Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

School-Wide Positive Behavioral Interventions & Supports

(PBIS) Overview

March 27, 2012Presented by:

Milt McKenna

Horner & SugaiOSEP Center on PBIS

Universities of Oregon & Connecticut

My job today…To describe features of a systems

approach to Positive Behavioral Interventions

& Supports (PBIS)

“BIG IDEAS”

AGENDA• 9:10 – 10:30 Overview• 10:45 – 12:30 School

Presentations• 12:30 – 1:30 Lunch• 1:30 – 2:30 Next Steps• 2:30 – 3:30 Closing

Expectations RulesBe Respectful. Silence cell phones

Listen to others attentively One person Speaks at a time

Be Prepared Bring: o Datao Laptop w/charged batteryo Sweater (layers)

Be Responsible • Hydrate and Stretch• Take Care of Personal Needs

Participate. Ask questions ___________

Coordination/ Collaboration

1999 - 2012

PBIS

MSDE Sheppard Pratt Johns Hopkins University Local School Systems

4 18 4590

144216

301

414

519

617

714

805881

3 12 2968

109166

234

334

420

503

594

677753

0

100

200

300

400

500

600

700

800

900

1000

1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011

PBIS Maryland SchoolsTrained and Implementing

Cumulative Trained Cumulative Implementing

16,232 Schools Adopting16,232 Schools AdoptingSchool-wide PBISSchool-wide PBIS

October 2011October 2011

SW-PBIS (aka PBIS) is Framework

7

Not a specific practice or curriculum…it’s ageneral approach

to preventing problem behavior

Not new…it’s based onlong history of

behavioral practices &effective instructional

design & strategies

Not limited to anyparticular group of

students…it’sfor all students

What does PBIS look like in a school? • >80% of students can tell you what is expected of

them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative.• Administrators are active participants.• Data & team-based action planning &

implementation. • Function based behavior support is a foundation for

addressing problem behavior.• Full continuum of behavior support is available to all

students.

A Main Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Challenge #1

Maslow's Hierarchy of Needs

http://upload.wikimedia.org/wikipedia/commons/6/60/Maslow%27s_Hierarchy_of_Needs.svg

Challenge # 2

• Students with academic failure and problem behaviors likely will drop out of school and:

– be involved with the corrections system– be single parents– be involved with the social services system– be unemployed– be involved in automobile accidents– use illicit drugs

The Prognosis

Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991

Challenge # 3

Challenge # 4

Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching

& learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….

Challenge # 5

Challenges (cont.)• Not enough time • Too much talk…not

enough action• Unclear outcomes• Too few priorities• Too many priorities• Too many opinions• Multiple competing

experts• No experts

• Too many diverse perspectives

• Too much redundancy• Done it before• Never done it before• Lack of clear

outcomes • Slow to get started• Unstructured• Unresolved conflicts• ………

Worry # 1• Too much to do• We add more and more each year• Nothing is taken away (STOP DOING THIS ! )

• How can we be better prepared to integrate into existing programs?

Worry # 2“TEACHING” by Getting Tough

Russell: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “Russell, that is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

If Russell doesn’timprove, we get

TOUGHER

If Russell Stilldoesn’t improve, weget REAL TOUGH

& enforceBOTTOM LINE!

Common Behavior Concerns

• Texting and emailing during instruction• Talking during instruction• Eating, drinking and gum chewing• Late arrival, early departure• Starting an activity before listening to the instructions or “set up”• Inappropriate attire

Staff Behaviors !!

5, 7, 9, 11

Erroneous assumptions are that the student:

• Is inherently “bad”• Will learn more appropriate

behavior through increased use of “aversives”

• Will be better tomorrow…….

ASSUMPTIONS• BEHAVIOR is learned• BEHAVIOR is teachable• BEHAVIOR occurrence is affected by the

environment• BEHAVIOR is changeable• BEHAVIOR is more likely if effective, efficient,

and reinforced

Non-examples of Function-Based approach

“Function” = outcome, result, purpose, consequence

• “Russell, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Jason, I’m taking your book away because you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention, …let’s take a walk down to the office & have a little chat with the Principal.”

