This document provides an overview of the basic components of Positive Behavior Intervention and Supports (PBIS) presented to the staff of Grayslake Central High School. It summarizes that PBIS is a proactive, multi-tiered system to establish behavioral expectations and social culture to promote academic and social success for all students. The three tiers include universal supports for all students (Tier 1), additional supports for groups of students who need more help (Tier 2), and individualized supports for students with chronic issues (Tier 3). It also outlines Grayslake Central's specific PBIS plan, which focuses on teaching the behavioral expectations of being respectful, accountable, mature, and safe through school-wide acknowledgment and reinforcement
1. Basic Components of
Positive Behavior Intervention
and Supports (PBIS)
Presented to Grayslake Central Staff
October 6, 2011
2. What is PBIS?
PBIS is a proactive systems approach to establishing the behavioral
supports and social culture needed for all students in a school to achieve
social, emotional, and academic success.¹
In basic terms: PBIS helps establish school wide behavioral
expectations, reinforces students for meeting those expectations, and
creates specific support for those students who are not.
¹www.pbisillinois.org/what.html
5. Tier 1
• Universal/
Primary Level
80%
GOAL: To
reduce new
cases of
problem
behavior and/or
academic
failure
Tier 1 allows us to work SMARTER not harder with our students!
Universal expectations allow us to quickly identify students who may
not know the rules versus those students who may need more
attention.
6. Tier 1 Examples
Teacher classroom
behavior/management
All students in the school are exposed
to Tier 1 interventions
7. Tier 1 Examples
Guidance Counselor
All students in the school are exposed to
Tier 1 interventions
8. Tier 1 Examples
Link Crew
All students in the school are exposed
to Tier 1 interventions
9. Tier 2
• Secondary
Level
15%
GOAL: To
reduce current
cases of
problem
behavior and/or
academic
failure
Tier 2 weeds out the students who are “one and done” discipline issues
and allows for the PPS staff and faculty to offer support to those groups
of students who may have deeper concerns/issues in school
10. Tier 2 Examples
Support Groups
Change in school
schedule (class
order)
Work Study
ESL
RAMS
Reading Specialist
Peer Mediation
11. Tier 2 Examples
Behavior Contract
Self-Evaluation
Mentoring
Check in/Check out
Attendance
Contract
Project Pass
SRO Home Visit
SAP
http://jerrygarciasbrokendownpalaces.blogspot.com
Social Work
12. Tier 3
• Tertiary Level
5%
GOAL: To
reduce
complications,
intensity,
severity of
students with
chronic problem
behavior and/or
academic
failure
Tier 3 allows PPS and faculty to focus specifically on individual students
(not groups as in Tier 2) who need additional support to be successful
13. Tier 3
Behavior Intervention Plan
Skills for Life
Strategic Study Skills
Modified schedule (Late start/early
release)
504 plan
14. PBIS in the School
High Schools vs. Elementary Schools
High Schools are different
◦ Size
◦ Expectations
◦ Departmentalized staff
◦ Teams can be layered
◦ Implementation comes more slowly
However, we need the same
components
15. Elementary or High School
The fact remains that students are still
students, and they need positive adults
in their lives…
16. Trends in Discipline Practices
Least Effective
◦ Punishment when used too often or
without change
◦ Exclusion
17. Trends in Discipline Practices
Most Effective
◦ Proactive school wide discipline systems
◦ Social skills instruction
18. Trends in Discipline Practices
Most Effective
◦ Early screening and identification of
behavioral patterns (data driven)
◦ Change of school wide culture/climate
19. How it works…
The basis of what PBIS will look like in your
building is partially dependent upon…
24. How Do We Use It?
1) State behavioral expectations
2) Specify student behaviors (define
behavioral expectations)
3) Model appropriate student behaviors
4) Students practice appropriate
behaviors
5) Acknowledge and reinforce
appropriate behaviors
26. The RAMS Way!
◦ Mural will be located front entry way
◦ Teachers distribute RAM Bucks
◦ Teacher thanks student ex. “Thank you for
being respectful”
◦ Student drops RAM buck in nearest
wooden box located throughout school
27. The RAMS Way!
Monthly Drawings
4 students per month (one for each
attribute)
The student with the most Ram Bucks
in each category will be recognized
◦
28. The RAMS Way!
Monthly Drawings
2 Teachers per month will be
recognized
Teacher names will be pulled from the
Ram Bucks turned in by students
The more you give out, the better
chance you have of winning.
29. The RAMS Way!
Weekly Drawings
5 students will be recognize weekly
(Student name drawn from RAM
bucks)
2 teachers will be recognized weekly
(Teacher name drawn from RAM
bucks)
34. Let’s Review
In PBIS we DEFINE appropriate behaviors
In PBIS we MODEL appropriate behaviors
In PBIS we TEACH appropriate behaviors
In PBIS we REINFORCE appropriate
behaviors
35. No Worries…
In PBIS we STILL have consequences
for problematic behaviors
36. Where are we now?
Continue ODR usage- WE COUNT
ON THIS DATA!
Continue focus on decreasing tardies
Continue focus on hallway supervision
37. Where are we now?
Implementing the RAM Bucks
Implementing consistent reward
system
Increasing student awareness
38. Where are we now?
Preparing for FULL launch next fall
39. If you are interested in becoming a part
of the Universal PBIS Team, please
see Shari Engberg or Amy Johnson
Examples: STAR matrix, handbook guidelines, classroom expectations
Targeted groups (grief groups),
FBAs, BIPs
Chat about it. Punishment does not teach the replacement behavior, kids learn how to act by being in school. Severe consequences may break the bond between home and school. Consequences are needed, but they need to be specific and effective. Suspending a student for not showing up to class?
Chat about it. Punishment does not teach the replacement behavior, kids learn how to act by being in school. Severe consequences may break the bond between home and school. Consequences are needed, but they need to be specific and effective. Suspending a student for not showing up to class?
Chat about it. Punishment does not teach the replacement behavior, kids learn how to act by being in school. Severe consequences may break the bond between home and school. Consequences are needed, but they need to be specific and effective. Suspending a student for not showing up to class?
Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
Take some time to talk about these specifics- The Star matrix is displayed EVERYWHERE in the schoolThe matrix helps determine who we are as a school and what we expect from everyone in it.
Describe what Cool Tools are- give examples of what we have developed
Prevention, pre-teaching, proactive approach- does not say that we don’t consequence for behaviors
Followed by change in OUR behaviors and structures too, when students return to the classroom
