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PBIS: Framework for Inclusive Behavior
InstructionCalifornia SUMS (Scaling up
Multi-tiered System of Support Statewide)
Professional Learning Institute (PLI) 2017
Dori Barnett, Ed.D. Lina Bender, Ed.S.
Jennifer Garcia, MAKristine Keene, Principal
Outcomes
❑Build foundational understanding of the CASUMS (Scaling up Multi-tiered System of Support) Statewide Initiative.
❑Identify five key practices of Inclusive Behavior Instruction.❑Align the PBIS framework with Inclusive Behavior Instruction.❑Discuss how your work supports Inclusive Behavior
Instruction.
Grounding Activity:
Standing Conversation
Find a standing partner that you don’t know.
Introduce yourselves, and have a standing conversation about…
What is one feature of the SUMS Logo that stands out to you?
What is MTSS?All StudentsOn e Syste m
Con t in u u m o f Su p p ort
http://newsroom.ocde.us/what-is-mtss-heres-your-4-minute-primer-video/
MTSS
Addressing academic,
behavioral, and social-emotional learning in a fully integrated system
of supports.
Source: SWIFTschools.org
How?
Inclusive Behavior Instruction: Five Key PracticesIdentify a comprehensive assessment system.
Create and utilize teams to engage in data based decision making.
Provide universal behavior supports for ALL students.
Provide targeted behavior interventions and supports for somestudents.Provide intensive individualized interventions and supports for few students.
http://guide.swiftschools.org/multi-tiered-system-of-support/inclusive-behavior-instruction
Say Something:
❑Which principle of Inclusive Behavior Instruction did you notice in the video?
❑Share with an elbow partner.
http://guide.swiftschools.org/multi-tiered-system-of-support/inclusive-behavior-instruction
Practice 1:
Identify a Comprehensive Assessment System
Practice 1:
Identify a Comprehensive Assessment System
Decide on universal screener(s).
Use a progress monitoring tool.
Be open to additional tools.
Practice 1:
Identify a Comprehensive Assessment System
Universal Screeners
Practice 1:
Identify a Comprehensive Assessment System
Progress Monitoring
Practice 1:
Identify a Comprehensive Assessment System
Additional Tools
Practice 2:
Create & Utilize Teams
Practice 2:
Create & Utilize Teams
Review screening and progress monitoring data.
Develop a process.
Schedule a time to meet.
Analyze data.
Team Membership
❖ Demographically representative of school and community❖ Includes a member with behavioral/classroom management expertise❖ Administrator is an active member❖ Data expert❖ Recorder
Meeting Essentials
Schedule a time to meet
Develop a Process
Analyze Data
Practice 3:
Provide Universal Behavior Support
• ALL Students, ALL Staff, ALL Settings
• Proactive and preventative
• Whole child focus
• Promotion of shared values, norms, language, & experiences
Universal Behavior Supports
Practice 3:
Provide Universal Behavior Support
Set and teach expectations.
Reinforce positive behavior.
Measure implementation.
Practice 3:
Provide Universal Behavior Support
Set and Teach Expectations
Practice 3:
Provide Universal Behavior Support
Reinforce Positive Behavior
Practice 3:
Provide Universal Behavior Support
Measure Implementation
Practice 4:
Provide Targeted Interventions and Supports
• Targeted interventions are designed for a smaller portion of students with some risk.
• Focus on specific, targeted skill or deficit. • Targeted interventions are usually short
term, maybe 8-10 weeks• Standardized delivery across a group of
students with similar at-risk needs.• Data are used continuously to monitor
student’s progress in the intervention
Targeted Behavior Supports
Practice 4:
Provide Targeted Interventions and Supports
Create a matrix of available research-based interventions.
Schedule targeted interventions.
Create recommendations for frequency.
Set decision rules.
Monitor implementation of interventions.
Create a Matrix of Evidence-based Targeted Interventions
CICO Mentoring
Check & Connect
Social and Academic
Instructional Skills
Groups
Decision Making Process
Schedule Targeted Interventions
Create Recommendations
for FrequencySet Decision Rules Monitor
Implementation
Practice 5:
Provide Individualized Interventions and Supports
High intensity and specific interventions Uniquely designed to meet student’s
individual needs. Require frequent monitoring Linkages to Family and Community
Supports Characterized by multi-disciplinary
collaboration
Intensive/Individualized
Practice 5:
Provide Individualized Interventions and Supports
Assemble a team.
Conduct a functional behavioral assessment.
Develop a behavior support plan.
Regularly monitor student behavior.
Develop guidance for evaluation.
Measure implementation.
