PBIS School Wide Overview Name Date

Success Criteria You know you are successful when: You have a clear understanding of your role as a staff member in your school’s implementation of the PBIS framework Understand and can implement some PBIS best practices around your school and classroom to improve the educational experience of all students.

Expectations Be Respectful Listen to others Allow others to speak Take phone calls out of room Be Responsible Contribute to discussions Take notes as needed Be Safe Take care of yourself Use the bathroom as needed

Attention Signal When I say “LISTEN” You say “UP” Let’s try it…

What is PBIS? What are 2 things you already know about PBIS? What are 2 things you want to know more about with PBIS? 3 minutes

Why PBIS? Uses a systematic approach to addressing behavioral issues Uses data to drive decisions Develops consistency across the district while still allowing for specific school needs to be addressed Shows significant promise in reducing behavioral issues and improving academic achievement Council of Great City Schools recommended PBIS Is not an alternative to a suspension Is not a program

Council of Great City Schools “The discipline process within the Milwaukee Public Schools is oriented toward setting forth punitive consequences, rather than toward reinforcing positive behavior. No district-wide framework exists for a research-based program to encourage positive behavior; nor is there a consistent program of interventions designed to build positive behavior.” (p. 5, 2008) This means that MPS had systems in place for punishing students but no system in place for teaching, building and supporting positive behaviors.

Okay, What does it really mean? Expectations for everyone in all settings Shows students how to achieve these expectations (so they don’t have to guess) Acknowledges students displaying positive behaviors Work closer with students in need of greater interventions Everyone working together proactively Build a community in your building

Key Concepts PBIS is a framework, not a program Programs can fit within the framework School-wide systems and practices support students and staff Building relationships is critical PBIS focuses on being proactive, not reactive All staff members play a key role in the climate of the building Interventions are different than punishments

Tiered System of Support Tier 1: All Students Tier 2: One Adult/Multiple Students Tier 3: Multiple Adults/ One Student

School-wide PBIS Essential Elements Dedicated teams to carry on the PBIS efforts in the building Sustained faculty commitment 3-5 school wide expectations Area specific rules with posters, i.e., gym, hallway, restrooms Classroom specific expectation matrix created by teacher and students Building ‘T-Chart” of Classroom vs. Office Managed Behaviors Positive behavior recognition/acknowledgement system maintained school-wide Building-wide and classroom lesson plans and system for teaching behavior Big 5 Data is analyzed monthly by building teams PBIS language and practices supported throughout building

PBIS ties everything together

POP Quiz Who is all needed to make PBIS effective at your school? Teachers Administrators Parents Safety All of the above

Answer Everyone in your building is needed to make PBIS effective at your building

PBIS School Level What are the 3 expectations used at all schools? Be Respectful, Be Responsible, Be Reasonable Be Safe, Be On Time, Be Courteous Be Responsible, Be Safe, Be Respectful Be Responsible, Be Respectful, Be Scholarly

Set the Expectations Collaboratively, the school team and staff come to consensus on the expectations, how the expectations are defined, and the positive and negative consequences. School-wide Expectations Be Safe Be Respectful Be Responsible

Define the Expectations Define clearly what the expectations look like in all settings throughout the school. School-wide expectations apply to the entire school; that is why they are school-wide! What does it look like to be safe in the hallway? Classroom rules and procedures should be aligned to the expectations Classroom Matrix

Expectations posted

Sample

Adult Expectations

Teach the Expectations The schools teach and re-teach the expectations to the students throughout the school-year. Schools should find time for behavioral lessons to occur weekly. School teams may develop uniform lessons (Cool Tools), hold assemblies, or other activities to teach the expectations of the school. Students are given opportunities to practice the appropriate behaviors. Teaching expectations is done differently for different grade levels.

Use the Expectations “Don’t forget we are walking safely in the hall.” “Be responsible and get to class on time.” “Thank you for being respectful and putting your cell phone away.”

Group Activity Re-write each of these negative rules as a Positive PBIS Rule and select which expectation it would fit: No running No electronics No swearing Don’t be late No horseplay in the bathroom No hogging all the materials at recess 4 minutes http://timer.onlineclock.net/

Teaching Lessons Telling is not teaching Weekly all staff and students participate 10-15 minute lesson created at the school or found online Lessons focus on areas of need Students allowed opportunities to practice Lesson topics rotated Lessons can be videos, role play, discussion, scenarios, free-writing, etc. (Transition) Booster Sessions throughout year

Examples of Curriculum/ Programs 2nd Step Steps to Respect Restorative Practices/ Community Building Circles Ropes and Challenges Classroom Organization and Management Program (COMP) Talking about Touching Conflict Resolution

Activity How will you teach the expectations to your students on a continual basis? Write down ideas and be prepared to share

Set the Consequences Collaboratively develop appropriate positive and negative consequences. The goal is to focus on reinforcing positive behaviors while still addressing negative behaviors as needed. Schools collaboratively distinguish what are classroom and office managed behaviors and minor incidents and major incidents. Classroom managed = Minor incidents Office managed = Major incidents.

