SWPBIS: Critical Elememts:

1. Matrix: opperational definition of behavioral expectations across various locations. Expectations are observable and measure (e.g., Be Safe, Be Responsible, Be Respectful) behaviors which provide social signifiance and meets the needs of the climate and culture of a community where ALL are seen, heard and celebrated.

• Kate Smith ES Example
• Dilworth MS Example
• Sample PBIS School Teaching Matrix of Expectations
• Sundevil Matrix
• Sample Virtual Matrix-ES
• Smaple Virtual Matrix-MS/HS

2. Teach/Re-Teach Expectations: consistent teaching/re-teaching of schoolwide expectations is paramount to the success of behavioral skill(s) fluency. Both contextual fit for age/grade and explicit instruction of each expectation on location are important components to the work. Typically, instruction is done at the beginning of the school year; however, it is equally important to plan for opportunites for re-teaching throughout the year (e.g., after breaks, long weekends, intruptions in the school year, or when schoolwide data indicates)

• Sample Lesson Plan
• Blank Lesson Plan

3. Reinforce Expected Behavior: acknowledging when one or groups are demonstrating prosocial expected behavior. Providing specific feedback on the prosocial skill(s) increases the probability of the behavior occuring again. Rule of thumb: "Behavior goes where reinforcement flows"--reinforce prosocial behaviors at least 5 times more than correcting inappropraite behavior.

• 1-3 Behavior Specific Praise
• Rationale for Reward
• Revisiting your PBIS Virtual Reward System Tool
• Guidelines for Providing Rewards
• Acknowledging Appropriate Behavior
• High School Acknowledgement Systems
• Minor Adaptations for Activities you Probably Use for Rewarding
• School Sample: Various Ways to Reward
• Using PBIS Points to Earn Virtual Class Field Trips
• 60 Incentive ideas for Distance Learning
• Online Acknowledgement Form
• Sample Recognition Sheet
• Blank Recognition Sheet 
• Teaching and Reinforcing Expectations Handout
• Behavior Specific Praise
• Acknowledgement Matrix
• Libby Booth Acknowledgement Matrix

4. Responding to Inappropriate Behavior: accessing outline Progessive Discipline Matrix to quickly, swiftly, and consistently respond to inappropriate behavior. It is important to consult with the WCSD Student Behavior Manual/Matrix in escalated situations.

• HS Flow Chart
• Progressive Discipline Flow Chart
• Leveled Flow Chart (DMS)
• Major/Minor Flow Chart
• WCSD Student Behavior Manual/Matrix

5. Data-Based Decision Making: data reviews/drill downs should be conducted at least monthly by site PBIS teams to monitor schoolwide behavioral data. Recommended filiters: behavioral expectation/skill, location, day/week/month, and time.

Potential guiding questions to assist in reflection:

• Do we have a system concern (less than 80% of students are meeting expectation)?
• Do a small group of students in need of supplemental supports and/or a higher dosage of feedback on performance? If so, what skill(s) and how? *Group Problem-Solving Form
• How are we addressing behavior proportionally to our student population? Are we over/under identifying any spectific student(s) or poulation(s)?
• How might staff need further professional development in our PBIS implementation?
• Are we doing what we said were going to do and how do we know?

For more information on how to conduct a thorough data review/drill down, please contact Stephanie Keating or Cristie Gilkey in the MTSS/SEL Department

• Creating a PBIS Behavior Teaching Matrix for Remote Instruction:
• English
• Spanish
• Getting Back to School after Disruptions: Resources for Making Your School Year Safe, More Predictable, and More Positive:
• English
• Spanish
• Supporting Families with PBIS at Home:
• English
• Spanish

• Connect
• Screen and Support
• Teach and Monitor

• Webinar
• Webinar PowerPoint
• Moving from the Physical Classroom to the Virtual Classroom

• Webinar
• Webinar PowerPoint 
• PBIS in a Virtual Classroom Handout 

By using the lens of "using data helps us identify the need so we can select the intervention" will help teams make sound and true data-based decisions.

Site-based teams may include Tier 2 PBIS team (which oversees the system) and teacher-led teams (e.g., PLC) who may review data on a granular scale to idenfity potential needs. Together, both teams work in collaborate to determine next steps and possible intervention(s). The larger team may be meeting every 4-6 weeks where the smaller teams should be meeting monthly. Once an intervention has been decised upon, the T2 PBIS team and/or teacher-led teams, should be collecting appropriate progress monitoring and fidelity of implementation data to drive further decison making points.

