1. Positive Behavior Intervention and Support at Roberto Clemente M.S Positive Behavior Intervention and Support at Roberto Clemente M.S.

2. What do you know about PBIS?

3. What do you want to know about PBIS?

4. Why do we need PBIS? Clemente Disciplinary Data reflects the need for change Clemente Disciplinary Data reflects the need for change Staff surveys reflect the need for change Staff surveys reflect the need for change County Surveys reflect the need for change County Surveys reflect the need for change

5. Discipline Data 2006-07 Number of Incidents = 5339 (teacher and office) Time Spent = 80085 minutes @ 15 min. per incident = 1335 Hours = 167 Days @ 8 hr. per day Disrupt Class = 44 Days Insubordination = 30 Days Tardiness/Excessive Absence = 33 Days Other = 20 Days Skipping Detention = 15 Days Source: SAG Data 06-07

6. Behavior-Related Data Teacher Responses to the Staff Development “Survey” Activity

7. You were asked… What are your expectations for positive student behavior? Which positive behavior expectations do we need to teach our students? What are some ways to communicate positive behavior expectations to our students? How can we upgrade our discipline system in order to encourage positive behavior?

8. Most of you agree that… You expect students NOT to… Be disrespectful Touch what doesn’t belong to them Display affection publicly Bully or hurt others Leave messes and litter behind Run and yell in the hallways Be uncooperative We need to TEACH students to… Be on time to class Respect adults and each other Respect others’ property and personal space Be honest Say: Please, May I, I’m sorry, Thank you, and Excuse me Avoid saying: Shut up! You also feel that…

9. You suggest that we can communicate positive behavior expectations by… Being good role models positive behaviorPromoting positive behavior often and everywhere through P o s t e r s V i d e o s A n n o u n c e m e n t s Classroom lessons ActivitiesActivities C l a s s c l i m a t e Recognition & Reinforcement

10. You believe that we can reinforce positive behaviors by offering students…  Praise and positive reinforcement  Recognition through  Retail store gifts  Coupons for community businesses  Opportunities to participate in athletic and social activities  School supplies & materials  Tickets to games, dances, or movies  Money

11. The upgrade needed to the current discipline system you mention most often is CCCCONSISTENCY in Expectations Training Involvement Interpretation Implementation Accountability Administrators Teachers Students Families School staff Support groups BY

12. PBIS Staff Self Assessment Survey Response Staff Says:  Some items are in place already and are not a high priority for improvement.  Several items are a top priority for improvement.  Of those top priority items, the majority of you feel most of them are partially in place.  Some of you are split as to whether some items are partially in place or not in place at all  Most of you agree one item reported is not in place.

13. Top Items Staff Members Agree are in Place Procedures are in place to address emergency/dangerous situations. Procedures are in place to address emergency/dangerous situations. The school is required by the district to report on the social climate, discipline level or student behavior at least annually. The school is required by the district to report on the social climate, discipline level or student behavior at least annually. Expected student behavior & routines in classrooms are stated positively & defined clearly. Expected student behavior & routines in classrooms are stated positively & defined clearly.

14. Item (Staff agreement: 55% or higher) In Place Partially in Place Not in Place Small number of positively and clearly stated student expectations are defined. Expected student behaviors are taught directly. Consequences for problem behaviors are defined clearly. A team exists for behavior support planning & problem solving. High Priority Improvement Items

15. High Priority Improvement cont. Item (Staff agreement: 55% or higher) In Place Partially in Place Not in Place Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis. School-wide expected student behaviors apply to non- classroom settings. Problem behaviors receive consistent consequences. Procedures for expected & problem behaviors are consistent with school-wide procedures.

16. Item (Staff agreement: 55% or higher) In Place Partially in Place Not in Place Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. Assessments are conducted regularly to identify students with chronic behavior problems. A behavior support team responds promptly to students who present chronic problem behaviors. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies. High Priority Improvement cont.

