Transcript Positive Behavior Intervention and Support at Roberto Clemente M.S. What do you know about PBIS?

Positive Behavior
Intervention and Support
at
Roberto Clemente M.S.
What do you know
about PBIS?
What do you want to
know about PBIS?
Why do we need PBIS?
Clemente Disciplinary Data
reflects the need for change
Staff surveys reflect the need
for change
County Surveys reflect the
need for change
Discipline Data
2006-07
Number of Incidents = 5339 (teacher and office)
Time Spent = 80085 minutes @ 15 min. per incident
= 1335 Hours
= 167 Days @ 8 hr. per day
Disrupt Class
= 44 Days
Insubordination
= 30 Days
Tardiness/Excessive Absence
= 33 Days
Other
= 20 Days
Skipping Detention
= 15 Days
Source: SAG Data 06-07
Behavior-Related Data
Teacher Responses to the
Staff Development “Survey” Activity
You were asked…
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What are your expectations for positive
student behavior?
Which positive behavior expectations do we
need to teach our students?
What are some ways to communicate positive
behavior expectations to our students?
How can we upgrade our discipline system in
order to encourage positive behavior?
Most of you
agree that…
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You expect
students NOT to…
Be disrespectful
Touch what doesn’t belong to
them
Display affection publicly
Bully or hurt others
Leave messes and litter
behind
Run and yell in the hallways
Be uncooperative
You also
feel that…
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We need to TEACH
students to…
Be on time to class
Respect adults and each other
Respect others’ property and
personal space
Be honest
Say: Please, May I, I’m sorry,
Thank you, and Excuse me
Avoid saying: Shut up!
You suggest that we can
communicate positive
behavior expectations by…
• Being good role models
• Promoting positive behavior often
and everywhere through
•Classroom lessons
•Recognition & Reinforcement
You believe that we can
reinforce positive behaviors
by offering students…
Praise and positive reinforcement
Recognition through
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Retail store gifts
Coupons for community businesses
Opportunities to participate in athletic and
social activities
School supplies & materials
Tickets to games, dances, or movies
Money
The upgrade needed
to the current discipline system
you mention most often is
CONSISTENCY
BY
in
BY
Expectations
Training
Teachers
Involvement
Interpretation
Implementation
Accountability
Families
PBIS Staff Self Assessment
Survey Response
Staff Says:
 Some items are in place already and are not a high
priority for improvement.
Several items are a top priority for improvement.

Of those top priority items, the majority of you feel most of
them are partially in place.
Some of you are split as to whether some items are
partially in place or not in place at all
Most of you agree one item reported is not in place.

Top Items Staff Members
Agree are in Place
• Procedures are in place to address
emergency/dangerous situations.
• The school is required by the district
to report on the social climate,
discipline level or student behavior at
least annually.
• Expected student behavior & routines
in classrooms are stated positively &
defined clearly.
High Priority Improvement Items
Item
(Staff agreement: 55% or higher)
Small number of positively
and clearly stated student
expectations are defined.
Expected student behaviors
are taught directly.
Consequences for problem
behaviors are defined clearly.
A team exists for behavior
support planning & problem
solving.
In Place
Partially
in Place
Not in
Place
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High Priority Improvement
Item
(Staff agreement: 55% or higher)
In Place
Partially
in Place
Not in
Place
Patterns of student problem
behavior are reported to
teams and faculty for active
decision-making on a regular
basis.
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School-wide expected student
behaviors apply to nonclassroom settings.
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Problem behaviors receive
consistent consequences.
Procedures for expected &
problem behaviors are
consistent with school-wide
procedures.
cont.
High Priority Improvement
Item
(Staff agreement: 55% or higher)
Classroom-based options exist
to allow classroom instruction
to continue when problem
behavior occurs.
Assessments are conducted
regularly to identify students
with chronic behavior
problems.
A behavior support team
responds promptly to students
who present chronic problem
behaviors.
School includes formal
opportunities for families to
receive training on behavioral
support/positive parenting
strategies.
