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IN

Insanity: doing the same

thing over and over again
and expecting different
results.
Albert Einstein

IOWA YOUTH SURVEY RESULTS

% of students who "agree" or "stongly agree" with the 6 IYS adult-student relationship statements

HOW WILL IT CHANGE?

School-wide PBIS is a decision

making framework that guides
selection, integration, and
implementation of the best
evidence-based academic and
behavioral practices for improving
important academic and behavior
outcomes for all students.

Critical
Elements

1.PBIS Team
2.Faculty/Staff Commitment
3.Develop Expectations & Rules
4.Plans to Teach
Expectations/Rules
5.Establish Recognition
Program

6. Effective Procedures for

Dealing with Problem
Behaviors
7. Establish Data Entry &
Analysis Plan
8. Classroom Systems
9. Evaluation
10.Implementation Plan

PBIS IMPLEMENTATION FRAMEWORK

SOCIAL EMOTIONAL AND BEHAVIORAL HEALTH

Organize our resources so

students get help early

Actions based on outcomes (data!), not procedures

Do stuff thats likely to work

Evidence-Based interventions

Provide supports to staff

On-going Teacher Feedback via Survey

And make sure students are

successful

Supporting Social Competence,

Academic Achievement and Safety

School-wide
PBIS

MS
SY
ST
E

TA
DA

Supporting
Staff Behavior

OUTCOMES

PRACTICES

Supporting
Student Behavior

Supporting
Decision
Making

BUILDING EXPECTATIONS

3-5 Building wide

expectationsSuch as:
Engaged
Accountable
Safe
Thoughtful

YEAR I: Core, Universal

Tier I: Effective if at least
80% are meeting
benchmarks with access
to Core/Universal
Instruction.

GOAL: 100% of
students achieve at
high levels
Tier I:
Begins with clear goals:
1.What exactly do we
expect all students to
learn ?
2.How will we know if
and when theyve
learned it?
3.How do we respond
when some students
dont learn?
4.How will we respond

YEAR 1 ACTION STEPS

Develop PBIS leadership team
Develop building wide expectations and rules
Staff and faculty commitment above 80%
Establish Advisory cohorts and systems for
teaching expectations
Student acknowledgement system in place
Be EAST cards
School Store
Wooden nickels
Monitor data

YEAR II: Supplemental,

Targeted

Tier II
For approx. 20% of
students
Core
+
Supplemental
to achieve
benchmarks
Tier II For student not
successful with Tier I
1.How long do we have
to get them there?
2.How much do they
have to grow per
year/month to get

YEAR 2 ACTION STEPS

Continue with universal systems of
acknowledgement
Develop targeted interventions for
tier II students
Approximately 20% students
Increase parent/community
involvement
Continue to monitor data

YEAR III: Intensive, Individual

Intensive, Individualized
Tier III
Approx 5% of Students
Core
+
Supplemental
+
Intensive Individual
Instruction
to achieve benchmarks
1.Where is the student
performing now?
2.Where do we want the student
to be?
3.How long do we have to get
the student there?
4.What supports has the student

YEAR 3 ACTION STEPS

Continue universal systems

Develop intensive interventions
for tier III students
Approximately 5% of students
Example: Check in / check out
Continue to monitor data

WHAT IS GAINED BY
IDENTIFYING EXPECTATIONS?
Consistent instruction across multiple
programs and settings within the
school
Communication among staff members
and students
Students know what to expect and what
is expected in all areas
Consistent communication with parents

WHY DEVELOP A SYSTEM FOR

TEACHING BEHAVIOR?
Repetition :
For a child to learn something new, it
needs to be repeated on average
of 8 times
Adults average 25 Joyce & Showers, 2006
For a child to unlearn an old behavior and
replace with a new behavior, the new
behavior must be repeated on average 28
times (Harry Wong)

TEACHING ACADEMICS & BEHAVIORS

Tell

Reteac
h

Behavioral
change is
an
instruction
al process

Feedbac
k

Show

Practice