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The Role of Paraeducators in a PBIS School

April 17, 2015

Dr. Christine Peck

Tracey Lamothe

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Outcomes for this session

Identify ways Paraeducators help improve outcomes for students in a school that implements an effective continuum of positive behavioral interventions and supports (PBIS)

Consider specific strategies that embed positive behavior supports in interactions throughout the school day

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So what is a PBIS School?

Take a minute to turn to a partner and share your thoughts

Trumbull, CT

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Stamford, CT

Common Vision/Values

Common Language

Common Experience

POSITIVE SCHOOL-WIDE CLIMATE FOR ALL (Students, Families, School, Community)

Quality

Leadership

GOAL (Big Outcome)

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HOW?

Establish positive school

climate Maximizing academic success

Teaching important social skills

Recognizing good behavior

Modeling good behavior

Supervising actively

Communicating positively

Biglan, Colvin, Mayer,

Patterson,

Reid, Walker

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

Secondary Prevention:

Specialized Group

Systems for Students

with At-Risk Behavior

Tertiary Prevention:

Specialized

Individualized

Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

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Three Tiered Model

ACADEMIC SYSTEMS BEHAVIORAL SYSTEMS

INTENSE, INDIVIDUAL INTERVENTIONSIndividual students

Assessment basedIntense, durable procedures

INTENSE, INDIVIDUAL INTERVENTIONSIndividual students

Assessment basedHigh intensity procedures

TARGETED, GROUP INTERVENTIONSAt-risk studentsHigh effeciencyRapid response

UNIVERSAL INTERVENTIONSAll settingsAll studentsPreventiveProactive

80 - 90%

5 - 10%

1 - 5%

UNIVERSAL INTERVENTIONSAll subjectsAll studentsPreventiveProactive

TARGETED, GROUP INTERVENTIONSAt-risk studentsHigh effeciencyRapid response

Prevention Logic For All

Decrease development of new problem behavior

Prevent worsening of existing behavior problems

Redesign learning and teaching environments to eliminate triggers and maintainers of problem behaviors

Teach, monitor and acknowledge prosocialbehavior

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PBIS Schools

• Set 3-5 positively stated behavioral expectations

• Explicitly teach them to all students in all settings

• Acknowledge student and staff demonstration of the expected behaviors

• Correct violations of expected behaviors

• Use data and evidence-based practices to drive effective decision-making

Sample Behavior Statements

Ridgefield High

School

Ridgefield, CT

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University of

Connecticut

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Small number of positively stated expectations.

Rowayton

Elementary,

Norwalk, CT

Special Education @ Cooperative Educational Services

Trumbull, CT

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Creating Clear Expectations

Stratford Academy,

Johnson House

Stratford, CT

PBIS Acknowledgements

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Stanton Elementary

School

Norwich, CT

Support Continuum

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Response Continuum

CLOSER LOOK :TIERS OF SUPPORT

Tiered Systems of

Support

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TIER 1

CORE FEATURES:

School-Wide PBS (Tier 1)

Leadership team

Behavior purpose statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide expected

behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-based

monitoring & evaluation

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Closer Look – Tier 1 Roles

PBIS Leadership Team member

Attend training sessions

Participate in regular team meetings

Teach & acknowledge expectations

Establish and teach predictable routines for instructional tasks

Teach expectations for small group or 1:1 instruction

Closer Look – Tier 1 Roles

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Actively supervise non-classroom settings

Assist with data organization

Closer Look – Tier 1 Roles

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Questions

Does your school have Tier 1 PBIS Systems?

What is your role?

Closer Look – Tier 1 Roles

Tools

Small Group Behavior Management Strategies (George Sugai)

Tools

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TIER 2

CORE FEATURES

Targeted PBS (Tier 2)

Team & data driven

Behavior expertise

Increased social skills instruction &

practice

Increased adult supervisionIncreased opportunity for

positive reinforcement

Continuous progress

monitoring

Increased precorrection

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Closer Look – Tier 2 Roles

Team member

Deliver targeted social skills instruction

Provide more intensive supervision or higher rates of feedback for some students

Assist with data collection for progress-monitoring

Check In – Check Out (CICO)

Closer Look – Tier 2 Roles

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Tools

TIER 3

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CORE FEATURES

Intensive PBS (Tier 3)

Multi-disciplinary Team & data driven

Behavior expertise

Functional Based Behavior Support

Planning

Wraparound Supports & Culture Driven Person

Centered Planning

Comprehensive School Mental Health Supports

Continuous progress monitoring, positive

reinforcement & adult supervision

Increased precorrection

Traditional Approaches to Managing Behavior

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More Effective Approach

Closer Look – Tier 3 Roles

Team member

Implement individual behavior plans

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Closely supervise individual students in non-classroom settings

Data collection

Closer Look – Tier 3 Roles

Tools

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SWPBS: Core Practice Features

SECONDARY PREVENTION

• Team-led implementation w/ behavior expertise

• Increased social skills instruction, practice

• Increased supervision & precorrection

• Increased opportunities for reinforcement

• Continuous progress monitoring

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TERTIARY PREVENTION

• Multi-disciplinary team w/ behavior expertise

• Function-based behavior support

• Wraparound, culture-driven, person-centered supports & planning

• School mental health

• Continuous monitoring of progress & implementation fidelity

• Increased precorrection, supervision, reinforcement

PRIMARY PREVENTION

• Team-led implementation

• Behavior priority

• Social behavior expectations

• SW & CW teaching & encouraging of expectations

• Consistency in responding to problem behavior

• Data-based decision making

Pre

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Team

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rkOutcomes for this session

Identify ways Paraeducators help improve outcomes for students in a school that implements an effective continuum of positive behavioral interventions and supports (PBIS)

Consider specific strategies that embed positive behavior supports in interactions throughout the school day

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For more information

Dr. Christine Peck

PBIS Trainer

(203) 365-8842 ~ peckc@ces.k12.ct.us

Tracey Lamothe

PBIS Trainer

(203) 365-8847 ~ lamothet@ces.k12.ct.us

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