INTRODUCTION Lets get to know each other! ARKANSAS STATE UNIVERSITY - - PowerPoint PPT Presentation

PBIS

POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS

INTRODUCTION

Let’s get to know each other!

ARKANSAS STATE UNIVERSITY

 Center er for r Comm mmuni unity Engagem agement nt  Office e of Beha havioral vioral Resear search & Evaluat valuation

• n

 PBIS Resour esource ce Center er

Anne, David, Hayley & Kimberley

To provide vide an over ervie view w of Posi sitiv tive e Beh ehavioral ioral Inter erventions entions and d Sup uppo ports ts PB

PBIS IS

GOALS FOR TODAY’S PRESENTATION

Q: Q: What t are the top 2 concerns ns or needs at your school for which you would like help/assistance from ASU’s College of Educatio ation? n?

• Common

n Core

• Teacher

r Excellence ce Suppo port t System m (TESS)

• Student

ent behavior vior proble

• blems

s (clas lassr sroo

• om manage

agemen ment, t, PBIS, S, et etc) )

*58 respondents

PRINCIPAL’S SURVEY QUESTIONS:

WHAT ARE CRITICAL NEEDS OF TEACHERS?

• instructional skills
• classroom management

Source - (2006 Needs Survey Of Pre-k Through 12th Grade Teachers (2334 responses) – report can be found here: /ed/schools/coalition/teacher-needs.aspx)

TESS

A Framework for Teaching: Components of Professional Practice

Domain 2: The Classroom Environment

a) Creating an Environment of Respect and Rapport b)Establishing a Culture for Learning c) Managing Classroom Procedures d)Managing Student Behavior e) Organizing Physical Space

ALL SCHOOLS & CLASSROOMS HAVE BEHAVIORAL CHALLENGES

From

• m: Trends in Behaviora

ioral l Refer erra rals s with thin in a Schoo

• ol-Wid

Wide Disc scipl iplin ine e Plan Rebec ecca ca C. Turse sell Internship conducted at Piney Point Elementary, Second Grade Cooperating teacher: Mrs. Genevieve Pharis

WHAT DO ‘YOU’ WANT FOR YOUR STUDENTS?

…to achieve both academically and socially? …to feel safe? …to feel connected? …to be respectful? …to be engaged in their school environment?

“I am confident in my classroom management skills”

HOW DO YOU ANSWER THIS QUESTION?

Wh Wher ere e do y do you

• u star

tart? t?

How w is your

• ur school

chool doing? ng?

Ho How ca can n you

• u tel

ell ho l how you

• ur

r sch chool

• ol is do

doing? ng?

Us Use e you

• ur

r Da Data ta!

(e (e.g. g., offic ice e di discip iplin ine e ref efer erral rals) s)

WH WHO are the students receiving ODRs?

WH WHAT are the students receiving ODRs for?

Total of 866 in the Class ssroom

• om,

143 in the cafeteria

WH WHERE ERE are the students receiving ODRs?

TO UNDERSTAND ‘WHAT TO DO’…

…we need to understand ‘who’ …we need to understand ‘what’ …we need to understand ‘where’ and….

…we need to understand Wh

Why! y!

FUNCTIONAL BEHAVIOR ASSESSMENT  Identifying the underlying cause(s) of students behavior  What are the students ‘getting’ out of mis isbeh ehavi vior

• r?

 Why were the students defiant & disruptive?

MEET KELLY…

What you see:

Kelly talks almost incessantly. She talks to other students, talks at inappropriate times, makes meaningless comments out loud in class, and purposely gives ridiculous answers to questions. She interrupts during directions, and frequently asks the teacher to repeat what was just said. When Kelly is not talking, she is dropping things, giggling, or making random noises.

New Mexico Public Education Department Technical Assistance Manual: Addressing Student Behavior

What’s really going on with Kelly? Wh What NOT to do do for Kel elly? Wh What TO DO for r Kel elly? y?

WHAT’S THE EASIEST WAY TO SOLVE BEHAVIOR PROBLEMS?

Pre revent ent misbe sbeha havio vior r fr from

• m

be beco coming ming a probl

• blem

em

 acceptable replacement behaviors  behaviors that serve same function

PBIS IS helps students learn how to

REP EPLA LACE CE misbehaviors with

PREVENT… BY TEACHING

Name: Bro ok e S mi th Date: June 20, 2 0 14 Math Review

• 1. What is the mode of 9 2 8 9 2 8 9 9?

