Positive Behavior Intervention and Support (PBIS) at Waltham Elementary School

What is PBIS? Tier 1 Whole School PBIS is a school wide system that promotes positive behavior in the school setting. The school year starts with a Kick-off, where students are taught expectations in all the different school settings. Then as data is collected there is a “cool tool” taught every month. The “cool tool” is a lesson that is focused on a specific area or behavior. There are also trimester celebrations in which the whole school celebrates positive changes. PBIS is a system that rewards students with stamps and then students can use completed stamp cards to purchase items at a school store or to enter drawings. PBIS has created a consistent and positive environment at Waltham School. kathy

What is different about PBIS? Behavioral recognition system for students following the expectations Organized system of Positive Behavior management in all settings Organized system of disciplinary actions Clear school wide expectations with incentives and consequences Actual teaching of Positive Behavior Expectations Nina

The 3 Major Components of PBIS Teaching appropriate behavior in all settings. Interventions when behavior expectations are not met. Recognition when behaviors are met. Jaime Teaching: We cannot just expect students to know how to behave appropriately. Behaviors and expectations must be taught. Our students come from varied backgrounds. Each bringing in their own ideas of appropriate behavior. It is our responsibility to teach them what it is that we expect and to do so with consistency. •Establish behavioral expectations/rules. •Teach rules in context of routines. •Prompt or remind students of rule prior to entering natural context. •Monitor students behavior in natural context & provide specific feedback. •Evaluate effect of instruction - review data, make decisions, & follow up. Interventions: If we notice there are students who are having difficulty learning and following the PBIS expectations then we need to intervene. Interventions include a multitude of different methods: talking to the student, moving the student, card flip, assigning a buddy or partner, providing a container for the student’s belongings, non-verbal cues, teaching the student organizational skills, and other logical and natural consequences. Respond to inappropriate behavior quickly, positively, and directly. Recognition: Recognition of correct behavior and meeting expectations is essential for a successful PBIS system. We want to reward students for doing what they are supposed to be doing; for doing what we have taught them. Not just when they go above and beyond our expectations, but giving tickets to the students who meeting the appropriate behavior. If a student turns in homework on time give them a ticket. They are meeting our expectations. If a student brings all materials to class give them a ticket. If a student raises their hand to speak instead of blurting out, give them a ticket.

Our School Wide Expectations are: OUR PBIS CORE VALUES Our School Wide Expectations are: BE RESPECTFUL BE RESPONSIBLE BE SAFE Amber

“Be Respectful! Be Responsible! Be Safe!” Remember! “Be Respectful! Be Responsible! Be Safe!” Our School Matrix Bus/fieldtrips Hallways Cafeteria Playground/Gym Bathroom Classroom Assemblies Emergencies Be Respectful Khfooty Be on time Listen to bus driver and other adult’s directions Use kind words and actions Keep the hallway clean Stay to the right Be kind to others Follow adult’s directions Use good manners Use equipment appropriately Play fairly and include everyone Use nice words Flush the toilet Respect other’s privacy Use bathroom facilities appropriately Done in each class- room Actively listen to the speaker Show enthusiasm with applause Respond appropriately Be silent Be Responsible Take all your materials Quiet voices Silent voices Get materials quickly Keep personal area clean Get to class quickly Clean up after yourself Use inside voice Dress for the weather Line up promptly Be quick Ignore rude or inappropriate behavior Stay with your group Move quickly Be Safe Hands and feet out of the isle Stay seated Get off at appropriate stop Walk in a straight line Use facilities appropriately Stay in your seat Eat only the food you bring Enter and exit in an orderly manner Stay in your designated area Report unsafe activity Wash your hands Report any problems Enter and exit in an appropriate manner Walk

PBIS Depends on CONSISTENCY Teachers Expectations Training Involvement Interpretation Implementation Accountability BY BY Administrators Students Teachers Kathy Families School staff Support groups

We can communicate positive behavior expectations by… Being good role models Promoting positive behavior often and everywhere through Nina Classroom lessons Videos Posters Class climate Activities Announcements Recognition & Reinforcement

