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PBIS

Understanding the What, Why and How

PBIS

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WHAT DO WE MEAN WHEN WE SAY PBIS?

PBIS

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Misconceptions of this Work

Parties, assemblies and ice cream socials
Rewarding youth �(for doing things they should already know how to do)
Enabling our youth
People talking in really high voices �and “being positive” all the time
Childish
Mascots on steroids
It’s only for “naughty” kids

PBIS

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So what is it?

DATA

Data for decision-making vs. subjectivity
Creating a culture of data�

PRACTICES

Continuum of interventions
Evidence-based
Implemented with fidelity�

SYSTEMS

Improving adult effectiveness and efficiency

So when people say “I don’t agree with/like PBIS”, they are really saying…

PBIS

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Positive Behavioral Interventions & Supports (PBIS) is…

Increase Effectiveness and Efficiency
Supports Consistent Adult Behavior
Process for Continuous Improvement
Framework for Aligning Initiatives

Midwest PBIS Network 12-4-19

Adapted from: USDOE OSEP TA Center on PBIS (October 2015). PBIS Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon, 5. https://www.pbis.org/blueprint/implementation-blueprint

an MTSS data-driven decision making framework for stakeholders to establish the climate and culture, and the multi-tiered social, emotional, behavioral, and mental health (SEB) supports needed for schools and similar organizations to be effective learning environments for all youth and staff.

PBIS

Slide Starter: “To make sure everyone has a core and up-to-date understanding of PBIS, lets review some key concepts…

This is a framework, not a packaged program. You will look at what you already have in place at your school, what works and uses evidence based practices. You will analyze what needs to be put in place to provide behavioral supports for all your students to create an effective learning environment. This creates effective and efficient practices, remembering that the process is continuously improving.

This increases our effectiveness to be preventative and respond early and our efficiency in the ways we use our resources to support the continuum of social and behavioral needs

USDOE, OSEP (2010). Implementation Blueprint and Self-Assessment: Positive Behavioral Interventions and Supports. Retrieved May 1, 2015, from http://www.pbis.org/Common/Cms/files/pbisresources/SWPBS_ImplementationBlueprint_vSep_23_2010.pdf

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�“This is just adding another thing to my plate!”

PBIS

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Team based leadership and coordination
Evaluation of implementation fidelity
Three-Tiered Continuum of evidence-based practices
Continuous data-based progress monitoring and decision-making
Comprehensive universal screening (for systemic and early access)
On-going professional development including coaching with local content expertise

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Specific academic assessments and interventions
Use of published curricula selected by school or district
Use of direct assessment of skills
Periodic assessment through benchmarking periods
Focus on grade-level teaming
Described in IDEA as special education eligibility determination approach

Focus on teaming
Scientifically based �interventions
Instruction as prevention
Tiered continuum of supports with increasing intensity based on need
Regular screening for early intervention
Use of a problem-solving model and data-based decision rules
Emphasis on improving quality of implementation
Embedded into school improvement plan

Specific social behavior assessments and interventions
Use of free materials that are adapted to fit the school’s context
Use of indirect assessment of behavior
Continuous assessment of social behavior with existing data sources
Focus on schoolwide teaming
Described in IDEA as schoolwide prevention and individual intervention approach

Academic RTI

Schoolwide PBIS

Core Features of MTSS

Updated 8-22-19 Midwest PBIS Network

HOW we implement and align this work is guided by the Six Core MTSS Features

PBIS

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Supporting culturally knowledgeable Staff Behavior

team-based leadership and coordination
professional development, coaching, and content expertise

Supporting culturally valid Data-based Decision Making

universal screening
progress monitoring
evaluation of fidelity

Supporting Student Behavior

three-tiered continuum of culturally relevant evidence-based interventions

SYSTEMS

PRACTICES

DATA

OUTCOMES

Supporting culturally equitable Targets including �social/emotional competence & academic achievement

Positive Behavioral Interventions and Supports (PBIS) for Continuous Improvement and Alignment of Initiatives

is a Multi-Tiered System of Supports (MTSS) Framework

Midwest PBIS Network 2/7/19. Adapted from:

“What is a systems Approach in school-wide PBIS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. https://www.pbis.org/school

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

Slide Starter: “This visual is the organizing logic of a Multi-Tiered Behavioral Framework…

Sources:

1. What is a systems Approach in school-wide PBIS? OSEP Technical Assistance on Positive Behavioral Interventions and Supports.

2. McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators. (What is important to each particular learning community?)

Practices: interventions and strategies that are evidence based. (How will you reach the goals?)

Data: information that is used to identify status, need for change, and effects of interventions. (What data will you use to support your success or barriers?)

Systems: supports that are needed to enable the accurate and durable implementation of the practices of MTSS. (What durable systems can be implemented that will sustain this over the long haul?)

The framework language is familiar and used often when discussing MTSS. By framework, we mean MTSS is a singular method of organizing the decision making, implementation, and progress monitoring of school operations. The circles represent the key components of that framework, and are used to organize the school’s way of work. Start with identifying outcomes, which for whole school is often Social Competence and Academic achievement…

Then we look to the data to uncover our “current reality” or what is showing up around this outcome-where are we/where do we stand. We would use the data to identify a precision statement that clearly defines the current reality (problem to address). Then we would look to our resources (e.g., resource map) to identify what practices we might have that would support students with the issues showing up in our data (e.g., school-wide expectations defined, taught, and reinforced for respectful behavior). Then we look at what supports would be necessary to support the adults to implement the practices identified to support students. Then we return to data to monitor progress and make decisions as to whether or not what we implemented worked. If not, was it because we lacked fidelity? Or was it because it wasn’t the right match of practices to need? Do we need different systems (supports) for the adults.

Cultural Relevancy:

Culturally relevant behavior support: Teach behaviors that are socially relevant to Culturally and Linguistically Diverse (CLD) students

Culturally validating behavior support: Acknowledge students’ cultural identity as a strength

Establish cultural validity of data: Carefully review operational definitions of behavioral violations�

Disaggregate ODR data by student race. For example, ethnicity report of the School Wide Information System (www.swis.org)�

Revise measures: Provide schools with tools to assess extent to which culturally responsive systems and practices are in place

Generate school-wide commitment to culturally equitable behavioral outcomes: Define school-wide behavioral goals in collaboration with parents of CLD students�

Increase accountability for equitable outcomes. Review extent to which defined goals are met.

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Overview: Virtual Tier I Team Training

9

Outcomes

Identify measurable targets connected to your organization’s priorities and needs

For example:

Social and Emotional Competence
Academic Achievement
Organizational Climate and Culture
Student College and Career Readiness
Student Community Readiness
Behavior
Mental Wellness
Relationship Building
Building protective factors for students who experienced trauma
etc.

PBIS

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Overview: Virtual Tier I Team Training

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DATA

Establish comprehensive universal screening measures (entry and exit criteria) for internalizing and externalizing needs
Select which evidence-based practices to install
Team data-based problem solving for decision-making
Continuous data-based progress monitoring of organizational and student outcomes (grades, attendance, referrals, perception, equity, etc.)
Process for layering up supports
Evaluation of implementation fidelity

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

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Overview: Virtual Tier I Team Training

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SYSTEMS

Team-based leadership and coordination (District and School)
District and School Administrator Commitment
Ongoing professional development including coaching and performance feedback
Support for staff in Implementing practices
Communication/input from stakeholders
Documentation and Policies

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

PBIS

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Overview: Virtual Tier I Team Training

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PRACTICES

Three-tiered continuum of evidence-based practices and lessons to support community members��
Interventions to match level of need
Practices implemented with fidelity
Practices result in improved outcomes

Items in bold denote core features of MTSS

McIntosh, K.& Goodman, S. (2016). Integrated Multi-Tiered�Systems of Support: Blending RTI and PBIS. New York: Guilford Press.

