Schoolwide Positive Behavior Support The mission of Stone Bridge High School is to provide an environment rich with the opportunities and the support that will enable all students to develop and acquire the skills, attitudes and knowledge necessary for a productive life in an ever-changing society. Schoolwide Positive Behavior Support January 3, 2008

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

Schoolwide Positive Behavior Support: An Evidence-Based Practice A systems approach that establishes the social culture and behavioral supports needed for ALL students to succeed SCHOOL COMMUNITY What is SWPBIS? To create a positive school culture, the school environment needs to be- PREDICTABLE POSITIVE SAFE CONSISTENT That- Increases academic performance Decreases problem behavior

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 PBIS treats the WHOLE student – we have the system of academic supports in place, but do we have a system of behavioral supports? PBIS organizes all of the features that we currently have to make them more efficient and effective: Wall of Character (semester) Student of the Month (monthly) Dean’s Dozen (quarterly) Team’s may be doing positive recognition on their own occasionally Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% 4

Ownership/Accountability Attitude Respect As EAGLES We SOAR School Pride Ownership/Accountability Attitude Respect

Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

Please remain in your seat. Teaching Matrix CLASSROOM HALLWAY CAFETERIA BUSES RESTROOMS LOCKER SELF Walk! Eat in your seat! Please remain in your seat. Flush, Wash, & Leave! Get it and Go! OTHERS Hands and feet to yourself at all times Use appropriate language & volume Keep the line single, straight & safe! Keep your hands & feet to yourself Use appropriate lang. & volume PROPERTY Leave it better than you found it!

Lockers R3 Respect Responsibility Readiness I will use only my locker. I will open and close locker doors quietly. I will keep my locker neat and clean. Respect I will stow all hats, coats, and electronic devices. Responsibility I will lock my locker to protect my belongings. I will make sure that I have all the materials I need for class. I will use my locker only at the designated times or with permission. Readiness

Sample Positive Consequences Natural Success Smiles, nods, thumbs up Public Acknowledgement Announcement Positive call home Token Acknowledgement Coupons Privileges Break time Computer and/or media time Lunch with an adult Tangibles (small to large)   MVHS Star Card 2006-07 Staff: ________________ Student:_______________

GO TO THE FRONT OF THE LUNCH LINE JACKSON TIGERs ROAR CARD WINNER CARD GOOD FOR ONE TIME ONLY DATE USED Student’s Name GO TO THE FRONT OF THE LUNCH LINE APPROVED BY___________________________________________

PIZZA STAR PARTY When: Friday, December 22 during the entire 6th period Requirements: Office Referrals?...None Documentations?...None Unexcused tardies?...No more than one Unexcused absences?...None Eligibility: Friday, December 15 to Friday, December 22

***Staff Survey to determine choices Staff Recognition ***Staff Survey to determine choices Staff choices: Gift certificates (Target, Starbucks, Nail Salon, Book Store) Arrive at school late or leave early Reserved parking for a week Lunch from a local establishment

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 Agreement of what is “class-managed” behavior or an office referral.

How Will DATA Make a Difference? Easy to read and interpret (graphs) Reviewed monthly by the PBIS team and shared with the staff Areas of concern are identified “Working Smarter not Harder” Areas of strength Celebrate successes Measures effectiveness of interventions

Representative Team Administrator Special & general education teachers Specialists (PE, Art, Music) Counselor Transportation representative Students Parent liaison 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.

Essential Features of PBIS Obtain and maintain faculty support Data-driven Decision- making is representative of the staff PBIS Coach acts as PBIS Team a facilitator Essential Features of PBIS Continuous Monitoring And review for effectiveness Behavioral expectations are clearly defined and taught SAY: If the school-wide setting becomes more positive, predictable, preventive,…that is, a positive school-wide climate is established, the likelihood of achieving these outcomes is high. Of course, the real question is how to create durable school environments that enable a positive school climate that maximizes achievement of these features. Continuum of procedures For supporting positive and addressing negative behavior

(on-site data collection) (presentation to staff and students) Next Steps Introduction Meeting (80% staff buy-in) Representative Team Self Assessment (on-site data collection) PBIS Training (3-days with stipends) Action Plan PBIS Kick-Off (presentation to staff and students)

PBIS Involvement Remember: PBIS provides the framework and involves the entire staff. You decide the focus and/or goals. You decide what to monitor/evaluate. You decide how to get there. You decide when to reteach, revise, and/or redesign.

Results of School-wide PBIS When PBIS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning. All individuals (students, staff, teachers, parents) learn more about behavior, learn to work together, and support each other as a community of learners.

Additional Information Web site: www.pbismaryland.org www.pbis.org Schoolwide Positive Behavior Support