8

9

• 2. What is 47.6 rounded to the nearest number?

47 48

• 3. Tim stacked 54 books into 9 even piles. How many books

did Tim put into each pile?

9 6

• 4. Evaluate.

3²= 6 9 5³=1 5 125 4⁷= 28 16,384

• 5. Solve for x.

7x-4x=12 3.5 4

• 5. Solve.

4.73 22.2 23.4 + 5.49 10.22 x 2.2 - 17.3 6.1

• 9. 12

2 4.4 48.84 14. 1

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?”

John Herner, Former President NASDSE, 1998

INSTEAD OF CONTINUAL PUNISHMENT….

…Prevent and Teach

PBI PBIS S is is Pr Proa

• activ

ctive PBI PBIS S is is Pre Prevention ention

“I think nk the he teac acher ers should ld know if they y can get et the classroom

• om beha

ehavior vior under er control

• l, the

e teac aching ng is the e easy part and PBIS S is a great t wa way y to deal al with h behavior.”

Lavonda Newsom: Blytheville

PBI BIS S is s a frame amewor

• rk for
• r

impr proving ving sc school

• l climat

imate e by chang anging ing beh ehavior vior

TERMINOLOGY

PBIS = PBS PBIS = SW-PBS BS PBIS = PW-PB PBS

PBSS ≠ PBIS

PROGRAM GRAM

Framework

• rk

“I know the fundamentals of Response to Intervention (RtI)”

Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Goal: Reverse Harm Specialized Group Systems for Students At-Risk Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings

Academic Behavioral Social

Comprehensive, Integrated, Three-Tier Model of Prevention

(Lane, Kalberg, & Menzies, 2009)

Tertiary Prevention (Tier 3) Secondary Prevention (Tier 2) Primary Prevention (Tier 1)

≈ ≈ ≈

PBIS Framework Character Education; Social Skills Improvement System Core Instruction

Number of Schools Implementing School-Wide PBIS since 2000

19,054

• Horner, 2013

CREATING CULTURE VIDEO CLIP

WHAT AREA SCHOOLS ARE SAYING ABOUT PBIS:

• Truman Cedar Park Elementary PBIS Team

PB PBIS S has allowed ed our ur school l to pro rovide vide consis nsistenc ency build ilding ng wid ide.

Lynda Taylor-Brookland Public Schools

Brookland’s PBIS pro rogram am is the mo most effectiv tive, , consi sistent, , and or d organize zed prog rogram am that t I h have be been a part of in my teachin hing career.”

K-4 grade ades s have the e same expectat ctatio ions ns. . Teacher ers are all awa ware re of the beha havior

• rs

that at shoul uld d be managed ed in the e classroo

• om

and what t beha havior

• rs are office

ice referral ferral worth thy.

• Truman Cedar Park Elementary PBIS Team

WHAT’S IN IT FOR YOU?

• More

re instr structi uctional nal tim ime

• More

re time me spent ent on positiv sitive e interactions eractions with h students udents

• Sanity

nity 

• Predictabili

edictability ty: :

• Common, consistent practices and routines
• Common language
• Work

rk toget

• gethe

her r toward a commo mmon n goal al

COST/BENEFIT ANALYSIS WORKSHEET (Example)

Enter info below

Time e Regai ained ed

School name

Any School

Student Administrator Minutes 10800 00 7200 7200 Hours 18 180 120 120 Days 23 23 15 15

Number of referrals for last year

720 720

Number of referrals for this year

360 360

Average # of minutes student is

• ut of class due to referral

30 30

Average # of minutes administrator needs to process referral

20 20

Courtesy esy www.pb pbis ismar arylan yland.org d.org

IF YOU WANT STUDENT BEHAVIOR TO CHANGE …

… where should you focus?

The foc

• cus

us cannot just be on student behavior-

it also has to be on adult

ult beh ehavior vior

POSITIVE ADULT BEHAVIORS=POSITIVE STUDENT BEHAVIORS

• Build

ld posit itive e relat ationships nships

• Gi

Give students udents enc ncouragem uragement nt

• Engage

age stud uden ents ts – academic emically ally, , socially ially

• Recogni
• gnize

e students dents for posit itiv ive e behavior iors

KEY COMPONENTS OF PBIS 1.