Tier 1 Prevention for all community members in all settings

Tier 2 Group-based Prevention for at-risk behaviors

Tier 3 Individualized Prevention for high need behaviors

~ 80% Responding

~ 15%

~ 5%

PBIS

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Three-tiered Continuum of �Evidence-based Practices

Overview: Virtual Tier I Team Training

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Tier I Prevention:

School/Classroom-wide Data, Systems, Practices

for all Students, Staff, Settings

Tier II Prevention:

Group-based Data, Systems, Practices Targeting At-Risk Behaviors

Tier III Prevention:

Specialized, Individualized

Data, Systems, Practices for High-Need and Complex Behaviors

~80% responding

~15%

~5%

Students
Staff
Families
Community

Midwest PBIS Network 7-25-19

Adapted from: USDOE OSEP PBIS TA Center

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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A Framework for Aligning Your Practices/Initiatives

Overview: Virtual Tier I Team Training

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Midwest PBIS Network 1-15-19

Adapted from: USDOE OSEP PBIS TA Center

Bullying Prevention

Social Emotional Learning

Restorative Practices

Academic Curricula

Wraparound

Social and Academic �Instructional Groups

Check-in Check-out

Relationship Building

Second Step

Trauma Informed

Community Involvement �in the School

FBA/BIPs

Behavior Lesson Plans

PBIS

Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively with fidelity, we now that will be sufficient for about 80% of our students.

For a small group of students (typically around 10-15%) we will need to add another layer of support- secondary/tier 2/targeted supports. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide MTSS effort.

Still, a small number/few students (about 1-5% )will need yet another layer of very individualized/intensive support. The goal of tertiary/tier 3 supports is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (or core tier 1 curriculum and practices.

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THE WHY OF THIS WORK

PBIS

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When your students leave your school, what skills do you want them to take with them?

PBIS

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Examples of Social, Emotional, and Executive Functioning Skills Needed/Academic Enablers

Introducing Yourself
Beginning a Conversation
Ending a Conversation
Joining In
Playing a Game
Asking a Favor
Offering Help to a Classmate
Giving a Compliment
Accepting a Compliment
Suggesting an Activity
Sharing

Apologizing
Listening
Asking for Help
Saying Thank You
Bringing Materials to Class
Following Instructions
Completing Assignments
Contributing to Discussions
Offering Help to an Adult
Asking a Question
Ignoring Distractions
Making Corrections

Deciding on Something to Do
Setting a Goal
Expressing Your Feelings
Recognizing Another's Feelings
Showing Understanding of Another's Feelings
Expressing Concern for Another
Dealing with Your Anger
Dealing with another's Anger
Expressing Affection

Dealing with Fear
Rewarding Yourself
Using Self-Control
Asking Permission
Knowing Your Feelings
Responding to Teasing
Avoiding Trouble
Staying Out of Fights
Problem Solving
Accepting Consequences
Dealing with an Accusation
Negotiating

PBIS

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Under the Surface

PBIS

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Tt

PBIS

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PBIS

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Aces impact a child’s social emotional development and chances of school success

PBIS

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Our Youth in Our Schools

Children ages 3 to 5 who have had 2 or more ACEs are over 4 times more likely to

have trouble calming themselves down
be easily distracted
have a hard time making and keeping friends.�

Students with 3 or more ACEs are �2.5 times more likely to fail a grade.�
Students with 3 or more ACEs are significantly more likely to be unable to perform at grade level, receive special education services, be suspended, be expelled, or �drop out of school.

The Illinois ACEs Response Collaborative

PBIS

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Affects learning

Adversely affects students’ ability to …

Acquire language & communication skills
Understand cause & effect
Take another person’s perspective
Attend to classroom instruction
Regulate emotions
Engage the curriculum
Utilize executive functions

Make plans
Organize work
Follow classroom rules

The Heart of Learning & Teaching Compassion, Resiliency & Academic Success (Wolpow et al, 2009)

PBIS

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Impact of Trauma on the �Developing Brain

Cognition

Social/ Emotional

Regulation

Survival

Cognition

Social/ Emotional

Regulation

Survival

Typical Development

Adverse Experiences

Adapted from Holt & Jordan, Ohio Dept. of Education

PBIS

The upper part of the brain is the prefrontal cortex. It regulates judgment, decision making, moral reasoning, planning, impulse control, cause & effect thinking, comprehension skills, information processing, self awareness and self esteem, delay of gratification, and many other functions that involve rational thinking.

The mid-brain is deals with key functions of emotions and memory.

The lower part of the brain mobilizes the body for action (i.e., fight or flight response) when danger is perceived and overrides the upper part of the brain.