In
Place
Partially
in Place
cont.
Not in
Place
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“The definition of insanity is doing
the same thing over and over and
expecting different results.”
Benjamin Franklin
“You must be the change you wish to
see in the world.”
Mohandas Gandhi
So a change
must occur!
And
PBIS WILL MAKE IT
HAPPEN!
What is PBIS?
• PBIS is a 3 – 5 year process.
• Over 2,000 schools across the country -
over 400 in Maryland – have implemented
PBIS.
• 50% or more schools reduce their office referrals
by 50% the first year.
• This is a data driven program.
• PBIS is a process for creating safer and
•
more effective schools.
PBIS focuses on improving a school’s
ability to teach and support positive
behavior for all students.
What is PBIS?
(cont.)
• It is a SCHOOL-WIDE design for discipline.
• It is team-based systematic planning.
• It is for (and by) ALL students, ALL staff, and
in ALL settings.
• It is a program that can be upgraded as we
go along.
• Each month we will analyze the discipline data.
• We will survey the staff, students, and parents for
upgrades.
What is different
about PBIS?
 Organized system of Positive Behavior
management in all settings
 Organized system of disciplinary actions
 Clear school wide expectations with
incentives and consequences
 Actual teaching of Positive Behavior
Expectations
 Behavioral recognition system for kids
doing the right thing
The 3 Major
Components
of PBIS
 Teaching appropriate behavior in all
settings.
 Interventions when behavior
expectations are not met.
 Recognition when behaviors are met.
OUR PBIS CORE VALUES
The Golden Hawk Says:
BE RESPECTFUL
BE RESPONSIBLE
BE SAFE
Remember!
The Golden Hawk says, “Be Respectful! Be Responsible! Be Safe!”
Clemente PBIS Expectations Matrix
Classroom
Cafeteria
Bathrooms
Respect
-Follow
directions
-Raise your
hand
-Use
appropriate
language
-Use
appropriate
tone
-Keep your
hands & feet to
yourself
-Follow
directions
-Listen to adults
-Exhibit good
table manners
-Keep food on
your plate or in
your mouth
-Keep food in
cafeteria
-Respect the
privacy of
others
-Keep the
facilities clean
Responsibility
-Employ active
listening
-Participate
actively
-Stay in
designated area
-Clean up your
eating area
Safety
-Keep your
hands & feet to
yourself
-Wait in line for
your turn
-Keep your
hands & feet to
yourself
Hallways
Buses
Library/
Computer Lab
School
Grounds
-Keep hands &
feet to yourself
-Observe
personal bubble
space
-Listen to adults
in hallway
-Use your quiet
inside voice
-Follow
directions
-Wait in line
-Listen to the
bus driver
-Share seats
-Use
appropriate
language
-Follow directions
-Use your quiet inside
voice
-Raise your hand to
be recognized
-Follow adult
directions
-Use appropriate
language
-Obey fire drill
procedures
- Do your
business &
leave -Flush the
toilet
-Throw trash in
appropriate
receptacles
-Carry a valid
hall pass
-Go straight to
your destination
-Use you own
locker
-Pick up litter
-Stay seated
while the bus is
moving
-Keep your
body and
belongings
inside the bus
-Follow Media Center
& Computer Lab
Rules
-Use equipment
correctly
-Access only
appropriate websites
-Dispose of trash in
appropriate
receptacles
-Use equipment
correctly
-Report
problems,
vandalism, etc
-Walk on the
right
-Wear
appropriate
shoes at all
times
-Keep hands &
feet to yourself
-Enter and exit
in an orderly
fashion
-Stay in your
seat
-Report any
incidents
-Enter and exit in an
orderly fashion
-Stay in your seat
-Report any incidents
-Use equipment
correctly
-Keep hands & feet
to yourself
Guidelines for Awarding
“Clemente Bucks”
Why?
 The Clemente Buck is a positive behavior recognition
to encourage our students to consistently
demonstrate Clemente’s core values:
Be Respectful, Be Responsible, Be Safe.
