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www.pbisillinois.org
2
What is PBIS?
A broad range of proactive, systemic, and
individualized strategies for achieving important
social and learning outcomes in safe and
effective environments while preventing problem
behavior with all students (Sugai, 2007).
Common
Language
MEMBERSHIP
Common Common
Experience Vision/Values
Origins of PBIS
Fern Ridge Middle School, Eugene, OR,
1994 – A school in need of a systems
approach to discipline:
• 880 students - reported over 5,100 office discipline
referrals in one academic year
1000
900 874
800
number of schools
700
654
600 587
500 520
444
400 394
300 303
200 184
100 120
0 23
Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year
9/98 9/00 9/01 6/02 6/03 6/04 6/05 6/06 6/07 10
6/08
PBIS Illinois Network
• IL Statewide Technical
Assistance Center
• Director, Lucille Eber
• Technical Assistance
Directors
• Technical Assistance
Coordinators
• External Coaches
• District Leadership Teams
• Internal Coaches & Bldg
level PBIS Implementation
Teams
School-Wide Systems for Student
Success:
A Response to Intervention (RtI)
Model
Academic Systems Behavioral Systems
ODRs, Attendance,
Tier 2/Secondary Small Group
t
As
Interventions
Tardies, Grades,
io en
(CICO, SAIG, etc)
se t
DIBELS, etc.
rv
ss
n
te
m
Individualized Focus
en
In
Daily Progress Report (DPR) (CnC, etc)
(Behavior and Academic Goals)
Tier 3/
Simple Individual Interventions
Competing Behavior Pathway, Tertiary (Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Functional Assessment Interview,
Scatter Plots, etc.
Multiple-Domain FBA/BIP
SIMEO Tools: HSC-T,
RD-T, EI-T Wraparound
Illinois PBIS Network, Revised Sept., 2008
Adapted from T. Scott, 2004
٭
Social Competence &
Positive Academic Achievement
Behavior
Support OUTCOMES
MS
Supporting
DA
Supporting
TE
Decision
TA
Staff Behavior S
SY
Making
• Secondary Level
GOAL: To reduce current cases of problem
behavior and/or academic failure
• Tertiary/Wraparound Level
GOAL: To reduce complications, intensity, severity
of students with chronic problem behavior
and/or academic failure
Why Choose PBIS ?
Federal Mandates:
IDEA 2004
NCLB
State Mandates:
SEL
RTI
Best Practices:
Researched-based
Data driven
Standards Aligned Curriculum
Family Involvement
DISCIPLINE = TIME LOST TEACHING
Illinois Social Emotional Learning
(SEL) Standards
• Develop self-awareness & self-
management skills to achieve school & life
success
• Use social-awareness & interpersonal skills
to establish & maintain positive
relationships
• Demonstrate decision-making skills &
responsible behaviors in personal, school,
and community contexts
(www.isbe.net)
Process…not a curriculum
Individualized to the unique features of the
school
Emphasis
on continuous, data-based
improvement
Focus on efficiency, effectiveness, &
relevance
Trends in Discipline Practices
Least Effective Most Effective
Punishment (when used Proactive school-wide
discipline systems
too often)
Social skills instruction
Academic/curricular
Exclusion restructuring
Behaviorally based
interventions
Counseling Early screening and
(Gottfredson, 1997) identification of antisocial
behavior patterns
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993;
Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner,
1994; Tolan & Guerra, 1994; Walker, et al., 1995;
Walker, et al., 1996)
1. Systems - How Things are Done
A problem-solving team
Data at every meeting no older than 48 hour
Data collection
T-chart
ODR form
Data use
Big Five reports
Communication with school community about data,
patterns, and decisions
3. Practices - How Staff Interact with
Students
Every time any adult interacts with any student,
it is an instructional moment!
PBIS emphasizes…
– Teaching behaviors like we teach academics
Sea of Ineligibility
General Education
Improving Decision-Making
From:
Problem Solution
To:
Problem
Solution
Problem Solving
Monitor
Using
Outcome
Data
Bridging the Gap
General +
Intensive
Needed to Solve Problem
Amount of Resources
Resources
General +
Supplemental
Resources
General Resources
Intensity of Problem
Data collection and use