Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

PBIS Overview

No description

Christine Kerr

on 9 December 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of PBIS Overview

Doing more with less (resources, time, staff, money)
Educating increasing numbers of students with diverse needs
Educating students with severe problem behaviors
Increasing demands to educate the whole child
(Positive Behavioral Interventions & Support)
Emphasis On An Instructional Approach
Behavioral expectations are taught directly like academic skills
Today's students do not come to school knowing our expectations for behavior
Academic engagement and success is maximized
When students are not behaving appropriately, it means they need additional instruction and training of expected behaviors.
Positive changes and sustained use of best practices will only occur when there is:

active administrative leadership and participation
proactive systems (procedures/routines) in place
buy in and support from staff- 80% is needed
Tier 1 Interventions for all students
Tier 2 Interventions for at-risk students
Tier 3 Interventions for students with most severe behavioral needs
Merrillville Community Schools
James Stamper, MHS Asst. Principal
Lisa Patrick, MIS Principal

(Barrett and Swindell-2002)

School-Wide Proactive Approach for addressing desired behaviors
Provides Intervention for students who need additional reinforcement
Provides Support for students and staff to maximize instructional time
Data-Driven Decision-Making tailored to meet the unique needs of your school
The discipline strategies used most often are the least effective:
Tier One
Create a Universal Team with Teacher Leaders who are interested. Visit a school using PBIS
Pick 3 - 4 Core Expectations/ Rules
Create a Behavioral Expectations Matrix which is the Behavior Curriculum
Make a T-chart for teacher-managed vs. office-managed discipline issues
Plan Rewards and celebrations
Plan school-wide training for all staff and all students
Defines the Expected Behaviors for Specific Settings: hallways, classrooms, gym, cafeteria, bus, bathrooms, assemblies
Creates the "Curriculum" that will guide the teaching of expected behaviors
Enhances communication among staff and between students and staff
Discouraging Inappropriate Behavior at the Tier 1 Level and Consequences
Decide which behaviors are managed in the classroom and which behaviors are sent to the office. (T-chart)
Support teachers in designing classroom systems.
Continuum/menu of procedures for responding to ODR's (Office Discipline Referrals):
Frontload students with behavior challenges
Verbal reprimands/warnings
Community Service
Re-teaching of expected behavior
Follow up with increased reinforcement
Acknowledging Expected Behaviors
Tangible rewards/acknowledgements
Pirate Bucks
PBIS Assembly
iPatch Award Presentation
Redemption System
Pirate Buck Days
Free or Inexpensive Prizes
Schoolwide Rewards- Pajama Day, No Homework Day, Student vs. Staff Games

Tier One Team Functions
Meet bi-monthly with set-agenda
Look at discipline data and determine what problems are the biggest and where they're occuring
Create and Distribute Cool Tools to Staff every 2 weeks
Share Data with Staff monthly
Inform School Audiences of PBIS Activities in the school (parents, community members, District Admin., School Board
Assist Administration in Developing continuum for managing behaviors
Identifying Tier 2 and 3 Students for additional support
Be Cheerleaders for PBIS Process in the school
Tier 2 Team Interventions
Meet bi-monthly as a team
Receive individual student data from Universal Team
Decide on group interventions for students with frequent office referrals
Check and Connect Program - kids check in daily with a mentor
Other Group Interventions
Lunch chats with specific kids with principal or social worker
Freshman Mentoring Program
ISS - Values Program
ISS/Detention - Community Service for School
Restorative Justice Practices
Tier 3 Team Functions
After Tier 2 interventions, you may not reach 5% of your students who need more intensive help (Tier 3)
The team meets regularly to discuss the individual students, and creates individualized behavior plans that address the function of each student's behavior. There is also a "wraparound" meeting where parents are invited to attend and bring anyone else who they would like to contribute to the development of the plan.
Individual Interventions
Understanding Function
The most common problem behaviors in school and in life serve a function
1) To get something
attention, objects, power, self-stimulation

To escape/avoid something
tasks, embarrasssment, situations, persons
PBIS Beliefs
1) It is unfair to punish students before teaching the expected behaviors.
2) Teaching at the point of the problem behavior (teachable moments) for minor incidents is generally more effective than punishment.
3. Frequent pre-correcting with students is an effective teaching tool and can be preventative.
4. Pre-correcting and reinforcing are part of the teaching process

Create working environments where employees:
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend.”
7. Feel the mission of the organization makes them feel like their jobs are important
8. See the people around them committed to doing a good job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well
"What the World's Greatest Managers Do Differently"
-Buckingham and Coffman, 2002 Gallup

Interviews with 1 Million Workers, 80,000 Managers, in 400 Companies
If We Understand That Behavioral Skills Are Learned,

It is Necessary to Teach Expected Behaviors As We Would Academic Skills
Sources to Fund the Program
Grants, Education Foundation
Community Partnerships (Restaurants, Stores)
Share the costs with another school or all schools in the district (PD)
School Dances/Parties, fundraisers, Burger King night, Hat Day
Where Can You Get More Information?
(PBIS Indiana website)

Schools in many U.S. states and across the world (Australia, China) are implementing PBIS

Ask us:

Full transcript