17. “The definition of insanity is doing the same thing over and over and expecting different results.” Benjamin Franklin “You must be the change you wish to see in the world.” Mohandas Gandhi

18. So a change must occur! And PBIS WILL MAKE IT HAPPEN!

19. What is PBIS? PBIS is a 3 – 5 year process. PBIS is a 3 – 5 year process. Over 2,000 schools across the country - over 400 in Maryland – have implemented PBIS. Over 2,000 schools across the country - over 400 in Maryland – have implemented PBIS. 50% or more schools reduce their office referrals by 50% the first year. 50% or more schools reduce their office referrals by 50% the first year. This is a data driven program. This is a data driven program. PBIS is a process for creating safer and more effective schools. PBIS is a process for creating safer and more effective schools. PBIS focuses on improving a school’s ability to teach and support positive behavior for all students. PBIS focuses on improving a school’s ability to teach and support positive behavior for all students.

20. What is PBIS? (cont.) It is a SCHOOL-WIDE design for discipline. It is a SCHOOL-WIDE design for discipline. It is team-based systematic planning. It is team-based systematic planning. It is for (and by) ALL students, ALL staff, and in ALL settings. It is for (and by) ALL students, ALL staff, and in ALL settings. It is a program that can be upgraded as we go along. It is a program that can be upgraded as we go along. Each month we will analyze the discipline data. Each month we will analyze the discipline data. We will survey the staff, students, and parents for upgrades. We will survey the staff, students, and parents for upgrades.

21. What is different about PBIS? 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 Behavioral recognition system for kids doing the right thing

22. The 3 Major Components of PBIS Teaching appropriate behavior in all settings. Teaching appropriate behavior in all settings. Interventions when behavior expectations are not met. Interventions when behavior expectations are not met. Recognition when behaviors are met. Recognition when behaviors are met.

23. The Golden Hawk Says:  BE RESPECTFUL  BE RESPONSIBLE  BE SAFE OUR PBIS CORE VALUES

24. Remember! The Golden Hawk says, “Be Respectful! Be Responsible! Be Safe !” Clemente PBIS Expectations Matrix ClassroomCafeteriaBathroomsHallwaysBusesLibrary/ Computer Lab School Grounds Respect -Follow directions -Raise your hand -Use appropriate language -Use appropriate tone -Keep your hands & feet to yourself -Follow directions -Listen to adults -Exhibit good table manners -Keep food on your plate or in your mouth -Keep food in cafeteria -Respect the privacy of others -Keep the facilities clean -Keep hands & feet to yourself -Observe personal bubble space -Listen to adults in hallway -Use your quiet inside voice -Follow directions -Wait in line -Listen to the bus driver -Share seats -Use appropriate language -Follow directions -Use your quiet inside voice -Raise your hand to be recognized -Follow adult directions -Use appropriate language -Obey fire drill procedures Responsibility -Employ active listening -Participate actively -Stay in designated area -Clean up your eating area - Do your business & leave -Flush the toilet -Throw trash in appropriate receptacles -Carry a valid hall pass -Go straight to your destination -Use you own locker -Pick up litter -Stay seated while the bus is moving -Keep your body and belongings inside the bus -Follow Media Center & Computer Lab Rules -Use equipment correctly -Access only appropriate websites -Dispose of trash in appropriate receptacles -Use equipment correctly Safety -Keep your hands & feet to yourself -Wait in line for your turn -Keep your hands & feet to yourself -Report problems, vandalism, etc -Walk on the right -Wear appropriate shoes at all times -Keep hands & feet to yourself -Enter and exit in an orderly fashion -Stay in your seat -Report any incidents -Enter and exit in an orderly fashion -Stay in your seat -Report any incidents -Use equipment correctly -Keep hands & feet to yourself

