1. CSLE – PBIS Creating Supportive Learning Environments through
Positive Behavioral Interventions Supports

2. CSLE-PBIS – February 2010 Objectives
Develop a shared understanding of Positive
Behavioral Interventions and Supports as a
coordinated approach
2. Strategically and intentionally plan for next
steps by using data for shared decision-
making
Review data and discuss next steps

3. What is CSLE-PBIS?
A coordinated systems approach to create supportive learning environments that emphasize:
social and emotional development and learning
clear / consistent language, expectations and
consequences
continuum of supports for ALL students which
utilizes data-based shared decision-making

4. Supportive Learning Environments…
Professional Learning Communities
Meaningful Stakeholder Involvement
Special Thanks: 24 staff members collected data during advisement period
Shared Leadership
Positive School Climate
Learner-Centered Classrooms and Schools
A Continuum of Supports
Social and Emotional and Intellectual Learning
Coordinated School Health Approach

5. PBIS is… a data-based systems-approach for ALL students
a framework for developing a
seamless continuum of supports
based on a long history
individualized

6. PBIS Includes:
Selecting and defining expectations & routines with all key stakeholders, including the student perspective
2. Teaching behavior & routines directly
(adults and students) i.e. monthly public service announcements to be arranged based on data and staff feedback
3. Actively monitoring behavior throughout data collection
Responding to appropriate behavior i.e. brainstorm positive rewards for students who are prompt, in addition to, sending home a PBIS “good news” card
5. Using data to make decisions i.e.. data collected during advisement
6. Correcting behavioral errors i.e.. aware ind. beh. need to be addressed, provide support to be successful, teachers needed clarification of when to send students out of class

7. Time Lost to Discipline
(Barrett and Swindell – 2002)
Teacher
Student
Administrator
Referrals
5 minutes
20 minutes
10 minutes
In-School
Suspension
6 hours
Out of School
45 minutes

8. Teacher Managed Behavior Office Managed Behavior
T-CHART OF BEHAVIOR (PBIS posters reflect t-chart)
Teacher Managed Behavior
Office Managed Behavior
Classroom Attendance
Frequent Attendance Issues
Tardy To Class [First 2 Offenses]
Tardy To Class [3rd Offense]
Inappropriate Language
Inappropriate Language [Severe / Chronic]
Dress Code Violation
Dress Code Violation [If Repetitive]
Hallway Disruptions
Cheating / Plagiarism
[Teacher /A.P. Consult]
Electronic Devices: “Off And Away During The Day” [1st Offense]
Electronic Devices: “Off And Away During The Day” [2nd And Subsequent Offenses]
Public Displays Of Affection
Public Displays Of Affection [If Repetitive]
Bullying
Bullying [2nd And Subsequent Offenses]
Classroom Insubordination [Initial Incidence]
Insubordination: Chronic Or Severe [Noncompliance, And/Or Refusal To Follow Reasonable Directives Given By A Staff Member]
Excessive Talking
Off Task
Not Prepared For Class
Drinks / Food / Gum [With Clear Expectation For Your Class]
Missing Homework
Dishonesty
Passing Notes
Directed Profanity At Staff
Fighting
Vandalism
Verbal / Physical Intimidation
Weapons
Truancy / School / Teacher Detention
Theft
Gang Representation
Drug Violations
Arson
Sexual Harassment
Controlled Substances
Threats
Security Threat / Breach
Lewd Notes
Repeated / Severe Offenses

9. ATHS Average # of Referrals Day/Month

10. ATHS Referrals Sept.- Dec. 2009

11. ATHS # of Office Referrals

12. ATHS # of Referrals by Time of Day

13. ATHS Referrals by Location

14. Advisement: 1st floor hallway

15. Advisement: 2nd floor hallway

16. Making Meaning of Data
What data speaks to you? To your stakeholder group?
What strengths do you see? What are some patterns you are noticing?
What additional data would be helpful? What makes it helpful?
What additional questions does this data raise for you?
What about this data will you share with your stakeholder group? How?