 Clemente Bucks should ONLY be given to students
who are consistently demonstrating Clemente’s core
values.
Who?
 All staff (teaching, office, building service, cafeteria,
bus driver and substitute teacher) should be
awarding Clemente Bucks.
Staff = $1 Buck, Bus driver = $2 Buck, Substitute teacher = $3 Buck
Guidelines for Awarding
“Clemente Bucks” cont.
Where?
Clemente Bucks should be linked to the
appropriate behavior based on the locations in
the Expectations Matrix.
When?
Clemente Bucks should be given immediately to
students when a behavior in the Expectations
Matrix is consistently observed.
Guidelines for Awarding
“Clemente Bucks” cont.
How?

When you award the Clemente Bucks to a student,
the student should know exactly why he/she is
getting the recognition. The reason should be valid
and connected to the core values:
Be Respectful, Be Responsible, Be Safe.
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Circle one of the three core values on the buck to
denote which behavior is being recognized.
Print the student’s first and last name and sign your
name legibly in ink.
Guidelines for Awarding
“Clemente Bucks” cont.
Additional information
1. See your team leader or department head
to restock on bucks.
2. Try to hand out a minimum of 5 bucks per
day.
3. Focus on WHAT you are giving out
Clemente Bucks for, rather than on how
many.
4. Don’t use Clemente Bucks as coercion
“If you don’t do this, I’m not giving you
a Clemente Buck.”
What is a
Clemente Buck?
Where will students spend
their Clemente Bucks?
At the Clemente Store!
 Located on the stage in the cafeteria
 Open every Friday during lunch
 Items priced according to value
 Students can view items online
Recognitions for individual
students may include the
following:
Ice Cream Passes
Target Gift
Certificates
McDonald’s Coupons
Wal-Mart Gift
Certificates
Dance Passes
Movie Passes
Game Passes
Bags/Freebies
Six Flags Passes
Grade Level
Rewards
 dances, movie
nights, etc.
Grade Level
Student Recognition
Peace Days
 Any particular day when there are NO office
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referrals that disrupt the peace of the school.
Result = 1 Peace Day
Office referrals that will result in a lost Peace Day:
TBD
When a particular grade accumulates a certain
target level of peace days, the entire grade will be
recognized.
The target levels are: 5, 15, 30, 50, 75, and 100 days.
Staff
Recognition
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Public recognition for giving out Clemente bucks.
Golden fire boot for staff whose class has best Fire
Drill behavior.
Building service recognition for cleanest
classroom/ stations.
Public recognition for student attendance.
Parking in an administrator’s parking space for a
week.
Administrator/SDT/Counselor class coverage.
Administrator/SDT/Counselor walk class to lunch.
Movie passes
Gift certificates
Interventions
for staff and
students
SURFACE MANAGEMENT
STRATEGIES
Positive Responses by Teachers
• Non-verbal
• Verbal
THE ALTERNATIVE
TEACHER
How and when will the alternative teacher be utilized?
 After previous strategies have been
implemented without positive results, the
alternative teacher can be used as a resource.
 When a student has been identified in the
EMT process as needing behavioral
interventions and support.