• 1. Clea

ear expe pecta tati tions

• ns and

d rules es 2.

• 2. Consis

isten ent t tea eachi hing g & enf & enforce ceme ment t of rules es 3.

• 3. Consis

isten ent rei einforceme cement t of app ppropr pria iate e beh ehavior ior 4.

• 4. Reg

egula lar r examin inati tion

• n of da

data 5.

• 5. Reg

egula lar r evaluation ation of pr progr gress ess and s d school

• ol

Wh What beh ehavior ior do do you want to see ee?

COMPONENT 1:

Sta tart t by establishing y establishing cl clear ear expectations xpectations an and ru rules les

Us Use data ta to see e what at the e problem

• blems

s are

• For example, if there are a lot of office referrals for harassment, Be

Respect ctful ful may be a good choice.

 Be Respectful  Be Responsible  Be Safe

Comm mmon

• n school
• ol-wi

wide de Expect ectations tions

How wil ill you u de describe ibe what at each expectation ‘looks’ like’ in each setting?

DEFINING EXPECTATIONS

Rules es are e based d on school-wi wide de expect ctati tion

• ns:
• State

e positivel ely

• Use common

mon and nd few words

• Show what

t the behavior ior “looks like”

Be Respe pect ctful ful on th the e Pla layground

• und
• 1. Take turns.
• 2. Use kind words and actions.
• 3. Line up quickly and quietly.

BEHAVIORAL MATRIX

Di Disp splay y th throughout

• ughout th

the sc e school.

• ol.

How do we teach h our ur students udents our ur behavioral ioral expec pecta tation tions? s?

Thank you to Illinois PBIS Network

Be Beha havior vior le lesson son pla lans s ar are e co core re cu curricul iculum um for socia cial l emo motion tional al sta tandar dards. ds.

COMPONENT #2:

Con

• nsist

sistent ent tea eaching ching & & en enfor

• rcement

cement of

• f ru

rule les

SHOULDN’T STUDENTS KNOW HOW TO BEHAVE?

• Each child shows up at school with a different story.
• Discipline is different in each family!
• Harsh
• Lax
• Culturally driven
• Different depending on where they are from day to day

“The most important thing a teacher can do is to teac ach the ‘cool tool’ or lesson and not just read it or expect the students to know what you want them to do. I teac ach the cool tool on Monday and review it every day.”

Lavanda Newsom - Blytheville

TEACH BEHAVIOR LIKE ACADEMICS

EXAMPLE: BEHAVIOR LESSON PLAN FOR CAFETERIA

(ELEMENTARY)

I Am Am Safe

Teachi hing ng Examples mples

Exam ample: le: Dari arius uses two

• hands

ds on his tray and d look

• oks forwar

ard d as he moves s to his table. ble. Non Exam ample: le: Ale lex forgets s his straw. . He e runs s bac ack to the utensil sil tray, , pushes es his wa way in, and grabs abs a new w one. e. Exam ample: le: Judy accid iden entally tally knoc

• cks over

er her milk lk. . She he raise ises s her hand d to get et help to clea ean it up so no one e fa falls ls.

Stude udent nt Ac Activi vity

1.

• 1. Walk

lk your studen dents ts throu

• ugh the lunch

h room

• m proc
• cess

ess befor

• re the

lunch shift starts. ts. 2.

• 2. Prac

actic tice e wa wash shin ing hands ds, with th soap ap, , to the cou

• unt of ten, rinse,

se, and d dry using one e towel. el. 3.

• 3. Make a poster

er to hang in the caf afeteria ia to illustra strate e a safety ty skill ill.

After r the Lesso son (Duri ring ng the Day)

1.

• 1. Revi

view safety ty prec ecaut autio ions s building lding-wid ide. e. 2.

• 2. Discuss food

d safety ty (hygien iene, e, shari ring, , temper eratu ature re, et etc.) .)

PBIS BATHROOM EXPECTATIONS VIDEO CLIP

REPETITION IS KEY

• Revie

iew the Cool Tool daily

• Rem

emin ind students of expected behaviors often

• Find opportunities to pr

pre-corr correct ect

EXAMPLE: TEACHING EXPECTATIONS WITH “ROTATION STATIONS”

PBIS Rotation Stations 5th Grade August 21, 2012 8:15 a.m. – 9:00 a.m.

