Transcript What is PBIS? •PBIS (Positive Behavioral Interventions and Supports) is a systems approach to enhancing the capacity of schools to educate all.

What is PBIS?
•PBIS (Positive Behavioral Interventions and Supports) is a systems
approach to enhancing the capacity of schools to educate all children by
developing research–based, school-wide, and classroom discipline
systems.
•PBIS provides systems for schools to design, implement, and evaluate
effective school-wide, classroom, non-classroom, and student specific
discipline plans.
•PBIS is NOT a program or a curriculum, but a team-based process for
systemic problem solving, planning, and evaluation.
•PBIS has been nationally recognized by Congress as an effective system
for creating safer and more effective schools.
PBIS exists …
to meet the challenge of…
increasing schools capacity to…
• Respond effectively, efficiently, & relevantly
to range of problem behaviors observed in
schools
• Adopt, fit, & sustain research-based
behavioral practices
• Give priority to unified agenda of
prevention
• Engage in team-based problem solving
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Who is PBIS?
This year’s PBIS team consists of the following members:
Kindergarten
1st Grade
2nd Grade
4th Grade
Specialist
Para-educators
Counselor
Parents
Principal
Assistant Principal
Coach
Maureen Hudren
Mercedes Gill
Cassia Douglass
Elyse Michlewicz
Danny Benedetti
Arlene Gottlieb, Teresa Muder
Jennifer Jones
Holly Rothrock, Karen Revitz, &
Tracey Chambers
Anne Dardarian
Pam Parker
Susan Bogart, MCPS PBIS Coach
School-wide Aspects
•Common structure and language to deal with
behavior concerns “in this house”
•3 School Expectations & daily pledge on the AM
announcements:
Take Care of Yourself
Take Care of Each Other
Take Care of Our School
•“As a member of the Highland View family, I
_______ will take care of myself, others,
and our school.”
Eagle Incentives
• Positive expectations for different locations in the
building have been written
• Eagle and Big Eagle reinforce positive student
behaviors
• “Positive Postcards”
• Perfect 10
Earn an Eagle Certificate by getting 5 baby eagles in a week!
Mon.
Crabtree
Hudren
Mullaney
Justice
Gill
Fleet
Ott
Burns
Sharp
Feffer
Douglass
Crum
Martins
Mutafian
Weill
Michlewicz
Scarato
Gibson
Stonerook
Tues.
Wed.
Thurs.
Fri.
Implementation of “Stop & Think”
Social Skills School-wide Curriculum
• Easy to change moral knowledge - difficult to change moral
conduct
• To change moral conduct...
– Adults must model moral behavior
– Students must be taught social skills for success
• Behavior management problems are instructional problems.
• Process for teaching social behaviors & academic skills is
fundamentally same – introduce, model, practice skills using
role plays with feedback so responses become automatic in
emotional situations.
• Emphasis is on teaching functional & pro-social replacement
behaviors.
• Instructional supports for social skills are important.
“Stop & Think” Steps
• “I need to Stop and Think.”
• “I am going to make a good choice.”
• “What are my choices?”
pick appropriate skill & do steps:
showing listening, following directions,
DeBug, respecting personal space,
solving problems peacefully, etc.
• “Just do it.”
• “Good job!”
12
Traffic Light System
#1: Reminder = left side of GREEN
“Stop & Think” – hand signal or verbal
#2: Reminder = right side of GREEN
“____, you need to Stop & Think and
make a good choice.”
#3: Warning = left side of YELLOW
“Student Conference” using framework
“Stop & Think” language steps 1-5
#4: Warning = right side of YELLOW
“Time Out” / loss of privilege
#5: Consequence = left side of RED
“School Report” & Discipline Log
#6: Consequence = right side of RED
“Home Report” – signed & returned
13
Bully Prevention
• Created school-wide definition of bullying based on
Olweus research:
“Bullying is when…
1) One or more people are involved.
2) They hurt you or your things.
3) You feel hurt, scared, or left out over and over.”
• Every class completes bullying surveys each year
• At the beginning, there was a bullying assembly
discussed definition & bystander skills (Spring 2010)
• Bullying survey data used to strategically target
problems school-wide
• Staff using bully prevention through the use of Class
Meetings to support MCPS policy
• Data component of monitoring student
behaviors as well as school wide
behavioral concerns through Traffic Light
& office referral data (SWIS)
• *Bronze* PBIS Recognition Award
Spring 2010
• *Silver* PBIS Recognition Award
Spring 2011
Questions?