Steve Wagner Day 1 Aug 2015 Megan Pederson Charlie Eisenreich Daunting journey LeadershipStart a Movement Training Expectations Find Clock Partners Find people you havent met before ID: 239483
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Slide1
Getting Started: PBIS Overview
Steve Wagner
Day
1 Aug. 2015
Megan Pederson
Charlie EisenreichSlide2
Daunting journey?Slide3
Leadership…..Start a MovementSlide4
Training ExpectationsSlide5
Find “Clock” Partners
Find people you haven’t met before
Introduce yourself and write down their name so you can find them later
12 o’clock – Similar student age level
3 o’clock – Similar job type
6 o’clock – Similar time in education 1 to 5 years, 6 – 15, 16 – 25, 26
+
9 o’clock – Someone else you don’t knowSlide6
What is the Dream for your School?
Talk about this with your team
Find your 12 o’clock partner and share what your team came up withSlide7
Why SWPBIS?
The fundamental purpose of SWPBIS is to make schools more
effective
and
equitable
learning environments.
Predictable
Consistent
Positive
SafeSlide8
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.Slide9
What is PBIS about?
What is
PBIS about?Slide10
SW-PBIS is about….Slide11
Continuum of Support for ALL
All
Some
Few
Dec 7, 2007Slide12
Continuum of Support
“
Terri
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
TechnologySlide13
Minnesota’s PBIS Training Sequence
9 Days of Training over 2 years
First year is focused on Tier 1
and you get to deal with us for ...
9 Days of Training over 2 yearsSlide14
Year 1
Year 1Slide15
Discussion
What are you thoughts about the Framework and implementation plan of PBIS so far
?
Find
your 3 o’clock partner and talk about this question.Slide16
PBIS Implementation
PBIS ImplementationSlide17
2 Worries & Ineffective Responses to Problem Behavior
Get Tough
(practices)
Train-&-Hope
(systems)Slide18
Worry #1“Teaching”
by Getting Tough
Runyon
:
“I hate this f____
ing
school, & you’re a
dumbf
_____.”
Teacher
:
“That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”Slide19
Immediate & seductive solution….
“Get Tough!”
Clamp down
& increase monitoring
Re-re-re
-review rules
Extend continuum & consistency of
consequences
Establish “
bottom line
”
...Predictable individual responseSlide20
Reactive responses are predictable….
When we experience
aversive
situation, we want select interventions that produce
immediate relief
Remove
student
Remove
ourselves
Modify
physical environment
Assign responsibility for change to student &/or othersSlide21
When behavior doesn’t improve, we “Get Tougher
!”
Zero tolerance policies
Increased surveillance
Increased suspension & expulsion
In-service training by expert
Alternative programming
…..
Predictable systems response!Slide22
Erroneous assumption that student…
Is
inherently
“bad”
Will learn more appropriate behavior through
increased
use of “
aversives
”
Will be
better tomorrow
…….Slide23
But….
false
sense of safety/security!
Fosters environments of
control
Triggers & reinforces
antisocial
behavior
Shifts accountability
away
from school
Devalues
child-adult relationship
Weakens relationship between academic & social behavior programmingSlide24
REACT to
Problem
Behavior
Select &
ADD
Practice
Hire EXPERT
to Train
Practice
WAIT for
New
Problem
Expect, But
HOPE for
Implementation
“
Train & Hope
”Slide25
DEFINE
Simply
MODEL
PRACTICE
In Setting
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
Teaching Academics & BehaviorsSlide26
3-5 Posted ExpectationsSlide27
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 EXAMPLESSlide28
Acknowledge & Recognize
Acknowledge & RecognizeSlide29
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.Slide30
Basic Recommendations for Implementing PBIS
Collect and use data for decision-making
Adapt
any initiative to make it “fit” your school community, culture, context.
Families
Students
Faculty
Fiscal-political structureSlide31
www.pbis.org
www.pbis.orgSlide32
Discussion
How is your understanding of SWPBIS different than when you walked in the door today?
*3:00 Partner