Harral Mason Reed Lewis Graham McGee Stop #1 Hallway (5th grade hall) Dress code (Computer lab) Bus Cafeteria Playground Restroom Stop #2 Dress code (Computer lab) Bus Cafeteria Playground Restroom Rewards (Auditorium lobby) Stop #3 Bus Cafeteria Playground Restroom Rewards (Auditorium lobby) Auditorium Stop #4 Cafeteria Playground Restroom Rewards (Auditorium lobby) Auditorium Hallway (5th grade hall) Stop #5 Playground Restroom Rewards (Auditorium lobby) Auditorium Hallway (5th grade hall) Dress code (Computer lab) Stop #6 Restroom Rewards (Auditorium lobby) Auditorium Hallway (5th grade hall) Dress code (Computer lab) Bus Stop #7 Rewards (Auditorium lobby) Auditorium Hallway (5th grade hall) Dress code (Computer lab) Bus Cafeteria Stop #8 Auditorium Hallway (5th grade hall) Dress code (Computer lab) Bus Cafeteria Playground

No Activity Classes today. Homeroom teachers, please plan to spend about 30 minutes teaching expected behaviors for these parts of the Behavior Matrix: Arrival, Dismissal, Indoor Break, Activity Classes and Classroom. Celebration assembly in the Auditorium for 5th graders from 9:00 a.m. to 10:00 p.m.

STUDENTS TEACH “BOOSTER” TRAININGS

• source: PBIS Illinois Network

Team eam Mee eeting ing Dat ates es Kic ick- Off ff Rep eport Sel elf- Assess essment ent Sur urvey Resu esult lts Team eam Ch Check ecklis list Com

• mpleted

eted Fac Facult ulty Updat ates es Activ ivit itie ies/ Dat ata Boo

• oster

ers Updat ated ed Sch Schoo

• ol

Profile file Com

• mpleted

eted Safet afety Sur urvey Com

• mpleted

eted Cel eleb ebrat ations ions/ Int ntermit ittent ent Acknow nowledg edge AUGUST SEPTEMB MBER OCT CTOBER

PLAN YOUR PBIS TRAININGS & BOOSTERS

Kick Off Booste

• ster

Traini ining Celebrati tion

• ns

/Interm termit ittent tent Acknowle

• wledge

ge

Example: Teaching expectations at an all-school assembly

Why do we need to acknowle wledge dge stud uden ents ts for behaving ing like e the should uld ?

COMPONENT #3:

Con

• nsist

sistent ent re reinf nfor

• rcement

cement of

• f

appr propriat

• priate

e be beha havior vior

WHY ACKNOWLEDGE DESIRED BEHAVIOR?

• Reinforce the teaching of new behaviors
• Encourage the behaviors we want to occur

again in the future

• Positive peer pressure
• May be the only bright spot in student’s day!!
• Turn the behavior into a habit!!

Chang nge from m conti tinuou uous s (all ll the time) me) to parti tial al or interm ermit itten ent t (some

• me of the time)

me) reinf infor

• rcem

ement nt

“Explain why you are giving the reward because when you explain why you’re giving the reward then the other students will start to follow the rules. Only y give the award d for the cool tools that t have be been t taught t because if you give the award to just be giving out awards it makes the awards worthless”.

Lavanda Newsom-Blytheville

ACKNOWLEDGEMENTS

What at ar are some me ways s you

• u get

et ac ackno nowle wledge dged d or rewar arde ded? d?

Some me ways ys we e get et ack ckno nowle wledged dged or r re rewar arded ded

What about a simple

“Thank you”? 

“WHAT THE WORLD'S GREATEST MANAGERS DO DIFFERENTLY””

...BUCKINGHAM & COFFMAN 202, GALLUP

Interviews with 1 million workers, 80,000 managers, in 400 companies.

Create work rking ng environ

• nme

ments nts where emp mplo loyee ees: s:

1.

• 1. Kno

now w what t is expec ected

2. Have the materials and equipment to do the job correctly

3.

• 3. Receiv

ceive e recogni ecogniti tion

• n each

h week eek for r good

• d work

4. Have a supervisor who cares, and pays attention

5.

• 5. Receiv

ceive e encou ncouragemen gement t to contr ntribu ibute e and nd impr prove

6. Can identify a person at work who is a “best friend” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better)

• 10. Have the opportunity to do their job well

To encourage good behavior…we must acknowledge it when we see it!

