Transcript Climate Collaboration

PBIS
Positive Behavior
Intervention
Support
PBF
Positive Behavior
Facilitation
Mary Bragg
Liza Thomas
Katina Wilcher
Margaret White
Ivy Williams
Carolyn Kodes-Atkinson
Peg Miller
Nurtured Heart
Dr. Susan Zola
Trudy Walters
Tom Grove
Procedures,
policies,
rules
Evidence
of Success
(Qualitative
and
quantitative
data)
Best Self:
Life-long
Learner
Positive
attitude,
beliefs,
intentions,
goals
DO I EXIST?
 AM I SAFE?
 AM I SEEN?
 AM I GOOD?
 DO I BELONG?
 CAN I BE ME?
 AM I VALUED?
 AM I LOVABLE?
 IS THERE ENOUGH?

We use data to monitor discipline
referrals and suspensions
 We use data to disaggregate by
location, day of week and time of day.
 We recognize the RtI pyramid in which
80% or more of the students are meeting
expectations.
 15% need monitoring and interventions
 5% need intensive support through
success cards, the level system and

 Staff
understand that we all, adults
and students, have behavior above
the waterline which is what people
see. Staff recognizes that what is
below the waterline is motivating that
behavior. This is true for all human
beings. When considering someone’s
behavior we think “what might be
going on below the waterline.”

Staff understand that conflict will occur. A
stressful event activates the child’s beliefs
and thoughts. They trigger the child’s
feelings. These feelings, not rational forces,
drive their inappropriate behavior. This
behavior can incite the adults. Adults can
mirror the behavior which can escalate the
situation into a power struggle. JMS staff
know that responding is based on cognition
or thought. Adults use logical and rational
thinking to offer a response that is helpful to
the situation.
JMS Pride Bracelets (Tier 1)
 Awesome Act Breakfast (Tier 1)
 HUGS Mentoring/Success Card (Tier 2)
 Group Mentoring (Tier 2)
 Marble System with Administrator(Tier 2)
 Level System (Tier 3)
 Building Intervention Team (Tier 3)
 One-Time Therapeutic Groups (Tier 1-3)


Awesome Act Breakfast
› First quarter we served 41 students and their
guests.
› Second Quarter we served 35 students and their
guests.
› Third quarter we have already had 21 students
submitted.

JMS Pride Wristbands
› Students are given a wristband that says “JMS
Pride” when they make a staff member proud.
Some teachers have them visible and hand
them out in classes throughout the quarter.
Some staff walk around with them, noting quality
student behavior.

Mr. Edward’s boys group
› A local fire fighter comes in several times a week to
work with 61 boys across grade levels.

1 on 1 mentor
› People in the community are set up with one student.
The mentors come in one day a week for about an
hour.

HUGS mentors (Hello Update Goodbye)
› A program within our school. A staff member/student
pair are connected. Three daily check ins are done
to help the student be successful.

M3 – Motivating More Males
› A local community member works with 10 students
per grade level once a week implementing a
specific curriculum to build character.

TALKS (12 students)
› TALKS is a mentor program designed by Rev.
Davis of Champaign which ideally matches
3 students ( a high, medium, and low
achieving student) and places them in a
group where they learn from each other and
are guided by the mentor. They are lead
through a designed curriculum that discusses
issues and challenges that young people
face in their lives.
Tier 2 Interventions
# of Students
Impacted
M3- Motivating More
Males
30 (10 per grade)
One to One Mentors
44
HUGs Mentors
40
Mr. Edward’s Group
61
Total
175/685

Marble System
› Students have cup in administrators office,
marbles are added for positive behavior
seen, visual of success in school
› Students check in with admin to track
progress and celebrate quarterly

Level System
› Reserved for students who are severely
struggling in academics, attendance , and
behavior
› Student privileges are revoked until behavior
improves. Several daily check-ins with ED
resource teacher who can provide support,
social skill instruction, and genuine positive
connection. Students move up levels,
earning privileges back one at a time.
› Students usually have a refusal period, then
when the program is consistent, they buy in,
make progress , and are thankful for system
by the time the graduate.
Tier 3
Interventions
Number of
Students Affected
Level System
2-10
Marble System
10-15
Total
12-25

Groups
› Appropriate Interactions
› Avoiding Physically or Verbally Aggressive
Situations
› Teaching Empathy and Bullying Prevention
Education (6th, 7th, 8th grade)
› Managing Peer Interactions (preventing
Horseplay, Drama and Instigating Behavior)

There are referral forms in the main office by
the mailboxes. Anyone can refer a student
as a proactive or reactive intervention.

Many local businesses donate their products or
gift cards
› Little Caesar’s, McDonalds, Subway, Old Chicago,
Dominoes', Jimmy John’s, Wal-Mart, Cracker Barrel,
Junior’s

Many local businesses donate products to help
with our events.
› Panera, County Market, The Original House of
Pancakes, Sonic, Starbucks, Cracker Barrel


Mentors, Families, and community members
are invited to all events.
Community members teach character building
groups through mentoring programs.

We welcome all staff members to come join
us during our meetings.
› We meet the 2nd and 4th Thursday of every
month.

We encourage all staff members to join
either one meeting or become part of our
team.
› We discuss multiple ideas or issues revolving
around discipline data.
› We will help you think through your ideas, find
solutions, and help implement them in your
classroom.