• Teacher Nomination Form 
• Team Nomination Form 
• Tier 2 Matching Matrix
• Tier 2 Interventions
• Data Decisions Rules Templet
• Data Decisions Rules Sample: Kate Smith ES

Universal Screeners-Behavior should be conducted and reviewed by the site PBIS T1 and T2 teams at least 3 times (Fall, Winter, Spring). Teams will want three points of data for triangulation of data when idenitfy those in need of additional supports.

Potential Universal Screeners:

• Attendance
• Office Discipline Referrals
• Nurse's Log
• Counselor's Log
• Teacher Nomination
• Parent Nominiation
• Student Self-Advocacy
• Grades/Academic Performance
• Student Risk Screening Scale-Internalizing/Externilzing 
• Strengths based Screeners

For any inquiries on Universal Screeners-Behavior please contact Stephanie Keating or Cristie Gilkey in the MTSS/SEL Department

Data-Based Decision Making Resources

Guidance for Adapting CICO for Distance Learning (PDF)

Tier II: Data, Systems & Practice (PDF)

Tier II Progress Monitoring: Using Data for Decision Making (Presentation)

Tier II System Support (Video link)

Systems

• Mulit-Disciplinary Team based problem solving
• Data-based decision making system
• Sustainability focus (redefining roles, district data review, etc.)

Data

• Data used for engagement and action planning with team
• Data tools are strengths/ needs based
• Multiple perspectives and settings captured in data
• Show small increments of change at team meetings

Practices--more information see Behavioral Health and Management resource paga (Click Here)

• Students having access to all levels of SWPBIS
• FBA/BIP is essential skill set for implementers
• Engagement and team developmental are critical elements
• Team facilitation is essential skill set (for complex FBA/BIP & wraparound)
• Wraparound process/elements create ownership/context for effective interventions including FBA/BIP
• Assess/monitor fidelity with families

• A 5-Point Intervention Approach for Enchancing Equity in School Discipline (PDF) Center on PBIS
• Embedding Culturally Responsive Practices in Tier 1 (PDF) Center on PBIS
• Examples of Engaging Instruction to Increase Equity in Education (PDF) Center on PBIS
• If Discipline Referral Rates for the School as a Whole are Reduced, Will Rates for Students with Disabilities also be Reduced? (PDF) Center on PBIS
• Key Elements of Policies to Address Discipline Disproportionality: A Guide for District and School Teams (PDF) Center on PBIS
• PBIS: Cultural Responsiveness Field Guide: Resources for Trainers and Coaches (PDF) Center on PBIS
• Using Discipline Data within SWPBIS to Idenify and Address Disproportionality: A Guide for School Teams (PDF) Center on PBIS

Center on PBIS: Funded by the U.S. Department of Education’s Office of Special Education Programs (OSEP) and the Office of Elementary and Secondary Education (OESE), the Technical Assistance Center on PBIS supports schools, districts, and states to build systems capacity for implementing a multi-tiered approach to social, emotional and behavior support". 

Florida PBIS Project: "The FLPBIS Project offers training and technical assistance, including evaluation resources, to develop systems that sustain a practical, positive and proactive PBIS framework".

PBIS Maryland: "PBIS Maryland was created to assist educational systems in Maryland to build the capacity to adopt and sustain a multi-tiered framework for implementing evidence based practices to increase success of all students".

Midwest PBIS: Mission of the Midwest PBIS Network is to "Improve student outcomes by increasing the quantitiy, fidelity, and sustainability of schools implementing multi-tiered behavioral supports". 

 

The Nevada MTSS Project: The Nevada Department of Education (NDE) and the Nevada PBIS Technical Assistance Center plan to build capacity to establish, scale-up, and sustain a Multi-tiered Systems of Support (MTSS) in many of Nevada Local Educational Agencies (LEAs).

Nevada Positive Behavior Support Technical Assistance Center: The NV-PBS TA Center provides technical assistance to districts/schools participating in the School Climate Transformation Grant (SCTG) with implmentation of SWPBIS.

Northwest PBIS: "Our mission, to establoish and sustain safe, positive and inclusive learning environments for all".

Wisconsin PBIS Network: "The Wisconsin Response to Intervention (RtI) Center was created to assist Wisconsin’s educational systems to build capacity, adopt and implement high-quality practices, make informed decisions, ensure sustainability of efforts, and increase success for all students".

 

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