2. POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS
What is: PBIS
POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS

3. Why PBIS-School-wide Standardized norms for the entire school
School-wide rules are the same for everyone
School-wide routines are for common areas
Ensures Vertical Learning K to 5th Grade
Builds a Sense of School Pride

4. FEW is also referred to as: Tier 3 Tertiary Level 5%
SOME is also referred to as:
Tier 2
Secondary Level
15%
End Allan
Who we are targeting in this HYPE session.
ALL is also referred to as:
Tier 1
Primary Level
80%

5. The Need for Academic & Behavioral IntegrationBL
Significance
Behavior Instruction
Reading Instruction
Reading and Behavior Instruction R B
Source: Shepard Kellam, Ph.D, Senior Research Fellow, American Institutes for Research (AIR)

6. Midway’s PBIS Plan for ALL Students
Establish, Teach, Reinforce and Correct School Rules:
Midway Wranglers Ride for the Brand by being
In all areas of the school:
E.g. Hallways, cafeteria, sky room, playground, restroom
Expectations are modeled and practiced in the exact location
Publicly posted expectations
Data driven Classroom Lessons are taught by the school counselor, as needed
Playworks for all Students
Building Leadership Team
Safe
Kind
Responsible

7. Reinforcement for ALL Students
Cowboy Cash
Weekly Prize Drawing in each Classroom
Help with Morning Announcements
Big End of the Year Drawing
A reminder for teachers to look for the behaviors they want to see
Classroom Brands
For each six brands earned, classrooms are given a new Wrangler Status.
Ranch Hand
Buckaroo
Wrangler
Head Wrangler
At the end of the year, a special Head Wrangler assembly is held for our Head Wrangler Classes

8. Midway’s PBIS Plan for SOME Students
Classroom PBIS systems
CHAMPS-Classroom Expectations
What If Charts
Think Time Strategies
Expected behaviors are Taught, Practiced and Re-taught
Check-In, Check-Out (CICO)-The Hoss Card
Structured Recess
Small Focus Groups
Youth Support Team

9. Midway’s PBIS Plan for FEW Students
Individual student issues are reviewed in the Youth Support Team
CICO with Layers-HOSS CARD with more Supports
Increased School Counselor Support
Increased Administrative Interventions
Special Education evaluation and interventions and supports
Increase building of relationship with students

10. Maslow’s Hierarchy
of Needs

11. Rules
What’s the problem here?

12. Why Teach Rules? Why Not Just Tell Them the Rules?
“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?”
“Why can’t we finish the last sentence as automatically as we do the others?”
John Herner (NASDE President ) Counterpoint (1998, p.2)

13. Big Ideas for managing recess
Environment is safe
Empowerment
Engagement/Culture
Effective systems in place
Allan :
A way of looking at recess-not the only way
Safe-proper fencing, pot holes, equipment working safely, Rules and expectations taught
Systems-Core Games, Game of the week, recess mapping, recess team, equipment management system, Focus on Positive, Time spent on prevention, not clean up
Culture-is when the systems stop being systems and is just what we do.
Empowerment-students take care of themselves, help others and innovate. Recreation vs creation

14. Big Ideas for Recess Recess Team Core Games/Game of the Week
Playground Mapping
Playground Rules and Routines
Transitions
Indoor Recess Survival Guide
Assessment

15. First Semester
Junior Coaches

16. First Semester
Junior Coaches