Positive Behavioral Interventions Supports Basics Part I Shirley

Positive Behavioral Interventions & Supports- Basics (Part I) Shirley Cutshall, Director Special Programs & Services November 15, 2017 11/15/2017– Shirley Cutshall PBIS Basics – CC IV 1

Multi-Tiered Interventions: RTI Framework 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 6

PBIS Objective - Its About Systems Redesign, focus on teaching supports and learning environments that are effective, efficient, relevant, and durable 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 7

Multi-Tiered Interventions: PBIS Framework Tiered Interventions 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 8

School-Wide PBIS IMPLEMENTATION DRIVERS Systems Practices Data How things How staff interacts with students. How decisions are made. • Teaching Plan for Behavior • SAS/EBS Survey are done. • Behavioral expectations teaching system • Behavioral matrix • Acknowledging students • PBIS Reinforcement system • Common set of behavior standards • Consequence system • School-wide Social Skills 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV • ODR data • Team Implementation Checklist • Benchmark of Quality 13

Math Intensive Science Targeted Multi-Tiered Interventions are about Systems, providing Continuum of Support for ALL Spanish Reading Soc skills Universal Soc Studies 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV Basketball 15

8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 16

Universal Supports, Individualized Strategies, and Intensive Intervention • Academic Engagement • Behavioral Engagement • Cognitive Engagement • Affective Engagement 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 23

Effective Practices 11/15/2017– Shirley Cutshall PBIS Basics – CC IV 26

Effective Practices … • A common theme among effective practices is that they have a positive effect on the motivation of individual students because they address underlying psychological variables such as competence, control, beliefs about the value of education, and a sense of belonging. • In brief, effective schools and teachers promote students’ understanding of what it takes to learn and confidence in their capacity to succeed in school by providing challenging instruction and support for meeting high standards, and by conveying high expectations for their students’ success. • They provide choices and they make the curriculum and instruction relevant to adolescents’ experiences, cultures, and long-term goals, so that students see some value in what they are doing in school. Finally, they promote a sense of belonging by personalizing instruction, showing an interest in students’ lives, and creating a supportive, caring social context. National Research Council, 2004, p. 212 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 27

Grass Roots: Building Understanding, And Momentum for MTSS/ PBIS The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic features – (Gilbert, 1978; Horner, 2003) 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 28

8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 29

8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 30

Teaching is not rocket science. It is, in fact, far more complex and demanding work than rocket science. George (Pinky) Nelson 8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 31

8. 14. 17– Shirley Cutshall PBIS Basics – CC IV 32

www 8. 14. 17– Shirley Cutshall . pbis . org PBIS Basics – CC IV 33

Washington Resources for PBIS • Northwest PBIS (NWPBIS) - http: //pbisnetwork. org/ • Office of Superintendent of Public Instruction (OSPI) - http: //www. k 12. wa. us/Student. Support/PBIS. aspx • Regional- Shirley Cutshall, NWESD Director SP&S scutshall@nwesd. org 11/15/2017– Shirley Cutshall PBIS Basics – CC IV 34

35