ALL BEHAVIORS SERVE SOME

FUNCTION

Worry # 3“Train & Hope”

REACT toProblemBehavior

Select &ADD

Practice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

Expect, But HOPE for

Implementation

LEADERSHIP TEAM

SCHOOL-WIDE

Build DataSystem

Establishmeasurable

outcome

Collect, analyze, &prioritize data

Ensure efficient,accurate, & durable

implementation

Implement

Monitorimplementation &

progress

Selectevidence-based

practice

PBIS Implementation Logic

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBIS Systems Implementation Logic

BIG IDEAS• 3-5 years• Organizational Framework• Critical Features same across schools

– unique to the culture of the school• System investment in Coaching

Capacity

SYST

EMSPRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

PBIS

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

PBIS

APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individually Designed Interventions

• Address individual needs of student

• Assessment-based

• High Intensity

Intensive, Individually Designed Interventions

• Strategies to address needs of individual students with intensive needs

• Function-based assessments

• Intense, durable strategiesTargeted, Group Interventions

• Small, needs-based groups for

at risk students who do not respond

to universal strategies

• High efficiency

• Rapid response

Targeted, Group Interventions

• Small, needs-based groups for at- risk students who do not

respond to universal strategies

• High efficiency/ Rapid response

• Function-based logic

Core Curriculum and

Differentiated Instruction

• All students

• Preventive, proactive

•School-wide or classroom

systems for ALL students

Core Curriculum and

Universal Interventions

• All settings, all students

• Preventive, proactive

• School-wide or classroom systems for ALL students and

staff

Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS)

Framework

3-Tiered Prevention Model TERTIARY PREVENTION

Intensive, specialized & individualized strategies for students

SECONDARY PREVENTION

Targeted, supplementary strategies for students who do not respond to

primary

PRIMARY PREVENTION

Universal

School-wide or class-wide systems for all students and staff

3333

Core

Sup

port

Prog

ram

:

Prov

ided

to a

ll, in

tend

ed to

reac

h m

ost.

Continuum of Supports

The required resources to address the

problem increases

The need to enhance

environmental structures increases

The frequency for collecting

and acting upon

information increases

Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with

DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation



Team Composition• Administrator• Grade/Department Representation• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial, Bus, Security,

etc.• Parent• Community

– Mental Health, Business• Student

Start withTeam that “Works.”

Worry # 1• Too much to do• We add more and more each year• Nothing is taken away (STOP DOING THIS ! )

• How can we be better prepared to integrate into existing programs?

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

School Climate Committee

Improve Climate Improve Climate All students Marlee, J.S., Ellen, Eric

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

S&DFS Committee Prevent drug use High/at-risk drug users

Don

PBIS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Are outcomes measurable?

1.Eliminate initiatives that do NOT have a defined purpose and measurable outcome.

2. Combine initiatives that have the same measurable outcome and/or same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Improvement Goals.

Team Led Process - Sample Teaming Matrix



80% Staff Buy In

•Start Small•Easy Implementation•Share/ Present Data•Showcase Success

What does a reduction of 850 office referrals and 25 suspensions mean?

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121 6-hour school days

• Integrate past school behavior plans• Assure clarity of target areas• Incorporate school colors or mascot

Marketing Strategy

Respectful

Able

Motivated

Safe

Tenets of Kenwood Pride•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect



Office Discipline Referrals• What is the belief system in your school around

Office Referrals?

• Why do we complete the referral?– Kid-Teacher-Administrator interaction– Underestimation of actual behavior

• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Continuum of behavior support – Positive school-wide foundations– W/in school comparisons– Distinction between office v. classroom managed

Purpose of Office Referral ?

