Sample Survey Questions for This Module

• Q1: There is building consistency implementing PBIS Tier 1 strategies in all settings. (1-5)
• 1-5 Scale: 1 = does not agree at all, 3 somewhat agree, and 5 = totally agree.
• Q2: Positive Behavior Interventions and Supports (PBIS) approach to build capacity for implementing multi-tiered social, emotional, and behavioral support is the right approach for our school. (1-5)
• 1-5 Scale: 1 = does not agree at all, 3 somewhat agree, and 5 = totally agree.
• Q3: The Purpose of the [insert name of Tier 1 reinforcer ticket here] is (check all that apply):
• Students earning as many [paws] as they can for redemption or paw parties
• Specific, positive feedback and praise from a teacher
• Building a relationship between a teacher and a student

• Q4: The purpose of a supporting a student with CICO is (check all that apply):
• Students earning points
• Students showing responsibility by bringing their sheet to their teacher after each subject
• Teachers provide positive, specific praise at a 5:1 ratio
• Teachers building a positive relationships with students who need an extra boost
• Q5: How has today's training challenged or reinforced your thinking about PBIS?
• [OPEN ENDED REPONSE]

​

PBIS

Today’s PPT Materials�www.midwestpbis.org

For each table:

• 1 person with PPT
• 1 person taking notes
• 1 reporter

For each School:

• 1 person floating between tables
• 1 person with master action plan
• 1 person with School Readiness Tool Results

Start here

Then, here

Then: “Booster”

PBIS

Sample Tier 1 Booster Agendas

Half-day Tier I Booster

60 min: Circle Check-in

60 min: The WHY behind the work

60 min: The WHAT of the work Abbreviated

Full-day Tier I Booster + TFI Self-Assessment and Action Planning

60 min: Circle Check-in

60 min: The WHY behind the work

30 min: Teaming and Leadership

30 min: Vision, Expectations, Rules, Routines

Lunch Break

30 min: System for Teaching

30 min: System for Feedback and Acknowledgements

30 min: Responding to Problem Behaviors

30 min: Data-based Decision-Making

30 min: Action Planning and next steps

​

​

​

PBIS

Welcome #1 �As you get seated, read the article “Rethinking Discipline” and jot down your responses to:�1. What in the article reinforces your current thinking?�2. What in the article challenges your current thinking?�

PBIS

Traditional View of Discipline - Punishment

Punishment focuses on what not to do, does not teach desired behaviors, can damage relationships, impede learning, and lead to students dropping out of school. Some educators feel that these punitive and exclusionary policies are fine and served them well to eliminate the irritating and unnecessary intrusions into their teaching agendas. Many believe that students know the right way to behave, that their behavior is a performance deficit and that they have the skills but are merely choosing defiance or subordination. They therefore assume that punishment will bring a halt to the problem behavior and the student will behave appropriately. Use is further supported because of the relief from the immediate effects offered by the short-term solution of removing the problem.

Unfortunately, such a punitive view of discipline results in approaches that have questionable, if not harmful effects (Skiba & Peterson, 1999).

​

In reality, punishments satisfy the punisher, but have little lasting effect on the punished (Losen, 2011). Most sadly, these exclusionary approaches are in direct conflict with school missions to help all students achieve their fullest potential. Our punitive policies fail the very students they target. Is it reasonable to exclude students with social, emotional, and behavioral needs from the one environment that may allow them to learn the value of an education and the vital skills, behaviors, and attitudes necessary to function successfully, not only in school, but in the community and later on the job?

Modified from Colvin, G. & Sugai, G. (1988). Proactive strategies for managing social behavior problems: An instructional approach. Intervention In Schools, 28, 143-150

PBIS

Discipline is Teaching

As we seek to ensure inclusive learning environments, our attitudes regarding discipline must change, Is discipline concerned with punishing misconduct or with preventing it?�

Discipline is the slow, ongoing, sometimes time-consuming task of helping students see the sense of acting in certain ways. This thinking is in line with the high probability explanation for many discipline problems today – skill deficit. This understands that many students come from environments that have not taught or expected pro-social behavior for school success and they have a limited repertoire of behaviors and do not know how to behave responsibly in the school setting. Blaming the child and responding by “getting tough” will not alter this skill deficit; teaching will.

​

According to the dictionary, discipline refers to prevention and remediation, “training to act in accordance with rules;” and “instruction and exercise designed to train proper conduct or action;” “training that is expected to produce a specified character pattern of behavior;” and “controlled behavior resulting from such training.”

