Organizational Features

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Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
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3-Tiered Prevention Logic
Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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SW PBS
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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What does PBS look like?

• SW-PBS (primary)
• gt80 of students can tell you what is expected of
  them give behavioral example because they have
  been taught, actively supervised, practiced,
  acknowledged.
• Positive adult-to-student interactions exceed
  negative
• Function based behavior support is foundation for
  addressing problem behavior.
• Data- team-based action planning
  implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available
  to all students

• Secondary Tertiary
• Team-based coordination problem solving
• Local specialized behavioral capacity
• Function-based behavior support planning
• Person-centered, contextually culturally
  relevant
• District/regional behavioral capacity
• Instructionally oriented
• Linked to SW-PBS practices systems
• School-based comprehensive supports

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Team Composition

• Administrator
• Grade/Department Representation
• Specialized Support
• Special Educator, Counselor, School Psychologist,
  Social Worker, etc.
• Support Staff
• Office, Supervisory, Custodial, Bus, Security,
  etc.
• Parent
• Community
• Mental Health, Business
• Student

Start with Team that Works.
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Referrals by Problem Behavior
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Referrals per Location
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Referrals per Student
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Referrals by Time of Day
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Guiding Principles

• If many students are making same mistake,
  consider changing system.not students
• Start by teaching, monitoring rewardingbefore
  increasing punishment

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SW PBS Practices

• SCHOOLWIDE
• Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring
  evaluation

• CLASSROOM-WIDE
• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Redirections for minor, infrequent behavior
  errors
• Frequent precorrections for chronic errors
• Effective academic instruction curriculum

• SECONDARY/TERTIARY INDIVIDUAL
• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

• NONCLASSROOM SETTINGS
• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Teaching guidelines

• Define, show, tell, describe.
• Practice frequently context.
• Monitor/supervise.
• Acknowledge/recognize.
• Adjust enhance

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TEACHING MATRIX
Expectations