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What is PBIS Tier 1?

10.17.24

PBIS

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#WHATISIT

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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This Photo by Unknown Author is licensed under CC BY-NC

This is your 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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Three-tiered Continuum of �Evidence-based Practices

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

11

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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Consistency Matters

Common

Vision/Expectations

Common

Language

Common

Practices

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

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#KNOWYOURWHY

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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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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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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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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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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#KNOWTHEHOW

PBIS

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COMPONENTS OF TIER 1

Abbreviated

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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Tiered Fidelity Inventory (TFI) Measures of Tier 1

Teaming & Leadership�

Vision & Expectations

Define Rules and Routines

System for Teaching

System for Feedback & Acknowledging�

Preventing & Responding to Inappropriate Behavior�

Data-Based Decision-Making

(1.1, 1.2, 1,7, �1.10, 1.11)

(1.3)

(1.3, 1.8)

(1.4)

(1.9)

(1.12, 1.13, 1.14, 1.15)

(1.5, 1.6)

TFI	Component
1.1	Team Composition
1.2	Team Operating Procedures
1.3	Behavioral Expectations
1.4	Teaching Expectations
1.5	Problem Behavior Definitions
1.6	Discipline Policies
1.7	Professional Development
1.8	Classroom Procedures
1.9	Feedback & Acknowledgement
1.10	Faculty Involvement
1.11	Student/Family/Community Involvement
1.12	Discipline Data
1.13	Data-based Decision Making
1.14	Fidelity Data
1.15	Annual Evaluation

PBIS

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TFI 1.1 & 1.2 Purpose & Outcomes

Purpose:

Develop an effective and efficient leadership team that is representative of your staff and stakeholders.

Outcomes:

TFI 1.1 Team Composition: Tier I team includes a Tier I systems coordinator, a school administrator, a family member, and individuals able to provide (a) applied behavioral expertise, (b) coaching expertise, (c) knowledge of student academic and behavior patterns, (d) knowledge about the operations of the school across grade levels and programs, and for high schools, (e) student representation.

TFI 1.2 Team Operating Procedures: Tier I team meets at least monthly and has (a) regular meeting format/agenda, (b) minutes, (c) defined meeting roles, and (d) a current action plan

PBIS

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Who should be on the team?

Team members:

Administrator(s)
Broad representation from

ALL grade levels/Departments
Special education
Paraprofessionals
Art, music, P.E.
Students
Family and Student representation
Larger schools may require larger teams/subcommittees.�
Other Suggestions?

PBIS

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Define Roles for Effective Meetings

Core roles

Coach/Facilitator
Minute taker
Data analyst
Active team member
Administrator

Others roles?
Assign backup for each role
Can one person serve multiple roles?

Typically NOT the administrator

TIPS II Training Manual (2013) www.uoecs.org

PBIS

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TFI 1.3 Purpose and Outcomes

Purpose:

Prepare and plan for facilitating�implementation of development of�School-wide Expectations & Rules�

Outcomes:

TFI 1.3 Behavioral Expectations:

School has five or fewer positively stated behavioral expectations, along with examples (rules) by setting/location for student and staff behaviors (e.g., school teaching matrix) defined and in place.

TFI 1.8 Classroom Procedures:

Classroom rules and routines are defined, aligned to expectations, and in place.

PBIS

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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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�TFI 1.4 Purpose & Outcomes�

Purpose:

Prepare and plan for facilitating implementation

of teaching the school-wide and classroom-wide

Expectations

Outcomes:

TFI 1.4 Teaching Expectations:

Expected academic and social behaviors are taught

directly to all students in classrooms and across other

campus settings/locations.

PBIS

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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

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Embed Social/Emotional/Behavioral Instruction into Daily Curriculum

Objective for the Subject Matter Lesson

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

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TFI 1.5 & 1.6 Purpose & Outcomes

Purpose:

Prepare and plan for facilitating implementation �of effective discipline procedures �

Outcomes:

1.5 Problem Behavior Definitions:

School has clear definitions for behaviors that interfere with academic and social success and a clear policy/ procedure (e.g., flowchart) for addressing office-managed versus staff-managed problems

1.6 Discipline Policies:

School policies and procedures describe and emphasize proactive, instructive, and/or restorative approaches to student behavior that are implemented consistently

1.8 Classroom Procedures:

Tier I features (school-wide expectations, routines, acknowledgements, in-class continuum of responses) are implemented within classrooms and consistent with school-wide systems.