25. Guidelines for Awarding “Clemente Bucks” Why? TTTThe Clemente Buck is a positive behavior recognition to encourage our students to consistently demonstrate Clemente’s core values: Be Respectful, Be Responsible, Be Safe. CCCClemente Bucks should ONLY be given to students who are consistently demonstrating Clemente’s core values. Who? AAAAll staff (teaching, office, building service, cafeteria, bus driver and substitute teacher) should be awarding Clemente Bucks. Staff = $1 Buck, Bus driver = $2 Buck, Substitute teacher = $3 Buck

26. Where? CC lemente Bucks should be linked to the appropriate behavior based on the locations in the Expectations Matrix. When? CC lemente Bucks should be given immediately to students when a behavior in the Expectations Matrix is consistently observed. Guidelines for Awarding “Clemente Bucks” cont.

27. How? WWWWhen you award the Clemente Bucks to a student, the student should know exactly why he/she is getting the recognition. The reason should be valid and connected to the core values: Be Respectful, Be Responsible, Be Safe. CCCCircle one of the three core values on the buck to denote which behavior is being recognized. PPPPrint the student’s first and last name and sign your name legibly in ink.

28. Additional information 1.See your team leader or department head to restock on bucks. 2.Try to hand out a minimum of 5 bucks per day. WHAT 3.Focus on WHAT you are giving out Clemente Bucks for, rather than on how many. 4.Don’t use Clemente Bucks as coercion “If you don’t do this, I’m not giving you a Clemente Buck.”

29. What is a Clemente Buck?

30. Where will students spend their Clemente Bucks? At the Clemente Store! LLLLocated on the stage in the cafeteria OOOOpen every Friday during lunch IIIItems priced according to value SSSStudents can view items online

31. Recognitions for individual students may include the following:  Ice Cream Passes  Target Gift Certificates  McDonald’s Coupons  Wal-Mart Gift Certificates  Dance Passes  Movie Passes  Game Passes  Bags/Freebies  Six Flags Passes  Grade Level Rewards  dances, movie nights, etc.

32. Grade Level Student Recognition Peace Days Any particular day when there are NO office referrals that disrupt the peace of the school. Any particular day when there are NO office referrals that disrupt the peace of the school. Result = 1 Peace Day Office referrals that will result in a lost Peace Day: TBD Office referrals that will result in a lost Peace Day: TBD When a particular grade accumulates a certain target level of peace days, the entire grade will be recognized. When a particular grade accumulates a certain target level of peace days, the entire grade will be recognized. The target levels are: 5, 15, 30, 50, 75, and 100 days. The target levels are: 5, 15, 30, 50, 75, and 100 days.

33. Staff Recognition PPPPublic recognition for giving out Clemente bucks. GGGGolden fire boot for staff whose class has best Fire Drill behavior. BBBBuilding service recognition for cleanest classroom/ stations. PPPPublic recognition for student attendance. PPPParking in an administrator’s parking space for a week. AAAAdministrator/SDT/Counselor class coverage. AAAAdministrator/SDT/Counselor walk class to lunch. MMMMovie passes GGGGift certificates

34. Interventions for staff and students

35. SURFACE MANAGEMENT STRATEGIES Non-verbal Non-verbal Verbal Verbal Positive Responses by Teachers

36. THE ALTERNATIVE TEACHER THE ALTERNATIVE TEACHER How and when will the alternative teacher be utilized?  After previous strategies have been implemented without positive results, the alternative teacher can be used as a resource.  When a student has been identified in the EMT process as needing behavioral interventions and support. *The alternative teacher should not be used as a quick fix for student behavior problems.*

37. Staff Managed Behaviors  Tardiness (on 3rd tardy, enter student into Response System)  Non-compliance with staff direction  Classroom disruption  Bullying  Inappropriate language  Failure to serve teacher assigned detention  Unprepared for class  Leaving the classroom without permission  Skipping class  Inappropriate hallway behavior  Inappropriate computer use  Inappropriate locker behavior  Dress code violation  Throwing objects  Eating/drinking in class  Academic dishonesty  Inappropriate language  Sleeping in class  Carrying backpack  Electronic devices/cell phones (visible and/or on)

