Transcript PBIS - Willmar

PBIS
Positive
Behavior
Intervention and
Supports
PBIS Team Members
Tiffany Johnson
Staci Wetterling
Liz Bridgland
Kris Egge
Kim Rosendahl
Sara Ebsen
Jamie Thompson
Why Do It?
•PBIS schools were more likely to:
•Achieve AYP
• Experience higher levels of academic achievement
•School safety
•Student attendance
•Decrease dropout rates
The Basics
•Set Clear Expectations
•Build Positive Relationships
•Teach Academic and Basic Social Skills
•Use Recognition and Rewards
•Classroom Management
•80% - Prevention 20% - Intervention
•Positive Interaction Ratio 4:1
PBIS Triangle
Behavior Matrix
Cardinal S.T.A.R.S. are successful learners who practice teamwork, acceptance,
respect, and safety.
Hallway
Successful
Bathroom
Lunchroom
* Keep your eyes on the
leaders
* Arrive on time
* Be quick and return to * Eat to energize your
learning
body and mind
* Eat first and talk
later
Teamwork
Accepting
Respectful
* Walk in a straight line
* Throw paper towels in
garbage
* Smile
* Respect others'
privacy
* Silent voices
Safe
* Keep hands and feet
to yourself
* Keep eyes forward
* Silent Voices
* Appropriate use of
toilet paper, paper
towels, and soap
* Walk
* Keep hands and feet
to yourself
* Wash hands
Learner(s)
* Wait your turn
* Encourage others to
clean up
* Appropriate Manners
* Welcome all friends
* Quiet Voices
* Clean up after
yourself
* Stay seated
* Walk
* Enjoy your own food
Playground
* Line up quickly and
quietly when you hear
the whistle
* Respect equipment
and return it to its
place
* Be a good sport
* Share equipment
* Be nice and take turns
* Include everyone
* Invite others to play
* Listen to playground
supervisors
* Use kind words when
speaking to others
* Keep hands and feet
to yourself
* Use equipment safely
Draft 8-19-13
S.T.A.R Tickets
Cardinal S.T.A.R.S. are Successful learners who
practice Teamwork, Acceptance, Respect, and Safety.
Cardinal S.T.A.R.S.
Thanks for showing your STAR behaviors. It makes
Roosevelt a better place. Keep up the good work!
Successful Learner
Teamwork
Accepting
Respectful
Safe
Name:_______________________________
Student Grade:
K 1 2
3
4
5
Staff Member:_____________________________
Breakfast S.T.A.R.S
•Breakfast STARS:
•Classroom teacher nominates 2 students from their class the last
Friday of the month.
•Dates are already scheduled!
•If there is a snow day, there will be no Breakfast STARS
that day.
•Sign up students the week before!
•Student nomination sheets will be posted in the office
•WHY?
•Allows PBIS helpers to spend more time with kids
•Staff can prepare the gift certificates a head of time
•To ensure students from each class attend
V.I.P. Lunch
V.I.P Lunch Reward:
•12 students are drawn on Wednesdays before the scheduled VIP
lunch
•The students drawn get to choose a friend to bring to the VIP lunch
•Thursday mornings the winners will be announced
•The “winners and their guests” will enjoy lunch at the VIP table.
Possible Ideas for VIP lunch table:
Red table cloths
Center piece
Candy for dessert
•The VIP Star behavior lunch will take place two Fridays a month
•Dates are already scheduled!
Staff S.T.A.R.S
•Star staff are nominated by other staff members each week.
• 2 staff members a week
•Mondays: Staff stars are announced
• A traveling trophy is given to the star staff members for the
week
•VIP Parking Spot
•Paper stars are given to place outside their doors
•Things staff can do to help:
•Remember to nominate your co-workers for the positive things they
do!
•WHY:
•OUR staff is wonderful so lets recognize that!
•Students are proud when their teachers are nominated!
•Classroom modeling promotes POSITVE BEHAVIORS
Major and Minor Behaviors
What is the difference between major and
minor behaviors?
•Major Behaviors are sent to the office *with a referral form*
•Minor Behaviors are handled in the classroom.
•If a behavior continues or is seen more than 3 times in one day, these
behaviors are still dealt with in the classroom if at all possible.
Minor
Problem Behaviors
Defiance
Disrespect
Disruption
Inappropriate
Language
Physical Aggression
Definitions
Examples
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Student engages in brief or low-intensity failure to
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follow directions or talks back.
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Student delivers low-intensity, socially rude or
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dismissive messages to adults or students.
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Saying the work is boring or stupid
Not completing tasks
Refusal to work
Not completing homework
Unmotivated
Refusal to cooperate
Not following directions
Lack of empathy
Rolling eyes/poking others
Resentment towards partnerships or groups (I don’t want to work with them.)
Complaining
Ignoring teacher (plugging ears, shutting eyes, slowness to respond)
Rudeness to adults
Argumentative
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Student engages in low-intensity, but
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inappropriate disruption.