PBIS

Academic & Social Problems: �A Comparison of Approaches

Workbook

Overview

Activity 3,

p. 9

PBIS

Welcome #2: �As you get seated, write down your �response to this question:��When your students leave your school, what skills do you want them to have learned?

PBIS

Think

If you worked in the school of your dreams…

• What does it Look like?
• What do you hear?
• What Outcomes does it achieve for students?

Pair

Discuss with 3-4 shoulder partners

Share

In 1-2 sentences, share the themes from your group with the rest of the school

PBIS

Why do you show up each day? What invigorates you about this work?�

What thoughts/feelings come to mind regarding your Climate/Discipline efforts?

and

How does PBIS challenge or reinforce your thinking?

PBIS

We all want the same things for our youth

PBIS

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

1. Introducing Yourself
2. Beginning a Conversation
3. Ending a Conversation
4. Joining In
5. Playing a Game
6. Asking a Favor
7. Offering Help to a Classmate
8. Giving a Compliment
9. Accepting a Compliment
10. Suggesting an Activity
11. Sharing

12. Apologizing
13. Listening
14. Asking for Help
15. Saying Thank You
16. Bringing Materials to Class
17. Following Instructions
18. Completing Assignments
19. Contributing to Discussions
20. Offering Help to an Adult
21. Asking a Question
22. Ignoring Distractions
23. Making Corrections

24. Deciding on Something to Do
25. Setting a Goal
26. Expressing Your Feelings
27. Recognizing Another's Feelings
28. Showing Understanding of Another's Feelings
29. Expressing Concern for Another
30. Dealing with Your Anger
31. Dealing with another's Anger
32. Expressing Affection

​

33. Dealing with Fear
34. Rewarding Yourself
35. Using Self-Control
36. Asking Permission
37. Knowing Your Feelings
38. Responding to Teasing
39. Avoiding Trouble
40. Staying Out of Fights
41. Problem Solving
42. Accepting Consequences
43. Dealing with an Accusation
44. Negotiating

​

​

PBIS

THE WHY OF THE WORK

​

✓ INSTRUCTIONAL APPROACH TO BEHAVIOR

✓ TRAUMA INFORMED

✓ RELATIONSHIPS

✓ ADULT CONSISTENCY

✓ EQUITY�✓ EVIDENCE-BASE

PBIS

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

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

Under the Surface

PBIS

Tt

PBIS

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

PBIS

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

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

Bottom-Up Development

Cognition

Social/ Emotional

Regulation

Survival

Typical Development

Adverse Experiences

Adapted from Holt & Jordan, Ohio Dept. of Education

PBIS

What Flight, Fight, or Freeze Looks Like

Fostering Resilient Learners

Strategies for Creating a Trauma-Sensitive Classroom

Kristin Souers with Pete Hall

PBIS

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

“Caring relationships and safe and supportive environments help prevent and mitigate the consequences of ACEs.”�The Illinois ACEs Response Collaborative

“The best way to meet the needs of students with ACEs is through relationships and community.”

- Dr. Pedro Noguera

PBIS

Relationship = Key to Success

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

Therefore… All of your practices should be both trauma-informed, AND implemented through a relationship lens

Rev 9-21-20. Midwest PBIS Network.

PBIS

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).

INTERVENTIONS = changes in staff procedures & practices

PBIS

EQUITY

• Collect, Use, and Report Disaggregated Discipline Data
• Implement a Preventative, Multi-Tiered, Culturally-Responsive Behavior Framework
• Use Engaging Instruction to Reduce the Opportunity Gap
• Develop Policies with Accountability for Disciplinary Equity
• Teach Strategies for Neutralizing Implicit Bias in Discipline Decisions

PBIS teams are more likely to increase equity in school discipline when they add explicit equity goals to their action plans. Addressing equity works best as a multi-component approach embedded within their existing PBIS system. The components of equity within a PBIS framework are:

Midwest PBIS Network 8-12-21

Adapted from: USDOE OSEP TA Center on PBIS (August 2021). https://www.pbis.org/topics/equity

PBIS

Evidence Base and Outcomes for PBIS

1

The PBIS framework is supported by research spanning decades (Center on PBIS, 2020)¹. Study after study confirms the positive impact on improving student and school outcomes. The evaluation brief, "Is School-wide Positive Behavior Support an Evidence-based Practice?” (2020)² and the article "Examining the Evidence Base for School-wide Positive Behavior Support” (2010)³ each lay out some of the research and provide additional resources to explore the topic further.

PBIS

You Tell Us

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
• To achieve equitable inputs and outcomes?
• Others?

PBIS

PBIS/MTSS, WHAT IS IT?�HOW DO WE IMPLEMENT IT?