PBIS

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��

“When everyone handles infractions with instructional correction procedures, students learn that what happens when they misbehave is procedure not personal.”��

~Bob Algozzine

PBIS

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“T-Chart” Problem Behaviors Example

Teacher Managed Behavior (Minor)�

Attendance/Tardy – Inform parents �on effect on academic performance
Profanity directed at student
Gum chewing
Homework
No supplies
Tattling
Non-compliance
Name calling
Lying
Minor stealing
Cheating
Dress Code Violations
Minor Harassment
Disrespect
Disruption
Defiance

Office Managed Behavior (Major)�

Attendance/Tardy
Vandalism
Substances
Weapons
Profanity directed at Adults
Fighting
Verbal/Physical intimidation
Major stealing
Cutting school
Wanderers
Gang Related Activity
Chronic Dress Code Violation
Harassment (including sexual)
Disrespect
Disruption
Defiance

What about these examples?

PBIS

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

PBIS

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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

PBIS

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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.”

PBIS

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TFI 1.7 Purpose & Outcomes

Purpose:

Organize the PBIS features�into a cohesive plan

Outcome:

TFI 1. 7 Professional Development: A written process is used for orienting all faculty/staff on 4 core Tier I PBIS practices:

(a) teaching school-wide expectations,

(b) acknowledging appropriate behavior,

(c) correcting errors, and

(d) requesting assistance.

PBIS

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�Professional Development

Behavioral Expectations	Classroom Procedures	Teaching Expectations
Feedback and Acknowledgement	Problem Behavior Definitions	Discipline Data

PBIS

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PBIS BINDER

Team Composition

Team Operating Procedures

Behavioral Expectations

Teaching Expectations

Problem Behavior Def.

Discipline Policies

Professional Dev.

Classroom Procedures

Feedback & Acknow.

Faculty Involvement

Student/Family Involv.

Data-based Decision

Documentation

PBIS

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TFI 1.9 Purpose & Outcomes

Purpose:

Prepare and plan for implementation a system to acknowledge behaviors

Outcomes:

1.9 Feedback and Acknowledgement: A formal system (i.e., written set of procedures for specific behavior feedback that is [a] linked to school-wide expectations and [b] used across settings and within classrooms) is in place and used by at least 90% of a sample of staff and received by at least 50% of a sample of students.

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

PBIS

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Definition

Positive acknowledgement is the presentation of something reinforcing or rewarding immediately following a behavior.

It can be verbal, �it can be tangible, or �it can include both.

(SBCUSD Positive Behavior Support Initiative)

PBIS

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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.

PBIS

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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

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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Frequently Asked Questions

Q: I currently have a home behavior management system (color cards, move your clothespin, stones in jar, numbers up, names on a wall, class dojo)… Can I still use this?

Central HS

PBIS

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TFI 1.10 & 1.11 �Purpose & Outcomes

Purpose:

Prepare and plan for involving all stake holders �in decision-making and implementation

Objectives:

1.10 Faculty Involvement: Faculty are shown school-wide data regularly and provide input on universal foundations (e.g., expectations, acknowledgements, definitions, consequences) at least every 12 months.

1.11 Student/Family/Community Involvement: Stakeholders (students, families, and community members) provide input on universal foundations (e.g., expectations, consequences, acknowledgements) at least every 12 months.

PBIS

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Input and Feedback: �Communication and Feedback Loops

Grade level/core/department meetings
Vertical team meetings
Staff/Faculty Meetings
Google Docs, SharePoint, or other virtual sharing mechanisms
Newsletters
Professional development days
Communities of Learners (shared learning)

PBIS

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TFI 1.12 & 1.13 Purpose & Outcomes

Purpose: �Prepare and plan for facilitating �implementation of Data Analysis

Outcomes:

1.12 Discipline Data: Tier I team has instantaneous access to graphed reports summarizing discipline data organized by the frequency of problem behavior events by behavior, location, time of day, and by individual student.�

1.13 Data-based Decision Making: Tier I team reviews and uses discipline data and academic outcome data (e.g., Curriculum-Based Measures, state tests) at least monthly for decision-making.