When a child perceives or is on watch for danger persistently (i.e., constant state of “yellow alert”), this causes higher and prolonged levels of cortisol to be present in the bloodstream, resulting in toxic stress, and the prefrontal cortex may be underdeveloped. The result doesn’t just change brain functioning; it can actually change the brain structurally.

The typical child spends little time focused on survival and can devote most of her/his waking time to cognition and social-emotional functioning. For a child who has experienced developmental trauma, the triangle can become inverted with the majority of the brain’s attention focused on survival, leaving little left for cognition.

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Amygdala�(uh-MIG-duh-luh)

THE WHOLE BRAIN CHILD: 12 12 REVOLUTIONARY STRATEGIES TO NURTURE YOUR CHILD’S DEVELOPING MIND

DANIEL J. SIEGEL, TINA PAYNE BRYSON

PBIS

Reference:

Siegel/Payne: “The babygate of the mind. My amygdala made me do it. The amygdala is about the size and shape of an almond and is part of the limbic area, which resides in the downstairs brain. The amygdala’s job is to quickly process and express emotions, especially anger and fear. This little mass of gray matter is the watchdog of the brain, remaining always alert for times we might be threatened. When it does sense danger, it can completely take over or hijack the upstairs brain.”

What to say about this slide:

The Amygdala is the size and shape of an almond. It is the watchdog of your brain as it helps watch for anything that might require reaction of fight, flight or freeze. Anything that triggers that reaction, causes amygdala to hijack our brain and send us into downstairs/survival brain mode.

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THE WHOLE BRAIN CHILD: 12 12 REVOLUTIONARY STRATEGIES TO NURTURE YOUR CHILD’S DEVELOPING MIND

DANIEL J. SIEGEL, TINA PAYNE BRYSON

PBIS

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Flight	Fight	Freeze
Withdrawing	Acting out	Exhibiting numbness
Fleeing the classroom	Behaving aggressively	Refusing to answer
Skipping class	Acting silly	Refusing to get needs met
Daydreaming	Exhibiting defiance	Giving a blank look
Seeming to sleep	Being hyperactive	Feeling unable to move/act
Avoiding others	Arguing
Hiding or wandering	Screaming/yelling
Becoming disengaged

What Flight, Fight, or Freeze Looks Like

Fostering Resilient Learners

Strategies for Creating a Trauma-Sensitive Classroom

Kristin Souers with Pete Hall

PBIS

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What to Expect In Our Classrooms

13 of every 30 students in a classroom experience toxic stress from 3 or more Adverse Childhood Experiences (ACEs)

Source: Washington State Family Policy Council

PBIS

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Research-Based Benefits of Relationships

DISCIPLINE: In a meta-analysis of more than 100 studies- teachers who had high-quality relationships with students had 31% fewer discipline problems, rule violations, and other related problems over a year’s time than did teachers who did not

Marzano, Marzano, and Pickering, 2003�

RESILIENCY: “The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult”

Shonkoff, J., Levitt, P., Bunge, S., Cameron, J., Duncan, G., Fisher, P., & Fox, N. (2015). Supportive Relationships and Active Skill-Building Strengthen the Foundations of Resilience.pdf. National Scientific Council on the Developing Child, Harvard University.)

STUDENT LEARNING: John Hattie’s Visible Learning research is based on a meta-analysis of 800 studies where he ranked 138 influences on student learning. The average effect size of all influences studied was .40. Teacher-Student relationship had an effect size of .72

Hattie. J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge. �

PBIS

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Don’t label me… support me

Adult rel.

Peer rel.

Anxiety

Problem sol.

Anger man.

Distracting others

Working ind.

Chemistry

Geometry

Lang Arts.

PE

Orchestra

Attend.

Ask assist.

Activity: �

What does YOUR social, emotional, academic, physical, and/or professional profile look like?

Tier 1 Supports

Tier 2 Supports

Tier 3 Supports

Student Profile

------------------- Teacher Profile?

PBIS

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A “Shift” in our Thinking

How are you

“Rethinking” Discipline?

What is your WHY for pursuing an educational approach to discipline?

