1. With Responsive School Discipline
PBIS
With Responsive School Discipline
Today we will discuss our campus wide ROAR campaign to support positive behavior and the responsive discipline approach to create a school climate that fosters academic and social growth in students.

2. Learning Goals: Explain PBIS System
Begin ROAR campaign by developing a universal signal and incentive plan
Explain 1st six weeks plan for responsive discipline
Main focus for this year is to build student relationships where they feel loved, respected, connected and have clear knowledge of what they are expected to do. This year we will be kicking off our PBIS along with a responsive discipline campus. We will take time to know or students through morning meetings at least the 1st six weeks. Then, we will decide if we keep based on your feedback. We are also going to take the time to understand our students way of communicating by doing a Love Language quiz similar to what you did earlier this week and an interest inventory. All these will take a few minutes the first day or two, but will be critical in our efforts to build meaningful student relations and growing academically.

3. Every Opportunity

4. "Leading with Lollipops"

5. Positive Behavior Intervention and Support System
What is PBIS?
Positive Behavior Intervention and Support System
Positive Behavior Intervention & Support (PBIS) allows for the opportunity to provide a consistent and fair behavior plan. The original theories behind this approach to discipline were developed by special education instructors. However, the benefits of this type of a plan are beneficial to ALL students.
Research shows that students achieve at a higher level when they know school expectations and feel safe. PBIS will help us improve both of these objectives. Our plan provides detailed expectations in main areas of the school while putting an extreme emphasis on respect and safety.
The success of our plan will improve with time and with the participation of our families. Research also shows us that school behavior plans that are followed in the home greatly improve their effectiveness at school.

6. R.O.A.R. Responsible Observe Self Control Act Safe Respectful
The critical elements of the plan are as follows:
As part of Focus time activities, students will be explicitly taught about “Bobcats ROAR”, including how expectations play out in different school settings. Posters throughout the school will advertise and reinforce “Bobcats ROAR”.
There are four overall expectations for students. RHI Bobcats R.O.A.R.:
a. Responsible
b. Observe Self Control
c. Act Safe
d. Respectful

7. What is positive? Positive support Explicit teaching of behaviors
Reinforcement of expectations
Natural/fitting consequences
PBIS is a “non-traditional” plan. it focuses on reducing the problem behavior through positive support and explicit teaching of appropriate behaviors rather than through fear of punishment.
. When teachers observe students following expectations, they give a positive mark, stamp, ticket, or school currency. Together we will have to decide on what you believe will work best. Manageable, easy to keep up with by staff and student.
Examples: students carry lanyard with a card, teacher initial each time they observe expected behavior, give a ticket or buck
We will have a PBIS committee which will develop throughout the year all the key components of a PBIS handbook. Important components: implementation, incentives, infractions, revise lessons.

8. Required Displays: PBIS Expectations PBIS Matrix
Disrespect/ non-compliance poster
The Four Questions sheet
Universal Attention Signal (“Give Me 5”)
Voice Levels
Student Behavior Management Process
Social Contract: To be made during Focus Lesson
Campus and classroom displays and information will help reinforce our school-wide expectations.
The following are required displays:
PBIS Expectations
PBIS Matrix
Disrespect/ non-compliance poster
The Four Questions sheet
Universal Attention Signal (“Give Me 5”)
Student Behavior Management Process
Classroom incentives: ROAR menu
Social Contract: To be made during Focus Lesson

9. Matrix

10. Disrespect/ non-compliance poster

14. Matrix School wide rules
Provide students with a daily reminder of the behaviors expected of them.
It communicates to all stakeholders the ideals for rigorous and joyful learning that guide life at the school.
Rules should be:
Celebrated- b2school rally
Taught
PD to positive language and interactive modeling
Reinforced
Frequent checks- Do they need adjustments?

