Transcript PBIS Overview

Purpose
To provide a rationale and overview of a
school-wide approach to positive behavior
interventions and supports:
What Teachers, Parents, & Students
Thought About Behavior at School
At Highland, disruptive and aggressive
behaviors were a daily issue
A simple, consistent means of dealing with
disruptive students was considered an area of
great need
When a problem behavior occurred…
When we experienced aversive situations,
we wanted interventions that produced
immediate relief
 Remove student
 Remove ourselves
 Modify physical environment
 Assign responsibility for change to student &/or others
When behavior didn't improve, we
"Got Tougher!"
 Zero tolerance policies
 Increased surveillance
 Increased suspension & expulsion
 In-service training by expert
 Alternative programming
……the predictable systems response!
This assumed that the student…
Is inherently “bad”
Will learn more appropriate behavior through
increased use of “aversives”
Will be better tomorrow…
Science of Behavior recommends:
Explicit teaching of social behaviors in context
Provision of consistent contingencies (both
positive and negative)
Explicit differentiated instruction for academic
success (e.g. reading & math)
Highland Baseline Office Referral Data
There were 34 suspensions during the 2006-
2007 school year (involving 25 students)
There were 250 office referrals during the
2006-2007 school year (involving 100
students)
In our first year of PBIS, the goal was to
decrease these numbers by 50%.
Using SWIS, we tracked our data by date,
time, location, and behavior.
What is our goal?
What needs to be
done?
How will progress
be monitored?
Data-Based
Action Plan
When do the
outcomes need to
be achieved?
Who needs to do
the work?
What resources are
needed?
How PBIS Looks at Highland
3 School-Wide Expectations
We are: Respectful
Responsible
Ready to Learn
 We teach and practice each expectation in ALL settings with positive
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reinforcement & immediate feedback
We integrate teaching of self-control and social skill strategies within
academic instruction
We continue to develop reward systems that use creative and
individualized rewards earned for meeting expectations
We involve all school employees in implementing the school-wide
plan
We monitor improvement in multiple areas
Highland Elementary School-Wide Expectations
Good Choice
Pledge
I am RESPECTFUL
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All Classroom
Settings
Hallways
Cafeteria
Bathrooms
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Raise your hand and wait to be
called upon.
Speak kindly to others.
Ask permission to use things.
Listen politely when others are
talking.
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Keep voice quiet.
Keep your feet quiet but moving.
Keep hands by your side.
Keep hallways neat and clean.
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Wait quietly in line.
Use good table manners.
Clean up eating area.
Speak kindly.
Use indoor voices.
Use a quiet voice.
Respect privacy.
Flush the toilet.
Turn off the faucet when you
finish washing your hands.
Use one paper towel and throw
used towels in trash can.
Treat others like you want to be
treated.
Include everyone in games.
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Playground
Arrival
Dismissal
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Follow adult directions.
Use indoor voices in halls and
cafeteria.
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Follow adult directions from
crossing guards and adults on
duty.
Follow directions from patrols.
Walk only on sidewalks.
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I am READY
TO LEARN
I am RESPONSIBLE
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Follow directions the first time
they are given.
Participate in classroom
activities.
Accept consequences without
arguing.
Take care of school property.
Follow directions the first time
they are given.
Stay with your class.
Have a pass when you are
alone.
Ask permission to get up from
the table.
Follow directions the first time
they are given.
Know your pin number.
Walk quietly to and from the
bathroom.
Always take a pass.
Wash your hands when you are
finished using the bathroom.
Return to class after using the
bathroom.
Follow directions from all adults.
Take care of our recess
equipment.
Use a pass to leave playground.
Arrive at school between 8:15
and 8:40.
Line up in assigned location or
go to cafeteria for breakfast.
Take all materials needed for
homework.
Go directly to your destination.
Use the crosswalks.
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Complete homework and class
work on time.
Have materials ready for work.
Do your best work.
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Face forward.
Walk in line; stay one block from
the student in front of you.
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Turn in lunch money before
school starts.
Eat first, talk later.
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Ask permission to use the
bathroom.
Sign out before exiting the
classroom.
Sign in when you return to the
classroom.
Return to your assignment.
Stay in recess areas.