TICKETS = “TANGIBLE” ACKNOWLEDGEMENTS

HOW TO GIVE AN ACKNOWLEDGEMENT

• Step

ep 1: Ackn knowl wled edge ge specif cific ic expect cted ed be behavio ior

• Step

ep 2: Tie ie back k to school hool-wi wide de expe pecta tati tions

• ns

Example mple: : “Nice job sit ittin ing g in in y your r sea eat when the bell rang! Way to be th e ther ere, e, be e rea eady dy.”

ROLE PLAY:

Ackn knowled wledging ing expec pected d beha havior viors s 

Student Behavior has been Acknowledged…..

…now what do your students do wi with th al all th thos

• se tic

e tickets? ts??? ??

Sometimes the best things in life are

REWARD CHOICES

POSITIV SITIVE E BEHA EHAVIOR VIOR ASSE SEMBLIE BLIES

How do you t u targe rget t the be behaviors iors you want t to see?

COMPONENT #4:

Regu egula lar r examination mination of

• f da

data ta

WHAT CAN YOU DO WITH DATA?

• Tell you what’s happening behaviorally school-

wide (or in the classroom)

• Set baseline
• Identify a need
• Tell you what you need to do
• Tell you if what you’re doing is working

WHAT DATA DO YOU NEED TO PROBLEM SOLVE?

• What problem behavior?
• How often?
• Where?
• When?
• Who?
• Why sustaining?

PRECISE PROBLEM STATEMENT (EXAMPLE)

A lot of Physical sical Aggression ression is happen enin ing g in the classr ssroom

• om,

, most stly ly among ng 3rd

rd,

, 4th

th, 7th th , and 8th th grader

ders (and d especially cially males es), , throug

• ughout
• ut the school
• l day,

, with h the highest hest frequen ency y of occurren rrence e on Mondays ys. . The most st likely ly reason son for this is behavior ior is to avoid a task sk.

8

DEVELOPING A PLAN

• Preven

enti tion

• n – keep it from happening again
• Ext

xtinc inctio tion n – make the expected behavior more attractive than the problem behavior

• Recogni
• gnition

tion – acknowledge those that follow the expected behavior

• Conseq

sequen ences es – consis nsistent ent handling of any persistent problem behaviors

• Data

a Collection lection – is it working?

Example - Problem Solving Action Plan

Precise Problem Statement Solution Actions Who? When? Goal, Timeline, & Updates

Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention Prevention: Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers Teachers will take class to cafeteria; Cafeteria staff will teach the expectations Principal to adjust schedule and send to staff Rotating schedule on November 15 Changes begin on Monday Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average) Timeline: Review Data & Update Monthly

It’s not magic…..it’s planning.

IMPORTANCE OF TEAM-DRIVEN

• Peo

eopl ple e come me and g d go

• long-term sus

usta tain inabi abilit ity

• Proble

blem-sol solvi ving g pr proce cess ss

• need diverse expertise and input
• Avoid

id 1 pe person n ef effor

• rt

As with h any cur urric riculu ulum, m, there ere will ll be be a small all percen enta tage ge (5 – 15%) that don’t resp spond

• nd well

l to the Uni Univer ersal sal level l of inst struction ruction.

CONSEQUENCES Wh Who should uld de deal wit ith what beh ehavior iors? s?

• Clas

assroom

• om Man

anag aged ed vs. Offic ice e Man anag aged ed

Have e a pl plan! an!

Staff f Managed ged Beha havio iors Office ice Managed aged Behavior iors

Minors

• Inappropriate Language
• Physical Contact
• Defiance/Insubordination/N
• n-Compliance
• Disrespect
• Disruption
• Dress Code
• Technology Violation
• Property Misuse
• Tardy

Consequences are determined by staff Majors

• Abusive/Inappropriate

Language

• Fighting
• Physical Aggression
• Defiance/Insubordination
• Harassment/Intimidation
• Inappropriate Display of

Affection

• Vandalism/Property

Destruction

• Lying/Cheating
• Skipping
• Technology Violation
• Dress Code
• Theft
• Arson
• Weapons
• Tobacco
• Alcohol/Drugs

T-CHART EXAMPLE

Targe rgeted ed and individu vidualized alized inter erven enti tions

• ns

How can you support these students? What about this student?