PBIS

Positive Behavioral Interventions & Supports is…

Midwest PBIS Network 12-15-20

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

a multitiered, social-emotional-behavioral framework for supporting wellness and responding to behavior. The PBIS framework places an emphasis on improving outcomes by addressing systems, practices, and data in a way that is flexible enough to accommodate local and culturally responsive context, needs, and values.

Schools continuously improve upon their climate, culture, and supports to be an effective learning environment for all youth and staff.

​

PBIS

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

DATA

OUTCOMES

Schools aim to achieve culturally equitable Outcomes including �social-emotional-behavioral wellness & academic success by

Positive Behavioral Interventions and Supports (PBIS)

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

Midwest PBIS Network 12/15/20. 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.

PRACTICES

So what is it?

DATA

• How are we doing?
• Make decisions�

PRACTICES

• Layering strategies because no one intervention works for all
• Implemented with fidelity�

SYSTEMS

• Giving staff support to be competent and confident�

OUTCOMES

• Identifying staff and student targets tied to our mission and goals

PBIS

Three-tiered Continuum of Evidence-based Practices

Tier I Prevention:

School/ Classroom-wide/ Remote-Learning, 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 7-19-20

Adapted from: USDOE OSEP PBIS TA Center

PBIS

Tiered Fidelity Inventory (TFI) Measures of Tier 1

PBIS

PBIS Framework

School Principal

School Team

Evidence-based

Interventions

Implementation

PBIS

Coaching

Adapted from Don Kincaid & Kent McIntosh

Data

PBIS

Your Turn!

Turn to your shoulder partner

​

1^st Person explains “what is SVSS” in their �words in 1 minute

​

2^nd Person reflects, and gives feedback and/or additional details

Tier 1 Workbook,

Overview Activity 1, p. 8

PBIS

When to Implement Tiers 1, 2 and 3?

Midwest PBIS Rev 4-30-21

Kittelman, A., Mercer, S. H., McIntosh, K., & Hoselton, R. (2021). Optimal Timing for Launching Installation of Tier 2 and 3 Systems of School-Wide Positive Behavioral Interventions and Supports. Journal of Positive Behavior Interventions

In DRAFT

T3 Readiness

T2 Fidelity

T1 Practices re-booted

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

1. Team based leadership and coordination
2. Evaluation of implementation fidelity
3. Three-Tiered Continuum of evidence-based practices
4. Continuous data-based progress monitoring and decision-making
5. Comprehensive universal screening (for systemic and early access)
6. 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

Wait, What are we learning again?

We are learning about the HOW of a Continuous Improvement process to achieve the vision of your school’s climate and culture…

…and the social emotional and behavioral outcomes of your students

PBIS

COMPONENTS OF TIER 1

Abbreviated

PBIS

Roll-out of Tier 1 Implementation Components

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

Classroom Practices Integrated

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

6 Classroom Practices

1. Physical environment
2. Classroom Teaching Matrix (Expectations, Rules, Routines)
3. Active Supervision
4. Encouraging Appropriate Behavior
• Direct instruction of expectations, rules, routines
• Preventative Prompts
• Specific Praise for Behavior
• Individual Reinforcers
• Class-Wide Group Contingency
5. Continuum of Response Strategies for Inappropriate Behaviors
• Praise other students/groups
• Specific Error Correction
• Etc.
7. 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

Midwest PBIS Network, 11/4/2019. 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.

INCORPORATE social emotional competencies, pro-social skills, etc…

The teaching matrix is your social-emotional-behavioral curricular standards

Sample School-wide Teaching Matrix

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

Your Classroom Teaching Matrix

Classroom is also anchored to the SAME

School Wide expectations

TEMPLATE !

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)

* Examples of individual reinforcer menu: ticket lottery, make special announcements over PA, positive calls home, hi-five button, raffles, rotating trophy, choose class music, etc.

Rev 5-21-21 Midwest PBIS Network

Layering Praise, Reinforcers, and Group Contingencies together �for a Class/School-Wide Acknowledgement System

Components

​

• High frequency/Predictable Praise�Delivered at a high rate for a short period. 5:1 Ratio to correction.
• Intermittent and/or Unexpected Praise�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

1. Individuals: Tiger tickets (prompt adults) to use behavior specific praise with students. (e.g. Approx 10 per day). Students purchase reinforcer from class menu*
2. Classroom Group Contingencies: Classes collect tiger tickets. Every 25 earned = whole-class social reinforcer (approx. 1-2 per week)
3. Grade Level or School-wide Group Contingencies: School tracks each whole-class reward earned, and every 20 = school-wide social reinforcer (approx. 1-2 per month)

PBIS

Quickest Way to Change Behavior �in Anyone is to…

Point out what they’re

doing right!