Appropriate Definitions of Problem Behaviors

• What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason, problem behaviors must be operationally defined

• e.g. TARDY

• Brainstorm classroom vs. office managed behaviors• Come to consensus on language to be used• Agree on behaviors to list

Nuts and Bolts

Staff Managed Behaviors•Tardiness (on 3rd tardy, enter student into Response System)•Non-compliance with staff direction•Classroom disruption•Bullying•Inappropriate language•Failure to serve teacher assigned reflection•Unprepared for class•Leaving the classroom without permission•Skipping class•Inappropriate hallway behavior•Inappropriate computer use •Inappropriate locker behavior•Dress code violation•Throwing objects•Eating/drinking in class•Academic dishonesty •Sleeping in class•Carrying backpack•Electronic devices/cell phones (visible and/or on)

OFFICE MANAGED BEHAVIORS•Bomb Threat/False Alarm

•Possession of a Weapon/Explosive Device

•Threats of bringing/using Weapons

•Fighting/Physical Aggression

•Physical Assault/Harassment

•Intimidation

•Sexual Harassment/Sexual Offense

•Loitering

•Theft/Burglary

•Verbal Abuse and/or Threat of Violence

•Inappropriate Bus Behavior

•Failure to Identify Oneself

•Truancy

•Vandalism/ Property Damage

•False Fire Alarm or Arson

•Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol

•Leaving the Classroom without Permission

•Forgery/Extortion

Level 1Productive Personal

Environment

Level 2Productive Classroom

Environment

Level 3Orderly Environment

Level 4Safe Environment

Behaviors that affect only the student:

Behaviors that interfere with others learning:

Behaviors that affect an orderly environment:

Behaviors that cause harm or are illegal:

-Not prepared-Out of seat-Breaking pencils-Not following directions-Whining-Playing in desk-Not doing class work-Bubbles while washing -hands-Not in line-Sleeping-Copying behavior-Not listening-Leaning in chair-Refusing to work-Crawling on floor-Not taking responsibility for action-No homework

-Talking out-Visiting/talking-Inappropriate noises-Tattling-Touching-Poking-Standing on furniture-Constant talking-Out of seat and interfering with others’ learning-Crawling on floor and -interfering with others’ learning-Inappropriate chair manners-Consistently not following directions

-Talking back to adult-Throwing things-Teasing-Lying-Cheating-Forgery-Cursing-Tantrums-Cutting others’ hair-Bathroom climbing-Bathroom-looking under stalls-Pushing-Disrespect to adults-Disrespect to children-Leaving room without permission-Name calling-Hallway Behavior-Banging on window-Profane hand gestures

-Actions that cause harm-Stealing-Fighting-Drugs-Weapons-Punching-Biting-Throwing furniture-Stealing-Threatening to do injury on person or property-Sexual harassment

Level 1 Level 2 Level 3 Level 4Consequences may include: Consequences may include: Consequences may include: Consequences may include:

-Looking-Proximity-Discussion/talking-Verbal warning-Timeout in room-Study Hall-Parent contact

--Timeout in another room-Study Hall-Loss of part of recess-Parent contact -Behavior contract -Office referralAdm/parent/student/teacher Conference-In-school suspension

--Behavior contract-Office referralAdm/parent/student/teacherConference-In-school suspension-Out of school suspension

Per Board of Education Policies

• Keep it as clear as possible

Develop a Process Flow Chart

• Create a process flow chart to guide all student behavior management

• Keep it as simple as possible

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning•Once written, file a copy with administrator•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes



Gather InformationAVAILABLE DATA:

• Office Referrals,

• Suspensions,

• Attendance,

• Academics

• SST Referrals

DECISION MAKING• Is there a problem?• What areas/systems are involved?• Are there many students or a few involved?• What kinds of problem behaviors are

occurring?• When are these behaviors most likely?• What is the most effective use of our

resources to address this problem?

Total Office Discipline Referrals (ODR) per Month

LOOKS LIKE OCTOBER WAS A BUSY MONTH

Avg. # ODR/Day/MonthConsider # of SCHOOL DAYS in the month.

