1. Expect the Great: How PBIS affects Student Behavior & Achievement
Dr. April M. Shearer, School Counselor & PBIS Facilitator

2. K-W-L
What do I know ?
What do I want to know?
What did I learn?

3. If a Child Doesn’t Know…….
“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, we…….. …………teach? ………..punish?”

4. Discipline vs. Punishment
Discipline is……
Proactive
Presented through consequences
Control through inner values
Fosters responsibility
Punishment is……
Reactive
Imposed by an authority figure
External control
Compliant behavior in the presence of authority

5. Discipline vs. Punishment cont.
The word punishment means: “to inflict hurt”
The word discipline means: “to teach”
We discipline behavior…..
We punish children……..
Discipline brings about long-term change
Punishment gives immediate short-term control

7. The Science of Behavior
Students are not born with “bad” behaviors
Students must be directly taught “replacement” behaviors to learn better ways of behaving
Students must be given specific POSITIVE feedback and opportunities to practice new behaviors in a variety of settings

9. What is Isable’s Philosophy on Discipline?
We believe that children want to behave appropriately.
We support consequences for actions.
We positively reinforce good behavior.

10. Positive Behavior Intervention & Support
PBIS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior.

11. The PBIS Umbrella Intervention & Prevention School Climate
Staff Development
School Improvement
Inclusive Practices
Parental Support

12. School Wide Expectations……
“Pupil achievement & behavior can be influenced (for better or worse) by the overall characteristics of the school environment.” –Rutter & Maughan, 2002

13. How are new POSITIVE behaviors learned?

14. It All Starts with a VISION
The vision of Isable Elementary School is to meet or exceed all benchmarks while promoting high academic and social achievement for all students.
Teach
Remind
Reinforce

15. Increasing Positive Interactions
For every negative interaction with a child, make four positive interactions
Give positive feedback throughout the day
Scan and monitor for appropriate behaviors

16. How Does (Will) PBIS at Isable?
Clearly defined expectations
Teaching component for behavior expectations
Reinforcing appropriate behavior
Correcting problem behavior
Interventions for challenging behavior

17. PBIS In Action at Isable
School Wide Behavior Matrix (Tiger P.R.I.D.E)
Paw Point Program
Monthly PBIS Incentive Celebrations
Tiger of the Month

18. Isable Elementary Behavior Matrix
Arrival
Hallway
Restroom
Cafeteria
Bus P
Productive
Students will sit quietly and read/complete homework.
Students will walk in the second square silently.
Students will keep the restrooms clean.
Students will keep the cafeteria clean.
Students will obey the bus driver and the bus rules at all times. R
Respectful
Students will quietly enter the building in a straight line and proceed to destination.
Students will keep hands and feet to themselves.
Students will refrain from horse-playing.
Students will wait patiently and silently in serving and trash lines
Students will remain seated until they reach destination. I
Integrity
Students will show kindness and patience to others.
Students will be respectful to others while in the hall.
Students will show respect to individual privacy.
Students will allow others to eat undisturbed.
Students will share seats. D
Dignity
Students accept responsibility for up- keep and cleanliness of campus grounds.
Students accept responsibility for up- keep and cleanliness of hallways.
Students accept responsibility for up- keep and cleanliness of restrooms.
Students accept responsibility for up- keep and cleanliness of the cafeteria.
Students accept responsibility for up- keep and cleanliness of the bus. E
Efficient
Students will adhere to the rules and prompts of all faculty members.
Students will maintain property to ensure there is no graffiti or vandalism.
Students will demonstrate table etiquette
Students will adhere to the bus driver’s rules the first time they are given.