Impact of Relationships?
Impact of Trauma?
Growth Mindset?
Approaching Behavior like Academics?
Treat students like adults want to be treated?
Punishment vs Teaching
Impact of shaming and other Response Cost strategies (e.g. clip-charts, demerits, three-minors equals a major, etc.)
Skill deficit/function vs defiance
Restorative Practices?
All humans have performance deficits, and need tiered supports
High expectations, High Patience
Others?

PBIS

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Rethinking Discipline Behavior Change… �as an instructional process

We change STUDENT behavior by

changing ADULT behavior

This work is not about changing kids.�

This work is about changing the environment to make it more likely that kids will succeed (both academically and socially/emotionally).

INVERVENTIONS = changes in staff procedures & practices

Reflect (circle): How does this reinforce or challenge your thinking?

PBIS

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KNOW THE HOW

PBIS

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COMPONENTS OF TIER 1

Abbreviated

PBIS

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Food for Thought…

If a child doesn’t know how to read, we teach.
If a child doesn’t know how to swim, we teach.
If a child doesn’t know how to multiply, we teach.
If a child doesn’t know how to drive, we teach.
If a child doesn’t know how to behave, we… teach? punish?

Why can’t we finish the last sentence as automatically �as we do the others?

�John Herner (NASDE Preent)

Counterpoint 1998, page 2

PBIS

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Roll-out of Tier 1 Implementation Components

Teaming & Leadership

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision-Making

Creates a safe, predictable, consistent environment

Builds skills; helps replace inappropriate coping skills

Encourages desired behavior, supports staff in developing relationships; creating a nurturing environment; helps build self-esteem

Ensure fidelity; Efficient and effective processes for making decisions with data

Supports a safe environment; creates predictability; growth mindset and restorative strengthens relationships and community

Formalizing the desired culture for your organization

Aligning priorities of community members; capturing stakeholder voice; coaching; PD; facilitate data-based decision making

PBIS

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Roll-out of Tier 1 Implementation Components

Teaming & Leadership

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging

Preventing & Responding to Inappropriate Behavior

Data-Based Decision-Making

Creates a safe, predictable, consistent environment

Builds skills; helps replace inappropriate coping skills

Encourages desired behavior, supports staff in developing relationships; creating a nurturing environment; helps build self-esteem

Ensure fidelity; Efficient and effective processes for making decisions with data

Supports a safe environment; creates predictability; growth mindset and restorative strengthens relationships and community

Formalizing the desired culture for your organization

Aligning priorities of community members; capturing stakeholder voice; coaching; PD; facilitate data-based decision making

PBIS

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Classroom Practices Integrated

Teaming & Leadership�

Vision & Expectations

Define Rules (examples) and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

2

4

5

Six Classroom Practices

1 Physical Environment

2 Classroom Teaching Matrix

3 Active Supervision

4 Encouraging Appropriate Behavior

5 Continuum of Response Strategies for Inappropriate Behavior

6 Engagement and Opportunities to Respond

PBIS

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6 Classroom Practices

Physical environment
Classroom Teaching Matrix (Expectations, Rules, Routines)
Active Supervision
Encouraging Appropriate Behavior

Direct instruction of expectations, rules, routines
Preventative Prompts
Specific Praise for Behavior
Individual Reinforcers
Class-Wide Group Contingency

Continuum of Response Strategies for Inappropriate Behaviors

Praise other students/groups
Specific Error Correction
Etc.

Engagement & Opportunities to Respond

Rev 2-15-19. Midwest PBIS Network. Developed through the ongoing research and shared knowledge of many partners, including the National TA Center on PBIS, Midwest PBIS Network, Mid-Atlantic PBIS Network, Missouri PBIS, Lincoln Public Schools, Brandi Simonsen (UConn) & Diane Myers (Texas Women’s University).

Classroom �Management�Practices

PBIS

These are the 8 Classroom Management Practices that research has shown has a positive impact on students. Each module has the practice bolded in orange font.

We want your teachers to have effective strategies that they are all using consistently. Tier I features are implemented within classrooms and are consistent with school-wide systems.

(The classroom is a critical aspect of Tier I training and includes 8 key components. These strategies maximize classroom management to allow for instructional time and less teacher stress!

**Components 1 & 4 are about setting up the physical environment to minimize distractions for students, to use the physical space of the classroom as an assistant in managing student bodies and behaviors, and also how we can have a positive impact on students engagement by moving around the classroom and having brief interactions with students.

