1. Positive Behavior Intervention and Support (PBIS) at Waltham Elementary School

2. What is PBIS? Tier 1 Whole School
PBIS is a school wide system that promotes positive behavior in the school setting. The school year starts with a Kick-off, where students are taught expectations in all the different school settings. Then as data is collected there is a “cool tool” taught every month. The “cool tool” is a lesson that is focused on a specific area or behavior. There are also trimester celebrations in which the whole school celebrates positive changes. PBIS is a system that rewards students with stamps and then students can use completed stamp cards to purchase items at a school store or to enter drawings. PBIS has created a consistent and positive environment at Waltham School.
kathy

3. What is different about PBIS?
Behavioral recognition system for students following the expectations
Organized system of Positive Behavior management in all settings
Organized system of disciplinary actions
Clear school wide expectations with incentives and consequences
Actual teaching of Positive Behavior Expectations
Nina

4. The 3 Major Components of PBIS
Teaching appropriate behavior in all settings.
Interventions when behavior expectations are not met.
Recognition when behaviors are met.
Jaime
Teaching:
We cannot just expect students to know how to behave appropriately. Behaviors and expectations must be taught. Our students come from varied backgrounds. Each bringing in their own ideas of appropriate behavior. It is our responsibility to teach them what it is that we expect and to do so with consistency.
•Establish behavioral expectations/rules.
•Teach rules in context of routines.
•Prompt or remind students of rule prior to entering natural context.
•Monitor students behavior in natural context & provide specific feedback.
•Evaluate effect of instruction - review data, make decisions, & follow up.
Interventions:
If we notice there are students who are having difficulty learning and following the PBIS expectations then we need to intervene. Interventions include a multitude of different methods: talking to the student, moving the student, card flip, assigning a buddy or partner, providing a container for the student’s belongings, non-verbal cues, teaching the student organizational skills, and other logical and natural consequences. Respond to inappropriate behavior quickly, positively, and directly.
Recognition:
Recognition of correct behavior and meeting expectations is essential for a successful PBIS system. We want to reward students for doing what they are supposed to be doing; for doing what we have taught them. Not just when they go above and beyond our expectations, but giving tickets to the students who meeting the appropriate behavior. If a student turns in homework on time give them a ticket. They are meeting our expectations. If a student brings all materials to class give them a ticket. If a student raises their hand to speak instead of blurting out, give them a ticket.

5. Our School Wide Expectations are:
OUR PBIS CORE VALUES
Our School Wide Expectations are:
BE RESPECTFUL
BE RESPONSIBLE
BE SAFE
Amber

6. “Be Respectful! Be Responsible! Be Safe!”
Remember!
“Be Respectful! Be Responsible! Be Safe!”
Our School Matrix
Bus/fieldtrips
Hallways
Cafeteria
Playground/Gym
Bathroom
Classroom
Assemblies
Emergencies
Be Respectful
Khfooty
Be on time
Listen to bus driver and other adult’s directions
Use kind words and actions
Keep the hallway clean
Stay to the right
Be kind to others
Follow adult’s directions
Use good manners
Use equipment appropriately
Play fairly and include everyone
Use nice words
Flush the toilet
Respect other’s privacy
Use bathroom facilities appropriately
Done in each class-
room
Actively listen to the speaker
Show enthusiasm with applause
Respond appropriately
Be silent
Be Responsible
Take all your materials
Quiet voices
Silent voices
Get materials quickly
Keep personal area clean
Get to class quickly
Clean up after yourself
Use inside voice
Dress for the weather
Line up promptly
Be quick
Ignore rude or inappropriate behavior
Stay with your group
Move quickly
Be Safe
Hands and feet out of the isle
Stay seated
Get off at appropriate stop
Walk in a straight line
Use facilities appropriately
Stay in your seat
Eat only the food you bring
Enter and exit in an orderly manner
Stay in your designated area
Report unsafe activity
Wash your hands
Report any problems
Enter and exit in an appropriate manner
Walk

7. PBIS Depends on CONSISTENCY Teachers Expectations Training
Involvement
Interpretation
Implementation
Accountability BY BY
Administrators
Students
Teachers
Kathy
Families
School staff
Support groups

8. We can communicate positive behavior expectations by…
Being good role models
Promoting positive behavior often and everywhere through
Nina
Classroom lessons
Videos
Posters
Class climate
Activities
Announcements
Recognition & Reinforcement

