Positive Behavior Support:

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• Positive Behavior Support
• Universal Prevention Part II
• March, 2007
• www.cenmi.org/miblsi

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Acknowledgements
The material for this training day was developed
with the efforts of

• Content was based on the work of
• Rob Horner, Anne Todd, University of
  Oregon
• George Sugai, University of Connecticut

• Susan Bogart
• Sue Mack
• Brenda Tarsa
• Jerry Zielinski

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Setting Group Expectations

• To make this day the best possible, we need your
  assistance and participation
• Be Responsible
• Attend to the Come back together signal
• Active participationPlease ask questions
• Be Respectful
• Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Share air time
• Be Safe
• Take care of your own needs

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Purpose

• This day provides a workshop for school teams to
  further develop foundations of schoolwide
  Positive Behavior Support (PBS) building on the
  previous training. Descriptions and multiple
  examples will be provided for the various
  components of Universal PBS. Throughout the
  workshop, school teams will be given time to
  individualize implementation strategies to meet
  their schools unique needs.

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Agenda

• Introduction/Review Agenda
• Update on Team Progress
• Supervision and Monitoring Student Behavior
• Acknowledging Appropriate Behavior
• Consequence for Problem Behavior
• Self-Assessment Survey
• Action Planning/Next Steps

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Mission Statement

• To develop support systems and sustained
  implementation of a data-driven, problem solving
  model in schools to help students become better
  readers with social skills necessary for success.

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MiBLi is NOT for
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The brave of heart, with the courage to implement
with integrity!!!
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The Big Idea of School-Wide Support Systems

• Goal is to establish host environments that
  support adoption, sustained use, expansion of
  evidence-based practices
• (Zins Ponti, 1990)

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School-Wide Support Systems for Student Success
Intensive Intervention Individualized,
functional assessment, highly specific
1-5
Targeted Intervention Supplemental, some
students, reduce risk
7-15
Universal Prevention Core Instruction, all
students Preventive
80
Behavior
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How do we do this in our school?

• Use existing teams/committees as much as possible
• Embed project activities into current initiatives
  (i.e., school improvement, safe schools,
  character education, etc.)
• School-wide support activities are mapped out
  within an action plan (school improvement plan)
• Establish three levels of implementation, each
  with different functions
• School-wide
• Grade level
• Individual student

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Three Important Themes

• Create systems, not just programs, to support
  each and all students
• Earlier rather than later
• Evidence, not opinion

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Big Ideas to Improve Behavior

• Specify appropriate behavior
• Teach appropriate behavior
• Monitor behavior
• Encourage appropriate behavior
• Correct inappropriate behavior
• Use data to problem solve

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What do you see in schools using SW-PBS?

• Clearly defined behavioral expectations that have
  been defined, posted, taught and acknowledged.

Sleight / Norrie Elementary
South Range Elementary
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What do you see in schools using SW-PBS?

• Students who are able to tell you the
  expectations of the school.

Vandenboom Elementary
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Teaching Behavior ExpectationsBooster Lessons
South Range Elementary School- Recess Expectations
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Teaching Behavior Expectations is Accomplished in
Different Ways
Vandenboom Elementary School Song

• Be Safe
• Be Responsible
• Be Respectful

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Outcomes

• By the end of todays session your school team
  will have completed
• A quick review of your schools supervision
  practices
• An documented acknowledgement system
• Documentation of your consequence system
• Action plan for next steps in schoolwide PBS
  implementation

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TEAM TIME

• Review the items on the Follow-up to Initial
  Positive Behavior Support Training Team
  Discussion Work Sheet
• Discuss the current status of implementation