**Components 2, 3, 5, 7 are about efficient teaching of those common classroom routines, how to do it efficiently and not over and over again, and how to provide feedback to encourage students follow those routines. Praise connected to specific behaviors is more powerful than generic praise. Group feedback, and rewards can be powerful motivators too.

**Components #7 and 8 are about providing adequate level of practice for the behaviors you want to see, and how to effectively, quickly redirect these misbehaviors so they are less likely to turn into bigger behaviors.)

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Sample School-wide Teaching Matrix

School-wide ROAR Expectations	Rules (examples) rev 7-16-19
School-wide ROAR Expectations	All Settings	Hallways	Lunch	Bus	Online	Classrooms
Respect	Be on time Assume positive intent	Walk to the right Use level 2 volume	Invite those sitting alone to join	Stay in my seat Use level 1 volume	Consider feelings of others before I post Be an upstander – speak up when I see unsafe behavior	See classroom specific matrices for rules and classroom routines
Organized and Achieving	Hands and feet to self Help/share with others	Walk directly to my designated area	Have a lunch plan Choose quiet or social area Invite friends to join	Have a plan Use headphones to listen to music	Check my feelings before I post Re-read messages before I post.
Responsible	Recycle Be prepared	Pick up litter	Use my breathing technique Listen to my signals	Watch for my stop	Double check sources before I post Think before I forward
Teacher’s Role (Conditions for Learning)	Use specific praise to reinforce behavior	Stand in hall during passing periods	Use active supervision (move, scan, interact)	Ensure students enter bus calmly	Teach and practice routine monthly	Develop classroom matrix Post; teach; reinforce

Midwest PBIS Network, 2019. Adapted from: Barrett, S., Eber, L., McIntosh, K., Perales, K., & Romer, N. (2018). Teaching Social-Emotional Competencies within a PBIS Framework. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. www.pbis.org.

Rules (specific behaviors) operationally define your expectations

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Sample Classroom Teaching Matrix

The Watkins HS Way	Classroom 214 Rules �(Examples)	Classroom 214 Routines rev 7-16-19
The Watkins HS Way	Classroom 214 Rules �(Examples)	Welcome	Group Work	Online	When you feel upset…	How to Transition
Be Responsible	Stay on task Offer to help Apologize for mistakes	Turn in homework Put materials in desk Begin work	Do your fair share Manage time carefully	Double check sources before I post Think before I forward	Stop and take a few deep breaths Recognize what you’re feeling “I feel…”	Clean up your area
Be Respectful	Raise hand Track the speaker Follow directions	Say “good morning” to teacher and classmates Talk in soft voices	Listen to your peers Take turns speaking Say “I like that idea, AND…”	Consider feelings of others before I post Upstanders speak for others	Ask for a break if you need a moment Express your feelings appropriately	Stand and Push in your Chair, OR Listen for direction to next activity
Be Safe	Walk quietly Keep hands and feet to self	Put personal belongings in designated areas Take your seat	Clean up area when time is up	Turn on privacy controls	Talk to someone if you need help Talk to someone if it will make you feel better	Eyes on me Wait to be called
Teacher’s Role (Conditions for Learning)	Supervise all areas of classroom	Greet Students warmly Bell to bell activity posted	Actively supervise small group activities	Teach & practice routine monthly	Use Active Supervision to predict triggers	Teach, practice, reinforce transitions

Midwest PBIS Network. (2019). Tier 1 Team Training: TFI 1.3 PPT [PowerPoint slides]. Retrieved from http://www.midwestpbis.org/materials/tier-i-team-training

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Why Develop a System for Teaching Social, Emotional, and Behavioral Skills?

Behaviors are prerequisites for academics.

Procedures and routines create structure.

Repetition is key to learning new skills.

For a child to learn something new, it needs to be repeated on average ? times (Joyce and Showers, 2006)

Adults average ? (Joyce and Showers, 2006)

For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ? times (Harry Wong)

8

25

28

PBIS

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Embed into Daily Curriculum

Objective for the Subject Matter Lesson

Objective for a paired Behavioral/Social/emotional skill (taken from the school’s teaching matrix)

PBIS

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Layering Components of Class/School-Wide �Acknowledgement System for Students

Components

High frequency/Predictable �Delivered at a high rate for a short period
Intermittent and/or Unexpected�Bring “surprise” attention to certain behaviors or at scheduled intervals

Short-term Celebrations

E.g. Weekly or bi-weekly whole class or whole school rewards
DJ Friday’s, Game choice, free time in class, Lunchroom Music, etc.