Laura Riffel, OSEP

PBIS

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!

PBIS

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

(Scott, 2008)

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

PBIS

Steps to Specific and Contingent �Error Correction:

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

Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Midwest PBIS Network. Rev 1-6-21

How does this connect to Tier 2?

What’s at the Core of �Check-in Check-out?�

• Higher doses of PRAISE (Specific Positive Feedback)
• Specific Corrective Feedback
• Higher doses of positive adult attention

PBIS

General Education & Special Education

Tier 1/Universal for Social/Emotional/Behavioral �School-Wide Assessment / School-Wide Prevention Systems

Check-In-Check-Out �(provides explicit instruction, feedback, structure, reinforcing of tier 1 core)

Modified CICO

Social/Academic Instructional Groups

Other

Brief Function-Based Problem Solving

Individualized Team Development:�Complex Function-Based Problem Solving�Person-Centered Planning

Use Function- Based Thinking to Make Next Choice

&/or

&/or

Overview: Tier II Systems

PBIS

Once we understand the “why”… consider this:

• I don’t have time to do CICO
• I don’t think CICO will work for this student
• How can I do CICO with 5 kids in my class?!
• Well… the student doesn’t bring me his Daily Progress Report card

​

​

​

PBIS

What we are really saying is:

• I don’t have time to do specific positive/corrective feedback
• I don’t think specific positive/corrective feedback will work for this student
• How can I give specific positive/corrective feedback to 5 kids in my class?!
• Well… the student doesn’t ask me for specific positive/corrective feedback, so I’m not going to provide it...

​

​

​

PBIS

�WRAP-UP�WHAT AM I EXPECTED TO DO TOMORROW?

PBIS

#knowthewhy

#startseeingbears

#morethanbeingpositive

#knowthehow

​

I think we can change the story…

PBIS

Concrete Teacher Actions�Tier 1

• Memorize your school-wide/class 3-5 Expectations
• This is your behavioral curriculum…
• Post your teaching matrix in your class so you can refer/teach to it�
• Teach:
• Incorporate an expectation + rule into each daily academic objective (written on board)
• State the expectation when praising students
• Teach the weekly school or grade level wide behaviors as identified by data, and instructed by your Tier 1 team�
• Be Specific with Praise and recognize students frequently and often
• Sets the positive climate in your class
• Maintains a growth mindset
• Makes you and students happier�
• Use “tickets” to back-up the praise
• Reminds teachers to have a quality positive interactions
• Gives an extra boost to some of your interactions
• Can target specific behaviors/skills as needed�
• Document Majors and Minors
• This is essential data for your Tier 1-2-3 teams; Identifying trends and needs
• Progress monitoring

​

PBIS

Concrete Teacher Actions�Tier 2

• Know which students are getting CICO support�
• Increase your frequency of specific praise/positive attention by:
• 1) prompting them on how they be successful with expectations
• 2) giving them specific positive feedback in each of the expectations each period
• 3) Practice growth-mindset; aim for a 5:1 ratio
• 4) documenting that you gave feedback on their DPR

​

With sincerity, this can show them you care and build relationships

PBIS

The Sales Pitch

CICO Facilitators Wanted!

�Candidates are: individuals who are exceptionally pleasant, like kids, and are willing to be a trusted adult

​

PBIS

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

FULL TIER 1 BOOSTER

Deepen your understanding

PBIS

Action Planning Workbook

Note Taker:

1. Open the Workbook in Google Doc Format (click)
2. Make a version for your team:
1. Google Version = File > Make a copy…
2. MS Word Version = File > Download as…
3. For Google Version, click on View > Show document outline
4. Share editing with your team��

Group:

• Identify group roles for today and tomorrow (Page 1)

http://www.midwestpbis.org/materials/tier-i-team-training

PBIS

PUTTING THE TEAM TOGETHER

Team Composition (1.1) and Team Operating Procedures (1.2)

PBIS

Components of Tier 1 Implementation

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

​

​

​

Plan School-wide & Class-wide supports for students and staff:

• Data Systems
• Teaching Systems
• Acknowledgement Systems
• Communication Systems

Necessary Team Conversations in a 3-Tiered System of Support

Tier 2 �Systems Team

Tier 1�Team

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Universal Support

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

PBIS as the Interconnected Systems Framework

Members (functions) include: Administrator, Tier 3 Coach, clinician, intervention coordinators, family, �community, mental health partners

​

​

​

Plan School-wide & Class-wide supports for students and staff:

• Data Systems
• Teaching Systems
• Acknowledgement Systems
• Communication Systems

​

​

�Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Necessary Team Conversations in a 3-Tiered System of Support

Brief FBA-BIP Development

Tier 2 �Systems Team

Tier 1�Team

Members (functions) include: Administrator, Tier 2 Coach, FBA/BIP Coordinator, clinician, staff voice & teacher, caregiver, student of any individual plans generated

Members (functions) include: Administrator, Tier 2 Coach, clinician, intervention coordinators, family, �community, mental health partners

Members (functions) include: Administrator, Tier 1 Coach, staff, student, family, community, mental health partners

Universal Support

​

​

​

Creates individualized plans based on function for individual youth and/or Identifies appropriate intensified supports.

​

​

​

Uses data to progress monitor intervention fidelity and effectiveness. Addresses systems barriers to implementation.

Tier 3 �Systems Team

Function Based Problem Solving Team

Rev 4/14/20 West-MWPBIS

FBA-BIP

Wraparound

RENEW

Integrated Teams Include Family Voice, Community Members, Mental Health Partners

Other Problem Solving Process

PBIS as the Interconnected Systems Framework

Guiding Questions for Teaming and Leadership

• Is MTSS for organizational climate/culture/behavior a high priority in our organizational Improvement plan?
• Do we have top administrator commitment and participation?
• Do we have a Tier 1 team, representative of our organizational community, making decisions in a shared leadership model?
• Is our Tier 1 team efficient and effective in decision-making
• Are all staff engaged in feedback on organizational needs?
• Do staff feel supported and confident in their use of all practices?
• Are our student support initiatives aligned into a single multi-tiered framework?

PBIS

Who should be on the team?

Team members:

​

• Administrator(s)
• Broad representation from Stakeholders
• ALL age levels/Departments
• Special education
• Paraprofessionals
• Students
• Family and Student representation
• Other Suggestions?

​

Larger schools may require larger teams/subcommittees.

​

PBIS

Define Roles for Effective Meetings

• Core roles
• 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

Activity�(Reference the next five hidden slides if needed)

What is your role on the team?

1. Find your role in the next 5 hidden slides
2. Review your responsibilities
3. Compare to other roles
4. Discuss

PBIS

Team Member Responsibilities

PBIS

Role Responsibilities: Prior to Meeting

PBIS

Role Responsibilities: During Meeting

PBIS

Role Responsibilities: After Meeting

PBIS

The Role of an Administrator is Crucial

1. Maintain standards
2. Make public statements of support
3. Establish a representative team
4. Support team members
5. Guide rather than dictate
6. Take a leadership role in problem solving

7. Regularly attend & participate in team meetings
8. Provide recognition to team & faculty
9. Serve as a spokesperson to community
10. Monitor & provide feedback to all staff

Colvin, G. (2007). 7 Steps for developing a proactive school-wide discipline plan, 17

PBIS

What does Principal “support” look like?

 What does it mean to support?

1. Allocate Resources (teacher training and support, funding)
2. Highlight Priority to staff( time at staff meeting, presentations to family, community, board, website, back to school letter)
3. Evident in hiring practices

 Absence of Principal Support

• low conceptual understanding of PBIS across staff
• shortage of planning time
• difficulty balancing competing initiatives 
• greater dependence on TA

5 Factors that increase likelihood of principal support

1. Innovation must be perceived to solve the problem
2. Compatible with one's beliefs, values, prior experience and needs
3. Key opinion leaders must support the innovation
4. Initially implemented small scale before scaling up across grade levels
5. Outcomes of the innovation are visible

​

​

McIntosh, K., Kelm, J. L., & Canizal Delabra, A. (in press, accepted 7-20-2015). In search of how principals change: Events that help and hinder administrator support for school-wide positive behavioral interventions and supports. Journal of Positive Behavior Interventions.

​

PBIS

School Team Development�(Large School Example)

TIER1�CORE TEAM

Aggregates and shares data with school, family, community, etc. regularly

Data

Communication

Acknowledgement

Teaching

Creates, distributes, and schedules behavioral lesson plans to staff and students

Facilitates communication between staff, students, parents, community members, district administration, board of education, etc. Informs stakeholders of important data, PBIS activities, celebrations, etc.

Creates and teaches use of high frequency, intermittent, and long term acknowledgments for students and staff

PBIS

PBIS

PBIS – Tier 1 Team

�

​

Workbook TFI 1.1/1.2 Activity 3 –

Effective Meetings: Team Composition

PBIS

Working Effectively and Efficiently ??? �

PBIS

Step 1: Identify Current Initiatives

Step 2: Complete a Working Smarter document

Step 3: Based on your results, what Initiatives can you combine, eliminate, or align?

