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PBIS August 2013

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Heather Rollins-Chappel

on 21 August 2013

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Transcript of PBIS August 2013

PBIS
Professional Development August 2013

What does PBIS stand for?
Positive
Behavioral
Interventions and
Supports
Mission Statement
Our mission is to collect data to develop, implement, and support positive behavioral goals and interventions needed to support student social, emotional and academic learning.

Behavior Definitions Activity
What is PBIS?
It is a positive approach to behavior interventions aimed at promoting a safe, positive school culture.
PBIS is not a specific program, but a broad, generic term that describes a set of strategies or procedures designed to improve behavioral success by employing non-punitive, proactive, systematic techniques.
It compliments the “Responsive Classroom” approach to teaching and learning

PBIS Continued...
A SCHOOL-WIDE design for behavior/discipline
A process for creating safer and more effective schools
A team-based systematic planning process
For (and by) ALL students, ALL staff, and in All settings
Focuses on improving a school’s ability to teach and support positive behavior for all students.
A data driven program.
A 3-5 year process to establish
A program that can be upgraded as we go along

PBIS is a Multi-Tiered Approach
Tier 1: Primary/School-wide
Tier 2: Secondary/Targeted
Tier 3: Tertiary/Individual

Our school already focuses much on tier 2 and 3 approaches (groups, individual behavior plans, individual counseling)
Our goal is to re-focus on tier 1; the school-wide behavior strategies that will promote a safe and positive school culture
This will affect the entire student population; approximately 80% of the student population will be positively affected by these school-wide behavior interventions and supports

Multi-Tiered Approach
Multi-Tiered System of Supports
P.A.W.S. Tickets
Supporting Data
PBIS Incentives
Tiger of the Month
Bus PAWS
Level System
Level Table
Prize Box
Monthly Fun Friday
ComplimenTree (Staff)
Work with a partner to determine the location/category on the grid that your behavior description belongs.
Flow Chart
Minor?
Restate expected behavior in positive language.
YES!
Praise and
Pre-Correct
for next situation
Did student change behavior?
Pre-Correction
Always provide behavior expectations at the beginning of every transition both inside and outside of classroom.
Problem Behavior?
Observe the problem behavior and determine if the behavior is minor, major, or building limit.

(Use Flowchart Document)
P.A.W.S. tickets are given out to students who are "caught" doing the right thing (behaviors listed on the matrix) or students who go above and beyond. Students are able to use the tickets to "purchase" certain incentives.
NO
Restate expectations and give 1st verbal warning/redirection
YES!
Praise and Pre-Correct. Begin continuum over if another behavior occurs.
No
Give 2nd verbal warning/ offer coping strategies - (CARES pass, Take a Break Space, Blue Box, Buddy Room, mat room) **keep in mind strategies that were already attempted and/or successful**
Did student change behavior OR attempt coping strategy?
YES!
Praise and Pre-Correct. Begin continuum over if another behavior occurs.
No
Attempt classroom level intervention. (Ex. Tallies, removal from group, change seating, etc.) Request counselor intervention and processing (not a positive break), if necessary.
After classroom/counselor intervention...
Is student able to verbally contract for safety/behavior expectations and return to classroom/ learning?
YES!
Praise and Pre-Correct. Begin continuum over if another behavior occurs.
No
Collaborate with Administration to determine Alternate Learning Environment
If a minor behavior is repeated after two or more complete behavior intervention cycles, the behavior will be considered a major behavior resulting in an Alternative Learning Environment- Administration approved
MAJOR
Restate expected behavior in positive language including a directed correction pertaining to problem behavior. (See back of flowchart for example)
Did student change behavior?
YES!
Praise and Pre-Correct. Begin continuum over if another behavior occurs.
Did student change behavior?
YES!
Praise and Pre-Correct. Begin continuum over if another behavior occurs.
No
Restate expected behavior in positive language including a verbal warning that if unsafe behavior continues there will be immediate intervention.
No
Complete referral to Alternate Learning Environment / CARES Plus

Staff Collaboration to determine appropriate learning experience (safety contract, apology of action, corresponding education regarding offense)
After completing determined amount of time/ assignment, student processes with counselor and creates a plan to safely return to class.
Building Limit
Complete PEACE Corner Referral Form and consult with Administrator
Student is escorted to PEACE corner
Student completes determined time and assignment in PEACE Corner
Student works with counselor on post-vention before returning to class
Did student change behavior?
SPDE Student Population
We as staff need to keep in mind that the student population we serve have all experienced some level of trauma.
The behaviors that students are presenting are the only way they know how to handle and express their stress. Our job is to provide them with a safe, positive environment in order for them to become healthier, and learn and utilize healthier coping strategies
Which one are you going to feed??
Next Steps
Documentation
Level System Discussion
Classroom Checklist
PBIS Kickoff Video
Full transcript