The document discusses implementing School-wide Positive Behavior Intervention and Support (SWPBIS) at a school. It outlines the basic elements and logic of SWPBIS, which takes a proactive, preventative, and positive approach using data to implement achievable and sustainable practices and systems. It also discusses establishing a team, securing staff buy-in, employing a data system, and an 8 step implementation process including establishing and teaching clear behavioral expectations. The document evaluates whether the school is ready for SWPBIS based on assembling a team and preparation criteria.

1. HCMS School-wide Positive Behavior Intervention and Support (SWPBIS)

2. Gangs cartoon

3. Question # 1 Are we satisfied with the behavior supports all our kids (students) experience?

4. Agenda Vision statement Address 5 questions Introduce PBIS What is PBIS? Why PBIS? (rationale) How to Implement PBIS? 8 steps What is next?

5. Vision Statement of PBIS To be active, contributing members of our school community that maximizes opportunities for students to achieve academic, social, and lifestyle skills competence. To create and implement school organizational structures and processes that are efficient and effective .

6. SWPBIS Logic! Successful individual student behavior support is linked… to school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990)

7. SWPBIS Logic! To address (problem) behavior using a: Proactive, Preventative, And Positive Approach.

8. SWPBIS Basic elements Data - drives decisions Outcomes - measurable Practices - achievable and sustainable Systems - efficient and effective implementation

9. ASSUMPTIONS WHAT ABOUT OUR NON-RESPONDERS? Adolescents should know better… most do Adolescent will “get it” & change… many do Adolescents must take responsibility for own behavior…. most know they should & do …. appropriately & inappropriately Punishment teaches right way…. not really Parents will take care of it… many try Adolescents will learn from natural consequences…. most do

10. Question # 2 How effective have your behavior supports been for students whose behaviors are nonresponsive to your school-wide programming? Describe/define your current school’s school-wide programming How effective is it with dealing with nonresponders

11. Continuum of support/Triangle Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

12. SWPBS is about…

13. Worst class

14. Rationale Man-hours School climate Improve social skills Data - current schools Alternative options

15. Man-hours Office visits MVMS >40 visitors several days MVMS does not even track referrals If 4100 referrals (20 x 205) = 61,500 minutes @ 15 minutes = 1,025 hours = 128+ days @ 8 hours

16. Additional Man-hours OCD rooms Detentions Suspension days Expulsions/hearings Over used?

17. Question # 3 What would make the social climate more positive and supportive of our academic programs?

18. SWPBIS School Climate Proactive Reactive Preventative Aversive/punitive Educational Assumptive Active Supervision Surveillance Building relationships Confrontational Positive Negative Is Is not

19. Improve social skills Educate all students appropriate behaviors “ Christensen will help them learn and practice how to interact with peers (and adults) in various settings and situations.” “ We will help them understand boundaries and behaviors that will earn them respect and social capital that they can bank on in future situations.” Target specific behaviors based on data

20. Question # 4 How well are we teaching our students the social skills they need to be successful at school? Describe any lessons/objectives you or partner teacher have taught. Were they effective? How did you know?

21. Data – MVMS QUESTION # 5 Do the data represent our current discipline climate?

22. 100 AVID Applicants Disruptions Gum & Dress Code Violence Sexual & Obscene Substance Use Weapons Theft Total Incidents 1058 Gum & Dress Code 212 Disruptions 651 Violence 118 Sexual & Obscene 64 Substance Use 2 Weapons 2 Theft 8

23. 5% of the students 35% 40% 41% 44% 62% 73% 100% 100% 5% of the students were responsible for the following percentages of incidents

24. Correlation of GPA and Behavior Promotion Minimum 2.0

25. Alternatives to SWPBIS Train and hope (systems) Get tough (practices) Clamp down & increase monitoring Re-re-re -review rules Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others Immediate – short term results

26. “ Train & Hope ” REACT to Problem Behavior Select & ADD Practice Hire EXPERT to Train Practice WAIT for New Problem Expect, But HOPE for Implementation

27. SWPBIS - is HCMS ready? Have we… Established a SWPBIS team? Identified a team member to be coach? Secured (at least 80%) staff buy-in? Employed a data system to guide us? Participated, as a team, in SWPBIS trainings?

28. Implementation (8 steps pages 35&36) Establish expectations ROSE Define expectations in context ROSE posters Scripted lessons Implementation day Active Supervision Acknowledge/recognize appropriate behavior Respond to inappropriate behaviors Staff reinforcement system Implementation action plan = School-wide continuum (systems)

29. ROSE Poster

30. PBIS team… We’ve got a lot of work… Want to join?