1. Administrative Dilemma Problem: Two years ago we were dealing with a punitive culture in our school. The suspension rates were exceedingly high. The Superintendent, along with community representatives, stressed the need for a reduction in suspensions. As a result, we were looking at different strategies that would both enhance the school culture and decrease the suspension rate. After we researched a variety of behavioral models, our research indicated that PBIS was an effective system that our school could employ in order to promote a school-wide environment in which positive behaviors were reinforced. For the purposes of this project we have defined those behaviors that contribute to suspension as assault, theft, truancy, drug use and distribution, vandalism, harassment and insubordination.

4. What is P B I S ?

5. 54 P ositive B ehavioral I nterventions and S upports

6. P B I S is… a school-wide systems approach to improving student performance. (behavior and academics)a school-wide systems approach to improving student performance. (behavior and academics) a way of thinking. (An RTI approach)a way of thinking. (An RTI approach) grounded in the belief that all students can reach their full potential and should be afforded supportive interventions, when needed, to ensure success in school.grounded in the belief that all students can reach their full potential and should be afforded supportive interventions, when needed, to ensure success in school.

7. PBIS Guiding Principles Human Behavior is… 1) functional and predictable 2) occurs within a context 3) learned and can be taught 4) can be changed and improved

8. KEY IDEAS You get what you focus on. + gets +You get what you focus on. + gets + If you expect it, you need to teach it.If you expect it, you need to teach it. If you can predict it, you can prevent it.If you can predict it, you can prevent it. Routine analysis of data guides decisions.Routine analysis of data guides decisions. PBIS: A swimming lessons approach.PBIS: A swimming lessons approach. (Tiers of support and intervention) (Tiers of support and intervention) Whatever it takes…Whatever it takes…

9. School-Wide Systems for All Students, Staff and Settings Specialized Group Systems for Students at risk of failure Specialized Individualized Systems for Students at high-risk of failure Continuum of Responses to Interventions (RTI) 80 - 90% of Students 5-10% 1-5% Universal Targeted Intensive All Some Few

10. School-wide Student Behavioral Expectations Matrix 3 to 5 positive expectations3 to 5 positive expectations Consistent languageConsistent language Commonly understoodCommonly understood Articulated in a variety of areasArticulated in a variety of areas Teach, Reinforce & Recognize

11. Month Total # Days Insubordination Disrespectful/Rude Truant from Class Disruptive Late to School Late to Class Minor Altercations-Assaults Missed Detention Unprepared for Class Academic Dishonesty Criminal Mischief Harassment, Bullying Inappropriate Language Violation of AUP Use, Possession, Sale of Drugs Assault w/ Physical Injury Truant from School Assault w/ Serious Physical Injury Left Campus Robbery Totals September 187500220301000100000021 October 21171036739164020000010069 November 18121163450210321000001051 December 1511444332000001002000135 January 215345134011102001000031 February 168224042003010110100029 March 197381701220301030100040 April 165461210101000200000023 May 219374200210001000000029 June 194011002000020000000010 Totals 1848545422928212011 107764432111338 2007-2008 Discipline Data

12. Behavior Expectations RESPECTFULRESPONSIBLESAFE

13. PBIS SCHOOL-WIDE STUDENT BEHAVIORAL EXPECTATIONS Hallways & LockersClassroomsBathroomsCafeteria RESPECTFUL Listen and follow adult instructions Keep conversation and voice level appropriate Provide assistance to others in need Respect the space of others Keep locker area clean Keep locker in good working condition Help keep halls clean Listen and follow adult instructions Keep conversation and voice level appropriate Provide assistance to others in need Allow others to ask and share Respect the personal space and property of others (students and staff) Listen and follow adult instructions Keep conversation and voice level appropriate Respect the privacy of others Always flush and wash (be sanitary) Place garbage in trash cans Listen and follow adult instructions Keep conversation and voice level appropriate Use polite table manners RESPONSIBLE Take ownership for your actions Store personal items including electronics in your locker with coat Keep locker closed and locked Keep combination to yourself Food is eaten in cafeteria or stored in locker Take ownership for your actions Arrive on time Be prepared with classroom materials and homework Be an active participant to the best of your ability Take ownership for your actions Be in your own space Use nearest bathroom at appropriate times Use for intended purpose Stay only as long as is necessary Report missing or broken supplies to the main office Keep bathroom clean Take ownership for your actions Arrive on time Keep table area clean SAFE Keep hands and feet to yourself Be aware of your surroundings Report concerns to the nearest adult Walk under control Respect the flow of traffic Keep hands and feet to yourself Be aware of your surroundings Report concerns to the nearest adult Use equipment /materials as intended Keep 4 on the floor at all times (chair legs) Keep hands and feet to yourself Be aware of your surroundings Report concerns to the nearest adult Wash hands Keep hands and feet to yourself Be aware of your surroundings Report concerns to the nearest adult Raise hands to leave seat (follow grade level guidelines) Be aware of the allergies of others

14. Month Total # Days Insubordination Disrespectful/Rude Truant from Class Disruptive Late to School Late to Class Minor Altercations-Assaults Missed Detention Unprepared for Class Academic Dishonesty Criminal Mischief Harassment, Bullying Inappropriate Language Violation of AUP Use, Possession, Sale of Drugs Assault w/ Physical Injury Truant from School Assault w/ Serious Physical Injury Left Campus Robbery Totals September 187500220301000100000021 October 21171036739164020000010069 November 18121163450210321000001051 December 1511444332000001002000135 January 215345134011102001000031 February 168224042003010110100029 March 197381701220301030100040 April 165461210101000200000023 May 219374200210001000000029 June 194011002000020000000010 Totals 1848545422928212011 107764432111338 2007-2008 Discipline Data

15. Month Total # Days Insubordination Disrespectful/Rude Truant from Class Disruptive Late to School Late to Class Minor Altercations-Assaults Missed Detention Unprepared for Class Academic Dishonesty Criminal Mischief Harassment, Bullying Inappropriate Language Violation of AUP Use, Possession, Sale of Drugs Assault w/ Physical Injury Truant from School Assault w/ Serious Physical Injury Left Campus Theft Offense Totals September 20112221110 October 21216211114 November 163341761126 December 1733212112 January 1936512118 February 1531833812139 March 215451412123 April 169562111126 May 2016640127 June 1811711221126 Totals1835354231138981590324000001212 2008-2009 Discipline Data

16. Month Total # Days Insubordination Disrespectful/Rude Truant from Class Disruptive Late to School Late to Class Minor Altercations-Assaults Missed Detention Unprepared for Class Academic Dishonesty Criminal Mischief Harassment, Bullying Inappropriate Language Violation of AUP Use, Possession, Sale of Drugs Assault w/ Physical Injury Truant from School Assault w/ Serious Physical Injury Left Campus Theft Offense Totals September 1714117 October November December January February March April May June Totals1714117 2009-2010 Discipline Data

17. Total # of Referrals 10 24 50 62 80 119 142 168 195 221 7

18. PBIS: School-wide Systems PBIS: School-wide Systems Educate all students, in all settings, at all times by creating a positive school culture that is: predictable predictable safe safe consistent consistent supports student success supports student success