PBIS

WORKING TOGETHER

PBIS

Ever Been a Part of This Team?

PBIS

Effective Team Meetings

• Honor working agreements
• Roles and responsibilities are:
• defined
• assigned
• backup personnel are in place
• Participants have authority to implement solutions
• Team members present and on time
• Agenda/Minutes are reviewed, visible during meeting (projector/computer), and distributed afterward

• Status of previous solutions is reviewed
• Data is available and reviewed
• Problems are defined with precision
• Solutions are documented, and include
• goal defined, including a student outcome measure
• action plan
• Fidelity measure for the solution
• Schedule to gather fidelity and outcome data

​

​

Team-Initiated Problem-Solving (TIPS) Foundations

(Rob Horner, Steve Newton, & Anne Todd: University of Oregon; Bob Algozzine & Kate Algozzine: University of North Carolina at Charlotte)

PBIS

An Agenda Format for Efficient Team Meetings

Agenda Format Includes:

• Member Names
• Agenda Items
• Previous Precision Problem Statement
• New Precision Problem Statement
• General Issues
• Evaluation of Meeting

Workbook: R-TFI 1.1/1.2 Activity 4

Link to Agenda Template: https://drive.google.com/open?id=1jSAd0YS7gckBiQJ2Y55xm6Nl78cI1h0C

PBIS

Tier 1 Team Meeting Demonstration (10 min)

https://www.youtube.com/watch?v=5CH5Ca5hDmc

Version: Dec 2016

​

​

​

​

Optional Video

(This video is included in Tier 1 Leadership Training)

​

​

Consider having teams watch together to see an example of TIPS Meeting Process in action…

PBIS

Assess Team Meeting Efficiency with the TIPS Meeting Fidelity Checklist: (Foundations items 1-9)

https://drive.google.com/file/d/1j8TlHfsKNH3grKU1ngXCqcL9w_2BXASw/view

PBIS

TIPS Meeting Fidelity Checklist

https://drive.google.com/open?id=1RtGMEvtGEYAAXLea8NrMsmdh5R0YxOw_

PBIS

What action steps are needed in the area of Teaming and Leadership for your School Climate, Culture, and the Social, Emotional, and Behavioral (SEB) outcomes of your students?

• Is MTSS for organizational climate/culture/behavior a high priority in our organizational Improvement plan?
• Do we have top administrator commitment and participation?
• Do we have a Tier 1 team, representative of our organizational community, making decisions in a shared leadership model?
• Is our Tier 1 team efficient and effective in decision-making
• Are all staff engaged in feedback on organizational needs?
• Do staff feel supported and confident in their use of all practices?
• Are our student support initiatives aligned into a single multi-tiered framework?

Assess TFI Items: 1.1, 1.2, 1.7, 1.10, 1.11

PBIS

Components of Tier 1 Implementation

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

Consistency with our language

Rev 7/15/21

PBIS

Consistency Matters

SCHOOL COMMUNITY

(USDOE OSEP PBIS TA Center, 2010)

PBIS

Midwest PBIS Network, 11/4/2019. 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.

INCORPORATE social emotional competencies, pro-social skills, etc…

The teaching matrix is your social-emotional-behavioral curricular standards

Sample School-wide Teaching Matrix

1. 3-5 School-Wide Expectations

3. Behavior Examples (Rules)

2. Natural Context

4. Add Teacher role to Increase the conditions for learning

5. Build out Classrooms Rules and Routines (see classroom matrix)

Midwest PBIS Network, 11/4/2019. 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.

INCORPORATE social emotional competencies, pro-social skills, etc…

The teaching matrix is your social-emotional-behavioral curricular standards

Sample School-wide Teaching Matrix

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

Your Classroom Teaching Matrix

Classroom is also anchored to the SAME

School Wide expectations

TEMPLATE !

https://www.pbis.org/resource/creating-a-pbis-behavior-teaching-matrix-for-remote-instruction

https://www.pbis.org/resource/teaching-social-emotional-competencies-within-a-pbis-framework

Sample Home and Community Matrix

Tips:

• Everyone in the family must be involved.
• Include children in decision-making
• As a family, resolve disagreements, and agree on clear rules.
• Rules should then be practiced, nurtured, and acknowledged.

For more ideas on supporting families with PBIS, see: https://www.pbis.org/resource/supporting-families-with-pbis-at-home

Rev 7/15/21

What action steps are needed in the area of your school’s Vision, Expectations, Rules, and Routines?��Do your teaching matrices integrate and align the skills/standards across all related social-emotional-behavioral initiatives and curriculum?��Do your teaching matrices include the necessary Tier 1 skills that are the foundation for Tier 2 interventions?