We can reinforce positive behaviors by offering students . . . Praise and positive reinforcement Recognition through: stamps intermittent rewards positive comments whole class incentives Jaime Positive reinforcement reinforces what the child is doing right rather than concentrating on what the child is doing wrong. It increases the likelihood that the behavior will be repeated. It supports your child's positive deeds and qualities through enthusiasm, descriptive encouragement, and natural, logical rewards. Positive reinforcement is a simple, reality-based technique that can help turn your student’s behavior around—often very quickly. Your student wants your approval very badly. You notice and comment on specific positive behavior and provide natural and logical rewards. Your student feels noticed, validated, and approved of, the good behavior increases, and misbehavior is prevented or decreases. Your student also begins to recognize the value of his own positive qualities and actions.

Guidelines for Awarding “Waltham stamps” Why? The stamp is a positive behavior recognition to encourage our students to consistently demonstrate the expectations. Stamps should be given to students who are demonstrating the expectations. Students should know what expectation they are receiving the stamp for. Who? All staff (teaching, office, building service, cafeteria, and substitute teacher) should be awarding tickets. Where? Stamps should be linked to the appropriate behavior based on the locations in the Expectations Matrix. When? Stamps should be given immediately to students when a behavior in the Expectations Matrix is consistently observed. How? When you award the stamps to a student, the student should know exactly why he/she is getting the recognition. The reason should be valid and connected to the expectations. Amber

Where will students spend their stamps? At the School Store! Open once a month Teachers can add items in classroom as an incentive K-3 Students may enter into a drawing for a firetruck ride 4-8 Students may enter into a drawing for a lunch Jaime

Positive Responses by Teachers Non-verbal Verbal Always respectful kathy

Staff Managed Behaviors A minor behavior is a behavior that the classroom teacher or school employee can redirect. These behaviors reflect our school wide expectations and the student has often been redirected regarding the behavior before a minor has been issued. Parents are notified by receiving a copy of the minor and the teacher documents the instance in teacherease. Office Discipline Referrals (ODR) are behaviors that occur that need to be handled at the office level. Parents are notified by a phone call or email home. A T-Chart helps staff to determine if the behavior is a minor behavior or ODR to help assist with consistency in the school. nina

Tier 2 Students meeting the predetermined requirements are nominated for participation in one or more of the following school wide programs to help the student become more successful. CICO- The PBIS Waltham Wellness Club, Check In-Check Out (CICO) program, is a school wide prevention program for students that need support with academics or behavior. The goal of CICO is to provide an intervention based on creating positive interactions with adults throughout the student's day and to give the student an opportunity to achieve success academically and behaviorally. CICO w/ individualization-The frequency or the goals are more individualized for the student. SAIG- Peer groups are ran to help students to problem solve and practice skills needed for success (ex. Organization, study skills) Criteria for Nomination: A student must meet a minimum of 1 of the below criteria to be eligible for CICO: The student must have at least 2 Office Discipline Referrals within a 6 week period. This information is documented and located in the SWIS system. The student must have at least 1 Office Discipline Referral and 2 minors within a 6 week period. This information is documented and located in the SWIS system. The student must have at least 5 minors within a 6 week period. This information is documented and located in the SWIS system. The student is failing 1 subject at the beginning of each month time (with teacher referral). The student has 4 days per nine weeks of truancy or attendance issues (with administration/teacher referral). The administration/parent requests assistance from the CICO Program. nina

Tier 3 Students that are not responding to our Tier 2 programs may be nominated for one of the Tier 3 school wide programs. BIP- Behavior intervention plan put together by staff members with goals and incentives put in place to help the student be successful in meeting school wide expectations WRAP- Family is asked to come in for meetings weekly to help the student create a goal for themselves. Meetings occur as needed to help the student be successful. nina

Purpose of Waltham PBIS The purpose of implementing Positive Behavior Supports and Interventions in the Waltham District is to: Nurture students’ self confidence Create a more positive environment in our school/family/community Identify behavior needs early Make life and school better for all students and staff Create consistency among adults Foster lifelong learners Use data to drive decisions