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BEHAVIORAL
INTERVENTIONS
& SUPPORTS onnecticut
alendar
WWW.CTSERC.ORG/PBIS
What is Positive Positive Behavioral Interventions and Supports (PBIS) involves a
PBIS is not a model or a curriculum but rather a systems approach to enhance the capacity of schools and districts to adopt
and sustain the use of effective practices for all students. PBIS also works to improve the overall school climate, maximize
academic achievement for all students, and address the specific needs of students with severe emotional and behavioral
concerns.
The main focus of School-wide PBIS is to provide proactive and
effective support regarding student behavior at the universal level. This is
What is accomplished when the whole system (i.e., the whole school community)
can establish and maintain universal procedures that contain clear and
PBIS?
and reinforced. The necessary elements of School-wide PBIS include
methods to: examine needs through data; develop school-wide
expectations; teach school-wide expectations; encourage school-wide
expectations; discourage problem behaviors; and monitor
implementation and progress.
School-wide PBIS has been implemented in over 10,000 schools nationwide, including over 200 in Connecticut. PBIS schools
develop positive approaches to behavior, increase prevention of problem behavior, and establish rational discipline
procedures that are clear to all families, students, and school personnel. School-wide PBIS increases collaboration and
communication among school personnel, families, and the community, thus improving the quality of life for all students,
including students with disabilities.
PBIS?
and thus the prevention of behaviors of concern. These students have
greater opportunities for success and are less likely to be removed from
the school environment. PBIS improves the overall climate of the school
community, while improving student academic success, thus closing the
achievement gaps.
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Getting Started with PBIS:
Primary Prevention Tier
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School-wide Continuum of
Support for Behavior
Interventions provided to
students with intensive/
chronic behavior
challenges based on
comprehensive evaluation
Interventions provided to
students identified as
at-risk of academic or
social challenges due to
behavioral issues
Thanksgiving
Day November 16 or 17 or 18 or 19, 2010
SERC Closed Year 1 Schools SWIS Training
28 29 30
9:00 a.m. - 11:30 a.m. OR
12:30 p.m. - 3:00 p.m.
*Please note that each school attends only one session.
Coaches’ Corner
Your school-based team should be in the habit of meeting at least monthly. Be sure to set a
schedule of meeting dates and times for the remainder the school year. Remember that all
team work should be considered draft with an opportunity for faculty and staff feedback
before implementation. Fall is a good to time to focus on how your team will establish or
review definitions for major and minor behavioral infractions.
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PBIS RESOURCES
2010-2011
December 2010
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Looking Ahead:
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March 10-12, 2011
8th Annual APBS Conference
19 20 21 22 23 24 25 The Expanding World of PBS:
Christmas Science, Values and Vision
Day Observed
SERC Closed Location: Denver, CO
Keynote Speaker: George Sugai, Ph.D.
26 27 28 29 30 31 Registration deadlines:
New Year’s
Day Observed Early Bird- January 7, 2011
SERC Closed Regular- February 11, 2011
www.apbs.org
Coaches’ Corner
Consider a booster training for staff and students in preparation for the holiday season.
Interfering behaviors often spike preceding a school vacation. Remind staff to Teach,
Model, Practice, Pre-Correct, and Reinforce for expected behavior.
"People's behavior makes sense if
you think about it in terms of their
goals, needs, and motives."
- Thomas Mann
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Supporting Social Competence and Academic Achievement
OUTCOMES
Supporting
Decision Making
Supporting Staff
Behavior SYSTEMS DATA
PRACTICES
4 PBIS
ELEMENTS
Supporting
Student Behavior Source information: www.pbis.org
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Positive Behavioral Interventions and Supports: Six Types of Parental Involvement
TYPE 1: TYPE 2:
PARENTING COMMUNICATING
Help all families to establish home environments to Design effective forms of school-to-home and home-to-school
support children as students. communication about school programs and student progress.
• Offer interactive parent focus groups • PBIS table at “Back to School Night” with parent surveys
• Create “PBIS at Home” classes for parents • Share results of PBIS assessments and surveys
• Create behavior support classes for parents • Create “PBIS in Action” video
and community members • Create and distribute calendars and agendas with PBIS motto
• Provide training in parents’ native language • Publish a PBIS Newsletter
• Offer family activities on PBIS
1 2
• Add a PBIS page to the school and district Web site
• Include PBIS motto on school letterhead
TYPE 6: • Create and distribute PBIS shirts, hats, book covers,
COLLABORATING mugs, bumper stickers, etc.
