What is PBS at Hamilton Middle School?

Hamilton’s PBS Team: STAFF REPS:  Janet Pliner- PBS Coach/ 7 th Grade Math Teacher 7 th Grade Math Teacher  Angie Crawford- Asst. Principal  Diane Alsmo- Counselor  Jim Schneider- Counselor  Deb Struble- Learning Coordinator  Jim Rouse- Learning Coordinator  Kris Bauer- 6 th Grade Teacher  Kit Rittman- 8 th Grade Teacher  Stacy Klaas- 7 th /8 th Grade French Teacher  Colleen Shapleigh- Cross Categorical Teacher  Charmaine Pelliterri- Social Worker  Kristi Slovik- Applied Technology Teacher STUDENT REPS: Five 8th Grade Reps: Jack Niewold, Katrina Hetico, Selin Gok, Thomas Luo and Hallie Kircher-Henning Two 7th Grade Reps: Essence Johnson and Jack Reddan Two 6th Grade Reps: to be determined PARENT REP: Linda McNeel DISTRICT PBS RESOURCE: Sara Knueve

HAMILTON HAWK PRIDE Hamilton Pride is based on: The 3 RE’s What are they?

Respect Everyone Respect Education Respect Environment The 3 REs are our Hamilton school wide expectations…

The matrix is posted in all classrooms & areas of the school.

School-Wide Behavioral Matrix PURPOSES: Defines the expected behaviors for specific settings Defines the expected behaviors for specific settings (classroom, hallway, cafeteria, playground, arrival/ dismissal areas, assemblies/ field trips, restrooms and emergencies/drills). (classroom, hallway, cafeteria, playground, arrival/ dismissal areas, assemblies/ field trips, restrooms and emergencies/drills). Creates the curriculum that will guide the teaching of expected behaviors. Creates the curriculum that will guide the teaching of expected behaviors. Enhances communication among staff and between students and staff. Enhances communication among staff and between students and staff.

PBS is a systems approach to behavior. It Emphasizes: Prevention Prevention Behavior skill instruction (Cool Tools) & practice Behavior skill instruction (Cool Tools) & practice Team problem solving Team problem solving Data driven decision making Data driven decision making

 “If a child doesn’t know how to read, we teach.”  “If a child doesn’t know how to swim, we teach.”  “If a child doesn’t know how to multiply, we teach.”  “If a child doesn’t know how to drive, we teach.”  “If a child doesn’t know how to behave,… do we …teach? …or punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner,1998)

Behavior Support is what the adults are going to do differently and how they will change the school environment surrounding the students … This helps to shape student behavior in schools. Behavior Support is what the adults are going to do differently and how they will change the school environment surrounding the students … This helps to shape student behavior in schools.

How Do We Teach Behavior?  Introductory Events: Reviewing school expectations (3 REs) and rules Reviewing school expectations (3 REs) and rules Back to school rotation to areas other than the classroom Back to school rotation to areas other than the classroom during the first week Consistently acknowledge positive behavior Consistently acknowledge positive behavior PBS Kickoff Guest Speaker/ Carl Olsen (Grade Level Assemblies) at end of first quarter PBS Kickoff Guest Speaker/ Carl Olsen (Grade Level Assemblies) at end of first quarter  On-going direct instruction (Cool Tools)  Behavior curriculum does not have to be separate. *Embed into daily curriculum when possible. *Embed into daily curriculum when possible. *Help students see how the expectations fit into everyday life! (i.e. respect at home) *Help students see how the expectations fit into everyday life! (i.e. respect at home) *Use teachable moments and model the desired behaviors. (i.e. “please”) *Use teachable moments and model the desired behaviors. (i.e. “please”) *Reward appropriate behavior. *Reward appropriate behavior.

Acknowledging Appropriate Behavior  Ratio of positive statements to corrective statements should be high (at least 5:1). We’re not ignoring the negative, just spending more time teaching the positive expected behaviors.  Students can earn HAWK BUCKS.

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  Strengthen positive behaviors that can compete with problem behavior  Prompt for adults to recognize behavior; creates positive interactions and rapport with students  Improves our school climate TEACHERS CAN EARN TIME BACK TO TEACH AND KEEP STUDENTS IN THE CLASSROOM WHERE THEY CAN CONTINUE TO GROW AS LEARNERS! TEACHERS CAN EARN TIME BACK TO TEACH AND KEEP STUDENTS IN THE CLASSROOM WHERE THEY CAN CONTINUE TO GROW AS LEARNERS!

Business Donations: Swim West Swim West Vitense GolfLand Vitense GolfLand Fast Forward Fast Forward Glass Nickel Glass Nickel Nitty Gritty Nitty Gritty Schwoegler’s Bowling Schwoegler’s Bowling Burger King Burger King Marcus Theater Marcus Theater

When Addressing a Student’s Problem Behavior… The problem behavior is named The problem behavior is named The school wide expected behavior is stated. The school wide expected behavior is stated. What expectation did they break? What expectation did they break? (i.e. talking when I’m talking...)

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

 Full implementation of PBS is a 3-5 year process. Hamilton is in year 3. We continued our work on universal interventions last year (preventative, proactive interventions for all students- created the matrix, reinforced positive behavior with Hawk Bucks, implemented monthly Cool Tools). Secondary training occurred second semester and the check in, check out intervention began in March. We continued our work on universal interventions last year (preventative, proactive interventions for all students- created the matrix, reinforced positive behavior with Hawk Bucks, implemented monthly Cool Tools). Secondary training occurred second semester and the check in, check out intervention began in March. Tertiary training will occur this fall. Tertiary training will occur this fall.

PBS Emphasizes Prevention and Instruction at Each Tier  Universal Tier  GOAL: To reduce new cases of problem behavior and increase instruction time  Secondary Tier  GOAL: To determine function and reduce current cases of problem behavior  Tertiary Tier  GOAL: To reduce complications, intensity, severity of current cases

Tier 1 - Universal: School- & Classroom- Wide Systems for all Students Tier 2 – Supplemental: Specialized Group Systems for Students with At-Risk Behavior Tier 3 - Intensive: Specialized Individualized Systems for Students with High-Risk Behavior 80-90% of students 5-10% 1-5% Positive Behavioral Support (PBS) Designing School-Wide Systems for Student Success

PBS Data Displays 1. Office Referral Data 2. ISS & OSS 3. Instructional Time Analysis 4. Tier Analysis 5. Behavior Skill Monitoring

PBS – Positive Behavior Support Has been shown to work at all grade levels  MMSD – coach at every middle school now; the elementaries & high schools are also implementing Being implemented in over 10,000 schools nationwide A collaborative, assessment-based approach to developing effective interventions for problem behaviors Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes.

PBS has been shown to:  Reduce office discipline referrals  Reduce suspensions  Save instructional time  Save administrative time  Improve school climate  Increase staff satisfaction  Improve individual students’ behaviors

PBS Coach/ My Role Janet Pliner  7 th Grade Math Teacher- Room 10 (mornings)  PBS Coach- Room 159B in Student Services (afternoons)Role  Member of all 3 PBS teams (universal, secondary, tertiary)  Monthly district leadership meetings  Will lead implementation of preventative school-wide interventions  Data collection, interpretation; share out to staff  “Go to” person for PBS  Lead implementation of Cool Tools

Janet Pliner/ PBS Coach Room 159B in Student Services (afternoons)