Lesson+3


 * //OK! We are interested! How do we begin? //**
 * 1) 1. **We can effectively teach appropriate behavior to all children. ** All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.
 * 2) 2. **Intervene early. ** It is best practices to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
 * 3) 3. **Use of a multi-tier model of service delivery. ** PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students. PBIS uses tiered models of service delivery.
 * 4) 4. **Use research-based, scientifically validated interventions to the extent available. ** No Child Left Behind requires the use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
 * 5) 5. **Monitor student progress to inform interventions. **The only method to determine if a student is improving is to monitor the student's progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
 * 6) <span style="font-family: Arial,sans-serif; font-size: 12pt;">6. **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Use data to make decisions. **<span style="font-family: Arial,sans-serif; font-size: 12pt;"> A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
 * 7) <span style="font-family: Arial,sans-serif; font-size: 12pt;">7. **<span style="font-family: Arial,sans-serif; font-size: 12pt;">Use assessment for three different purposes. **<span style="font-family: Arial,sans-serif; font-size: 12pt;"> In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.
 * //<span style="font-family: Arial,sans-serif; font-size: 16pt;">Behavioral Expectations //**

<span style="font-family: Arial,sans-serif; font-size: 12pt;">The primary prevention of positive behavioral interventions and supports (PBIS) consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to target for change. For example, a school team may determine that disrespect for self, others, and property is a set of behaviors they would like to target for change. They may choose the positive reframing of that behavior and make that one of their behavioral expectations. //Respect Yourself, Others, and Property// would be one of their behavioral expectations. Research indicates that 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate are best. At the end of the year, a researcher should be able to walk into the school and ask ten random students to name the behavioral expectations and 80% or better of the students should be able to tell the researcher what they are and give examples of what they look like in action.

<span style="font-family: Arial,sans-serif;">Booster Shots
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|bullying bulletin board.JPG]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|Elementaryteachingmatrixgames.doc]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|Irish Support Program Handout pg1.pub]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|MLKPBISJeopardy.ppt]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|New Student PBIS Training.ppt]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|New_students.doc]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|PBIS jeporday.ppt]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|Pointsheet-Intermediate2007.doc]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|Pointsheet-Primary2007.doc]
 * <span style="color: #3d6eaa; font-family: Tahoma,sans-serif; font-size: 10pt; text-decoration: none;">[|THE_HIGH_FIVE_BEEHIVE march.doc]


 * Intro| Lesson 1| Lesson 2| Lesson 4| Related Sites **