1. Schoolwide Positive Behavior Support
The mission of Stone Bridge High School is to provide an environment rich with the opportunities and the support that will enable all students to develop and acquire the skills, attitudes and knowledge necessary for a productive life in an
ever-changing society.
Schoolwide Positive Behavior Support
January 3, 2008

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. Schoolwide Positive Behavior Support: An Evidence-Based Practice
A systems approach
that establishes the social culture
and
behavioral supports
needed for
ALL students
to succeed
SCHOOL COMMUNITY
What is SWPBIS?
To create a positive school culture, the school environment needs to be-
PREDICTABLE
POSITIVE
SAFE
CONSISTENT
That-
Increases academic performance
Decreases problem behavior

4. 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
PBIS treats the WHOLE student – we have the system of academic supports in place, but do we have a system of behavioral supports? PBIS organizes all of the features that we currently have to make them more efficient and effective:
Wall of Character (semester)
Student of the Month (monthly)
Dean’s Dozen (quarterly)
Team’s may be doing positive recognition on their own occasionally
Universal Interventions
All students
Preventive, proactive
80-90%
Universal Interventions
All settings, all students
Preventive, proactive
80-90% 4

5. Ownership/Accountability Attitude Respect
As EAGLES We SOAR
School Pride
Ownership/Accountability
Attitude
Respect

6. Redesign Learning & Teaching Environment
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying

8. Please remain in your seat.
Teaching Matrix
CLASSROOM
HALLWAY
CAFETERIA
BUSES
RESTROOMS
LOCKER
SELF
Walk!
Eat in your seat!
Please remain in your seat.
Flush, Wash, & Leave!
Get it and Go!
OTHERS
Hands and feet to yourself at all times
Use appropriate language & volume
Keep the line single, straight & safe!
Keep your hands & feet to yourself
Use appropriate lang. & volume
PROPERTY
Leave it better than you found it!

9. Lockers R3 Respect Responsibility Readiness I will use only my locker.
I will open and close locker doors quietly.
I will keep my locker neat and clean.
Respect
I will stow all hats, coats, and
electronic devices.
Responsibility
I will lock my locker to
protect my belongings.
I will make sure that I have all
the materials I need for class.
I will use my locker only at the designated
times or with permission.
Readiness

10. Sample Positive Consequences
Natural Success
Smiles, nods, thumbs up
Public Acknowledgement
Announcement
Positive call home
Token Acknowledgement
Coupons
Privileges
Break time
Computer and/or media time
Lunch with an adult
Tangibles (small to large)
MVHS Star Card
Staff: ________________
Student:_______________

11. GO TO THE FRONT OF THE LUNCH LINE
JACKSON TIGERs ROAR CARD WINNER
CARD GOOD FOR ONE
TIME ONLY
DATE USED
Student’s Name
GO TO THE FRONT OF THE LUNCH LINE
APPROVED BY___________________________________________

12. PIZZA
STAR PARTY
When:
Friday, December 22 during the entire 6th period
Requirements:
Office Referrals?...None
Documentations?...None
Unexcused tardies?...No more than one
Unexcused absences?...None
Eligibility:
Friday, December 15 to Friday, December 22

13. ***Staff Survey to determine choices
Staff Recognition
***Staff Survey to determine choices
Staff choices:
Gift certificates (Target, Starbucks, Nail Salon, Book Store)
Arrive at school late or leave early
Reserved parking for a week
Lunch from a local establishment

14. 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
Agreement of what is “class-managed” behavior or an office referral.

15. How Will DATA Make a Difference?
Easy to read and interpret (graphs)
Reviewed monthly by the PBIS team and shared with the staff
Areas of concern are identified
“Working Smarter not Harder”
Areas of strength
Celebrate successes
Measures effectiveness of interventions

16. Representative Team Administrator Special & general education teachers
Specialists (PE, Art, Music)
Counselor
Transportation representative
Students
Parent liaison
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.

17. Essential Features of PBIS
Obtain and maintain
faculty support
Data-driven
Decision-
making
is representative of the staff
PBIS Coach acts as
PBIS Team
a facilitator
Essential
Features
of PBIS
Continuous
Monitoring
And review for
effectiveness
Behavioral
expectations
are clearly
defined and
taught
SAY: If the school-wide setting becomes more positive, predictable, preventive,…that is, a positive school-wide climate is established, the likelihood of achieving these outcomes is high.
Of course, the real question is how to create durable school environments that enable a positive school climate that maximizes achievement of these features.
Continuum of procedures
For supporting
positive and addressing
negative behavior

18. (on-site data collection) (presentation to staff and students)
Next Steps
Introduction Meeting
(80% staff buy-in)
Representative Team
Self Assessment
(on-site data collection)
PBIS Training
(3-days with stipends)
Action Plan
PBIS Kick-Off
(presentation to staff and students)

19. PBIS Involvement Remember:
PBIS provides the framework and involves the entire staff.
You decide the focus and/or goals.
You decide what to monitor/evaluate.
You decide how to get there.
You decide when to reteach, revise, and/or
redesign.

20. Results of School-wide PBIS
When PBIS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning.
All individuals (students, staff, teachers, parents) learn more about behavior, learn to work together, and support each other as a community of learners.

21. Additional Information
Web site:
Schoolwide Positive Behavior Support