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What is PBIS?
PBIS stands for Positive Behavioral Interventions & Supports. In the PBIS program, we:
Can effectively teach appropriate behavior to all children. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.
Intervene early. It is best practiced to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation, which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
Use of a multi-tier model of service delivery. PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students, PBIS uses tiered models of service delivery.
Use research-based, scientifically validated interventions to the extent available. The Every Student Succeeds Act (ESSA) requires the use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student's progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
Use data to make decisions. A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
Use assessment for three different purposes. In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects. (U.S. Department of Education, Office of Special Education Technical Assistance Center on Positive Behavioral Interventions and Supports, 2017)
Our Universal PBIS expectations for following the Warrior Way of being Safe, Respectful, Responsible, Honest, & Positive
Our Universal PBIS expectations for following the Warrior Way of being Safe, Respectful, Responsible, Honest, & Positive
RECOGNITION
RECOGNITION
Bronze - Behavior -1 (1) (1).pdf
Our Universal PBIS Expectations for all locations
What are the 3 Tiers of Intervention?
Tier 1 is effective for 80% of all students. However, some students need additional support to encourage positive behaviors. This support is offered through Tier 2 interventions.
5%-15% of the student population will receive Tier 2 support. Despite the increased level of support that Tier 2 provides, some students will need additional support to encourage positive behaviors.
1-2% of the student population will receive Tier 3 support.
How is the effectiveness of PBIS measured?
One of the core components of PBIS is data-based decision-making.
CHANGE Academy's Tier 1 Universal Team uses various data tools to measure the effectiveness of Tier 1 interventions and systems. These tools include School-Wide Information Systems (SWIS) data and PBIS assessments such as the Tiered Fidelity Inventory (TFI), Self-Assessment Survey (SAS), and Benchmarks of Quality (BoQ).
CHANGE Academy's Tier 2 Team uses SWIS data and the Tier 2 entrance/exit requirements to measure the effectiveness of Tier 2 interventions and systems. Each Tier 2 intervention is monitored to gauge the success of the intervention and/or the need for further services.
CHANGE Academy's Tier 3 team uses SWIS data and Tier 3 entrance/exit requirements to measure the effectiveness of the Tier 3 RENEW program.
Skyward & School-Wide Information Systems (SWIS)
All information from Behavior Notices/Discipline Referrals are entered into Skyward. With this information in Skyward, the school counselor can access the “Big Five” data sources:
Average behavior notices per day, per month
Behavior Notices by problem behavior
Behavior Notices by location
Behavior Notices by time
Behavior Notices by student
The School-Wide Information Systems (SWIS) data program has been adopted by the Sheboygan Area School District as the tool for collecting data for all interventions.
All data is used to analyze the Primary Prevention systems and evaluate whether or not they are working (80% of students should be responding to Tier 1) to help guide school-wide initiatives and action plans and to identify students in need of Tier 2 & 3 interventions and supports. Data is shared with CHANGE Academy staff regularly.
What is included in Tier 1 supports?
Tier 1- Universal Level
Tier 1 interventions and supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing behavior.
Universal Team
CHANGE Academy's Universal Team includes the principal, school counselor (PBIS Internal Coach), teachers, educational assistants, and a Sheboygan County social worker. The Universal Team guides the school in implementing PBIS to fidelity by meeting monthly and using data to drive conversations. The Universal Team creates school-wide action plans based on data from Skyward. The team also develops and maintains school-wide expectations, the school’s behavioral matrix, behavioral lesson plans, and a system for communicating information to staff, students, parents, and the community.
Behavioral Expectations
Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent problem behavior.
CHANGE Academy's Behavioral Expectations for students, staff, and visitors include:
Be Safe
Be Respectful
Be Responsible
Be Honest
Be Positive
A School-Wide Matrix
A school-wide matrix lists the specific behavioral expectations for each setting within the school. The settings chosen for the matrix are areas where the behaviors can be taught, modeled, practiced, and observed. The matrix provides a clear visual of all school-wide behavioral rules/expectations.
Teaching Appropriate Behavioral Expectations
It is necessary to teach the school-wide expected behaviors to all students. The following practices are used at CHANGE Academy:
Kick-Off and Booster Events- The Universal Team designs a kick-off and booster event to teach the expected behaviors to staff, students, and families. CHANGE Academy hosts a kick-off event for all students during the first week of school and a booster event at the beginning of the second semester.
Cool Tool Lessons- There are behavioral lessons that define, teach, model, and practice desirable behaviors. At CHANGE Academy, the Cool Tool lessons are selected based on school-wide data. Weekly lesson plans are taught during Mrs. Peterson’s Counseling Lessons.
