Review & Re-establish SW PBIS Tier 1 SRIP – Cohort 9 August 2014.
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Transcript of Review & Re-establish SW PBIS Tier 1 SRIP – Cohort 9 August 2014.
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Review & Re-establish SW PBIS
Tier 1SRIP – Cohort 9
August 2014
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The National Website
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www.pbis.org
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The Minnesota Website
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www.pbismn.org
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PBIS Assessments Website
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www.pbisapps.org
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SWPBIS is about….
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SW-PBIS Logic!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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SYST
EMS
PRACTICES
DATA
OUTCOMES
IntegratedElements
15-16
DATA: What do we currently see and know?
OUTCOMES: What do we want to see?
PRACTICES: What practice could effectively, efficiently, and relevantly achieve what 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?
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Systems Guidelines1. Work as a Team
2. Involve students, staff, parents, and community
3. Review your expected outcomes
4. Make decisions based on data
5. Revise / set new expected outcomes
6. Integrate initiatives (working smarter)
7. Develop a plan for the start of this year – Kick-off, teaching expectations, reward systems, …
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Practices Guidelines1. Review Data
2. Use effective, efficient, relevant practices
3. Review and practice school-wide expectations
4. Increase use of pre-corrections
5. Increase/ maintain high rates of positive reinforcement
6. Identify student whose behaviors are unresponsive to Tier 1
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Classroom
SWPBISPractices
Non-classroom Family
Student
School-w
ide
• Smallest #• Evidence-based
• Biggest, durable effect
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▪ 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
School-wide
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▪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.
Classroom
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▪ Positive expectations & routines taught & encouraged
▪ Active supervision by all staff▪ Scan, move, interact
▪ Precorrections & reminders▪ Positive reinforcement
Non-classroom
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▪ 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
Individual Student
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▪ 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
Family
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School-Wide Review
8 Step Planning Guide
How Are You Doing?
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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/reinforcement activities
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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 being posted in all areas
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Action Planning
▪Update monthly based on data
▪Share with staff to inform & maintain buy-in
▪Use a format that helps with team turnover
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~80% of Students
~15%
~5%
ESTABLISHING A CONTINUUM of SWPBS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•
TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special designed instruction• •
PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•
Audit
1.Identify existing practices by tier
2.Specify outcome for each effort
3.Evaluate implementation accuracy & outcome effectiveness
4.Eliminate/integrate based on outcomes
5.Establish decision rules (RtI)
P 28-29