Line up promptly with your class.
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Have all materials you will need
for school.
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Know how you are getting home.
Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Special Education processes
•Tutoring (Linkages, Sat. School)
•Linkages to Learning
•Parent-Community Coordinator &
Family Involvement Committee
Targeted Group Interventions
•Rdg & Math interventions
•Teacher/para trainings to
improve differentiation
•Words Their Way leveled
groups
•ESOL leveled support
Universal Interventions
•Student data notebooks
•Co-teaching models
•Readers’ notebooks
•Data Dialogues
•Effective Effort rubrics
1-5%
5-10%
80-90%
1-5%
5-10%
80-90%
Intensive, Individual Interventions
•Behavior Intervention Plans (BIPs)
•Counselor’s mentoring program
•Wii Rewards
•Linkages mental health services
•Alternative instructional setting
•After-school “work study”
Targeted Group Interventions
•Lunch Bunch/Morning Mtgs.
•Wii Rewards
•Girls On The Run
•Basketball Club
Universal Interventions
•Recognition Events
•Monthly Celebrations
•Saturday Soccer
•Parent Involvement activities
•Hawk Bill/School Store system
•Consistent Consequence plan
Positive Reinforcement at HES
 Hawk Bills are given in all settings as positive daily
reinforcement
 Teachers are free to design their own classroom systems
for awarding Hawk Bills
 Students track their total earned to “buy” privileges,
attend celebrations, or School Store items
 Each class sends the entire week’s Hawk Bills to office
for weekly grade-level “Student of the Week” drawings
 Each class visits School Store monthly
 Monthly events are held for students who consistently
demonstrate the 3 R’s of behavior
 Weekly staff awards and/or drawings are held
•PBIS Team provided Salad Bar Lunch for 1st day Back to School
•Coupons given at start of year for teacher supplies
•PBIS treats placed in mailboxes periodically
•Prize drawing for Staff Member of the Week who gets $5.00 gift card
•Highland gear with Hawk logo sold through Lands End
•Lottery held to give away baseball game tickets, etc.
•Prize drawings for those who donate to our Bake Sales
•Event plans assign “jobs” for everyone who is available
•Staff Softball & Kickball teams (Highland families attending games)
 Three levels of behaviors and consequences have been
identified in chart format for distribution to staff, parents,
and students:
LEVEL ONE- disruptive; does not require administrator or
completion of form unless chronic
LEVEL TWO- defiant; requires completion of classroom
documentation (Student Action Report)
LEVEL THREE- MCPS violation; requires administrative
decision/documentation and completion of
documentation (Office Referral Form)
Student
Action
Report
•Major problem behavior
•Dealt with by administrator
•Complete 3 SARs before
completing Office Referral Form
•Minor problem behavior
•Dealt with by teacher/staff
•Give 3 consequences before
completing SAR form
Office
Referral
Form
Highland's Outcomes
Number of problem behaviors has declined
Number of office referrals has been
significantly reduced
Academic engagement and performance
continue to improve as a result of increased
instructional time
Administrators have increased time for
instructional support
Parent participation is increasing
Suspensions & Office Referrals
2006-2009
MSA Data
2006-2008
Reading MSA Proficiency
100%
80%
60%
40%
20%
0%
All
Af. Am.
Hispanic
2006
2007
FARMs
Sp. Ed.
LEP
2008
Math MSA Proficiency
100%
80%
60%
40%
20%
0%
All
Af. Am.
Hispanic
2006
2007
FARMs
2008
Sp. Ed.
LEP
Buy-in
• Hawk Bills generate support
• Student-of-Week program
generates parent pride
Volunteers
• Monthly gain in # of volunteers
• PBIS funds gifts & supplies for
our Parent Volunteers
Classes
• Parent Coordinator runs Parent
Teams using PBIS methods
• Teams earn points for rewards
Publicize
Delegate
Work
Together
Just Ask
Listen &
Share
In Conclusion
Provide for the recognition of ALL students
Facilitate positive student/staff interactions
Positively address problem behaviors
Create an environment where ALL students
feel welcome and supported
Improve student behavior and achievement
Help prevent the development of more serious
and chronic behavior problems
 For more information contact
Scott Steffan, assistant principal
[email protected]