An Acknowledgement System- An acknowledgement system is a systematic approach for observing and reinforcing expected behaviors. The system provides for immediate (high-frequency), intermittent (unpredictable), and long-term (quarterly) ways of acknowledging desired behaviors. CHANGE Academy acknowledges desired behaviors in the following ways:
Warrior Way Tickets = Immediate Reinforcement
Deposits= Immediate Reinforcement
Double tickets days= Intermittent Reinforcement
Quarterly PBIS Celebrations= Long-Term Reinforcement
Warrior Way Tickets
Staff members hand out Warrior Way Tickets to any student who is displaying appropriate behavior. Staff members also verbally praise the student for the behavior, specifically stating what behavior was observed. The verbal praise is an essential component of using Warrior Way Tickets as this allows students to hear what specific behavior is desirable. Research shows that this specific, positive feedback encourages increased occurrences of appropriate behaviors.
Staff members and students record their names on the Warrior Way Tickets. Each classroom teacher has a container in his/her classroom for the students to put their Warrior Way Tickets into. Each week, all Warrior Way Tickets are collected from each classroom, and students can choose an acknowledgement based on their ticket count.
Deposits
The choice management system is based on deposts (positives). Students can earn credit towards various acknowledgements. All staff are able to make deposits and acknowledge students.
Double Warrior Way Tickets Days
Once a week, there is a Double Warrior Way Tickets Day. Staff members give students two Warrior Way Tickets when recognizing desirable behaviors. The day of the week changes so that the Double Warrior Way Tickets Days remain unpredictable. Staff is notified on the day if it is a Double Warrior Way Tickets Day.
Quarterly PBIS Celebrations
CHANGE Academy hosts quarterly long-term reinforcement activities for all students. The Universal Team plans the events and shares agendas with the staff at staff meetings.
System for Addressing Misbehavior
PBIS schools have a system in place for addressing misbehavior. Having a school-wide system provides accurate monitoring of behavior and consistent interventions for behaviors of concern.
At CHANGE Academy, the following strategies have been implemented to address problem behavior:
Reteaching
Behavior Notices (ODRs) for major problem behavior
Tier 2 interventions
Reteaching
Reteaching students appropropriate behaviors is an efficient and effective way of encouraging positive behaviors. Immediate reteaching requires a staff member to interrupt the undesirable behavior, define and model the replacement behavior, and have the student practice it. After a student models the appropriate behavior, positive reinforcement increases the chance of the appropriate behavior continuing.
Behavior Notice Process
Office Discipline Referrals (ODRs) monitor major problem behaviors and provide data that determines entrance into interventions.
A staff member observing a major problem behavior should ensure student safety and then enter the ODR electronically in Skyward. The staff and administrator intervene by using the following process:
Helps student(s) problem solve
Determine appropriate consequences
Contact parent(s)/guardian(s)/social worker(s) and share the referral information with them if necessary
Follow through with the consequence(s)
Provide high frequency reinforcement when the student displays appropriate behavior
Tier 2- Secondary Interventions and Supports
Tier 2 interventions and supports are those designed for 10-15% of the students who are not responding effectively to the Universal Supports of the school. These students need more intensive interventions to reduce problem behaviors. The Tier 2 team members determine and monitor the entrance and exit criteria for Tier 2 interventions.
Tier 2 Team
CHANGE Academy's Tier 2 Team includes the principal, school counselor (PBIS Internal Coach), teachers, educational assistants, and a Sheboygan County social worker. The Tier 2 team meets to review school-wide data, teacher/parent requests for assistance, and individual student progress.
CHANGE Academy 2020/2021 Tier 2 Requirements
Tier 2 Entrance Criteria:
Students will enter Tier 2 who have 5 ODRS in a 30-day period. In Tier 2, we will do the following:
Form a PST team & have a meeting. At the PST, we will:
Conduct a simple FBA
Look at the BIP & review the BIP as needed- if the BIP needs to be revised, then an IEP meeting will be necessary prior to moving forward
Identify evidence-based intervention strategies for a designated period of time (examples- skillstreaming, zones of regulation, small groups, restorative circles). These interventions will be implemented by the school counselor or other school staff once weekly for 4-6 weeks.
Data track (determined by the PST team) during this time. Data tracking is based on the IEP goal (will be different for each student).
Tier 2 Exit Criteria:
PST will reconvene the following month after Tier 2 has begun to look at ODR data, tracking of desired behavior (data tracking of replacement behavior), attendance, point sheet data, and feedback from intervention. Based on this data, the PST will determine if the student is able to exit from Tier 2.
Tier 3 Interventions and Support
1-2% of the student population will receive Tier 3 support through the RENEW program.
Tier 3 Team
CHANGE Academy's Tier 3 Team includes the principal, school counselor (PBIS Internal Coach), and teachers. The Tier 3 team meets to review individual student data and progress.
Tier 3 Entrance Criteria:
Passing 100% of classes; 90% attendance; student has been in a Tier 2 intervention for 30 days prior
Tier 3 Exit Criteria:
Completion of the RENEW program with the school counselor and final meeting with team.
RENEW (Rehabilitation for Empowerment, Natural Supports, Education, and Work) is a structured school-to-career transition planning and individualized wraparound process for youth. The model focuses on supporting youth to design and pursue a plan for the transition from school to adult life.
Project RENEW.pdfrenew_process_checklist.docxPage updated
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