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Rationale

Data allow us to look at a problem more objectively.

Without data, we are more likely to make ambiguous, or emotionally driven decisions.

Data can be used for identifying and planning to address problems, celebrating successes, and accountability.

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Core SWIS Reports

Avg Referrals/Day/Month

Referrals by Prob Behavior

Referrals by Location

Referrals by Time

Referrals by Student

Referrals by Day of Week

Referrals by Grade

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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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Primary vs. Precision Statements

Primary Statements	Precision Statement
Too many referrals	There are 25% more ODRs for aggression on the playground this month than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.
September has more suspensions than last year
Gang behavior is increasing
The cafeteria is out of control
Student disrespect is out of control

How do we go from here to here?

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Building a Solution & Action Planning

Solution component	Definition and Example	Cafeteria Hallway Solution…
Prevention	How can we avoid the problem context? e.g. schedule lunch times, change lighting
Teaching	How can we define, teach, and monitor what we want? e.g. build “Quiet” curriculum, teach hallway expectations, buy decibel meter
Recognition	How can we build in systematic rewards for positive behavior? e.g. Used specific praise with three students prior to transition, 2 quiet days = 5 extra minutes of social time at lunch, etc.
Extinction	How can we prevent problem behavior by removing the reward? e.g. Do not respond to student who speaks out instead of raising hand, teach others to ignore, etc.
Corrective Consequence	What are efficient, consistent educational consequences for problem behavior? e.g.: Error correction, practice appropriate behavior (document with Major/Minor ODR), etc.
Data	What additional data will help in assessing, problem solving, progress monitoring, and/or evaluating fidelity of the plan? e.g. walkthrough reports, observations, self-assessments, SWIS ODR data, time on task, etc.
Safety	Are additional safety precautions needed? e.g. separate student from others if he is unable to demonstrate self-control; increase adult supervision, etc.

Workbook: TFI 1.12., 1.13 Activities 4 (Step 3)

Using one or more of the solution components, Write a solution addressing your Precision Problem Statement on hallway behavior outside the cafeteria.

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TFI 1.14 & 1.15 Purpose & Outcomes

Purpose: �Prepare to measure fidelity and outcomes of�all Tier 1 efforts using multiple forms of data

�

Outcomes:

1.14 Fidelity Data: Tier I team reviews and uses SWPBIS fidelity (e.g., SET,

BoQ, TIC, SAS, Tiered Fidelity Inventory) data at least annually.

1.15 Annual Evaluation: Tier I team documents fidelity and effectiveness (including on academic outcomes) of Tier I practices at least annually (including yearly- year comparisons) that are shared with stakeholders (staff, families, community, district) in a usable format.

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Rationale

Evaluation systems are a way to hold ourselves accountable, celebrate our successes, and change our PBIS implementation based on data.

Evaluation helps us see the big picture and fit in all the small details.

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Tiered Fidelity Inventory (TFI)

Assists teams in finding areas of implementation strength and needs

Completed by PBIS team members and coach at the same time.

Goal: 80% or more of total points for implementation

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Sample TFI Report - Scale

What do you see? How is this helpful?

TFI Tip:

Fidelity Cut Scores:

Tier 1 ≥70%
Tiers 2/3 ≥80%

Washington School

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Self-Assessment Survey (SAS)

WHAT: Annual assessment of staff perception of PBIS implementation

WHO: All school staff

WHEN: Annually – preferably spring

WHY: Identifies implementation status and improvement priority for School Wide, Classroom, Non-classroom and Individual Student Systems

WHERE: www.PBISApps.org

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Sample SAS Item Analysis Report

What do you see? How is this helpful?

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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…

www.midwestpbis.org Midwest PBIS Network

PBIS