Family Guide to PBIS Positive Behavioral Interventions and Supports Developed by: In Cooperation With:
2 POLL QUESTION: How much do you know about PBIS already? 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 thats about it. 4. I have no idea what youre talking about. 3 Problem Behavior What do we do? 4
MOST OFTEN WE: Get Angry Punish Does That Work? 5 What is Positive Behavioral Interventions and Supports?
(PBIS) 6 PBIS IS RTI FOR BEHAVIOR 7 PBIS is: A SchoolWide System Teaches
Positive Behavior Helps Keep Kids and Schools Safe 8 PBIS does: Recognize Students Who Show Good Behavior
Provide Support and Re-Teaching for Students Who Dont Show Good Behavior Provide Fair Consequences for Students Who Dont Show Good Behavior 9 How Do We Teach Good Behavior?
Demonstrate the behavior that is expected Have students practice the behavior Watch them do it Give positive feedback Recognize good behavior 10 BEHAVIOR IS LIKE READING AND MATH IT HAS TO BE
TAUGHT 11 WHY? Prevention Works Better Than Punishment Teachers Spend More Time Teaching and Less Time Dealing with Behavior Students Learn More 12
The School Creates a PBIS Team Teachers Administrators Support Staff Family Members 13 A
School Using PBIS: What Does it Look Like? 14 3 to 5 Expectations Posted Taught Demonstrate d
Practiced 15 Changing Behavior You need a plan for: Recognizing Good Behavior Consequences for negative behavior Teaching a replacement behavior
16 Teaching Behaviors Using PBIS Talk About the Good Behavior that You Want to See Recognize and Give Attention to Good Behavior When You See It 17
Examples of Planned Positive Recognition and Incentives 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 18 Examples of Planned Negative Consequences Rule reminders Changing seats Timeout in class Timeout-out of class
Phone call home Lunch detention Office referral 19 PBIS at HOME Set ROUTINES and EXPECTATIONS Regularly TALK about them with your child, DEMONSTRATE and PRACTICE Be
firm with the routines that youve set Recognize good behavior with verbal praise 20 PBIS at HOME Plan
positive incentives for showing good behavior Have a PLAN for fair consequences Be a good role model 21 Home Expectations Expectations Be Safe
Be Respectful Be Responsibl e Morning After School Supper
Time Evening Bedtime You can use a chart to tell your children what you
expect of them. 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 23 Tier 1 Universal Level What the school is doing for ALL students
What about the students that still dont get it? 24 Tier 2 Targeted Level Some kids need more Interventions the more, the extra
Extra supports for kids who are still struggling to show the good behavior we expect 25 Targeted Level Interventions Check in/Check out
(CICO) Daily Home/School Communication Extra Support in the Classroom Social/Academic Intervention Group (SAIG) Who Needs It? Use Data
(Information) Office referrals Minor incidents Attendance Being late 27 Check In/Check Out (CICO) Most used Tier 2 intervention 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 during the day Student checks out with at the end of the day 28 What Happens Next? Review
Data Regularly Slowly Take Away Support if Student is Responding to Intervention Recommend Student for Next Tier 29 Tier 3 - Intensive Level
Few students Students who are still struggling even with extra support Tier 3 can include students receiving Special Education 30 Who Needs It? When?
Students who are not Changing Their Negative Behavior, even with Extra Support When the Data Shows that More Intensive Interventions are Needed 31
Intensive Level Even More Support Functional Behavioral Assessment Behavior Intervention Plan Behavior Assessment/ Intervention Plan or BAIP 32
Steps to Functional Behavioral Assessment 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 33 Behavior Intervention Plan (BIP) State the Problem Behavior in a Way Everyone Can Understand Change
the Environment and Put Supports in Place to Keep the Behavior From Happening 34 Behavior Intervention Plan (BIP) Teach Positive Replacement Behaviors Give Student Opportunities to Practice
the Replacement Behaviors Review the Plan 35 PBIS and Special Education Parents can Request a Special Education Evaluation at any Time
PBIS is for ALL Students, with and without IEPs Family Involvement is a MUST 36 Ask Questions What are the school-wide and classroom behavioral expectations in my childs 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? Get Involved 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 38 NEED MORE IDEAS? Contact your childs teacher Contact someone
from your schools PBIS Team Learn more on the web at: http:// www5.milwaukee.k12.wi.us/dept/rti/res ources/parents http://www.wisconsinpbisnetwork.org/ http://www.wifacets.org/ 39 PBIS is Positive Behavioral Interventions and Supports
Questions??? 40 NEED MORE IDEAS? Contact your childs teacher Contact someone from your schools PBIS Team Learn more on the web at:
Identify the Thesis, Hook, and Bridge. Most people don't choose who they eat dinner with every night. It is usually whomever a person lives with, or is around at dinnertime. There are many fascinating people to spend time with while...
print & println. System.out.println("…") As you know, prints the contents inside to the console. What you may not have realised is this is done on the current line (last cursor position - see later), it does . NOT. move to...
Uniaxial indicatrix (biaxial ellipsoid) Biaxial indicatrix (triaxial ellipsoid) Uniaxial indicatrix (biaxial ellipsoid) Biaxial indicatrix (triaxial ellipsoid) Quick review Isotropic minerals -velocity changes as light enters mineral, but then is the same in all directions thru xtl; no rotation or splitting...
Buongiorno. Buonasera Maidin mhaith. Lá maith. Dea-tráthnóna. Guten Morgen ! Guten Tag ! Guten Abend ! Conas a chairde beannú Hi, Tom. ... Wer ist deine Lieblingssängerin? - Nena. What's your favourite colour? Red. What's your favourite football club? -...
to conveybasic terms and concepts for anatomy, embryology, histology, biostatistics, biochemistry, behavioral sciences, and medical biology.. to convey. knowledge on four fundamental tissues forming the body, cells forming these tissues and the intercellular material. to convey
Dr Jackie Robinson. Nurse Practitioner and Service Lead Clinician, Auckland City Hospital Palliative Care Team. Senior Lecturer, School of Nursing, University of Auckland. [email protected] Development of VOICES. Regional study of care for the dying (Addington-Hall et al, 1995)
Resolving Official Cadre carries delegation from the ASCR to resolve a specific complaint on behalf of the Secretary. ADR at USDA. ... Include timeframes for all actions either party has to take - nothing open-ended.
Basic Competitive Strategies: Value Disciplines Operational excellence Superior value via price and convenience Customer intimacy Superior value by means of building strong relationships with buyers and satisfying needs Product leadership Superior value via product innovation 18- * Figure 18-3: Hypothetical...
Ready to download the document? Go ahead and hit continue!