FAMILY GUIDE TO PBIS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS 1.
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Transcript of FAMILY GUIDE TO PBIS POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS 1.
1
FAMILY GUIDE TO
PBIS
POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS
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Developedby: In
Cooperation
With:
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What do we do?
Problem Behavior
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MOST OFTEN WE:Get AngryPunish
Does That Work?
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1. I know a lot about PBIS and could explain it to someone else.
2. I know what PBIS stands for and some of the basic parts of it.
3. I know what PBIS stands for but that’s about it.
4. I have no idea what you’re talking about.
POLL QUESTION
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What is Positive Behavior Interventions and Supports?(PBIS)
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PBIS IS RTI FOR
BEHAVIOR
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PBIS:A School-
Wide System
Teaches Positive
Behavior Helps Keep
Kids and Schools Safe
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PBIS:Recognizes Students Who Show Good
Behavior
Provides Support and Re-Teaching for Students Who Don’t Show Good
Behavior
Provides Fair Consequences for Students Who Don’t Show Good Behavior
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BEHAVIOR IS LIKE READING AND MATH –
IT HAS TO BE
TAUGHT
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Demonstrate the behavior that is expected
Have students practice the behavior
Watch them do itGive positive feedbackRecognize good behavior
HOW?
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Prevention Works Better Than
Punishment
Teachers Spend More Time Teaching and Less Time Dealing
with Behavior
Students Learn More
WHY?
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What Does it Look Like?
A School Using PBIS:
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Teachers
Administrators
Support Staff
Parents
The School Creates a PBIS Team
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PostedTaughtDemonstrated
Practiced
3 to 5 Expectations
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Talk About the Good Behavior that You Want to See
Recognize and Give Attention to Good Behavior When You See It
Teaching Behaviors Using PBIS
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Teaching is not enough to change behavior
Planning a program for recognizing positive behavior is very important.
A program of planned consequences for negative behavior is very important.
Changing Behavior
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Tickets to spend at a school store
Lunch with the principal
Picking two friends and eating lunch in a special place
Getting picture on a positive poster in the hallway
Examples of Planned Positive Recognition and Incentives
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Rule reminders Changing seats Time‐out in class Timeout-out of class
Phone call home Lunch detention Office referral
Examples of Planned Negative Consequences
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Three Important Parts of PBIS
Teach the Good Behavior you Expect to See
Provide Recognition and
Incentives for Good Behavior
Provide Planned Consequences for Negative Behavior and Re-Teach Good
Behavior
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PBIS at HOME Set ROUTINES and EXPECTATIONS Regularly TALK about them with your child,
DEMONSTRATE and PRACTICE Be firm about following the expected
behavior Recognize when your child is showing good
behavior with verbal praise Plan positive incentives for showing good behavior
Have a PLAN for fair consequences if negative behavior happens
Be a good role model
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You can use a
chart to tell your children
what you
expect of them.
Home ExpectationsExpectations Morning After
SchoolSupper Time
Evening Bedtime
Be Safe
Be Respectf
ul
Be Responsi
ble
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Step or Tier 1 – Universal Level
What the school is doing for ALL students
What about the students that still don’t “get it”?
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Some kids need more
Interventions – the more, the extra
Extra supports for kids who are still struggling to show the good behavior we expect
Step or Tier 2 – Targeted Level
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Who Needs It?
Use Data (Information)
office referralsminor incidentsattendancebeing late
Check in/Check out (CICO)
Daily Home/School Communication
Extra Support in the Classroom
Social/Academic Intervention Group (SAIG)
Targeted Level - Interventions
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The intervention that is most-often used at Tier 2 Student “checks in” with a trusted adult each morning Trusted adult works to build a strong relationship with
the student Adult makes sure the student is physically and
mentally ready for class Student may also “check in” with the classroom
teacher or other adults during the day to talk about behavior
Student “checks out” with trusted adult at the end of the day to review the day and make sure he/she is ready to go home
Check In/Check Out (CICO)
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Review Data Regularly
Slowly Take Away Support if Student is Responding to Intervention
Recommend Student for Next Step (Tier)
What Happens Next?
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Few studentsStudents who are still struggling even with extra support
Tier 3 can include students receiving Special Education
Step or Tier 3 - Intensive Level
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Students who are not Changing Their Negative Behavior, even with Extra Support
When the Data Shows that More Intensive Interventions are Needed
Who Needs It? When?
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Even More Support
Functional Behavioral Assessment
Behavior Intervention Plan
Intensive Level
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Put Together a Team (Include Parent) Define the Problem Behavior (Stick to One or
Two) Observe and Record Data Meet Together to Discuss Observations and
Data Make Your Best Guess as to Why the Behavior
is Happening Come up With a Plan to Reduce the Negative
Behavior and Teach Replacement Behaviors Review the Plan
Steps to Functional Behavioral Assessment
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State the Problem Behavior in a Way Everyone Can Understand
Change the Environment and Put Supports in Place to Keep the Behavior From Happening
Teach Positive Replacement Behaviors
Give Student Opportunities to Practice the Replacement Behaviors
Review the Plan
Behavior Intervention Plan
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Parents can Request a Special Education Evaluation at any Time
PBIS is for ALL Students, those without IEPs, and those with IEPs
Parent Involvement is a MUST
PBIS and Special Education
What are the school-wide and classroom behavioral expectations in my child’s school?
How will I be notified and involved if my child needs a behavioral intervention?
What can I do to help my child who is showing at-risk behavior?
Ask Questions
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Learn About PBIS Offer to Help Use PBIS at Home Ask Questions if Your
Child has been Recommended for an Intervention
Insist on Being Involved with any Meeting Regarding Your Child
Get Involved
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NEED MORE IDEAS?
Visit the web @http://
www5.milwaukee.k12.wi.us/dept/rti/resources/parentshttp://www.wisconsinrticenter.org/
http://www.wifacets.org/http://www.pacer.org/
Contact your child’s teacher
Contact someone from your school’s PBIS Team
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PBIS is Positive Behavior Interventions and Supports
Questions???