Mid-term Celebrations

E.g. monthly activities
Assemblies, yoga in the yard before school, fancy lunch day, field trips

Example of a Layered Plan

Individuals: Tiger tokens (prompt adults) to use behavior specific praise with students. (e.g. Approx 10 per day)
Classroom Group Contingencies: Classes collect tiger tokens. Every 25 earned = whole-class social reinforcer (approx. 1-2 per week)
Grade Level or School-wide Group Contingencies: School tracks whole-class reinforcers, and every 15 = school-wide social reinforcer (approx. 1-2 per month)

Examples of Individual acknowledgements: Gotchas, ticket lottery, special announcements, positive calls home, Hi-five button, raffles, rotating trophy, etc.

PBIS

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Quickest Way to Change Behavior �in Anyone is to…

Point out what they’re

doing right!

Research indicates that you

can improve behavior

by 80% just by pointing out

what someone is doing

correctly.

Laura Riffel, OSEP

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How to Acknowledge

Provide Specific Praise for Behavior:

Step 1: Identify the student or group

Step 2: Include a term of praise

Step 3: Describe/Acknowledge specific behavior/rule being �recognized

Step 4: (best practice): Link to school-wide expectation

Step 5: (optional): Provide tangible reinforcement, DPR points, etc.

Non-examples:

“Brian is sitting in his seat.”
Saying “good job” without connecting to school-rule.
Giving ticket without saying anything
Only giving a ticket for “above and beyond” behavior

MS Before and After Video Example: https://drive.google.com/file/d/0B1-B5Pl4nuDwbWUxMlpnM2pEc2M/view

”Diane, Awesome! You are demonstrating Listening to the speaker, that's being ‘respectful!’”

“This whole table group cleaned up their lab area when the period bell rang. Well done! Way to show ‘responsibility.’”

30 seconds or less!

The Wilson Way	Classroom Rules
The Wilson Way	Classroom Rules
Be Responsible	Stay on task Clean up area Apologize for mistakes
Be Respectful	Raise hand Listen to speaker Follow directions
Be Safe	Walk quietly Keep hands and feet to self

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…Receive Frequent Feedback and �Acknowledgement�(across ALL school settings)

Correction

Acknowledgement

5 : 1

(Scott, 2008)

Remember, a ticket/reinforcement practice is a system to remind adults to praise and have positive interactions with students.

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Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Re-teach

Praise Approximations (Differential Reinforcement)

Specific�Error Correction

Provide Choice

Conference with Student

Planned Ignoring

Physical Proximity

Direct Eye Contact

Signal/ Non-Verbal Cue

Praise (BSPS) the Appropriate �Behavior in Others

Redirect

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Steps to Specific and Contingent �Error Correction:

1. Respectfully address student

2. Describe inappropriate behavior

3. Describe expected behavior/rule

4. Link to school-wide expectation on Matrix

5. End with encouragement

Your Turn!

Give a sample Error Correction statement that includes these steps and is brief!

1 minute or less!

Example: “Joe [privately and with sincere voice tone], I saw that you were talking to your neighbor during independent work time. The expectation during independent time is focus on your own work which is Doing Your Best. Go ahead and start on your work again, and I’ll stop by to catch you doing your best.”

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Where do you document the process and practices for how staff prevent and respond to problem behaviors?

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Old vs New Decision Making

Use �Data

Precision Problem Statement

Set Measurable Goal

Develop Solution and Action Plan

Monitor Fidelity of Plan

Monitor Outcome vs Goal

Problem

Solution

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Using “TIPS” Team Mtg Agenda Format �for data-based decision-making

https://drive.google.com/open?id=1N87C7-Zq1hjafZmn5-QojbyaAtwnDTHG

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1. How has today reinforced or challenged your thinking?�2. What other questions do you have?

Reinforced or Challenged…

Questions I have…

PBIS