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Scott Eckman, PBIS/Vision Supervisor
Erin Stutzman, LPS PBIS Coach
Erik Witt, LSE Associate Principal
Keri Applebee, LSW Associate Principal
Implementation of PBIS at the Secondary Level
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⦿ Provide an overview of PBIS⦿ Review implementation efforts in Lincoln
Public Schools⦿ Share the 6 Key components of PBIS Tier 1
including examples from the High School Level
⦿ Quick look at Tier 2 and beyond
TODAY’S OBJECTIVES
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IS… IS NOT…
⦿ General approach ⦿ For all students-
multi-tiered⦿ Based on behavioral
practices, effective instructional design
⦿ Proactive⦿ Positive⦿ Ever changing based
on data
⦿ A specific curriculum⦿ Limited to a specific
set of students⦿ NEW⦿ Reactive⦿ Punishing⦿ Finished once a
certain # of “things” are done
PBIS
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BENEFITS OF PBIS◼ A review of research on PBIS effectiveness
showed that there was over a 90% reduction in problem behavior in over half of the studies; the problem behavior stopped completely in over 26% of the studies.
▪ in problem behavior= time for instruction
= student achievement
◼ Improved adult to student relationships
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LPS PBiS Journey
● Currently all of LPS, including early childhood and juvenile justice have begun implementation.
● District PBIS Leadership Team (special ed, student services, elementary, secondary, curriculum, continuous improvement, federal programs)
● Outside support
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TIMELINE of DISTRICT IMPLEMENTATION
● 2013-2014: Tier 1 Implementation in all Secondary schools
● 2014-2015: Tier 1 Implementation in all Elementary schools. Begin Tier 2/3 process in Secondary schools.
● 2015-2016: Full implementation of all Tiers in all buildings
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COACHING
● To support buildings with implementation and sustainability we have employed PBiS coaches.
● Variety of backgrounds● Weekly visits to buildings● Special Education funding
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SIX KEY COMPONENTS OF PBIS:
1. School-wide behavioral expectations- positively stated
2. Expectations taught3. School wide recognition system 4. Effective procedures for managing problem
behavior5. Data driven6. Community/family involvement
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SCHOOL WIDE BEHAVIORAL EXPECTATIONS
Necessary● Common throughout school-
becomes common language● Publicly posted in all parts of the
school building- include non-classroom settings
● Staff involved in the development● Revised as needed● Taught and re-taught based on
need
Nice● All staff involved in the
development of these expectations
● Have non-classroom settings involved as well from the start
● Students involved in the development
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SCHOOL WIDE BEHAVIORAL EXPECTATIONS
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SCHOOL WIDE BEHAVIORAL EXPECTATIONS
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EXPECTATIONS TAUGHT
Necessary● Teach behaviors to students
frequently● Use data● Work as team● Address non classroom settings
( this may depend on grade level ,size of building, student population)
Nice● Have specific schedule of
when teaching will occur● Allocated time to teach and
re-teach these expectations weekly
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EXPECTATIONS TAUGHT
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RECOGNITION SYSTEM FOR STAFF AND STUDENTS
Necessary ● System in place school-wide● Teachers consistent in
using the system● Teacher buy-in that positive
behavior should be recognized
● 4:1 positive to negative ratio
Nice● Funds available for rewards● 4:1 positive to negative ratio● Publicly/privately recognize
students and staff based on their personal preference
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RECOGNITION SYSTEM FOR STUDENTS AND STAFF
Caught being good (students)
Hawk award (staff)
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RECOGNITION AT LNE HIGH SCHOOL
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RECOGNITION AT EAST HIGH SCHOOL
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EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR
Necessary● Staff involved in defining behaviors-
minor (teacher managed)/ major (office managed).
● Process for handling these behaviors- flow chart
● Behavior manual (gets all on the same page)
● Consistency in consequences (fair is not equal)
● Problem solving component for student once referral made
Nice● Admin continually uses the manual
in conversations about student behavior
● Behavior manual
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EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR
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EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR
● Involve students in problem solving process● Re-teaching of appropriate behavior● Behavior Intervention Plans● Parent Meetings● Lunch Detention● In School Suspension● Out of School suspension
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DATA COLLECTION
Necessary● Consistent way to collect data● Analyze and use data to make
decisions ● Use multiple data sources● Share data with staff monthly● Data used to guide action plan of
PBIS team.
Nice● Share data with staff weekly● SWIS system● Way to record positive
interactions
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DATA COLLECTION SYSTEMS
● Office referral data system - SWIS● Minor office referral data● Anecdotal - teacher conversations● Grades / attendance data● Number of recognition cards● ISS room data● Data collection systems to measure staff
understanding, rate of implementation, and adherence to PBIS goals (SAS, BOQ, TIC)
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Referral Data from SWIS
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COMMUNITY/PARENTAL INVOLVEMENT
Necessary● Parent involvement on PBIS
Team● Student Involvement
Nice● Assistance with marketing● Going out into the
community and sharing the model
● Multiple parent representatives
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COMMUNITY/PARENTAL INVOLVEMENT
⦿ Parent representative on our team⦿ Websites:
http://wp.lps.org/lswpbis/http://lms.lps.libguides.com/content.php?pid=37 5951&sid=4209610
⦿ Presented at Parent Advisory⦿ Solicited donations and described PBIS program ⦿ Partnering with Marketing class, Statistics class,
DECA.⦿ Athletic Department involvement
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BENEFITS OF PBIS AT LSW
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BENEFITS OF PBIS AT LSE
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TIER 2 and BEYOND...
⦿ High schools beginning Check In Check Out (CICO)
⦿ Different at each High School⦿ Gathering data to evaluate effectiveness
and make decisions⦿ Move into Tier 3 in the future
⦿ Social Skills groups⦿ More individualized CICO
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QUESTIONS
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RESOURCES
http://www.pbis.org/
http://www.npbis.org/
http://www.pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=560
http://www.pbisworld.com/
http://wp.lps.org/pbis/
http://wp.lps.org/lswpbis/