Positive Behavioral Interventions
and Supports
and
Social and Emotional Learning
Outcomes
• How PBIS and SEL work together
• How both necessary to support a positive,
effective learning climate
• How to systematically integrate SEL into
existing PBIS structures at your site
Team Note-taker
1. Create a poster that looks like the
image on the right
2. Chart your School-wide Expectations
for PBIS (e.g., Be Safe, Be Respectful,
Be Responsible)
3. Chart the 5 SEL Competencies Leave
the bottom half blank.
4. Chart common features
5. Add to each column as we move
through presentation
PBIS
SEL
Common Features
3
4
What is Climate?
safe, respectful, participatory, engaging,
and well–managed
5
A supportive LEARNING CLIMATE set the stage for productive learning by establishing
positive behaviors as the norm
For: ALL STUDENTS
Requires: ALL STAFF
TIER !
POSITIVE LEARNING CLIMATES
throughout the SCHOOL and in the CLASSROOMS
include:
 Collaborative culture of respect
 High rates of positive interactions
 A motivating, participatory, and learningfocused environment
 Promotes student ownership over learning and
improving
 Well-managed, structured and clearly-defined
practices
 Behavioral expectations that create a sense of
safety, fairness and productivity.
PBIS:
the science of building effective environments that
teach and encourage appropriate behaviors to
replace the use of inappropriate behavior.
School-wide PBIS:
the application of PBIS to the whole school. Thus, it
is a broad range of systemic and individualized
strategies for achieving important social and
learning outcomes while preventing problem
behavior with all students. It is a school discipline
and positive school climate model.
7
5 Major Steps for SW-PBS
1. Clear set of expectations for whole school
2. Procedures for teaching expectations
3. Continuum of procedures for encouraging
expectations
4. Continuum of procedures for discouraging
inappropriate behavior
5. Procedures for on-going monitoring and
evaluation
8
Why do we need to pay so much
attention to these data?
Suspensions and Graduation Status
No Suspensions
One Suspension
More than One Suspension
100%
90%
80%
80%
70%
60%
53%
50%
40%
28%
30%
20%
10%
0%
On Track To Graduate
No Suspensions
Off Track
3204
On Track
12440
One Suspension
560
640
More than One
573
220
4337
13300
Suspension
Total
WCSD Gender Suspension Proportionality
(Students receiving one or more in/out of school suspensions)
Male
100%
90%
Female
% District Population That Group Makes Up
For every 100 Male students who would
80%
71%
70%
For every 100 Female Hispanic students who would
(proportionally) be suspended, there are 60 who are.
For every 100 Male FRL students who would
(proportionally) be suspended, there are 128 who are.
60%
For every 100 Female FRL students who would
(proportionally) be suspended, there are 68 who are.
50%
40%
30%
29%
32%
31%
29%
19%
20%
13%
10%
1% 1%
0%
All Students American
Indian
2%
4%
0%
Asian
Hispanic
14%
11%
4%
2%
African
American
9%
White
2%
5%
1% 0%
Multiracial Pacific
Islander
IEP
4%
LEP
FRL
Male N Size
3159
58
68
1302
178
1358
157
38
832
396
1412
Female N Size
1289
23
15
590
86
487
72
16
227
163
614
How
Discipline
Growth?
Howdo
does
DisciplineRelate
Relateto
to Reading
Reading Growth?
No Events
One Event
More than One Event
100
90
80
70
60
59
50
62
61
51
40
50
46
45
57
56
52
46
39
38
39
52
48
43
42.5
30
45
39
35
32
25
20
10
0
School
Am Ind
Asian
Hispanic
African
American
White
Multiracial
Pacific
No Events
18262
301
872
6946
327
8679
972
165
One Event
1511
29
30
660
54
651
73
14
More than One
1255
26
25
581
47
503
67
6
21028
356
927
8187
428
9833
1112
185
Event
Total
How does Discipline Relate to Math Growth?
No Events
One Event
More than One Event
100
90
80
70
63
60
50
55
40
55
38
42
58
56
52
49
48
46
58
55
41
49
48
44
55
43
43
41
34
30
26
20
10
0
School
Am Ind
Asian
Hispanic
African
American
White
Multiracial
Pacific
No Events
18850
301
905
7299
338
8854
983
170
One Event
1612
33
31
719
52
686
77
14
More than One
1364
24
25
643
51
542
73
6
21826
358
961
8661
441
10082
1133
190
Event
Total
Within these environments, adults shape how students develop key SKILLS & RELATIONSHIPS
that strengthen their connection to school and prepare them to succeed in college, career &
life.
For: ALL STUDENTS
Requires: ALL STAFF
TIER 1
SOCIAL AND EMOTIONAL SKILLS
shapes students’ skills and relationships through:
Explicit instruction and learning formats that promote:
self-awareness, self-management, social awareness,
relationship skills, decision-making skills
Interactions and culture that promotes positive adultstudent relationships and student-student
relationships
Restorative approaches that promote inclusiveness,
relationship-building and problem solving
Core Standards
Teacher
Evaluation
Respecting
Cultures
Supporting
EVERY
MTSS Learner
SEL is a process for helping children and adults
develop the fundamental skills for life
effectiveness. SEL teaches the skills we all need
to handle ourselves, our relationships, and our
work, effectively and ethically.
