1. PBIS Positive Behavior Interventions & Supports

2. We know… To improve the academic success of our children, we must also improve their social success. Academic and social failures go hand in hand.

3. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT

4. Emphasis on Prevention at Each Level  Universal Level *Goal: To reduce new cases of problem behavior and/or academic failure  Secondary Level *Goal: To reduce current cases of problem behavior and/or academic failure  Tertiary/Wraparound Level *Goal: To reduce complications, intensity, severity of students with chronic problem behavior and/or academic failure

5. Logic for School-wide PBIS Schools face a set of difficult challenges today -Multiple expectations (Academic accomplishment, Social competence, Safety) -Students arrive at school with widely differing understandings of what is socially acceptable. -Traditional “get tough” and “zero tolerance” approaches are insufficient. -Faculty come with divergent visions of effective discipline. Individual student interventions -Effective, but can’t meet need School-wide discipline systems -Establish a social culture within which both social and academic success is more likely

6. Traditional Discipline vs. PBIS Traditional -Focuses on the student’s problem behavior -Relies on punishment to stop unwanted behavior PBIS -Replaces unwanted behaviors with new behaviors or skills -Alters environments -Teaches appropriate skills -Reinforces appropriate behaviors

7. Tier 1/Universal Practices of PBIS  Define -3 to 5 school-wide expectations  Teach/Pre-correct -cool tools/behavior lesson plans direct instruction -in-the-moment reminders  Model/Practice -adults model what they teach -students practice what we teach  Acknowledge -daily recognition – ex. Gotchas -weekly/quarterly grade-level/whole school celebrations  Re-teach -re-teach the expectations using different strategies -have the student practice the skill

8. School-Wide Behavioral Matrix Purposes: *Defines the expected behaviors for specific non-classroom settings: - hallways, gym, cafeteria, bus, bathrooms, assemblies, playground *Creates the “curriculum” that will guide the teaching of expected behaviors *Enhances communication and creates common language among staff and between students and staff

9. TITAN PRIDE P roductive R espectful I ndividuals D edicated to E ducation Expectation s HallRestroomCafeteriaClassroomEventsAssemblie s BusLocker Room/ Gym Media Center Respect Self & Others -Keep hands and feet to yourself -Make only positive comments to others -Walk on the right side -Touch each stair -Talk quietly -Keep hands and feet to yourself -Make only positive comments to others -Leave the restroom clean -Keep hands and feet to yourself -Use peaceful and appropriate language at ll times -Speak in a low volume -Place trash in the trash can -Touch only your own food -Speak to people at own table -Remain in line -Get everything the first time - Be quiet while the teacher is talking -Listen to peers share their answers and opinions -Show good sportsmanshi p - Support and respect the efforts of all participants with positive comments and applause -Respect opponents and officials - Give 100% effort -Listen to peers being recognized - Support and respect efforts of all participants with positive comments and applause -Follow rules of the driver -Remain in seat -Keep to your own space -Sit appropriately in your seat -Use appropriate language - Keep to self -Use only your belongings -Place all items in locker -Practice good personal hygiene - Keep negative comments to self -Respect personal space and individual differences -Demonstrate good sportsmanship -Use quiet voices -Be productive -Wait your turn -Respect others’ space -Keep hands, feet, and objects to yourself Respect Propert y -Hands and feet to self -Flush the toilet -Throw paper towels in the wastebasket -Turn the water off -Clean up after yourself -Keep to yourself -Use materials appropriately -Have necessary materials for class -Eat in designated areas -Clean up after yourself - Use stairs on the bleachers -Use the stairs on the bleachers -Maintain condition of the bus -Lock lockers -Open only your own locker -Use equipment properly -Gum and candy prohibited -Return books in good condition -Use paint sticks correctly -Push in chairs Respect Time -Keep moving -Take care of your business in a timely fashion and return to class -Leave when finished -Use time wisely -Get items the first time through the line -Make it to class on time -Use time wisely and hand homework in on time -Move during designated times -Be seated quickly -Be prepared to be called -Be on time -Move quickly to bus after school -Dress quickly-Return books on time -Have a purpose / agenda ready -Ask for help when needed