USE DATA TO DETERMINE WHICH STUDENTS NEED EXTRA SUPPORTS

Other data you may want to use: Attendance, Grades, Benchmarks, etc.

TIER 2: TARGETED (GROUP) INTERVENTIONS For stude dents ts who

• Display at

at-ris risk behaviors

• Are not respon

ponding ding to Universal prevention efforts

• Need ext

xtra ra teaching, monitoring, and feedback

• Could benefit from extra support befor
• re they are in

crisis sis

FEATURES OF TARGETED INTERVENTIONS

• Based

ed on school-wi wide expectations tations

• Alwa

ways ys avail ailab able e – can be i implement emented d quickl ckly

• Can be modif

ifie ied d as needed

• Stude

dent nt receives s positiv tive, , constru ruct ctiv ive feedback

• Include

udes s school-ho home me communic unicatio ation

• Gives students

ents opportu tunitie nities to pract ctic ice new skill lls

ANYWHERE SCHOOL Daily Progress Report Name: SAMPLE Date: ______________

Teachers: Please indicate student=s achievement for the following goals... 2 = 1 or less “redirects” necessary 1 = 2 to 3 “redirects” necessary 0 = 4 or more “redirects” necessary Expectation Activity Class

• Mrs. Lewis’ class
• Mrs. Graham’s class
• Mrs. McGee’s class

Respect Learning

2 1 0 2 1 0 2 1 0 2 1 0 Respect Others 2 1 0 2 1 0 2 1 0 2 1 0

Respect Self

2 1 0 2 1 0 2 1 0 2 1 0

Respect Environment

2 1 0 2 1 0 2 1 0 2 1 0

Total Points Teacher Initials Assignments/Notes (written by student)

Daily Goal: 26/32(80%) Daily Score: _____ / 32 Daily Percentage: ______% (Over)

Example of a Tier 2 Intervention: Check

ck-in in Check ck-out

• ut

TIER 3: INDIVIDUALIZED INTERVENTIONS

• For students exhibiting very

y high-risk risk behaviors

• For students with significant histories of be

behavior ioral al and/or

• r academi

mic difficulties

• Specialized and intensive interventions

Are you implemen lementing ting with th fidelity? elity?

COMPONENT #5:

Regu egula lar evalu luation ation of

• f

prog

• gress

ress and nd sch chool

• ol

OTHER TYPES OF DECISION MAKING IN PBIS

• How do you know if your PBIS implementation plan is

working?

• Are you doing a good job with all of the elements of PBIS?

PBIS ASSESSMENTS – ONLINE REPORTS

 Team m Implem lement ntat ation ion Checklist klist  Benc nchmar hmarks ks of Qua uality lity  Self-Assessmen Assessment t Survey

Avai vaila lable e online e at www.pb pbisas asses sessment.org ent.org

OUR APPRECIATION TO THE FOLLOWING FOR SHARING RESOURCES ON THE INTERNET:

www.pb pbis isapps.or apps.org www.pb pbis is.org .org Ill llin inoi

• is PBI

BIS Netw twork

• rk:

: www.pbis bisil illi linois

• is.org
• rg

Wis isco cons nsin in PBI BIS Netw twork

• rk:

htt ttp://www /www.w .wiscon isconsi sinpb pbisn isnetw twork

• rk.org

.org/ Mis isso souri ri Schoo

• olw

lwid ide Pos

• sit

itiv ive Be Behavio ior r Suppor

• rt:

t: www.pb pbis ismis missou souri. ri.org

• rg

The PBI BIS Com

• mpendi

dium m – Speci cial al Schoo

• ol

l Dis istri trict ct, , St L St Lou

• uis

is MO: htt ttp://pbis /pbisco compe pend ndiu ium.s m.ssd.k sd.k12.mo 12.mo.us .us/

STAY IN TOUCH!

Our Website: http:/ p://cce.as /cce.astat tate.edu/ .edu/pbis pbis Like us on Facebook at: http:/ p://ww www.f .fac aceboo

• ok.co

.com/as m/asucce ucce Follow us on Twitter at: https ps://twitt ://twitter.co .com/ASU m/ASUCCE CCE

Em Email: l: cce@a @ast state. e.ed edu Webs ebsit ite: e: cce.a e.ast state.e .edu/ du/pbis pbis/