Five Competencies
Self-Awareness
Responsible Decision
Making
Relationship Skills
SelfManagement
Social
Awareness
SOCIAL AND
EMOTIONAL LEARNING
Integration
How does your
school and your
own classroom
feel to all the
members of the
learning
community?
How do you
intentionally
address SEL
through other
academic
areas and
instructional
strategies?
How are you
intentionally
teaching the
knowledge
and skills of
SEL?
SWPBIS and SEL
Common Features
Systematically TEACH skills
Commitment to positive school-wide social
culture
Commitment to building personal competence
of students
Link social development with academic success
Rock-Paper-Scissors!
1. Pick a partner.
2. Stand-Up & face one another
3. Teach each other how to play Rock-PaperScissors. Play. Say “ thank you”
4. If you win, find another opponent
5. If you lose, follow your partner & cheeron! BE LOUD-Clap! Cheer! Say Names!
6. Keep going until there is only one
champion in the room!
24
Rock-Paper-Scissors!
• What elements of PBIS were present in the
activity?
• What elements of SEL were present?
• How did high-levels of reinforcement
impact your performance in both roles?
• What skills did you need to switch from
competitor to cheerleader?
25
• Model A
– Focus on strong integration
• Language integration for posted Expectations
• Language used in teaching and re-teaching
• Model B
– Focus on an Expectation and a Competency each
month
• Model C
– Focus classroom teachers instruction of SEL skills n
relation to minors and teaching
In Practice…
• School A
–Focused on strong integration
• Language integration for posted
Expectations
• Language used in teaching and reteaching
• Its about the language and integration
• STRIKE - Strength, Tolerance, Responsibility, Integrity,
Knowledge, and Empathy.
• Be Responsible, Respectful and Safe
• Expectations posted in a variety of settings
• Review language used to teach expectations and
support behavior alongside the WCSD SEL
Standards.
– Where will the SEL standards language enhance teaching
& re-teaching at your site?
1.
2.
3.
4.
5.
5 Major Steps for SW-PBS
Clear set of expectations for whole school
1.
1.
2.
3.
Expectations include language like
“demonstrate self-awareness by…”
“self-manager in the classroom…”
”demonstrate social-awareness…”
Procedures for teaching expectations
1.
1.
2.
3.
This is when and how you do this…
On-location training
Booster lessons
Daily/weekly
Continuum of procedures for encouraging expectations
1.
1.
2.
3.
Reinforcement systems
Verbal
Priveledges
Token
Continuum of procedures for discouraging inappropriate behavior
1.
2.
Re-teach
Common vocab, definitions, consequences
1.
Data tracking
Procedures for on-going monitoring and evaluation
30
• On-going lessons
– Once/month in Social Science; Every day for Tier 3
• Focus Week
– Daily lessons or activities around an expectation &
Competency
• Expand upon expectations & connection to
Competency
– Monthly “Focus Lesson”
31
• Model A
– Focus on strong integration
• Language integration for posted Expectations
• Language used in teaching and re-teaching
• Model B
– Focus on an Expectation and a Competency each
month
• Model C
– Focus classroom teachers instruction of SEL skills n
relation to minors and teaching
33
Month
PBIS
SEL
Aug-Sept
On-location teaching
sw-expectations
• Self-Awareness
• Self-Management
OctoberNovember
Monitor sw-data
Booster on-location as
needed
• Social-Awareness
• Relationship Skills
•
Reinforcement
continues
December
Monitor sw-data
Booster on-location as
needed
• Responsible Decision Making
Reinforcement
continues
January
On-location teaching
sw-expectations
• Self-Awareness
• Self-Management
• Name tag activities
Model C
• Focus teachers managing classroom behavior using behavioral
expectations and SEL skills
• Review with classroom teachers
– SW-expectations
• Classroom expectations and routines
– Minor behavior definitions
– SEL Standards
– Data to demonstrate what SEL skills need to be
systematically taught, and when.
Practice
PBIS
SEL
Universal and Tier 2
intervention for
students seeking
attention
•
•
•
•
•
Self-Awareness
Social-Awareness
Self-Management
Relationship Skills
Responsible Decision Making
Project-Based
Learning
Universal and Tier 2
intervention
•
•
•
•
•
Self-Awareness
Social-Awareness
Self-Management
Relationship Skills
Responsible Decision Making
Structured
Break
Tier 2 intervention for
students
•
•
•
•
Self-Awareness
Self-Management
Relationship Skills
Responsible Decision Making
Check-in/
Check-out
Tier 2 intervention
• Self-Awareness
• Self-Management
• Relationship Skills
Mentoring
•
How can both models help create a supportive LEARNING CLIMATE?
For: ALL STUDENTS
Requires: ALL STAFF
TIER !
POSITIVE LEARNING CLIMATES
throughout the SCHOOL and in the CLASSROOMS
include:
 Collaborative culture of respect
 High rates of positive interactions
 A motivating, participatory, and learningfocused environment
 Promotes student ownership over learning and
improving
 Well-managed, structured and clearly-defined
practices
 Behavioral expectations that create a sense of
safety, fairness and productivity.
PBIS
SEL
Common Features
38