are
done.
· Use equipment
appropriately.
· Clean up after
yourself and
take your
belongings with
you.
· Use supplies
appropriately.
· Clean up after
yourself.
· Ask permission
before using office
space, supplies &
equipment.
· Pick up after
yourself.
· Take care of library
materials, furniture
and equipment.
· Keep the bus clean
& do not litter.
· Clean up after yourself.
· Think ahead and
take care of your
business.
· Have permission
if class is going
on.
· Have appropriate
clothing and
footwear.
· Line up quickly.
· Know your
number & food
choices.
· Get everything
the first time
through the line.
· Have your lunch
ready.
· Be in the office
with a purpose.
· Know your number.
· Bring your supplies
with you.
· Be on time.
· Know your stop.
· Have your things.
· Wait patiently.
· Take care of your
needs before the
assembly starts.
· Have permission
during class time.
· Listen to the bus
driver.
· Keep the library
clean.
Discussion
Where does PBIS fit into your Agency culture?
Tier 1-Steps 4 & 5: Teaching
Behavior Expectations
How can behavioral
health agencies reinforce
teaching of the school
wide expectations/ school
rules?
Sample lesson plan
Lesson Plan for Teaching: HALLWAY___________
1. Concept (Expectation)
Understanding PBIS Expectations in the Hallway
●
Respectful of Others
●
Responsible
●
Safe
●
Respectful of Property
●
Prepared
2. Definition and Critical Attributes
Accountable, Respectful, Clean, Safe, Clear
3a. Examples
3b. Non-­Examples
●
Walking, hands & feet to self (giving
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Horseplay
peers space)
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Hanging out with your friends
●
Grab stuff and head to class directly
instead of getting your stuff to go for
●
Inside voice, appropriate language
class
●
Quiet in hall or pod if class is in
●
Swearing, yelling, name calling
session
●
Loud noises
●
Lockers shut and locked
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Jammed lockers or left-­open
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Boots in boot trays
lockers
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Bench is clear
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Boots on the floor
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Tables are clear and clean
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Bench is full of items
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Garbage in trash cans
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Tables are dirty and sticky
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Keep to your own locker
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Garbage on floor
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Asking to leave classroom
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Sharing lockers
●
Leaving class without permission
4. Activities to Enhance Concept Development
●
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●
●
Model expected behavior
Hallway charades
Hallway aerobics
Read non-­examples and respond why/show example
5. Activities to Check for Understanding
How does teaching behavior expectations
fit into your work with clients?
What behavioral health
initiatives or grants does
your agency have that fit
with SW-PBIS?
Education of Parents & Community
 Parenting with Love & Logic or Love & Limits
 Suicide Awareness, Prevention & Postvention activities
 Safe TALK, AK Gatekeeper, ASISIT
 Mental Health First Aid training
 Transition to Independence TIP training
 Bully Prevention
 Cognitive therapy
 Anger management
 Tobacco Alcohol Drug abuse programs
Discussion
In what ways do PBIS and other agency projects work together?
Tier 1-Step 6: Encouraging Positive
Behavior Expectations
How can your agency
support the school wide
PBIS reinforcement
system?
Set up School-wide Reward Systems
Discussion
How can behavioral health agencies support and implement the
the reward systems?
Tier 1-Step 7: Discouraging Rule
Violations
How can the consistent
violation system help
your clients?
Clearly outlined process for all to follow.
Clearly (operationally defined) behaviors.
Definitions of Minor Infractions
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Defiance/Disrespect/ Non-compliance
o
Student engages in brief or low-intensity failure to respond to adult requests.
Disruption
o
Student engages in low-intensity, but inappropriate disruption.
Dress Code Violation
o
Student wears clothing that is near, but not within, the dress code guidelines defined
by the school district or it is a first-time offense.
Inappropriate Language
o
Student engages in low-intensity instance of inappropriate language.
Physical Contact/Aggression
o
Student engages in non-serious, but inappropriate physical contact.
Property Misuse
o
Student engages in low-intensity misuse of property.
Tardy
o
Student arrives at class after the bell (or signal class has started).
Technology Violation
o
Student engages in non-serious, but inappropriate, use of cell phone, Pager, MP3
players, camera and/or computer.
Other
o
Student engages in any other minor problem behaviors that do not fall within a
category.
Definitions of Major Infractions
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Abusive /Inappropriate Language/ Profanity
o
Student delivers verbal messages that include swearing, name-calling or use of
words in an inappropriate way with intent to harm or cause disturbance/disruption.
Arson
o
Student plans and/or participates in malicious burning of property.
Bomb Threat/ False Alarm
o
Student delivers a message of possible explosive materials being on-campus, near
campus, and/or pending explosion.
Defiance/Disrespect/Insubordination/Non-Compliance
o
Student engages in refusal to follow directions, talks back, and/or delivers socially
rude interactions.
Disruption
o
Student engages in behavior interrupting in a class or activity. Disruption includes
sustained loud talk, yelling, or screaming, noise with materials; horseplay or
roughhousing; and/or sustained out-of-seat behavior.
Dress Code Violation
o
Student wears clothing that does not fit within the dress code guidelines practiced by
the district.
Fighting
o
Student is involved in mutual participation in an incident involving physical
violence.
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Forgery/Theft
o
Student is in possession of, having passed on, or being responsible for removing
someone else's property or has signed a person’s name without that person’s
permission.
Harassment/Bullying
o
Student delivers disrespectful messages (verbal, written, or gestural) to another
person that includes threats and intimidation, obscene gestures, pictures, or written
notes. This includes through the use of electronics.
Inappropriate Display of Affection
o
Student engages in inappropriate, consensual verbal and/or physical gestures/
contact, of a sexual nature to another student/adult.
Inappropriate Location
o
Student is in an area that is out of school boundaries.
Lying/Cheating
o
Student delivers message that is untrue and/or deliberately violates rules or engages
in plagiarism or copying another’s work.
Other Behavior
o
Student engages in problem behavior not listed.
Physical Aggression/Assault
o
Student engages in actions involving serious physical contact where injury may
occur.
Property Damage/Vandalism
o
Student participates in an activity that results in destruction or disfigurement of
property.
Skip Class
o
Student leaves or misses class without permission.
Truancy
o
Student receives an ‘unexcused absence’ for ½ day or more.
Tardy
o
Student is repeatedly late to class.
Technology Violation
o
Student engages in inappropriate and/or repeated use of cell phone, pager, MP3
player, camera and/or computer.
Use/Possession of Alcohol
o
Student is in possession of or is using alcohol.
Use/Possession of Combustibles with Intent to Harm
o
Student is in possession of substances/objects readily capable of causing bodily
harm and/or property damage with intent to harm.
Use/Possession of Drugs
o
Student is in possession of/or using Drugs, substance, or imitations.
Use/Possession of Tobacco
o
Student is in the possession of, selling, purchasing, or is using tobacco.
Consistent Office Discipline Referral Form.
Tier 1-step 8: Data-based Decision
Making and Evaluation
How can the consistent
data collection process
help students reach
YOUR treatment goals?
Data collection system
established and in use.
For demo go to www.SWIS.org.
5 Key Components to Data Based
Decision Making in school and
treatment
 Average number of referrals per day
 Location of incident
 Time of incident
 Behavior that occurred
 Student name
www.swis.org
Discussion
How can this violation system data be used to support your
treatment decisions?
Questions?
Contact Information:
 Please place you information here