2. PBSIS Climate Assessment Summary Your School Name

3. PBSIS Team Members Universal Team Members Insert your team member list Support Members Meeks We welcome your involvement… Please contact a PBSIS member if you would like to be more involved

4. “Stepping onto a brand-new path is difficult….” Maya Angelou

5. Survey Says….. What factors do you think are the strongest predictors of academic achievement and positive behaviors? – Supportive teacher behaviors (e.g., caring, helpfulness, quality of interactions, listening, etc.) – Positive relationships with teachers (e.g., trust, support, sense of being valued and welcomed) – Having positive relationships with peers (e.g., sense of belonging to a group, confidants, encouragement, meaningful time spent together)

6. Our Task, Is to Create Environments That Foster School Connectedness Encourage positive relationships between students and adults Encourage positive interactions between students Display caring Create forums for students to be heard Provide lots of social praise Have clear expectations and routines Provide help, support, and intervention quickly

7. School-wide Positive Behavior Support The Means to Achieving a Positive Climate Is a multi-tiered intervention model Offers a continuum of intervention to address all students’ needs Emphasizes shifting the point of intervention from reactive to proactive Based on an extensive body of evidence

8. School-Wide Positive Behavior Support A National Intervention Model 44 states with training initiatives A Federally funded data-base and website: www.pbis.org www.pbis.org More than 18,000 schools implementing Newly formed Regional PBIS Northeast Network A dedicated journal: Journal of Positive Behavioral Interventions A national association: Association for Positive Behavior Support (www.apbs.org) with an annual national conference

9. All staff will: Use consistent expectations Increase giving positive feedback Consistently apply the Office Conduct Referral procedures Effectively redirect occurrences of behavior Use function based problem solving to Constructively reflect on behavior incidents Independently problem solve to address emerging behavior issues Universal Intervention Tier Secondary Intervention Tier Early intervention for at risk students: Articulate at-risk indicators Link Office conduct decisions & intervention planning Use function based problem solving to guide intervention development Comprehensive individualized planning using function based problem solving to result in students being successful in general education programs Tertiary Intervention Tier ALL STAFF I & RS CST

10. GOALS - What We Want to Accomplish by Implementing School-wide PBSIS: Promote a positive climate for students & staff Be more proactive so we can prevent behavior issues Increase consistency in what we expect from students and how we communicate those expectations Be more constructive in the types of interventions we are using with students who engage in repeated problem behaviors

11. We Want Your Input and Participation The PBSIS team will be asking for your feedback at every stage of the planning process: – We will show you proposals and ask for you input – We will survey your opinion – We will involve you in small group discussions & activities to influence planning decisions Please contact [insert name] if you would like to be more involved

12. “Judging is preventing us from understanding a new truth. Free yourself from the rules of old judgments and create the space for new understanding.” Steve Maraboli

13. Purpose of the Self Assessment To develop a profile of our school’s strengths and planning needs related to climate and student behavior To engage students, staff and parents in providing input To use data inform our decision making process

14. Data Sources: [Insert] # completed staff surveys [Insert] # completed parent surveys [insert] # completed student surveys Benchmarks of Quality Indicator Checklist Building Walkthrough Review of Office Conduct Referral and Suspension Data

15. Overall PBSIS Implementation Profile To insert graphs: – Click on the graph in excel – Right click – copy – Click on the powerpoint slide and paste – Adjust the size of the graph by clicking on the edge of the graph and pulling on the corner handles

16. Welcoming Atmosphere Insert graph from excel template

17. Social & Conduct Expectations Insert graph from excel template

18. Teaching School-Wide Expectations Insert graph from excel template

19. Recognition and Positive Feedback Insert graph from excel template

20. Supervision & Conduct Insert graph from excel template

21. Routines & Procedures Insert graph from excel template

22. Data Based Decision Making Insert graph from excel template

23. Communication & Professional Development Insert graph from excel template

24. Strengths & Planning Needs

25. Gallery Walk Activity Divide into your groups Go to your assigned planning area (e.g., welcoming atmosphere) You have 4 minutes to generate a list of strengths and planning needs Document your list on the worksheet Listen for the cue to move to the next graph

26. Strengths 70% or greater agreement Emerging Strength 50-69% agreement Planning Needs 49% or less agreement Welcoming Atmosphere Social & Conduct Expectations Teaching School- Wide Expectations

27. Our Next Steps February - March Attend Day 2 of Universal Intervention training Develop an overarching school-wide expectations framework Define the framework using positive & actionable language for each area of the building Solicit input from staff and students about how to frame expectations in our building