Assess TFI Items: 1.3, 1.8

PBIS

Components of Tier 1 Implementation

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

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

6 Classroom Practices

1. Physical environment
2. Classroom Teaching Matrix (Expectations, Rules, Routines)
3. Active Supervision
4. Encouraging Appropriate Behavior
• Direct instruction of expectations, rules, routines
• Preventative Prompts
• Specific Praise for Behavior
• Individual Reinforcers
• Class-Wide Group Contingency
5. Continuum of Response Strategies for Inappropriate Behaviors
• Praise other students/groups
• Specific Error Correction
• Etc.
7. 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

Lesson Plan Examples

PBIS

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

What action steps are needed in your School’s System for Teaching Expectations and Rules?

TFI 1.4 Guiding Questions

• Is your Tier 1 Social-Emotional-Behavioral curriculum integrated from all related initiatives?
• Does your SEB curricula teach the examples/norms identified in your teaching matrices?
• Does each Tier 1 SEB lesson plan align to one or more schoolwide expectations?
• How will you embed SEB standards/lessons into subject area curriculum?
• What is the schedule/calendar for teaching the lesson plans?
• Do you use data to decide on when to teach SEB lessons? How will lessons be taught to new students and new faculty/staff?

​

Assess TFI Item: 1.4

PBIS

Components of Tier 1 Implementation

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

Pop Quiz: What is the Purpose of a School-wide Acknowledgement System?

Acceptable Answers:

• To Increase student and staff success with the 3-5 schoolwide expectations
• To reinforce students who are demonstrating schoolwide expectations and any lesson plan skills taught
• To shape behavior
• To model a growth Mindset (5:1 ratio, praise approximations, etc.)
• To encourage adult positivity
• To build relationships
• To install affective thinking (a cornerstone theory of restorative practice)
• To give the most attention to the behaviors you want to see; minimize attention to incorrect behaviors
• To communicate to students:
• I see you
• I care about you
• Keep up the work
• Increase student and staff satisfaction
• Set the tone and the climate where students want to be at school, and with these adults
• Set the tone and climate where adults want to work in this school
• To give to the staff tools to accomplish all of the above
• To give to the staff tools to replace deficit thinking,
• To serve as the foundation for what all students get, and establish capacity to do more at Tier 2
• To use extrinsic feedback to shape challenging behaviors and reinforce new skills, over time leading to sustainability through intrinsic motivation
• To inform group contingencies (the individuals behavior results in the whole group’s reward)
• To celebrate accomplishments and milestones

​

Rev 1-20-21 �Midwest PBIS Network

PBIS

6 Classroom Practices

1. Physical environment
2. Classroom Teaching Matrix (Expectations, Rules, Routines)
3. Active Supervision
4. Encouraging Appropriate Behavior
• Direct instruction of expectations, rules, routines
• Preventative Prompts
• Specific Praise for Behavior
• Individual Reinforcers
• Class-Wide Group Contingency
5. Continuum of Response Strategies for Inappropriate Behaviors
• Praise other students/groups
• Specific Error Correction
• Etc.
7. 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

Rationales for acknowledgments

• It makes that behavior more likely to occur in the future, and is one of the most powerful tools for shaping or changing behavior.
• Create positive interactions, rapport, and relationships with students.
• Spending time on acknowledgements focus the attention on positive behaviors, and minimizes attention to negative behaviors.
• It increases instructional time, and minimizes time students are out of the classroom.
• Acknowledgment systems prompt adults to recognize expected behaviors

(Cameron, 2002; Cameron & Pierce, 1994, 2001;

Cameron, Banko, & Pierce, 2001)

Every time any adult interacts with any student, �it is an instructional moment.

PBIS

“Why Should I acknowledge Students for �Something They Should Be Doing Anyway?”

How do rewards shape our behavior?

PBIS

Quickest Way to Change Behavior �in Anyone is to…

Point out what they’re

doing right!

Laura Riffel, OSEP

PBIS

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

(Scott, 2008)

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

PBIS

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!

PBIS

Frequently Asked Questions:

Q: Why should I reinforce students who are

already doing well behaviorally?

​

A: School-wide acknowledgements are a level

of intervention for all students. Reinforcing

students already displaying school-wide

expectations shows them appreciation for

their efforts, acknowledges their presence,

provides example to other students, creates

opportunities to build rapport with them, and

encourages them to keep up the great work.