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Student engages in low-intensity instance of
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inappropriate language.
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Student engages in non-serious, but inappropriate 
Hyperactive
Pouting setting self up as a victim
Tattling
Blurting out
Complaining
Improper dress/hygiene
Unfocused/off-task
Put downs
Violent language/drawings/games
Name calling
Horseplay (chasing, scuffing , or pushing where no one gets hurt)
physical contact.
Property Misuse
Student engages in low-intensity misuse of
property.
Other
Student engages in any other minor problem
behaviors that do not fall within the above
categories.
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Playing with toys/objects
Tipping chair
Scribbling or throwing items
Not managing property (not bringing backpacks, not putting belongings and
materials where they need to be)
MAJOR
Problem Behaviors
Definitions
Examples
Abusive Language/
Profanity
Student delivers verbal messages that include swearing, name calling, or use of
words in an inappropriate way.
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Swearing at someone
Threatening other students with harm
Bullying
The delivery of direct or technology-based messages that involve intimidation,
teasing, taunting, threats, or name calling.
Student engages in refusal to follow directions or talks back.
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Intimidation
Teasing
Taunting
Threats
Excessive name calling
Minor defiant behaviors that are continuous/chronic
Student delivers socially rude or dismissive messages to adults or students.
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Minor defiant disrespectful behaviors that are continuous/chronic
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Sustained loud talking
Yelling/Screaming
Creating noisy situations
Sustained out of seat behavior
Horseplay or roughhousing
Fists being used to punch
Pulling hair
Pushing or shoving that causes injuries to be checked by the nurse
Possessing, passing on, removing of someone else’s property
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Repeated threatening language
Statements that injure others
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Not being where directed
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Telling untruths to staff or others
Copying others
Horseplay that causes injury
Hitting , kicking, or punching
Hitting with an object
Hair pulling
Insubordination
Disrespect
Disruption
Student engages in behavior causing an interruption in a class or activity.
Disruption includes sustained loud talk, yelling, or screaming; noise with
materials; horseplay or roughhousing; and/or sustained out-of-seat behavior.
Fighting
Theft/Plagiarism
Harassment
Inappropriate Location
Lying/Cheating
Student is involved in mutual participation in an incident involving physical
violence.
Student is involved by being in possession of, having passed on, or being
responsible for removing someone else's property; or the student has signed a
person’s name without that person’s permission, or claims someone else’s work
as their own.
The delivery of disrespectful messages in any format related to gender,
ethnicity, sex, race, religion, disability, physical features, or other protected
class.
Student is in an area that is outside of school boundaries (as defined by school).
Student delivers message that is untrue and/or deliberately violates rules.
Physical Aggression
Student engages in actions involving serious physical contact where injury may
occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling,
scratching, etc.).
Property Damage
Skip class
Other Behavior
Student participates in an activity that results in destruction or disfigurement of 
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property.
Student leaves or misses class without permission.
Student engages in problem behavior not listed.
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Breaking chairs or desks
Damaging school or other students’ property
Not being where assigned
Referral Forms
Roosevelt Elementary School –Disciplinary Referral –K-5
Name: ___________________________
Date:_____________________
Time:____________
Teacher:__________________________
Grade K 1 2 3 4 5
Referring Staff:________________
Location: ___Bathroom ___Bus ___Cafeteria ___Classroom ___Hallway ___Allied Arts ___Playground ___Other__________
Problem Behaviors
Action Taken
Minor
Major
Possible Motivation
Consequences
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Abusive Language/Profanity
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Bullying
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Insubordination
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Disrespect
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Disruption
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Fighting
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Physical Aggression
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Theft/Plagiarism
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Harassment
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Inappropriate Location
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Lying/Cheating
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Property Damage
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Skip Class
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Other___________
Administrative Signature:
______________________
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Defiance
Disrespect
Disruption
Inappropriate Language
Physical Aggression
Property Misuse
Tardy
Technology Violation
Other___________
Obtain peer attention
Obtain adult attention
Obtain items/activities
Avoid Peer(s)
Avoid task or activity
Don’t Know
Other
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Conference with student
Discuss concerns with Classroom
Teacher/Case Manager
Restrain/Seclusion
Loss of Privilege
In school suspension (_____days)
Out of school suspension
(_____days)
Parent Contact_________
Restitution
Social Worker
Sent to another area
Time in Office (STOP and THINK)
Other ________________
Others involved in incident: ___None ___Peers ___Staff ___Teacher ___Unknown ___Other
Comments:__________________________________________________________________________________________
Do you need ideas or support with handling
minor behaviors?
•1st check out the website for examples and
interventions at www.pbisworld.com
•If two of the ideas were unsuccessful, please see
Tiffany Johnson!
•Tiffany will bring the concerns to the team!
•The team will meet every other Wednesday.
WE can …
•Create positive relationships.
•Teach expectations and procedures in
common areas.
•Use the referral form if you need to send a
student to the office.