Review & Re-establish
School-Wide PBIS: Tier 1
Cohort 10
August 2015
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Improving school and classroom
climate
Integrating
academic &
behavioral
initiatives
Improving
support
for students
with EBD
Decreasing
reactive
management
Maximizing
academic
achievement
It’s about following the herd…
(H)EERDS Logic of SW-PBIS!
Have to be..
Successful individual student
behavior support is linked to
host environments or school
climates that are effective,
efficient, relevant, & durable
(Zins & Ponti, 1990)
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How are you doing?
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14
Integrated
Elements
OUTCOMES: What do we want to see?
SYSTEMS: What
needs to be in place
to support (a)
practice adoption
that is informed and
(b) full
implementation that
is contextualized,
accurate, and
sustainable?
OUTCOMES
DATA: What do
we currently see
and know?
PRACTICES
PRACTICES: What practice could effectively,
efficiently, and relevantly achieve what we
want to see?
15-16
Vincent, Randall,
Cartledge, Tobin, &
Swain-Bradway 2011;
Sugai, O’Keeffe, &
Fallon, 2012ab
Culturally Equitable Academic &
Social Behavior Expectations
OUTCOMES
Culturally
Valid
Information
for
Decisions
Culturally
Knowledgeable
Staff
PRACTICES
Culturally Relevant & Effective
Instruction
Systems Guidelines
1.
2.
3.
4.
5.
6.
7.
Work as a Team
Involve students, staff, parents, and
community
Review your expected outcomes
Make decisions based on data
Revise / set new expected outcomes
Integrate initiatives (working smarter)
Develop a plan for the start of this year
– Kick-off, teaching expectations,
reward systems, …
Practices Guidelines
1.
2.
3.
4.
5.
6.
Review Data
Use effective, efficient, relevant
practices
Review and practice school-wide
expectations
Increase use of pre-corrections
Increase/ maintain high rates of positive
reinforcement
Identify students whose behaviors are
unresponsive to Tier 1
SWPBIS
Classroom
Non-classroom
Family
Student
17
School-wide
▪ 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
violations
▪ Procedures for on-going data-based
monitoring & evaluation
18
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, including contingent & specific praise,
group contingencies, behavior contracts, token economies
▪ Continuum of strategies for responding to inappropriate
behavior, including specific, contingent, brief corrections for
academic & social behavior errors, differential reinforcement
of other behavior, planned ignoring, response cost, & timeout.
18
Non-classroom
▪ Positive expectations & routines taught
& encouraged
▪ Active supervision by all staff
▪ Scan, move, interact
▪ Precorrections & reminders
▪ Positive reinforcement
18
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
18
Family
▪ 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
19
TIC TIME!
WHY Take the TIC?
❏ The Team Implementation Checklist is a progress
monitoring tool for Tier 1
❏ Each time you take the TIC celebrate what you
have in place!
❏ Action plan how you will take your next steps to
implement Tier 1
❏ ALWAYS share the results of your TIC with all staff
❏ Highlight celebrations and back them up with outcome data
❏ Share action planning next steps
Taking the TIC Review
➢ Coach reads each question and the
team discusses
➢ Coach enters the score in the
implementation manual first
➢ When all questions have been
discussed and scored in the
implementation manual, coach enters
the scores in pbisapps.org
PBIS Assessments
Website
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School-Wide Review
8 Step Planning Guide
How Are You Doing?
Getting Started with SWPBS
Primary Intervention Tier
In the following sections, planning steps for getting started with the
implementation of SWPBS are described. Examples of outcomes for each
step are provided in the Appendices.
Guidelines:
Step 1 – Establish Leadership Team Membership
Step 2 – Develop Brief Statement of Behavior Purpose
Step 3 – Identify Positive School-wide Behavioral Expectations
Step 4 – Develop Procedures for Teaching School-wide Behavior
Expectations
Step 5 – Develop Procedures for Teaching Classroom-wide Behavioral
Expectations
Step 6 – Develop Continuum of Procedures for Encouraging and
Strengthening Student Use of School-wide Behavior Expectations
Step 7 – Develop Continuum of Procedures for Discouraging Student
Behavior Violations of School-wide Behavior Expectations
Step 8 – Develop Data-based Procedures for Monitoring Implementation of
SWPBS (Primary Tier)
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44
▪ Leadership team
School-wide
▪ 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
violations
▪ Procedures for on-going data-based monitoring
& evaluation
18
Before Students Return
Establish:
▪PBIS School-wide Team meeting
schedule for the year – 2 times a month
▪Schedule for communicating/reporting/
problem-solving with staff for the year
▪Schedule of
celebrations/acknowlegement activities
Before Students Return
Plan For:
▪Staff Kick-Off
▪Student Kick-Off/Fall training
▪Parent Kick-Off (minimally a letter should be sent home
describing PBIS, the school-wide expectations, rewards
system and how they can contact the school for more
information or if they are interested in joining the
committee)
▪A Bus Driver Kick-Off
▪How School-wide Team will provide data to the
staff/team managing Targeted & Intensive Interventions
▪Expectations posted in all areas
The National Website
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The Minnesota Website
http://www.pbismn.org/
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PBIS Assessments
Website
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❖ Access TIC reports from
pbisapps.org
❖ Use reports to action plan for
next steps
❖ Use p.44 from your
implementation manual as
well
❖ Use an action planning form
that helps you inform staff
and secure participation for
your next steps
Action Planning