All Students and Staff Getting Started Overview Minnesota PBIS Training Adapted from George Sugai University of Connecticut Center on Positive Behavioral Interventions amp Supports Center on Behavioral Education amp Research ID: 627269
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School-wide Positive Behavioral Interventions and Support for All Students and Staff: Getting Started Overview
Minnesota PBIS Training
Adapted from George Sugai
University of Connecticut
Center on Positive Behavioral Interventions & Supports
Center on Behavioral Education & Research
and
Rob Horner, Ph.D.
University of Oregon
www.pbis.org www.cber.orgSlide2
PURPOSEPURPOSE
Overview of fundamentals for getting started with SWPBIS implementationSlide3
School-wide Positive Behavioral Interventions and Supports (PBIS)
School-wide PBIS is
:
A
multi-tiered framework
for establishing the
social culture
and behavioral supports needed for a school to achieve behavioral and academic outcomes for all students.
Evidence-based features of SWPBIS
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Implementation of the systems that support effective practicesSlide4
My Story
Growing Up
School
Custodian
Lunch Lady
My Dream
Teachers/Staff
Kids DreamYour DreamSlide5
OUTCOME OBJECTIVESOUTCOME OBJECTIVES
Rationale for adopting SWPBIS
Features of SWPBIS
Description of implementation framework
ExamplesSlide6
Why SWPBIS?
The fundamental purpose of SWPBIS is to make schools more
effective
and
equitable
learning environments.
Predictable
Consistent
Positive
SafeSlide7
Talk about this with your team
What data do you have to support your statement?
What is one strength of your school
?Slide8Slide9
End Goal
End GoalSlide10
Training ExpectationsSlide11
Daunting journey?Slide12
Daunting journey?Slide13
Expectations and Training routinesSlide14
Expectations and Training routinesSlide15
Expectations and Training routinesSlide16
www.pbis.org
www.pbis.orgSlide17
Daunting journey?Slide18
Why SWPBIS?
Why SWPBIS?Slide19
Problem Statement
“We give educators strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but
implementation is not accurate, consistent, or durable.
Schools need more than training.”Slide20
BIG IDEA
Successful individual student /STAFF behavior support is linked to
host environments
or school climates that are
effective, efficient, relevant, durable, & scalable
(Zins & Ponti, 2001)Slide21
SW-PBIS is about….Slide22
Establish positive school climateSlide23
What is PBIS about?
What is
PBIS?Slide24
CORE FEATURESMTSS/RtI
CORE FEATURES
MTSS/RtISlide25
DATA Systems PracticesVincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012abSlide26
Continuum of Support for ALL
All
Some
Few
Dec 7, 2007Slide27
Continuum of Support“Terri
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
TechnologySlide28
Acknowledging Humans Expectations: Rationale
To learn, humans require regular & frequent feedback on their actions
Humans experience frequent feedback from others, self, & environment
Planned/unplanned
Desirable/undesirable
W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviorsSlide29
Minnesota’s PBIS Training Sequence 9 Days of Training over 2 years
First year is focused on Tier 1Slide30
Smallest #
Evidence-based
Biggest, durable effect
1
7
SWPBISSlide31
EVIDENCE-BASED INTERVENTIONPRACTICES
SCHOOL-WIDE
1. Leadership team
Behavior purpose statement
Set of positive expectations & behaviors
Procedures for teaching SW & classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violationsProcedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED INTERVENTIONPRACTICES
CLASSROOM
All school-wide
Maximum structure & predictability in routines & environment
Positively stated expectations posted, taught, reviewed, prompted, & supervised.
Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
Continuum of strategies to acknowledge displays of appropriate behavior.
Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT
Behavioral competence at school & district levels
Function-based behavior support planning
Team- & data-based decision making
Comprehensive person-centered planning & wraparound processes
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations
NONCLASSROOM
Positive expectations & routines taught & encouraged
Active supervision by all staff (Scan, move, interact)
Precorrections & reminders
Positive reinforcement
FAMILY ENGAGEMENT
Continuum of positive behavior support for all families
Frequent, regular positive contacts, communications, & acknowledgements
Formal & active participation & involvement as equal partner
Access to system of integrated school & community resources Slide32
Year 1
Year 1Slide33
Discussion
What are you thoughts about the Framework and implementation plan of PBIS so far?
What should be introduced at your 1st staff meeting of the 2015-16 school year?Slide34
PBIS Implementation
PBIS ImplementationSlide35
Worries & Ineffective Responses to Problem Behavior for adults and students
Train-&-Hope
(systems)Slide36
REACT to
Problem
Behavior
Select &
ADD
Practice
Hire EXPERT
to Train
Practice
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
“
Train & Hope
”Slide37
GENERAL IMPLEMENTATION PROCESS: Getting StartedAgreements
Team
Data-based
Action Plan
“
Plan
”
Implementation
“
Do
”
Evaluation
“
Check
”
GENERAL IMPLEMENTATION PROCESS:
“Getting Started”Slide38
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
Teaching Academics & BehaviorsSlide39
Curt, NOT MY JOB!Slide40
3-5 Posted ExpectationsSlide41
Teaching Matrix
Teaching Matrix
SETTING
All Settings
Hallways
Playgrounds
Cafeteria
Library/
Computer Lab
Assembly
Bus
Respect Ourselves
Be on task.
Give your best effort.
Be prepared.
Walk.
Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.
Hands/feet to self.
Help/share with others.
Use normal voice volume.
Walk to right.
Play safe.
Include others.
Share equipment.
Practice good table manners
Whisper.
Return books.
Listen/watch.
Use appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.
Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.
Clean up eating area.
Push in chairs.
Treat books carefully.
Pick up.
Treat chairs appropriately.
Wipe your feet.
Sit appropriately.
Expectations
1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLESSlide42
Acknowledge & Recognize
Acknowledge & RecognizeSlide43
Implementation Fidelity matrix
Fixsen & Blase, 2009
Implementation FidelitySlide44
Smallest #
Evidence-based
Biggest, durable effect
1
7
SWPBISSlide45
Worries & Ineffective Responses to Problem Behavior for adults and students
Get Tough
(practices)Slide46
Why do we send kids to the hall?Slide47
Basic Recommendations for Implementing PBIS
Never stop doing what already works
Always look for the smallest change that will produce the largest effect
Avoid defining a large number of goals
Do a small number of things well
Do not add something new without also defining what you will stop doing to make the addition possible.Slide48
Collect and use data for decision-making
Adapt
any initiative to make it “fit” your school community, culture, context.
Families
Students
Faculty
Fiscal-political structure
Basic Recommendations for Implementing PBISSlide49
Discussion
How is your understanding of SWPBIS different than when you walked in the door today?
Do you really have 80% staff buy in to do the work?