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Tota

l ODR

s

Academic Years

FRMS Total Office Discipline ReferralsSUSTAINED IMPACT

Pre

Post

# Referrals by Student

# Referals by Problem Behavior

# Referrals by Location

# Referrals by Time of Day

N = 1679 443 163 246

Elementary Middle High K (8-12)

16%

N = 1679 443 163 246Elementary Middle High K (8-12)

IF...

FOCUS ON...

More than 40% of students receive one or more office

referrals More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

+ If many students are making same mistake, consider

changing systems ...not students

+ START by teaching, monitoring & rewarding

…before increasing PUNISHMENT

IF...

FOCUS ON...



School Wide System






Classroom Systems







IF...

FOCUS ON...



School Wide System






Classroom Systems









School RulesNO Food

NO WeaponsNO Backpacks

NO Drugs/SmokingNO Bullying

Redesign Learning & Teaching Environment

T H E DO NOTs

3-5 Positively Stated Behavioral Expectations

Post expectations across school settings…

Visual Reminders in Non-classroom Settings



Establish Procedures for Encouraging SW Expectations

•Guidelines– Label specific expectation & behavior– Paired with social recognition– Culturally/contextually appropriate &

considerate– Lots to less (fading - intrinsic)– Individual to group– External- to self-managed– Frequent to infrequent

P R I D E b u C k

Clever Variations

• Bus Bucks• Super Sub Slips• Golden Plunger• G.O.O.S.E.• First-in-Line• Patriot’s Parking Pass• Business Partner Discount

What really matters

Is the positive social

acknowledgement

& interaction!!

Samples• High Fives, Gotchas• Traveling Passport• Super Sub Slips • Bus Bucks• Ravens Bucks• Free homework

coupon• Discount school store• Grab bag• Early dismissal/Late

arrival• First/last in Line• Video store coupon • Free fries

• G.O.O.S.E• 1-Free Period• Massage• File stuffer• Coffee Coupon• Golden Plunger• Give Em’ a Hand• Kudos• Positive Office Referrals• Extra dessert • Class event

Discipline Works When ….Prevention creates more Positive than

Negative consequences

PunishmentReinforceme

nt(success) 4 : 1

“Positive Office Referral”

• Balancing positive/negative adult/student contacts in Oregon

• Procedures– Develop equivalent positive referral– Process like negative referral

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR

REGULARLY ACKNOWLEDGE STAFF BEHAVIOR

Diamond Award

“1 FREE PERIOD”• Contributing to a safe, caring, effective school

environment• Procedures

– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School

Early”– Or “arrive late”

• Procedures– Kids/staff nominate – Kids/staff reward, then

pick

“DINGER”• Reminding staff to have

positive nteraction• Procedures

– Ring timer on regular, intermittent schedule

– Engage in quick positive interaction

Monitoring DismissalMcCormick Elementary School, MD



91

Once you have developed school-wide expectations, it is not enough to just post the words on the walls

of the building …

YOU MUST TEACH THEM!

Expectations…1. Be Respectful

2. Be Responsible

3. Be Ready

92

“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?”

(Herner, 1998)

Teaching Matrix Activity

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice

• ________

• Eat your own food

•__________

• Stay in your seat•_________

• Stay to right

• _________

• Arrive on time to speaker

•__________

Respect Environme

nt & Property

• Recycle paper

•_________

• Return trays

•__________

• Keep feet on floor

•__________

• Put trash in cans

•_________

• Take litter with you

•__________

Respect Yourself

• Do your best

•__________

• Wash your hands

•__________

• Be at stop on time

•__________

• Use your words

•__________

• Listen to speaker

•__________

Respect Learning

• Have materials

ready•__________

• Eat balanced diet•__________

• Go directly from bus to

class•__________

• Go directly to class

•__________

• Discuss topic in class

w/ others•__________

What you want them to do,

Stated in a Positive way!

Exp

ecta

tions

Expectations & behavioral skills are taught & recognized in natural context

Expectations & behavioral skills are taught & recognized in natural context

PBIS Matrix for Home

• .