15. Positive Adult Language
Convey belief in children
Be direct
Use reinforcing language when children show positive behaviors
Use reminding language before or just when children start to forget expectations
Use redirecting language when children’s behavior has gone off track
Show interest in home lives
To start the year besides teaching and modeling the expectations we need to reinforce and redirect all year long using positive adult language. Positive language will be an expectation for all the staff, teachers, subs, and admin
Examples:
Convey Belief in Children: 1. “Shayna, don’t you even think about running to your classroom. I’m watching you!” (lack of faith and adult is the enforcer, undermine trust between student/adult) 2. Good morning Shayne, I’m so happy you’re here today. I see you are remembering to walk safely in the hall. Great job!” (adult believes in the student, notices responsible behavior)
Page 51 include in handout
Be direct: A class of 4th grade students is making their way to the cafeteria with their teacher walking alongside the line. Suddenly, Bryan jumps and smacks the doorframe with his hand. The teacher quietly walks to the student and says in a neutral tone, “GO back to the end of the line and try again following our hallway rules.” (Teacher communicated clearly, directly, tone, choice of words, facial expression communicated calmness and respect)
Use reinforcing language encourages students to continue with appropriate behavior. “I noticed everyone in the lunch table talking about yesterday’s snow day. I heard a lot of questions that helped people feel part of the conversation.” “Natalie, this week you only had one take a break during recess. That’s a big improvement from last week. What helped you stay calm during the games?” (strengthen ability to name constructive behaviors, helps self-discipline)
We will dedicate some time throughout the year to address positive language and how to handle breaks and challenging behaviors)
Use reminding language: name specific behavior, use warm tone, emphasize description over personal approval ( “you were friendly and safe on the bus. When you stay in your seat and talk to your seatmate, the ride is more pleasant for everyone. Rather than: “ You were friendly and safe today. I like it when you stay in your seat and talk to your neighbor.” One focuses on group’s well-being other on personal feelings.)
Use redirecting language: Commands students to do something different than what they are doing. Name desired behavior, phrase redirection as command not as a question “Tom, walk. Try again. Instead of Tom, can you please walk?” Use neutral tone and as few words as possible. “Alton take a break.” Instead of “ Alton, take a break. Yelling like that is not acceptable her. We’ve talked about this before. How many times do I have to tell you to use friendly words. What’s going on with you today?” (Although it is important to have conversations about the behavior save it for a later time. In the moment, brief redirection helps students to follow it.)
Show interest in home life to show students they are valued: “Good morning AJ. What did you do during the break? Hi Lori, how did your cheer practice go yesterday?”

16. Behavior Expectations
Do not assume they know
Explicit instruction
Reinforce, reinforce, reinforce!
Consistency
We cannot expect students to know appropriate social and behavior skills without explicit instruction. It is important that we teach our students what type of behavior is expected while they are at school. We cannot assume they know how to behave in a school setting. Students may not have seen appropriate school behavior in years past. Students may have different standards of behavior at home than we expect from them at school. Every teacher must accept the responsibility of explicitly teaching students how to behave properly in all of the school settings

17. Interactive Modeling Describe the behavior you will model
Model the behavior
Ask students what they noticed
Ask students to model
The class practices
The teacher provides feedback
Page 67
Teachers will follow interactive model to teach matrix and each of the campus area rules.
Focus lessons are also provided and you may choose to use them. Adjustments can be made to the lessons.

18. Focus Lessons 1st week: Matrix
2nd -6th Week: ONE campus area per week +
All teachers and staff (computers/library) directly teach each expectation, model, reinforce
Pass out teacher handout

19. Morning Meetings 1st six weeks instead of Soup for the Soul Every day
We will discuss during team meetings on week #3
Along with our PBIS campaign we will be using the responsive school discipline approach which goes right along with it. This year, we are going to start each day with morning meetings during our character ed time. Morning meetings are known to increases self-confidence, belongingness, improves social behaviors, strengthens teamwork, improves relationships among students and teachers, and is even linked to help address bullying.
In the calendar you will find which topic you will cover the first 3 weeks. Then teachers can select activities. Activities are provided in the handouts. We will briefly discuss during announcements. At the end of the grading period we will discuss what we noticed and decide if we continue or if we believe it would be a good time to transition to our district curriculum.

20. 1st Six Week’s Expectations:
Directly teach matrix-1st week
Directly teach, model and reinforce campus area rules- 1 per week
Attend ROAR Assembly
Provide at least 1 positive mark or buck during each of the taught expectations (campus and classroom)
Have morning meetings with your students