PBIS Tier I Overview
This presentation is intended to meet the Tier I Training Readiness
Checklist requirements for Pasco County Schools and Florida’s Positive
Behavior Support Project
Agenda
• Mission and Vision
• Behavioral Health Continuum
• PBIS
• Trauma Informed Care
• Restorative Practices
• PBIS and Tiers of Support
• Tier I
• PBIS Structure
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District
School
Coaching
Classroom
• Challenges and Barriers
• Staff Input Survey
• Resources
Mission and Vision
Mission and Vision
• Pasco County Schools
• Providing a World Class Education to All Students
• PBIS District Leadership Team
• Make strategic connections between district priority goals (High Impact
Instruction, Data Driven Decisions, and Collaborative Cultures) and the
philosophy of PBIS through the development of annual action plans aligned to
school Success Plans and district Mission
• FLPBS
• To increase the capacity of Florida’s school districts to address problem
behavior using Positive Behavior Support within a Response to Intervention
framework
District Key Priorities and PBIS
• High Impact Instruction
• Teachers select and/or develop core instruction/school-wide interventions for
all students for behavioral health.
• Data-Driven Decisions
• School leaders facilitate school teams to select and/or develop a system to
collect data, monitor implementation of core instruction/school-wide
interventions.
• Collaborative Culture
• School team problem-solves school-wide data including identifies tiered
academic and behavioral needs.
Behavioral Health Continuum
Behavioral Health Continuum
Trauma Informed Care in Schools
A framework that acknowledges the prevalence and impact of trauma, and the
complex paths to healing and recovery in all aspects of organizational culture and
operation. These principles and practices seek “safety first” and commit themselves to
“do no harm.”
Ten Tenets of Trauma Informed Care
What’s wrong with
you?
vs.
What’s happened to
you?
1.
2.
3.
4.
5.
6.
7.
Recognize the impact of violence and victimization on development and coping strategies.
Identify recovery from trauma as a primary goal.
Employ an empowerment mode.
Strive to maximize individual choices and control over their recovery.
Are based on relational collaboration.
Create an atmosphere that is respectful of survivors’ need for safety, respect and acceptance.
Emphasize individual’s strengths, highlighting adaptations over symptoms, resilience over
pathology.
8.
Minimize the possibilities of re-traumatization.
9.
Strive to be culturally competent and to understand each person in the context of their life
experiences and cultural background.
10. Solicit consumer input and involve consumers in designing and evaluating services.
Adapted from Trauma-informed or trauma-denied: Principles and implementation of trauma-informed
services for women, Elliot et al. May 27, 2005.
PBIS Tiers of Support
PBIS and Tiers of Support
• Aims to build effective environments in which positive behavior is
more effective than problem behavior
• Is a collaborative, assessment-based approach to developing effective
interventions for problem behavior
• Emphasizes the use of preventative, teaching, and reinforcementbased strategies to achieve meaningful and durable behavior and
lifestyle outcomes
PBIS and Tiers of Support
PBIS and Tiers of Support
• Build effective, positive school environments
• Enhance school climate and safety
• Prevent problem behaviors from occurring
• Teach and reinforce appropriate behaviors
• Increase instructional time and academic performance
• Enhance teacher capacity to effectively address problem behavior
• Create meaningful and durable behavior and lifestyle outcomes
PBIS and Tiers of Support
Traditional Discipline:
PBIS:
• Goal:
• Goal:
• Stop undesirable behavior through
punishment
• Focus:
• The student is the problem
• Alter the environment
• Replace problem behavior with
appropriate behavior
• Teach new skills
• Reward demonstration of appropriate
behavior
• Focus:
• The environment
• The whole-child
PBIS and Tiers of Support
• It is aligned with the core components of RtI (Response to
Intervention)
• It can be adapted to fit the needs of your school
• It coexists with most other school-wide programs
• It is consistent with research-based Principles of Behavior
PBIS Tier I
Tier I
Tier I
• Tier 3 – (Intensive, Individualized)
• Processes and procedures reflect school-wide expectations coupled with team-based
strategies to address problematic behaviors of individual students
• Tier 2 – (Targeted, Supplemental)
• Processes and procedures address behavioral issues of groups of students with
similar behavior problems or behaviors that seem to occur for the same reasons (i.e.