*The alternative teacher should
not be used as a quick fix for
student behavior problems.*
Staff Managed Behaviors
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Tardiness (on 3rd tardy, enter student into Response System)
Non-compliance with staff direction
Classroom disruption
Bullying
Inappropriate language
Failure to serve teacher assigned detention
Unprepared for class
Leaving the classroom without permission
Skipping class
Inappropriate hallway behavior
Inappropriate computer use
Inappropriate locker behavior
Dress code violation
Throwing objects
Eating/drinking in class
Academic dishonesty
Inappropriate language
Sleeping in class
Carrying backpack
Electronic devices/cell phones (visible and/or on)
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Office Managed Behaviors
Bomb Threat/False Alarm
Possession of a Weapon/Explosive Device
Threats of bringing/using Weapons
Fighting/Physical Aggression
Physical Assault/Harassment
Intimidation
Sexual Harassment/Sexual Offense
Loitering
Theft/Burglary
Verbal Abuse and/or Threat of Violence
Inappropriate Bus Behavior
Failure to Identify Oneself
Truancy
Vandalism/ Property Damage
False Fire Alarm or Arson
Possession/Distribution/Use of OTC Medication, Controlled Substance,
Tobacco, or Alcohol
Leaving the Classroom without Permission
Forgery/Extortion
Gambling
Chronic Violation of Teacher Managed Behaviors
Possession/Use of Imitation Weapons
Possession/Use of Imitation Drugs
Possession of Drug Paraphernalia
Response System
SMB
(Staff Managed Behavior Form)
Office Referral Form
Lessons to Teach
Rules and Core Values
PBIS Lessons (August 2007)
Overview of the Lessons
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Lesson 1: Components of PBIS
Lesson 2.1: Be Respectful
Lesson 2.2: Be Responsible
Lesson 2.3: Be Safe
Lesson 3: Expectations in Specific Setting
Lesson 4: Recognition
Lesson 5: The Response System
Lesson 6: Application
Objectives for the Lessons
• Describe the components of PBIS
• Describe examples and non-examples of
respectful, responsible, and safe behaviors
• Identify the rules for each school setting
and demonstrate behavior to follow the
rules
• Identify and explain recognition processes
for consistent positive behavior
Objectives for the Lessons
• Identify and explain the response
system for inappropriate behavior and
the supports for helping to improve
behavior
• Identify and describe behaviors that
are examples and non-examples of the
Golden Hawk Code of Conduct
Lessons
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Objectives and agendas
Activators and summarizers
Scripted lesson plan
Student handouts
Teacher copies of handouts and visuals
Lesson Overview
• Pair and group work
• 30 minutes (Lesson 1, 2.1, 2.2,
2.3, 4, 5, 6)
• 78 minutes (Lesson 3)
Lesson 1: Components of PBIS
• School-wide
Expectations and
Rules
• Recognition
• The Response
System
Lesson 2.1: Respect
• Definitions
• Studentgenerated
examples for
class discussion
• Student
examples for
practice
Lesson 2.2: Responsible
• Scenario
• My Job as a
Student
• Class Chart
• Student
Reflection and
Goals Setting
Lesson 2.3: Safety
• Agree or
Disagree
• Examples and
Non-Examples
Lesson 3: Teaching the Rules
• Rules for
Specific Settings
• Teaching of the
Rules
• Visioning
Lesson 3: Teaching the Rules
• You will teach each rule in 10 minutes for
each location (including travel time)
• One team will be out of their classroom at
a time.
• Classroom, bus, and bathroom rules will
be taught in the classroom.
• School grounds, hallway, and cafeteria
rules will be taught on location (schedule)
Lesson 3: Teaching the Rules
• Follow the steps to teach the rules and
modify as necessary
• Team leaders and the grade level
administrator will teach cafeteria rules to
the whole team in the cafeteria
• Plan for hallway teaching of the rules by
team
• Plan for school ground teaching of the
rules by team
Lesson 4: Recognition
• Recognition in
the Workplace
• Clemente Bucks
• Peace Days
• Input on
Recognition
Lesson 5: The Response System
• Workplace
Consequences
• The Response
System
• Staff Managed
Behavior Form
• Office Referral
Form
Lesson 6: Application
• Examples and Nonexamples
• Option 1: Student
Examples
• Option 2: Rules
practice
• Option 3:
Application
Reminders
• Need more copies of student handouts or want to
read the lessons now?
– T-shared
– Pam or Brett
• Lesson packets in mailbox by end of the day on
Wednesday (look for a used pocket folder)
Scenarios
Summarizer
Core Team Members
 John Mangrum – Team Leader
 Donna Lemon
 James Richard
 Pam Lloyd
 Mary Holmes
 Kitty Shuler
 Stacy Markowitz
 Ashley Palmer
 Susi Pully
 Brett DeMunter
 Pat Bradley
Bin Items