10. North School PBIS Matrix ExpectationsClassroomHallLunchPlaygroundRestroomBusGymAttire Take care of yourself ~Maintain physical and personal space ~Choose a positive attitude ~Be prepared to learn ~Walk ~Walk single file ~Keep your locker clean, inside & out ~Eat your own food ~Eat a nutritious lunch ~Use equipment properly ~Get help when needed ~Use soap and water to wash your hands ~Go directly to bathroom and return promptly ~Seat to seat & back to back ~Ride in your assigned seat ~Comply with all safety rules ~Sit in designated area ~Sit on line or back to wall ~Choose clothing appropriate for the weather ~Wear clothing, shoes & accessories that will allow for maximum learning opportunities Take care of your school ~Show pride in North School by keeping it clean ~Use equipment carefully ~Respect school property ~Walk on right side or specified area ~Close lockers quietly ~Eyes only on displays & lockers ~Clean up your area ~Place trash into the receptacle ~Food and condiments are for eating only ~Line up quickly when bell rings & prepare for entry ~Make sure toilet flushes ~3 pumps for a paper towel ~Place paper towels in trash ~Pick up trash ~Respect seats & property ~Be quiet when bell rings ~Be ready for the pledge of allegiance ~Show student pride by dressing for success Take care of others ~Use our quiet voice ~Use kind words ~Encourage the best in others ~Silent passage~Use your manners ~Use our quiet voice ~Follow all equipment and playground rules ~Include others ~Use kind words ~Use our quiet voice ~Respect other people's privacy ~Respect time ~Keep hands to yourself ~Use kind voices & words ~Watch out for others ~Use a kind voice ~Keep your hands to yourself ~Choose clothing that isn't a distraction and is respectful of others

11. Establish Procedures for Teaching Expected Behavior  Since behavioral skills are learned, it is necessary to teach expected behaviors to fluency as we would academic skills.  The purpose of Cool Tools/Behavior Lesson Plans is to teach behaviors like we teach academics.

12. “Why Should I Acknowledge Students for Something They Should Be Doing Anyway?”

13. Guidelines for Use of Acknowledgements School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle Move from -highly frequent to less frequent -predictable to unpredictable -tangible to social -other-delivered to self-delivered Individualize for students needing greater support systems

14. Why do we use data?  Data gives a picture of what’s happening behaviorally in the school  Sets baseline to measure improvement  Identifies need  Guides intervention planning  Measures effectiveness of interventions

15. PBIS Team CONSISTENTLY Review the Following Data/Graphs (Current to within 48 hours): The “Big Five” Reports Average per day per month By type of behavior By location By time of day By student Other Data Ethnicity Disability Attendance Detentions/Suspensions Academic -grades -missing work Etc.

21. Other Levels of Support… Secondary Systems Problem Solving Tertiary Systems

22. 3-Tiered System of Support Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

23. Benefits to Implementing PBIS with Integrity Safe, calm, and predictable environment Consistency among ALL adults and in ALL settings Gain of instructional minutes Fewer ODRs, suspensions and expulsions Engaged families have a positive effect on the school environment

24. What you can see in a PBIS School  Small number of positively stated & behaviorally appropriate school wide expectations.  Expectations are taught and encouraged.  Positive adult-to-student interactions exceed the negative.  Data & team-based action planning & implementation is happening.  Administrators are active participants in all aspects of implementation process.  More than 80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced and acknowledged.

25. What evidence of PBIS do you see in your building???

26. Do you see a small number of positively stated & behaviorally appropriate school- wide expectations???

27. Do you see that expectations are taught and encouraged???

28. Do you see that positive adult-to-student interactions exceed the negative???

29. Do you see that data & team-based action planning and implementation is happening???

30. Do you see your administrator as an active participant???

31. Do you see that more than 80% of students can tell you what is expected of them & can give a behavioral example because they have been taught, actively supervised, practiced, and acknowledged???

32. How can I support creating this consistent and positive environment for my student?  Be aware of and use the common language used at school.  Model the expectations so the students can see examples.  Help the students practice the expectations by using positive language. -helping them with what TO do, not what NOT TO do  Acknowledge students for success!

33. Tips for Teaching Behavior  Pre-correct  Have a plan for behavioral acting-out  Practice should be conducted in actual setting whenever possible  Use example and non-example  Use high frequency acknowledgments

34. How to Give an Acknowledgement? Example: Step 1: Acknowledge specific behavior Step 2: Tie back to school-wide expectations Example: Nice job sitting in your seat when the bell rang. Way to be there, be ready. Non-example: Giving ticket without saying anything Giving ticket for non-school wide expectations Only giving for “above and beyond” behavior