attention, escape)
• Tier 1 & 2 – (Classroom)
• Processes and procedures reflect school-wide expectations coupled with preplanned strategies applied within classrooms
• Tier 1 – (Universal, Core)
• Procedures and processes support behavior intended for all students, staff, across all
settings
Tier I
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A 3-5 year process for comprehensive systems change to occur
Effective, committed district leadership and support
Effective PBS team and committed Administrator
Faculty commitment and buy-in
Fidelity of implementation and evidence-based practices
• Tier 1 - Universal (all students, times, locations)
• Tier 2 - Targeted (students at-risk)
• Tier 3 - Intensive (individualized for severe behaviors)
• On-going data collection for data-based decision-making
• Progress monitoring and evaluation
• Contextual fit with school culture and school improvement plan
School Data Review
• ADD SCHOOL DATA HERE
PBIS Structures
PBIS Structure
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PBS Team and administrative support
Expectations & Rules – Core Curriculum of Tier 1 PBS
Reward/Recognition system
Teaching expectations, rules and consequences
Effective discipline process, procedures and consequences
Faculty commitment
Implementation fidelity
Classroom PBS systems
Data entry, analysis and effective problem-solving (RtI)
Evaluation and progress monitoring
PBIS Structure
PBIS Project
Contact
District
Coordinator
PBIS Coach
PBIS Team
Faculty and
Staff
Students
and Families
PBIS Structure
PBIS Coach:
• School-based staff
• Facilitates the teaming process at the school level
• Attends:
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trainings with their school-based team
PBIS Team meetings
Coaches’ meetings with the District Coordinator
other trainings and professional development, as needed
• Reports to District Coordinator
• Facilitates the completion of Mid-Year and End-Year PBIS reports
PBIS Structure
PBIS Team
• 6-8 Members:
• Administrator, Gen Ed teachers, Special Ed teachers, Student Services, persons with
behavioral knowledge/expertise, paraprofessionals, parents & students
• Develops, implements, and evaluates the school’s PBIS plan with input
from faculty and staff
• Monitors behavior data
• Develops and supports interventions
• Monitors PBIS progress
• Maintains communication with faculty and staff
• Meets regularly to review action plan
PBIS Structure
• Staff will develop and implement school-wide Expectations & Rules
• Students and staff will be taught the expectations and rules
• A Reward System will be developed and taught to students and staff
to encourage and model appropriate behavior
• A consistent Discipline Referral Process will be developed and
implemented
• Effective Consequences will be developed and used to discourage
inappropriate behavior.
• Data will be used to track progress and identify target areas for
intervention
Challenges and Barriers
Challenges and Barriers
• Philosophical change regarding behavior
• Shift in how staff respond to student behaviors
• Acquisition of new skills by students and staff
• Need for good data collection and evaluation systems
• Implementation fidelity
• No established benchmarks or decision rules for behavior
Required Staff Survey
Staff Input Survey
• As part of the PBIS Tier I Readiness process it is important to gain staff
input into the PBIS process
• Please take a moment and complete the survey linked HERE
Your input and participation is greatly appreciated
Resources
Resources
• Florida’s Positive Behavior Support Project
• http://[email protected]
• Association of Positive Behavior Support
• www.apbs.org
• OSEP Technical Assistance Center on PBIS
• www.pbis.org
• PBIS Canvas Page: https://pasco.instructure.com/courses/38944
Thank You!
This presentation is intended to meet the Tier I Training Readiness
Checklist requirements for Pasco County Schools and Florida’s Positive
Behavior Support Project
If you have not done so already, please take a moment to complete
the PBIS Staff Input Survey HERE