positive behavioral interventions and supports social

Positive Behavioral Interventions and Supports

Social & Emotional Learningin the Classroom

MTSS/SEL Department

Last Revised: 12/20/2016

Where We Want to Be!

Working Agreements

Ask questions.

Engage fully.

Integrate new information.

Open your mind to diverse views.

Utilize what you learn

*From LearningForward.org

Goals for the Day

Feel- Comfortable and supported that you can implement PBIS & SEL with inclusive practices

Know- Apply PBIS & SEL strategies

with inclusive practices

Do- Review, discuss, and have a foundational understanding of inclusive practices with PBIS & SEL

Optimistic OpenerLook at the posters around the room.

Which poster “speaks” to you?

Quietly walk to the poster that “speaks” to you.

Partner up with someone at your poster.

Think about…

Turn and discuss.

Now, think about how did you know how to act? Meaningful Optimistic Opener

Debrief: Note Taker & Partner

•How do you think the Optimistic Opener links to inclusive practices in your classroom?

•Share with a shoulder partner.

Note Taker

What is your definition of inclusive practices?

IGNITE

Fundamental II: Inclusive PracticePosition statement:

Through collaboration among general education, special education, and ELL staff, ALL students will be provided Tier I core instruction in the general education environment.

Fundamental II: Inclusive PracticePosition statement:

Through collaboration among general education, special education, and ELL staff, ALL students will be provided Tier I core instruction in the general education environment.

Chew

Dear Teacher…

Review

Positive Behavioral Interventions and Supports

(PBIS)

What is PBIS?

A system

approach

Establishing a

social culture

Where all

students can be

successful.

13

Universal instruction and support is provided to all

students. At least 80% of students’

needs are met through this level of

support.

Targeted group support provided to 10-15%

of students.

Intensive individualized support provided to 3-5% of students.

ProblemAnalysis

PlanEvaluation

Ignite

We don’t have to do a thing…

The research has been done for us…

Evidence-based Features of PBIS

Define and teach positive social expectations

Acknowledge positive behavior

Arrange consistent consequences for problem behavior

On-going collection and use of data for decision-making

Continuum of supports to meet the needs of ALL

students

Benefits ALL Children

www.pbis.org

The Whole Community

Wins

Reduction in problem behavior

Increased student

engagement

Improved academic

performanceIncreased

Family

Involvement

Breaking It Up

What Does SW-PBIS Look Like?

How are expectations…

• Taught

• Re-taught

• ReinforcedHow often are

data shared

with staff?

How were the

expectations

developed?

Chew

How does SW-PBIS connect to your classroom behavioral expectations,

teaching, and supports?

How does PBIS work? 5 STEPS

1• Come to consensus about behavioral expectations

2• Teach behavioral expectations

3• Reinforce students for displaying appropriate behavior

4

• Re-teach expectations when students do not display appropriate behavior

5• Ongoing data collection & re-teaching

Review

Establishing a Social Culture

Common Vision / Values

Common Language

Common Experience

s

Students,

Staff, and

School

Community

Social & Emotional Learning(SEL)

Ignite

Sit back and relax…

Wish we had some popcorn for you…

Social & Emotional Learning

SEL is a process for helping children and adults develop the fundamental skills for life

effectiveness. SEL teaches the skills we all need to handle ourselves, our relationships,

and our work, effectively and ethically.

Museum of Thoughts

SEL Core CompetenciesSelf-Awareness

Self-Management

Social

AwarenessRelationship

Skills

Responsible

Decision-Making

Chew: Walk of Ideas

Review

SOCIAL AND

EMOTIONAL LEARNING

Inte

gra

tio

n

How do you

intentionally

develop a

positive

culture and

climate in

your school

and your

classroom for

all the

members of

the learning

community?

How do you

intentionally

address SEL

through other

academic

content and

SEL skill

practice?

How are you

intentionally

teaching the

knowledge

and skills of

SEL?

PBIS & SEL:Bringing It All Together

PBIS

–Explicit teaching of PBIS Expectations

–Explicit re-teaching of PBIS Expectations

–Language/verbiage is consistent

SEL

–Explicit teaching of SEL Competencies

–Explicit re-teaching of SEL Competencies

–Language/verbiage is consistent

Bringing It All Together: Do They Match?

Ignite

Let’s play three quick activities…

And see what you think!

1. Meaningful Openers and Closers

2. Meaningful Rituals and Routines

3. Meaningful Brain Breaks

Bringing It All Together: Strategies

Hint: Pick one strategy to start with

and do it for a long period of time.

1. One PBIS Expectation and one SEL Competency each month

2. Integration into academic activities

3. Focus on minor behavioral infractions and positive dialogue using PBIS & SEL

Bringing It All Together: Focal Points

Hint: Pick one focal point to start with

and do it for a long period of time.

One of Each to Take Back

What Is Your Strategy?

•Identify one strategy you plan on implementing in your classroom

1. Meaningful Openers and Closers

2. Meaningful Rituals and Routines

3. Meaningful Brain Breaks

Bringing It All Together: Strategies

Hint: Pick one strategy to start with

and do it for a long period of time.

What Is Your Focal Point?

•Identify one strategy you plan on implementing in your classroom

•Identify one focal point you plan on using in your classroom with the strategy

1. One PBIS Expectation and one SEL Competency each month

2. Integration into academic activities

3. Focus on minor behavioral infractions and positive dialogue using PBIS & SEL

Bringing It All Together: Focal Points

Hint: Pick one focal point to start with

and do it for a long period of time.

Chew & Review

Share Your Strategy & Focal Point

•Identify one strategy you plan on implementing in your classroom

•Identify one focal point you plan on using in your classroom with the strategy

•Share with your shoulder partner(s)

Goals for the Day

Feel- Comfortable and supported that you can implement PBIS & SEL with inclusive practices

Know- Apply PBIS & SEL strategies

with inclusive practices

Do- Review, discuss, and have a foundational understanding of inclusive practices with PBIS & SEL

Optimistic Closer

Thank you for inspiring us and your students with

your passion and dedication.