Schoolwide Positive Behavior Support January 3, 2008 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.

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 systems A systems approach that establishes the social culture and behavioral supports needed for ALL ALL students to succeed Common Vision/Expectations Common Language Common Practices SCHOOL COMMUNITY

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

S chool Pride O wnership/Accountability A ttitude R espect

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

Teaching Matrix CLASSROOMHALLWAYCAFETERIABUSESRESTROOMSLOCKER SELFWalk!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  Keep your hands & feet to yourself  Use appropriate lang. & volume  Keep your hands & feet to yourself  Use appropriate lang. & volume  Keep your hands & feet to yourself  Use appropriate lang. & volume PROPERTYLeave it better than you found it!

I will use only my locker. I will open and close locker doors quietly. I will keep my locker neat and clean. I will stow all hats, coats, and electronic devices. 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. R3R3

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 Staff: ________________ Student:_______________

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

When:  Friday, December 22 during the entire 6 th 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 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)

PBIS Team is representative of the staff PBIS Coach acts as a facilitator Behavioral expectations are clearly defined and taught Continuum of procedures For supporting positive and addressing negative behavior Continuous Monitoring And review for effectiveness Data-driven Decision- making EssentialFeatures of PBIS Obtain and maintain faculty support

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

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 Schoolwide Positive Behavior Support Web site:  