19. Lesson Plan Expectation / Location Hallway/Atrium
Rule(s) The students will be respectful to others while traveling throughout the hallway/atrium.
Introduction: Anticipatory Set Allotted time: 3 minutes
TTW introduce new rule by playing, “Who Am I?” TTW give the following clues to students: 1. I am traveled upon everyday You will find beautiful work created by students upon my walls I have a long blue line upon each of my sides. Who Am I? The Bates Elementary Hallway! TTW explain and discuss with students the importance of being orderly, safe, and respectful while traveling in the hallways. TTW pose the following question: What would happen if there were no hallway rules?
Model, Demonstration, Activity: Teaching/Input Allotted time: 3 minutes
TTW utilize an area of the classroom to model and explain the correct way to walk down the hallway/atrium (hands to yourself, eyes forward, mouths closed, following the blue line, ears alert to prompts from teacher or other Bates staff, keeping hallways neat and clean). (Whole Group Activity) TTW allow students to practice and demonstrate correct hallway/atrium procedures by practicing rules through experience. TTW use positive reinforcement to correct incorrect procedures and reward students with “Dolphin Daps” for following hallway/atrium rules.
Review: Checking for Understanding/Guided Practice Allotted time: 2 minutes
TTW allow students to recite hallway/atrium rules utilizing echo method initially and then have students recite chorally:
Walk orderly and quiet along the blue line throughout the hallways and atrium.
Keep your hands and feet to yourself.
Be respectful to others while in the hallways.
Be responsible for the upkeep and cleanliness of hallways.
Adhere to the rules and prompts of all faculty members.
Show respect for all displayed work.
Practice throughout the day: Evaluation/Closure Pre-Correct…
TTW positively correct and encourage correct hallway/atrium walking procedures. TTW constantly remind and enforce hallway/atrium rules and procedures.
**Paw Pats will be used to as a motivator to encourage correct hallway behavior.**
Homework: Independent Practice
TSW create a billboard and slogan that promotes following hallway/atrium rules and procedures.
Related literature or supporting activities:
Creating a Safe & Friendly School by: Northeast Foundation for Children
Grief Carver, Hallway Patrol by: Jim Krieg
Character Education: Lessons on Respect

20. Paw Point Program
A TANGIBLE REWARD THAT IS RECEIVED BY FOLLOWING THE RULES AND EXPECTATIONS OF THE CLASSROOM TEACHER AND ALL STAFF OF Isable ELEMENTARY!!

21. How Students Earn Paw Points
Score 80% or Better on Weekly Assessments
Turn in Homework Daily
Follow all PBIS expectations: (Classroom, Bus, Music, Library, Counseling, Hallways, etc.)
Return Your Weekly Progress Report Signed
Have Perfect Attendance Daily
Be Well-Groomed in Your School Uniform
Return Behavior Sheet signed
Be on time for school
Make Principal’s List or A/B Honor Roll
Parents attend PTA, PTC, BTSN, etc….

23. PBIS Rewards
DAILY CLASSROOM REWARDS: Each classroom teacher or teaching team will be responsible for providing daily rewards if student(s) have exhibited appropriate behavior.
WEEKLY CLASSROOM REWARDS Each classroom teacher or teaching team will be responsible for providing a reward at the end of the week for the students meeting the criteria for the week. Rewards should not last more than 15 minutes. The class may be given some time to play some games together, eat a small treat, select from a treasure chest, play a trivia game with the teacher, computer time, etc. The amount of time spent on rewarding the students should be kept to a minimum so as not to take too much time away from learning.
MONTHLY SCHOOL WIDE REWARD: The PBIS Team will organize at least one school wide reward activity a month. Students must have 15 paws to participate. Students may not use the same 15 paws towards the next monthly reward.
P.R.I.D.E. Store: At the end of each 9 weeks students will have the opportunity to spend their “PAW Dollars” at the PBIS/P.R.I.D.E. Store. Teachers will receive tickets to total each students dollars prior to entering the store.
Student P.R.I.D.E. Tickets: These tickets will be given out by Dr. Knox and the Leadership Committee when they see a student exhibiting P.R.I.D.E. behavior. Students may not ask or point out that they have exhibited a behavior to earn a ticket. They will be given out as an on the spot reinforcement for positive behavior. At the end of the day a student may redeem a treat from the counselor with their ticket.

24. Tiger of the Month
Classroom teachers nominate one student from their homeroom class who has exhibited appropriate behavior as “Student of the Month”

25. Teacher P.R.I.D.E. Ticket
Teacher
P.R.I.D.E.
ISABLE

26. Teacher Rewards Teachers 1 P.R.I.D.E. Ticket Dress Down 1 Day
Teachers
1 P.R.I.D.E. Ticket
Dress Down 1 Day
2 P.R.I.D.E. Tickets
Duty Free Lunch
3 P.R.I.D.E. Tickets
1 Hour Lunch
4 P.R.I.D.E. Tickets
Dismissed with Students
5 P.R.I.D.E. Tickets
$25 Gift Card
Drawing
Each 9 weeks a name will be drawn for a ½ day off for meeting the following criteria: (Starting August 9th)
Being on time everyday
Lesson Plans turned in on time
No office Referrals

27. Does PBIS work?
Schools who have fully implemented PBIS within their buildings have witnessed significant increases in academics and decreases in negative student behavior.

28. What makes it work? Support from parents Support from school community
Support from school staff
Full “supportive” implementation

29. Making the Connection Bullying Office Referrals Student Suspensions
Calls home
ISS
Tier/Behavior Interventions
When students are aware of the expectations, and those expectations are continuously enforced, risk factors are significantly decreased. In turn, full supportive implementation of PBIS yields high student and teacher productivity and an increase in achievement.

30. Questions/Answers