38. Office Managed Behaviors  Bomb Threat/False Alarm  Possession of a Weapon/Explosive Device  Threats of bringing/using Weapons  Fighting/Physical Aggression  Physical Assault/Harassment  Intimidation  Sexual Harassment/Sexual Offense  Loitering  Theft/Burglary  Verbal Abuse and/or Threat of Violence  Inappropriate Bus Behavior  Failure to Identify Oneself  Truancy  Vandalism/ Property Damage  False Fire Alarm or Arson  Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol  Leaving the Classroom without Permission  Forgery/Extortion  Gambling  Chronic Violation of Teacher Managed Behaviors  Possession/Use of Imitation Weapons  Possession/Use of Imitation Drugs  Possession of Drug Paraphernalia

39. Response System

40. SMB (Staff Managed Behavior Form)

41. Office Referral Form

42. Lessons to Teach Rules and Core Values

43. PBIS Lessons (August 2007)

44. Overview of the Lessons Lesson 1: Components of PBIS Lesson 2.1: Be Respectful Lesson 2.2: Be Responsible Lesson 2.3: Be Safe Lesson 3: Expectations in Specific Setting Lesson 4: Recognition Lesson 5: The Response System Lesson 6: Application

45. Objectives for the Lessons Describe the components of PBIS Describe examples and non-examples of respectful, responsible, and safe behaviors Identify the rules for each school setting and demonstrate behavior to follow the rules Identify and explain recognition processes for consistent positive behavior

46. Objectives for the Lessons Identify and explain the response system for inappropriate behavior and the supports for helping to improve behavior Identify and describe behaviors that are examples and non-examples of the Golden Hawk Code of Conduct

47. Lessons Objectives and agendas Activators and summarizers Scripted lesson plan Student handouts Teacher copies of handouts and visuals

48. Lesson Overview Pair and group work 30 minutes (Lesson 1, 2.1, 2.2, 2.3, 4, 5, 6) 78 minutes (Lesson 3)

49. Lesson 1: Components of PBIS School-wide Expectations and Rules Recognition The Response System

50. Lesson 2.1: Respect Definitions Student- generated examples for class discussion Student examples for practice

51. Lesson 2.2: Responsible Scenario My Job as a Student Class Chart Student Reflection and Goals Setting

52. Lesson 2.3: Safety Agree or Disagree Examples and Non-Examples

53. Lesson 3: Teaching the Rules Rules for Specific Settings Teaching of the Rules Visioning

54. Lesson 3: Teaching the Rules You will teach each rule in 10 minutes for each location (including travel time) One team will be out of their classroom at a time. Classroom, bus, and bathroom rules will be taught in the classroom. School grounds, hallway, and cafeteria rules will be taught on location (schedule)

55. Lesson 3: Teaching the Rules Follow the steps to teach the rules and modify as necessary Team leaders and the grade level administrator will teach cafeteria rules to the whole team in the cafeteria Plan for hallway teaching of the rules by team Plan for school ground teaching of the rules by team

56. Lesson 4: Recognition Recognition in the Workplace Clemente Bucks Peace Days Input on Recognition

57. Lesson 5: The Response System Workplace Consequences The Response System Staff Managed Behavior Form Office Referral Form

58. Lesson 6: Application Examples and Non- examples Option 1: Student Examples Option 2: Rules practice Option 3: Application

59. Reminders Need more copies of student handouts or want to read the lessons now? –T-shared –Pam or Brett Lesson packets in mailbox by end of the day on Wednesday (look for a used pocket folder)

60. Scenarios

61. Summarizer

62. Core Team Members JJJJohn Mangrum – Team Leader DDDDonna Lemon JJJJames Richard PPPPam Lloyd MMMMary Holmes KKKKitty Shuler SSSStacy Markowitz AAAAshley Palmer SSSSusi Pully BBBBrett DeMunter PPPPat Bradley

63. Bin Items