Pbs Initial Presentation Final

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West Bloomfield School DistrictSchool Wide Positive Behavior SupportRenee DiGiorgioBehavior CoachReneeDiGiorgio@yahoo.com

Michigan State Board of EducationIt is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies (September, 2006)

Main MessageSupporting social behavior is central to achieving academic gains.

School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.

ContextProblem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

Problem Behaviors Vary in intensityExist in every home, school and community context Place individuals at risk physically, emotionally, academically and socially

Positive Behavior Support (PBS)PREVENT Challenging BehaviorsProactive/ FrontloadingCreate Supportive Environments

TEACH new skillsEncouraging

Involves ALL faculty, staff, administrators, students, and parents

Use of Evidence- Based Practices

What PBS is NOT . . . NewIt IS founded in the science of Applied Behavioral Analysis/ Learning Theory

Brand, Model, Intervention Package or CookbookIt IS a FRAMEWORK for making decisions

Particular Groups of StudentIt IS for ALL students


Focus of PBSTeaching appropriate, functional skills that will promote success in the school environment and provides a context for practice and reinforcement of skills (Lewis et al., 2002)

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORTALLSOMEFEW

PBS and RTI(Positive Behavior Support and Response To Intervention)RTI promises to change the way schools support students with learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need. Same as PBS

Three Tiered Model of Supportsuniversal (Tier 1)targeted group (Tier 2)individual (Tier 3)

Hallmarks Prevention and early interventionUniversal screeningContinuum of evidence-based practices Data-based decision making Implementation with fidelityContinuous progress monitoring

Why? Time efficient

Language in IDEA (2004) calls for whole-school interventions

Surgeon Generals Report on Youth Violence (2001) requested the use of evidence-based practices to dismantle antisocial networks by increasing academic success, developing positive school climates, and subscribing to a primary prevention model.

Evidence BasedIndividual supports are more effective when implemented within integrated, school-wide systems of prevention (Horner, 2009).

Success of PBSSchool-wide PBS is evidence-basedReduction in problem behaviorIncreases in academic outcomesHorner et al., 2009Bradshaw et al., 2006; in press

Behavioral and Academic gains are linkedAmanda Sanford, 2006Jorge Preciado, 2006

School-wide PBS has benefits for teachers and staff as well as students.Scott Ross, 2006

Sustaining School-wide PBS effortsJennifer Doolittle, 2006

Leadership teamBehavior purpose statementSet of positive expectations & behaviorsProcedures for teaching School Wide & classroom-wide expected behaviorContinuum of procedures for encouraging expected behaviorContinuum of procedures for discouraging rule violationsProcedures for on-going data-based monitoring & evaluationFamily/Home Involvement8 Features of School Wide Positive Behavior Support www.pbis.org

What does a PBS school look like?Example 1Cherry Elementary School

Example 2High Plains Elementary School

3 to 5 school wide behavior expectations are defined

Be Safe

Be Responsible

Be Respectful

Be SafeBe ResponsibleBe RespectfulBe an AchieverBe PositiveHigh Five Behaviors For High Plains

Behavior/ Philosophy StatementAt Cherry Elementary School, we treat each other with respect,take responsibility for our learning and strive for a safe and positive school for all!

School Wide Teaching Matrix Developed

HallwayCafeteriaPlaygroundRestroomsClassroomBe SAFE


Stay to the right

Allow others to passKeep all food to self

Sit with feet on floor, bottom on bench, and facing tableWalk to and from the playground

Stay within playground boundariesKeep feet on floor

Keep water in sink

Wash handsKeep hands and feet to yourself

Sit with feet on floor, bottom on seat, and facing table


-Be RESPECTFULuse quiet voices

Hold the door open for person behind youWait your turn in lunch line

Use quiet voices

Ask before you borrowTake turns with playground equipment

Play fair & Follow rules

Include everyoneKnock on stall door

Give others privacy

Use quiet voicesUse quiet voices

Wait your turn


-Be RESPONSIBLEKeep the hallways clean

Go directly to your locationGet all utensils, milk etc when first going through line

Clean up after yourselfKeep playground free of trash

Line up when bell ringsFlush toilet after use

Return to class promptly

Report problems to an adultReturn borrowed items

Be on time

Take care of your property


Teaching Plans for Expectations Developed

Video Clip

School Wide Behavior Expectations Taught Directly and Formally

High Plains High FiveTeaching the Expectations Cafeteria

IntroduceGo to the cafeteria. SAY: Remember, in the cafeteria, just like everywhere else in the school, we need to remember the High Plains High 5. Can anyone tell me what they are? (Answer: Be safe, Be Respectful, Be Responsible, Be an Achiever, Be Positive)SAY: Great, Now we need to talk about what that looks like in the cafeteria.Teach and Model BE SAFESAY: In the cafeteria, being safe means you stay seated while eating, you eat your own food, and you push in your chair when done. SAY: Who can show me how we sit safely at our table while eating?(A child demonstrates)SAY: Good. Who can show me what eating your own food looks like? (another student demonstrates)SAY: Good. Who can show me how we push in our chair s when we are done? (another child demonstrates)SAY: Good.Practice BE SAFESAY: Lets all practice being safe in the cafeteria. Lets sit safely in our seats, eat our own food, and push in our chair when we are done. (The whole class does this together)SAY: Good. Now we all know how to be safe in the cafeteria.

System in Place to Acknowledge/ Reward School Wide Expectations

Sweet Job! Be Safe Be Respectful Be Responsible

(Circle One)

Student ________________

Staff ________________

Date ________________High Five Stickers

Acknowledge & Recognize

Clearly Defined & Consistent Consequences and Procedures for Undesirable Behaviors are DevelopedObserve Problem BehaviorConfer with student and determine:Is behavior MAJOR?YES


Complete referral form and escort student to officeAdministrator determines action takenAdministrator files necessary documentsAdministrator provides teacher with feedbackConference with student and/or have student complete reflection sheet. Keep in student file.Teacher determines action taken and records on minor tracking sheet. Keep in student file.Does student have 3 minor referrals for the same behavior in the same quarter?If yes, write student a referral to the main office using the Office Referral FormClassroom Managed: MINOR Office Managed: MAJOR

Preparedness Weapons

Calling Out Physical Fighting

Refusal to Follow Request Aggressive Physical Contact

Inappropriate tone or attitude Chronic Minor Infractions

Inappropriate Language

High Plains Elementary SchoolProcedures for Referral of Behavior Problems

PBS @ Roosevelt

Procedures for On-Going Data-Based Monitoring and Evaluation






Total number of ODRs

Total Number of Office Discipline Referrals Per Year

Pipeline Data

Special Ed Referrals


SWPBS Year 1 2007/08120




Office Referrals


SWPBS Year 1 2007/08923




Dangerous Incidents


SWPBS Year 1 2007/08240




School ODR


SWPBS Yr 1324

SWPBS Yr 2218



Pipeline Data




Total number of referrals for special education classification

Total Number of Referrals for Special Education Classification Per Year(District)





Total number of ODRs

Total Number of Office Discipline Referrals Per Year(District)






Total number of ODRs

Total Number of Office Discipline Referrals Per Year(School)




Total number of dangerous incidents

Total Number of