School-wide Positive Behavior Support Name of School Date

What is School-wide Positive Behavior Support? The application of evidence-based strategies and systems to assist schools to increase academic performance increase safety decrease problem behavior and establish positive school cultures

Common Elementary School Concerns Transitions in hallway Paper in the sinks Not prepared Lunch room noise Bullying Consistent rules Consistent reinforcement Common language and procedures Supervision in all areas of the school Common understanding of the rules

PBIS Big Ideas Positive Behavior Support is a process for teaching children appropriate behavior and providing the supports necessary to sustain that behavior. PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

Why a School-wide Approach? It reduces challenging student behavior through a proactive, positive, and consistent manner across all school settings and Improves academic achievement and social competence Offers a proactive rather than reactive approach to addressing student behavior Research does support improved academic achievement and student social skills in schools that take a consistent, positive, and proactive approach in addressing behavior

Consistency Matters School Community Common Vision Common Practices Common Language

Hamilton Mission Statement Hamilton Elementary School administration and staff in cooperation with the home and community shares the challenges and responsibilities for helping each child reach his greatest potential. We aspire to teach life skills that enable children to deal positively with the complex and rapidly changing world in which we live.

Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% 8

Achievement + Social Behavior

Work Smarter, Not Harder Use the information you have Identify your goal Determine what to do to reach your goal Monitor for effectiveness

Representative Team Administrator Special & general education teachers Specialists (PE, Art, Music) Counselor Transportation representative Parent liaison Student? PBIS coach (pupil services) Once at least 80% of your staff has agreed that they would like to implement PBIS in their school, a team is developed that is representative of your staff. Be sure to include members relevant to “target” areas, such as the cafeteria hostess or bus drivers. This team attends initial training usually held during the summer for 2 – 3 days.

Expectations Schools identify 3 to 5 overarching expectations which reflect the needs of the school community. The expectations are stated briefly and in a positive manner. They often address: Respect Responsibility Safety

Expected behaviors are visible in all areas of the school community

Student Participation

Teaching Matrix Classroom Cafeteria Bus Hallway Assembly   Classroom Cafeteria Bus Hallway Assembly Respect Others Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environ-ment & Property Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others Each school develops a teaching matrix to explain what the expectations “look like” in each targeted area.  

Expectations & behavioral skills are taught & recognized in natural context

Rules, Routines, Arrangements Reaction Consequences Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). Prevention Rules, Routines, Arrangements Reaction Consequences

Recognize Appropriate Behaviors Once appropriate behaviors have been introduced and taught, they need to be recognized on a regular basis.

Acknowledgements Natural success “thanks” Public acknowledgement Privileges Tangibles Small to large

Acknowledge & Recognize Respecting All Self Yields Others Success Property ……………………………………………….. Student __________________ Staff _____________________ Location __________________

Student Recognition at Hamilton Recognition of good decision-making and achievements on the part of students and adults goes far in helping one develop positive self-worth and motivation to achieve.  The staff at Hamilton Elementary will strive to recognize positive behavior and achievement on an on-going basis.  In addition to verbal praise, children will be recognized in a variety of ways throughout the school year.

Consistent Consequences Responding to negative behavior Immediate and consistent Try to keep with natural consequences Use the least amount necessary to get desired behavior Pre-plan and teach Correction and re-teaching Use only with reinforcement for replacement behavior Should defeat function of problem behavior

Corrective Consequences: Maintaining Desired/Expected Student Behavior Redirection Planned ignoring Restitution Re-teaching Time-out Behavior Contracts Crisis Planning Proximity & Movement Modeling Eye Contact Cueing (verbal & nonverbal) A corrective consequence is...An undesired action or event that follows a behavior and serves to decrease it. If you decide to use negative consequences, select those within school policy, easy to administer, and compatible with your philosophy. Make sure they are reasonable and enforceable. Modeling---this is one of the most powerful tools in teaching-we can send negatives or positives When using “fines”, remember that repetitive written work may lead to dislike of writing that spills over into and is counterproductive to academic work.---this is not the same as requesting a reflection paper or journaling. Punishment may increase the undesired behavior Severe and immediate punishment that may be permanently effective is illegal and ethically forbidden If the punishment you continue to use on the same student for the same infraction in not effective, do something different because, obviously it is not stopping the behavior. Stop doing ineffective things.

Sustain and Maintain Progress Identify trends or areas of problem behaviors AND successes Identify needed interventions Provide clarity for staff in how to respond to behaviors

Next Steps Staff ownership & Administrative Support Team representative of the staff Self Assessment Team training Action Plan Present to staff and students

PBIS involves the entire staff you decide what your focus will be you decide how you will monitor and evaluate progress you decide what your goals are you decide what you’ll do to get there you decide whether to keep going or change

Obtain 80% Staff Consensus A “YES” vote means that I agree to: Provide input in determining what our school’s priorities are and what our goals should be Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community Follow through with all schoolwide decisions Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

Resources National Center on Positive Behavior Interventions and Support www.pbis.org PBIS Maryland www.pbismaryland.org

Creating a Positive Climate for Success with School-wide PBIS