WELCOME TO PURPLE HEART PBIS TEAM PHE PBIS

WELCOME TO PURPLE HEART PBIS TEAM!

PHE PBIS MEMBERS Team Leaders: PBIS Coaches: Jennifer Parker, Administrator Claudia Ruiz, AP Dr. Terry Kyle, Dept Chair of PH SPED Sheryl L Wilcox, Speech Therapist Data Specialist: Bea Issa, Counselor Recorder and Time Keeper : Dawn Rico, Librairian Special Ed Representative: Ronald Quiett CIS Representative: Deborah Luevanos

PH PBIS TEAM CONT’D School Wide Representative: Kinder Representative: 1 st Grade Representative: 2 nd Grade Representative: Mercado 3 rd Grade Representative: 4 th Grade Representative: 5 th Grade Representative: Nurse Boggs Jenell Bransford Cynthia Castillo Ana Crawford/Erika Cristina Saenz Janna Duran Christina Castanos

What is PBIS? PBIS is the application of evidence based strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school cultures, through a multi-tiered behavioral framework.

PBIS changes the Conversation…. From a narrowly defined focus on academic achievement – “How do we prepare our students to compete in a global marketplace? ’ To a comprehensive focus that promotes Long-term development and Overall success of children – “What qualities do we want to encourage in OUR children as they grown toward adulthood?

Positive Behavior Interventions and Supports(PBIS) The U. S. Department of Education first referenced the term “positive behavioral interventions and supports” (PBIS) in 1996, and the term is currently used in the Individuals with Disabilities Education Act (IDEA) (e. g. , sections 601(c)(5)(F), 611(e)(2)(C)(iii), 614(d)(3)(B)(i), 662(b)(2)(A)(v), and 665).

The Department of Education indicated further that 1. PBIS does not “mean any specific program or curriculum” (p. 4). 2. PBIS generically references “a multi-tiered behavioral framework used to improve the integration and implementation of behavioral practices, data-driven decision making systems, professional development opportunities, school leadership, supportive SEA and LEA policies, and evidence-based instructional strategies” (p. 4). 3. A PBIS framework helps to “improve behavioral and academic outcomes by improving school climate, preventing problem behavior, increasing learning time, promoting positive social skills, and delivering effective behavioral interventions and supports” (2013, 4000 -01 -U, DFDA 84. 326 S, p. 4)

4. “In 1997, OSEP funded the first national TA center to explore how to incorporate a variety of behavioral practices into a school-wide framework that would (1) address the social, emotional, and behavioral needs of students with challenging behaviors in a comprehensive and deliberate manner, similar to how academic instruction is provided; and (2) provide a structure for the delivery of a continuum of evidence-based practices designed to benefit all students and supported by data-driven decision making” (pp. 4 -5)

5. In the 1990 s, the PBIS Center adopted the three-tiered prevention logic that was promoted by the public health community (below left) to conceptualize the “multi-tiered behavioral framework. ” In 2007, a blended continuum (below right) was developed to reduce the focus on static tiers and tiered labeling and to increase the emphasis on prevention logic. As the magnitude of the problem increases, so does the need for (a) resources to address the problem, (b) enhancements to teaching and learning environments, (c) collecting and using data for decision making, (d) teaming and coordination, and (e) engagement with and feedback to students. Citation Recommendation OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (October 2015). Positive Behavioral Interventions and Supports (PBIS) Implementation Blueprint: Part 1 – Foundations and Supporting Information. Eugene, OR: University of Oregon. Retrieved from www. pbis. org.

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