1. School-wide Positive Behavior Support
Name of School
Date

2. What is School-wide Positive Behavior Support?
The application of evidence-based strategies and systems to assist schools
to increase academic performance
increase safety
decrease problem behavior
and establish positive school cultures

3. Common Elementary School Concerns
Transitions in hallway
Paper in the sinks
Not prepared
Lunch room noise
Bullying
Consistent rules
Consistent reinforcement
Common language and procedures
Supervision in all areas of the school
Common understanding of the rules

4. PBIS Big Ideas
Positive Behavior Support is a process for teaching children appropriate behavior and providing the supports necessary to sustain that behavior.
PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

5. Why a School-wide Approach?
It reduces challenging student behavior through a proactive, positive, and consistent manner across all school settings
and
Improves academic achievement
and social competence
Offers a proactive rather than reactive approach to addressing student behavior
Research does support improved academic achievement and student social skills in schools that take a consistent, positive, and proactive approach in addressing behavior

6. Consistency Matters School Community Common Vision Common Practices
Common Language

7. Hamilton Mission Statement
Hamilton Elementary School administration and staff in cooperation with the home and community shares the challenges and responsibilities for helping each child reach his greatest potential.
We aspire to teach life skills that enable children to deal positively with the complex and rapidly changing world in which we live.

8. Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90% 8

9. Achievement + Social Behavior

10. Work Smarter, Not Harder
Use the information you have
Identify your goal
Determine what to do to reach your goal
Monitor for effectiveness

11. Representative Team Administrator Special & general education teachers
Specialists (PE, Art, Music)
Counselor
Transportation representative
Parent liaison
Student?
PBIS coach (pupil services)
Once at least 80% of your staff has agreed that they would like to implement PBIS in their school, a team is developed that is representative of your staff. Be sure to include members relevant to “target” areas, such as the cafeteria hostess or bus drivers.
This team attends initial training usually held during the summer for 2 – 3 days.

12. Expectations
Schools identify 3 to 5 overarching expectations which reflect the needs of the school community. The expectations are stated briefly and in a positive manner.
They often address:
Respect
Responsibility
Safety

13. Expected behaviors are visible in all areas of the school community

17. Student Participation

18. Teaching Matrix Classroom Cafeteria Bus Hallway Assembly
Classroom
Cafeteria
Bus
Hallway
Assembly
Respect Others
Eat your own food
Stay in your seat
Stay to right
Arrive on time to speaker
Respect Environ-ment & Property
Return trays
Keep feet on floor
Put trash in cans
Take litter with you
Respect Yourself
Wash your hands
Be at stop on time
Use your words
Listen to speaker
Respect Learning
Eat balanced diet
Go directly from bus to class
Go directly to class
Discuss topic in class w/ others
Each school develops a teaching matrix to explain what the expectations “look like” in each targeted area.

20. Expectations & behavioral skills are taught & recognized in natural context

21. Rules, Routines, Arrangements Reaction Consequences
Discipline is….
The actions parents and teachers take to increase student success (Charles, 1980).
Prevention
Rules, Routines, Arrangements
Reaction Consequences

22. Recognize Appropriate Behaviors
Once appropriate behaviors have been introduced and taught, they need to be recognized on a regular basis.

23. Acknowledgements Natural success “thanks” Public acknowledgement
Privileges
Tangibles
Small to large

24. Acknowledge & Recognize
Respecting
All Self
Yields Others
Success Property
………………………………………………..
Student __________________
Staff _____________________
Location __________________

25. Student Recognition at Hamilton
Recognition of good decision-making and achievements on the part of students and adults goes far in helping one develop positive self-worth and motivation to achieve. 
The staff at Hamilton Elementary will strive to recognize positive behavior and achievement on an on-going basis. 
In addition to verbal praise, children will be recognized in a variety of ways throughout the school year.

26. Consistent Consequences
Responding to negative behavior
Immediate and consistent
Try to keep with natural consequences
Use the least amount necessary to get desired behavior
Pre-plan and teach
Correction and re-teaching
Use only with reinforcement for replacement behavior
Should defeat function of problem behavior

27. Corrective Consequences: Maintaining Desired/Expected Student Behavior
Redirection
Planned ignoring
Restitution
Re-teaching
Time-out
Behavior Contracts
Crisis Planning
Proximity & Movement
Modeling
Eye Contact
Cueing (verbal & nonverbal)
A corrective consequence is...An undesired action or event that follows a behavior and serves to decrease it.
If you decide to use negative consequences, select those within school policy, easy to administer, and compatible with your philosophy. Make sure they are reasonable and enforceable.
Modeling---this is one of the most powerful tools in teaching-we can send negatives or positives
When using “fines”, remember that repetitive written work may lead to dislike of writing that spills over into and is counterproductive to academic work.---this is not the same as requesting a reflection paper or journaling.
Punishment may increase the undesired behavior
Severe and immediate punishment that may be permanently effective is illegal and ethically forbidden
If the punishment you continue to use on the same student for the same infraction in not effective, do something different because, obviously it is not stopping the behavior. Stop doing ineffective things.

28. Sustain and Maintain Progress
Identify trends or areas of problem behaviors AND successes
Identify needed interventions
Provide clarity for staff in how to respond to behaviors

29. Next Steps Staff ownership & Administrative Support
Team representative of the staff
Self Assessment
Team training
Action Plan
Present to staff and students

30. PBIS involves the entire staff
you decide what your focus will be
you decide how you will monitor and evaluate progress
you decide what your goals are
you decide what you’ll do to get there
you decide whether to keep going or change

31. Obtain 80% Staff Consensus
A “YES” vote means that I agree to:
Provide input in determining what our school’s priorities are and what our goals should be
Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community
Follow through with all schoolwide decisions
Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

32. Resources
National Center on Positive Behavior Interventions and Support
PBIS Maryland

33. Creating a Positive Climate for Success with School-wide PBIS