I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others

I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents

I am safe Play safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment

I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called

Family Teaching

Matrix

SETTING

At home Morning Routine Homework Meal

Times In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES



Improving Decision-Making

ProblemSolution

From

To Problem

Problem

Solving Solution

Information

Information

Reviewing Strive for Five• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.

Theme of The Month• September = Respectful• October = Responsible• November = Ready• Etc. Etc.

Classroom

SWPBIS

Subsystems

Non-classroom Family

Student

School-wide

SCHOOL-WIDE1.1. Leadership team

2.Behavior purpose statement

3.Set of positive expectations & behaviors

4.Procedures for teaching SW & classroom-wide expected behavior

5.Continuum of procedures for encouraging expected behavior

6.Continuum of procedures for discouraging rule violations

7.Procedures for on-going data-based monitoring & evaluation

EVIDENCE-BASED

INTERVENTIONPRACTICES

CLASSROOM1.All school-wide

2.Maximum structure & predictability in routines & environment

3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.

4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices

5.Continuum of strategies to acknowledge displays of appropriate behavior.

6.Continuum of strategies for responding to inappropriate behavior.

INDIVIDUAL STUDENT1.Behavioral competence at school & district levels

2.Function-based behavior support planning

3.Team- & data-based decision making

4.Comprehensive person-centered planning & wraparound processes

5.Targeted social skills & self-management instruction

6. Individualized instructional & curricular accommodations

NONCLASSROOM1.Positive expectations & routines taught & encouraged

2.Active supervision by all staff (Scan, move, interact)

3.Precorrections & reminders

4.Positive reinforcement

FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families

2.Frequent, regular positive contacts, communications, & acknowledgements

3.Formal & active participation & involvement as equal partner

4.Access to system of integrated school & community resources



• Define and teach classroom routines• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.

– “Show me you are listening”

• Establish a signal for obtaining class attention• Teach effective transitions.

Procedures and Routines

EXPECTATIONS

Classroom Procedures/Routines

Class-Wide ArrivalCooperative

LearningGroups

IndependentSeat Work Whole Group

Identify Attention Signal…….Teach, Practice, Reinforce

Be Respectful• Listen to others• Use inside

voice • Use kind words• Ask permission

• Enter/exit classroom prepared

• Use inside voice

• Listen to others• Acceptdifferences• Use kind words• Encourageothers

• Use quiet voice

• Follow directions

• Eyes/ears on speaker

• Raise hand to speak

• Contribute to learning

Be Responsible

• Be prepared• Follow

directions• Be a problem

solver• Make choices

that support your goals

• Place materials in correct area

• Begin warm-up promptly

• Use Time Wisely

• Contribute• Complete your

part

Be a TASK master

• Use your neighbor

• Follow directions

• Take notes• Meet your

goals

Be Safe

• Keep hands, feet, and objects to self

• Organize your self

• Walk

• Walk • Use Materials Carefully

• Keep hands, feet, and objects to self

• Stay at seat• Keep hands,

feet, and objects to self

Anchored to the School wide

Systems



– They start with sufficient resources and commitment

– They focus on the smallest changes that will result in the biggest difference

– They have a clear action plan– They use on-going self-assessment to

determine if they are achieving their plan– They have access to an external agent/

coach who is supportive, knowledgeable and persistent.

School teams will be successful if:

SYST

EMSPRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

PBIS

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Tota

l ODR

s

Academic Years

FRMS Total Office Discipline ReferralsSUSTAINED IMPACT

Pre

Post

Some Final Thoughts

On your Road to Success

Remember

• We can’t “make” students learn or behave• We can create environments to increase

the likelihood students learn and behave• Environments that increase the likelihood

are guided by a core curriculum and implemented with consistency and fidelity

All of us will have set-backs along the way!

Allow yourself plenty of time to get there

Remember to bring the kids along

www.pbismaryland.org

Resources• www.pbis.org • www.pbismaryland.org • www.swis.org• [email protected]

Tenets of Kenwood Pride•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect

Respectful

Able

Motivated

Safe

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Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

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