Individualized Interventions and Supports
FBA
Behavior Support
Plan
Wrap-Around / Person
Centered Planning
Individual Counseling
• Function Based Assessment
• Individualized Behavior Support Plan
• Wraparound/Person Centered Planning
• Individual Counseling/Therapy
PBIS: Framework for Inclusive Behavior Instruction
ALL
ALL
SOME
FEW
Universal, Tier I
Targeted, Tier II
Individualized, Tier III
Primary Prevention: School-wide & Classroom-wide systems for all students and all staff in all settings.
Secondary Prevention: Systems for targeted or group-based interventions for students needing additional support beyond the Universal, Tier I system
Tertiary Prevention: Systems for students requiring more intensive & individualized supports for academic, social, or mental health services.
SupportingStaff Behavior
SupportingDecisionMaking
PRACTICES
SupportingStudent Behavior
PositiveBehavior Intervention &Support
OUTCOMES
Social Competence &Academic Achievement
51
PBIS is a Framework…PBIS is a Framework for enhancing the adoption and implementation of
A continuum of evidence-based interventions to achieve
Valued academic and behavioral Outcomes
For ALL students
Five Principles of Inclusive Behavior Instruction….McManus Style...
Safe, Respectful, Responsible, and Hardworking-We are McManus-
1. Identify a Comprehensive Assessment System:
a.Aeries Student Information System (Discipline Dashboard)
b.WSI - Walker Survey Instrument (general screening tool)
c.Walker McConnell - Screening used as progress monitoring tool for those
identifed students (approximately top 15% of WSI identified)
Safe, Respectful, Responsible, and Hardworking. We are McManus.
1. Identify a Comprehensive Assessment System
2. Create and utilize teams to engage in data-based decision making:
a. PBIS Site Team - Monthly meetings consisting of administrator, school psychologist, counselor, classroom teacher, RSP teacher, parent aide, yard duty, and after-school program coordinator. We all have jobs: Facilitator, Data Analyst, Recorder, Timer, etc.
b. SBIT Team - Meetings as needed consisting of Title 1 lead, administrator, classroom teacher, school psychologist/counselor if necessary
c. Staff - Behavior data is shared with teaching staff during staff meetings and grade level meetings. Additionally, data is shared with office staff and support staff.
Safe, Respectful, Responsible, and Hardworking. We are McManus.
3. Provide universal behavioral supports for ALL students:
a. School-wide common discipline plan shared with all staff
b. School Rules/Expectations Matrix shared with all staff and students, including substitutes
c. Lesson Plans delivered to all students: Drop-off/Pick-Up Area, Office, Walkways, Cafeteria, Bathroom. Use of “McManus Passport” this year
d. McManus Green Slips handed out for being Safe, Respectful, Responsible, and Hardworking
e. Green Slips = McManus Store, fun planned activities (dance party, bubbles, chalk draw, dodgeball vs. teachers, etc)
Safe, Respectful, Responsible, and Hardworking. We are McManus.
4. Provide targeted behavior intervention supports for some students:
a. Review expectations/lesson plansb. Check-in, Check-out (CICO) put in place for 2-
4 week cycles - based on office referralsc. Purpose of CICO - To increase positive
contact between student and adult, and to continuously progress-monitor the student’s behavioral performance
d. Counseling staff involved if necessary
Safe, Respectful, Responsible, and Hardworking. We are McManus.
5. Provide intensive individualized
intervention and supports for few
students:
a. SBIT meeting will be held by SBIT team and follow-up date set
b. School-based student behavior plan will be implemented for an appropriate time frame and analyzed at the end of the time frame to determine next steps
c. Counseling staff involved if necessary
Safe, Respectful, Responsible, and Hardworking. We are McManus.
Resources
❑ Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers❑ http://guide.swiftschools.org/sites/default/files/documents/Cla
ssroomPBIS_508.pdf
❑ Inclusive Behavior Instruction (SWIFTSchools.org)❑ http://guide.swiftschools.org/multi-tiered-system-of-
support/inclusive-behavior-instruction
❑ PBIS National Technical Assistance Center❑ http://www.pbis.org/
❑ SW Tiered Fidelity Inventory (TFI)❑ https://www.pbisapps.org/Resources/SWIS%20Publications/S
WPBIS%20Tiered%20Fidelity%20Inventory%20(TFI).pdf
❑ National Center for Intensive Behavior Intervention❑ http://www.intensiveintervention.org/
❑ CA PBIS Coalition❑ http://www.placercoe.k12.ca.us/departments/educa
tionalservices/prevention/cpc/Pages/default.aspx
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