9. We can reinforce positive behaviors by offering students . . .
Praise and positive reinforcement
Recognition through:
stamps
intermittent rewards
positive comments
whole class incentives
Jaime
Positive reinforcement reinforces what the child is doing right rather than concentrating on what the child is doing wrong. It increases the likelihood that the behavior will be repeated. It supports your child's positive deeds and qualities through enthusiasm, descriptive encouragement, and natural, logical rewards.
Positive reinforcement is a simple, reality-based technique that can help turn your student’s behavior around—often very quickly.
Your student wants your approval very badly.
You notice and comment on specific positive behavior and provide natural and logical rewards.
Your student feels noticed, validated, and approved of, the good behavior increases, and misbehavior is prevented or decreases.
Your student also begins to recognize the value of his own positive qualities and actions.

10. Guidelines for Awarding “Waltham stamps”
Why?
The stamp is a positive behavior recognition to encourage our students to consistently demonstrate the expectations.
Stamps should be given to students who are demonstrating the expectations.
Students should know what expectation they are receiving the stamp for.
Who?
All staff (teaching, office, building service, cafeteria, and substitute teacher) should be awarding tickets.
Where?
Stamps should be linked to the appropriate behavior based on the locations in the Expectations Matrix.
When?
Stamps should be given immediately to students when a behavior in the Expectations Matrix is consistently observed.
How?
When you award the stamps to a student, the student should know exactly why he/she is getting the recognition. The reason should be valid and connected to the expectations.
Amber

11. Where will students spend their stamps?
At the School Store!
Open once a month
Teachers can add items in classroom as an incentive
K-3 Students may enter into a drawing for a firetruck ride
4-8 Students may enter into a drawing for a lunch
Jaime

12. Positive Responses by Teachers
Non-verbal
Verbal
Always respectful
kathy

13. Staff Managed Behaviors
A minor behavior is a behavior that the classroom teacher or school employee can redirect. These behaviors reflect our school wide expectations and the student has often been redirected regarding the behavior before a minor has been issued. Parents are notified by receiving a copy of the minor and the teacher documents the instance in teacherease.
Office Discipline Referrals (ODR) are behaviors that occur that need to be handled at the office level. Parents are notified by a phone call or home.
A T-Chart helps staff to determine if the behavior is a minor behavior or ODR to help assist with consistency in the school.
nina

14. Tier 2
Students meeting the predetermined requirements are nominated for participation in one or more of the following school wide programs to help the student become more successful.
CICO- The PBIS Waltham Wellness Club, Check In-Check Out (CICO) program, is a school wide prevention program for students that need support with academics or behavior. The goal of CICO is to provide an intervention based on creating positive interactions with adults throughout the student's day and to give the student an opportunity to achieve success academically and behaviorally.
CICO w/ individualization-The frequency or the goals are more individualized for the student.
SAIG- Peer groups are ran to help students to problem solve and practice skills needed for success (ex. Organization, study skills)
Criteria for Nomination:
A student must meet a minimum of 1 of the below criteria to be eligible for CICO:
The student must have at least 2 Office Discipline Referrals within a 6 week period. This information is documented and located in the SWIS system.
The student must have at least 1 Office Discipline Referral and 2 minors within a 6 week period. This information is documented and located in the SWIS system.
The student must have at least 5 minors within a 6 week period. This information is documented and located in the SWIS system.
The student is failing 1 subject at the beginning of each month time (with teacher referral).
The student has 4 days per nine weeks of truancy or attendance issues (with administration/teacher referral).
The administration/parent requests assistance from the CICO Program.
nina

15. Tier 3
Students that are not responding to our Tier 2 programs may be nominated for one of the Tier 3 school wide programs.
BIP- Behavior intervention plan put together by staff members with goals and incentives put in place to help the student be successful in meeting school wide expectations
WRAP- Family is asked to come in for meetings weekly to help the student create a goal for themselves. Meetings occur as needed to help the student be successful.
nina

16. Purpose of Waltham PBIS
The purpose of implementing Positive Behavior Supports and Interventions in the Waltham District is to:
Nurture students’ self confidence
Create a more positive environment in our school/family/community
Identify behavior needs early
Make life and school better for all students and staff
Create consistency among adults
Foster lifelong learners
Use data to drive decisions