WITH COMMUNITY TYPE 3:
6 3
Identify and integrate resources and services
from the community to strengthen school VOLUNTEERING
programs, family practices, and student Recruit and organize parent help
learning and development. and support.
• Create a volunteer book that describes the PBIS
54
• Acknowledge employers’ donation of parent time
in newsletter/Web site program and behavior expectations for parents
• Invite community members with parent resources • Have parents available to read to students as a
to present to parent groups PBIS incentive or reward
• Make presentations to school board and • Have parents help children design PBIS posters
community groups
• Invite community and parents to celebrations TYPE 4:
LEARNING AT HOME
TYPE 5: Provide information and ideas to families about how to help
DECISION MAKING students at home with homework and other curriculum-related
Include parents in school decisions, developing activities, decisions, and planning.
parent leaders and representatives. • Have Web topics and activities available each week or each month
• Recruit multiple family members for PBIS team • Purchase resources that parents can check out that support PBIS
• Alternate meeting times: morning, afternoon, evening • Have children explain and give examples of how PBIS works with
• Pair new parents with veteran parents their family as “homework”
• Offer “short-term” participation on PBIS team, with an • Have a PBIS video available for checkout with follow-up activities
option to renew
• Plan for care of children during meetings
• Involve parents in selection of incentives and celebrations Source information: www.cde.state.co.us/pbs
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PBIS Systems Implementation Logic
Source: SWPBS Implementation Blueprint and Self‐Assessment
Visibility Political
Funding Support Policy
Leadership Team
Active & Integrated Coordination
Behavioral
Training Capacity
Coaching Evaluation
Local School Teams/Demonstrations
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For more information about the
8th Annual APBS Conference
The Expanding World of PBS:
20 21 22 23 24 25 26 Science, Values and Vision
March 10-12, 2011
Location: Denver, CO
Keynote Speaker: George Sugai, Ph.D.
27 28 29 30 31
Please visit:
www.apbs.org
Coaches’ Corner
Remember that behavior can have only two functions. We either act to get/obtain
something sensory, social or tangible or to escape/avoid the same. Consider reviewing the
basics of behavioral function with your staff. Focus on viewing your school’s current data "People don't change their
through a behavioral lens and let the data guide your decisions.
behavior unless it makes a
difference for them to do so."
- Fran Tarkenton
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CT PBIS EVALUATIONclose-up
When should the BOQ be completed? What does the BOQ measure? What are the benefits of the BOQ?
The BOQ should be completed annually The BOQ uses 53 items to measure criti- Easy and quick to complete by
in the spring of each school year cal elements aligned with the SW-PBIS coaches and teams
(March/April). training process, including:
Provides immediate feedback to the
Who completes the BOQ? faculty commitment; team
effective procedures for dealing with Clarifies outcomes related to imple-
The district coach supports the school- discipline;
based team in completing the BOQ. mentation
data entry and analysis;
Useful in developing action plans for
expectations and rules; the following year
reward/recognition programs
Assists states that are rapidly expand-
lesson plans for teaching; ing PBIS in maintaining evaluation
implementation plan;
standards
Cohen, R., Kincaid, D., & Childs, K. (2007). Measuring School-Wide Positive Behavior Support Implementation: Development
and Validation of the Benchmarks of Quality (BOQ). Journal of Positive Behavior Interventions.
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PBIS Implementation in CT
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SERC
For more information, please contact:
Kristina Jones, Consultant
(860) 632-1485, ext. 377 2010-2011
kristina.jones@ctserc.org
Tarold (Terry) Miller, Consultant
(860) 632-1485, ext. 371
Calendar
miller@ctserc.org
Michelle Weaver, Consultant
(860) 632-1485, ext. 364
weaver@ctserc.org
Sarah-Anne Nicholas, Project Assistant
(860) 632-1485, ext. 281
nicholas@ctserc.org
Janina Johnkoski, Team Coordinator
(860) 632-1485, ext. 393
johnkoski@ctserc.org
www.ctserc.org/pbis
25 Industrial Park Road ▲ Middletown, CT 06457
(860) 632-1485 ▲ www.ctserc.org