PBIS

Physical and Digital Versions

​

Remember: Digital tokens, given without specific praise, do not teach or shape behavior

Tangible Reward, delivered with Behavior Specific Praise

Teacher digital entry form of tangibles given:�

1. Efficient reward drawings,
2. Fidelity progress monitoring,
3. Tier 1 Data-based decision making.

Shared courtesy of: Perry High School Pittsburgh, PA

PBIS

Frequently Asked Questions:

​

Q: The student started misbehaving after I

gave them the acknowledgement. Can I

take it back?

A: No – once they’ve earned one it’s theirs to

keep; however, you can re-teach or give a

related consequence if necessary to address

the current misbehavior.

PBIS

School-wide and Classroom Group Contingencies

Whole Classroom Example:

After 10 “PAWs” are earned by individuals within the group for Be Respectful by Using Kind Words, everyone gets a 5-10 min social reward.

Why?

• Keeps a focus on growth mindset.
• Use the benefits of social rewards to emphasize desired behaviors, build relationships, and build community.

What is it?

1. Identify target behavior (positive example)
2. Set collective goal for group celebration.
3. Layer larger/less-frequent rewards on top for bigger celebrations.

Tips:

• Get student input on a menu of short/long term rewards in advance.
• Everyone is included in group celebrations
• Once earned, acknowledgements/rewards are never taken away
• Address inappropriate behaviors using continuum of strategies
• Deliver reward as quickly as possible.

Small Groups Example:

Table points are earned for demonstrating Responsibility by Staying on Task. First group to earn 5 points picks the reward for the whole class.

Talk it out

School-wide Example:

Once 150 “PAWs” are earned school-wide for Be Respectful, PE teachers will lead the whole community in a before-school yoga session in the yard.

PBIS

Frequently Asked Questions:

• Q: Can we exclude students who had a behavior problem from school-wide celebrations?

​

• A: Based on what we learned today, what rationales would you provide for why we don’t want to exclude students?

PBIS

* Examples of individual reinforcer menu: ticket lottery, make special announcements over PA, positive calls home, hi-five button, raffles, rotating trophy, choose class music, etc.

Rev 5-21-21 Midwest PBIS Network

Layering Praise, Reinforcers, and Group Contingencies together �for a Class/School-Wide Acknowledgement System

Components

​

• High frequency/Predictable Praise�Delivered at a high rate for a short period. 5:1 Ratio to correction.
• Intermittent and/or Unexpected Praise�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

1. Individuals: Tiger tickets (prompt adults) to use behavior specific praise with students. (e.g. Approx 10 per day). Students purchase reinforcer from class menu*
2. Classroom Group Contingencies: Classes collect tiger tickets. Every 25 earned = whole-class social reinforcer (approx. 1-2 per week)
3. Grade Level or School-wide Group Contingencies: School tracks each whole-class reward earned, and every 20 = school-wide social reinforcer (approx. 1-2 per month)

PBIS

School or Community-wide Acknowledgement System �Action Plan

Rev 1-21-21 �Midwest PBIS Network

PBIS

What action steps are needed in your school’s System for giving feedback and acknowledgments?

TFI 1.9 Guiding Questions

• Do you have a clearly defined acknowledgements system of:
• 1. Praise
• 2. Individual Reinforcers
• 3. Group Contingencies?
• Is the system aligned and layered?
• Are the components implemented with fidelity?
• Are 80% of staff using the components at the frequency determined by the Tier 1 team?
• Are the acknowledgements being used to reinforce the specific SEB lesson plans of the (day/week/month)?
• Are 80% of staff giving praise to corrections at a 5:1 ratio? (i.e. Are adults practicing a growth mindset with students?)

Assess TFI Item: 1.9

PBIS

Components of Tier 1 Implementation

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

��

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

~Bob Algozzine

​

PBIS

“T-Chart” for 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

​

Administrator 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

PBIS

���What is your tool used for discipline referrals?���

Sample

• Do see perceive it as an intervention?
• Is it used to collect data?
• Is it fast (<60 seconds)?
• Are we consistent in using it

PBIS

Develop a Continuum of Strategies�to Respond to Inappropriate Behavior

Midwest PBIS Network. Rev 1-6-21

Steps to Specific and Contingent �Error Correction:

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

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

PBIS

What effective strategies are currently in place for responding to a minor/teacher managed behavior problems in your school?

1. Identify your continuum of strategies
• Include prevention strategies
• Include re-teaching and other classroom management practices
2. Add your continuum to the flowchart to document the process for responding to behavior.
• Avoid “3 minors equals a major” logic
3. When do staff complete a minor ODR form?