1. PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students…... What is PBIS? (Positive Behavioral Interventions and Supports)

2. Messages 1. Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable 2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

3. School-wide Systems: Create a positive school culture School environment is predictable common language common vision (understanding of expectations) common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults and students share similar expectations.

4. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making 4 PBS Elements

5. Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

7. Targeted (FEW) –Intensive Academic Support –Adult mentors –Intensive social skills training Selected (SOME) –Self-management program –Daily check-in with adult –Increased academic support/practice –Alternatives to suspension Universal (ALL) –Effective academic support –Teaching social skills –Teaching school-wide expectations –Effective classroom management –Positive reinforcement for all For Example

8. Nuts & Bolts (mostly) of PBIS A Positive Behavior Team 3-5 Positively Stated Expectations An Educational Approach Positive Acknowledgement Office VS Classroom Behavior List Behavior Violation Flow Chart Data-based Decision Making Family Engagement

9. Positive Behavior Team Administrator, Team Leader, Data Person Representation K-8 schools need middle school rep A member with behavioral capacity A communication link to the building

10. Positively Stated Expectations 3 to 5 at the most! Positively stated, broad scope-school wide Well publicized Publicly posted Taught to all staff and all students! Advertise to the families

11. Few positive SW expectations defined, taught, & encouraged

12. An Educational Approach Teach->Re-teach->Reinforce Teaching behavior is still teaching Social skills education Bully prevention ATOD curricula Prevention as well as intervention Focus!

13. School Wide Behavior Matrix ClassroomLunchroomBusHallwayAssembly

14. School Wide Behavior Matrix ClassroomLunchroomBusHallwayAssembly Respect Others Respect Environment & Property Respect Yourself Respect Learning

15. School Wide Behavior Matrix ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Respect Environment & Property Respect Yourself Respect Learning

16. School Wide Behavior Matrix ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Respect Yourself Respect Learning

17. School Wide Behavior Matrix ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paperReturn trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

18. Positive Acknowledgement Quick, easy and consistent Valued by students Variety! Menus not single choices Adults are people too! Acknowledge staff as well as students Coordinated, systematic, building wide Immediately contingent upon behavior

19. Clear Distinctions Classroom managed vs. Office managed Developed by the building team Predetermined Staff consensus

20. Classroom Managed Preparedness Calling out Classroom Disruption Refusal to follow reasonable request (insubordination) Failure to serve a detention Put downs Refusing to work Inappropriate tone/attitude Electronic devices Inappropriate comments Food or drink Office Managed Weapons Fighting or aggressive physical contact Chronic minor infractions Physical or verbal threats Harassment of student or teacher Truancy/Cut class Smoking Vandalism Alcohol/Drug Gambling Dress code Leaving school grounds without permission Foul language at students/staff

21. Classroom Managed Preparedness Calling out Classroom Disruption Refusal to follow reasonable request (insubordination) Failure to serve a detention Put downs Refusing to work Inappropriate tone/attitude Electronic devices Inappropriate comments Food or drink Office Managed Weapons Fighting or aggressive physical contact Chronic minor infractions Physical or verbal threats Harassment of student or teacher Truancy/Cut class Smoking Vandalism Alcohol/Drug Gambling Dress code Leaving school grounds without permission Foul language at students/staff

22. Systematic Approach to Behavior Violations Systematic and well practiced Flow chart

23. Active Response Flow Chart Warning/Conference with Student Use Classroom Consequence Complete Minor Incident Report (MIR)* Does the student have 3 MIR slips for the same behavior in the same quarter? Write the student a referral to the main office Write referral to office Administrator determines consequence Administrator follows through on consequence Administrator provides teacher feedback; family contact made * Minor Incident Reports  Issue slip when student does not respond to pre-correction, re-direction or verbal warning  Once written, file a copy with administrator  Take concrete action to correct behavior (i.e., assign detention, complete behavior reflection writing, seat change) Classroom Managed Examples  Preparedness  Calling out  Classroom Disruption  Refusal to follow reasonable request (insubordination)  Failure to serve a detention  Put downs  Refusing to work  Inappropriate tone/attitude  Electronic devices  Inappropriate comments  Food or drink Office Managed  Weapons  Fighting or aggressive physical contact  Chronic minor infractions  Physical or verbal threats  Harassment of student or teacher  Truancy/Cut class  Smoking  Vandalism  Alcohol/Drug  Gambling  Dress code  Leaving school grounds without permission  Foul language at students/staff Is behavior office managed? NOYES Observe Problem Behavior

24. Data Based Decision Making Data entry is critical! Dedicated resources Big 5 graphs Always let your data be you guide less than 80% with 1 or less ODR = no green zone

25. Triangle

26. The “Big 5” OCR graphs

27. Questions or Friendly Comments? Robert Purple Minneapolis Public Schools ropur001@mpls.k12.mn.us (612) 668-5486