T-Chart Created by staff (reviewed often) Lists what is Classroom Managed vs. Office Managed Behaviors Classroom Managed Behaviors receive a classroom intervention (aren’t ignored) Office Managed Behaviors receive an office intervention (aren’t automatically a suspension) Must be followed with fidelity by all parties

Group Activity What are 2 classroom managed behaviors? What is something you can do in the classroom to manage each? What are 2 office managed behaviors? What is something the office can do to manage each? 5 minutes http://timer.onlineclock.net/

Classroom Managed Office Managed (Minor) (Major) No Supplies Fighting No Homework Weapons Talking Illegal Substance Gum Tardy

Acknowledgements Immediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior. Name behavior and tie back to school-wide expectation upon delivery. Intermittent/Unexpected Bring “surprise” attention to certain behaviors or at scheduled intervals. Used to maintain a taught behavior. Long-term Celebrations Used to celebrate/acknowledge school-wide accomplishment. ALL kids, all adults. Acknowledgements does NOT equal “stuff.”

Purposes of Acknowledgments Reinforce the teaching of new behaviors Encourage the behaviors we want to occur again in the future Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not meeting the behavioral expectations Strengthen positive behaviors that can compete with problem behavior Prompt for adults to recognize behavior Engage students in school

Acknowledgement Systems: Three Levels Immediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior. Name behavior and tie back to school-wide expectation upon delivery. Intermittent/Unexpected Bring “surprise” attention to certain behaviors or at scheduled intervals. Used to maintain a taught behavior. Long-term Celebrations Used to celebrate/acknowledge school-wide accomplishment. ALL kids, all adults.

Verbal Acknowledgments When verbally acknowledging… Use PBIS terms (thank you for showing respect by…….) Have enthusiasm Publish acknowledgement (calls home, notes home, mention to mentor, other teachers, etc.) Be consistent Mean it (don’t fake it)

How might you verbally acknowledge… Sara is walking on the right side of the hall Jamal puts away his headphones when walking into the building Brittany cleans up her area after lunch Carlos is playing well with his friends at recess

High Frequency Acknowledgement Verbal to students Every time you see a behavior that you would want the student to repeat next time Be specific, use student name when possible High-five, knuckles, hand shake, etc. Participate in school’s acknowledgement Pass out ticket or “gotcha” slips Can draw these for prizes, display these, read these on the announcement, send home, save up for a PBIS store, etc. All staff participate

Practice Verbal Acknowledgements Look to a neighbor- “Thank you for showing responsibility by attending this meeting.” “Thank you for showing respect by listening and taking this seriously.” It’s that easy to verbally acknowledge behaviors.

Classroom Acknowledgement All positive behaviors should always be verbally acknowledge I appreciate you showing respect by being quiet in the hallways. Thank you for being responsible and bringing your materials to class. In addition classrooms can have a tangible acknowledgement system (marbles, etc.)

Behavioral Engagement at Tier 1 Pre-correcting Going over the expectations with the students before transitioning Before passing out a test, going into groups, dismissing to lunch, etc. Re-directing Reminding students of the expectations when they fail to meet them Reminding students to get to class on time, stay quiet during a test, or put electronics away

Pre-correction When you see a movie it pre-corrects every person every time about turning off your cell phone When entering an area hallway, cafeteria, students entering school, etc. When transitioning within a classroom Starting a quiz, going to small groups, etc. Stop, teach the expectations (use poster) Wait to see students meet the expectations

How would you pre-correct…. Students are going to be dismissed from the cafeteria in 2 minutes…….. Students are walking into the building in the morning and go right past you on the way in

Re-Direction When student not reaching expectations Repeat expectations in a positive manner Give students a chance to meet expectations Guide students toward reaching expectations Acknowledge when meeting expectations Remind students what expectations are More start requests than stop requests Watch your tone/ decorum

How would you re-direct…….. You see a group of 5 students standing around talking and the tardy bell is going to ring in less than a minute….. Three students are standing at their lunch table instead of sitting….. Start at 80

PRACTICE What might you say in each scenario to pre-correct the students? You are going to pass out snacks:  Students are going outside: Student continually puts in headphone in ear: Students are getting ready for dismissal: Students are entering tutoring room:

Practices in Action Hartford Avenue Seventh Grade Art Class http://www.youtube.com/watch?v=yhFySd6uJPE

Questions

Title of Presentation MPS Board of School Directors Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8 Mark Sain, District 1 Jeff Spence, District 2 Annie Woodward, District 4 Larry Miller, District 5 Tatiana Joseph, Ph.D., District 6 Claire Zautke, District 7 Terrence Falk, At-Large Senior Team Darienne B. Driver, Ed.D., Acting Superintendent Erbert Johnson, CPA, Chief of Staff Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Officer Ruth Maegli, Acting Chief Innovation Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Sue Saller, Executive Coordinator, Superintendent’s Initiatives