Transcript PBIS: Beyond the Code of Conduct Presenters: Tricia McCarthy and Kasi Klingbiel

PBIS: Beyond the Code of Conduct
Presenters: Tricia McCarthy and Kasi
Klingbiel
What Has Been Schools “Common”
Response to Behavior Problems?

Clamp down on Rule violators

Review Rules and Code of Conduct

Extend continuum of aversive consequences

Improve consistency for use of punishments

Establish “bottom line”, Get Tough
Negative Teaching of Behavior
Don’t Wear Hats
 Don’t Run in Hallways
 Don’t Be Rude
 Don’t Yell
 Don’t Arrive Late

Deliver Consequences
Science of behavior has taught
us that students….
Are NOT born with “bad behaviors”
 Do NOT learn better behaviors when
presented with aversive consequences

...Do learn better ways of behaving
by being taught directly &
receiving positive feedback
PBIS “BIG IDEAS”

Establish and sustain a positive school climate

Maximize academic engagement & achievement

Minimize rates of rule violating behavior

Explicit instruction and modeling of expected behaviors in
specific settings (cafeteria, bathrooms, etc.)

Encourage Respectful, Responsible, and Safe behaviors

Emphasize importance of data-based decision making
PBIS is NOT…
A program or a curriculum

It IS a team-based process for systemic
problem solving, planning, and evaluation.
It is an approach to creating an
environment within which school-based
teams of educators are trained:
– Systems change
– Effective behavior management principles and practices; and
– Applications of research-validated instruction and management
practices.
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
Where do you start?
Classroom Accountability
•
Classroom Managed
– Language/cursing
– Preparedness
– Calling out
– Throwing things
– Work refusal
– Minor dishonesty
– Inappropriate touching
– Tone/attitude
– Inappropriate comments
– Sleeping
– Refusal to follow
directions
– Verbal insults
•
Office Managed
– Fighting/aggression
– Weapons
– Physical contact
– Aggressive language
threats
– Harassment
– Theft
– Chronic minor violations
Teacher Accountability

Teaching the 3 B’s
– Teach behaviors in each of the areas
(hallways, classrooms, cafeteria,
assembly, bus, bathroom)
– Create your own rules of what the 3 B’s
look like in each class using a matrix
• What does it look like and sound like?
– This should be done in related arts as
well
Teacher Accountability

Positive Behavior Interventions
– Positive communication home-note or call
– Beaver Bucks (daily)
– Beaver Cart (bi-weekly)
– Beaver Clubs (monthly)
– Green Days (quarterly)
– Kids With Character (weekly)
Teacher Accountability
Minor Incident Reports (MIRs)

Stop lights in classroom (preK-5)
– Restart on green after lunch/half way through
day

Teachers Follow Hierarchy
–
–
–
–
–
–


All students start on green
1 individual student warning = no movement
2nd individual warning = move to yellow
3rd individual warning = move to red = MIR
4th = move to another teacher (<20 min.)
5th = office referral
After 3 unreturned MIRs = phone call home
Retain teacher copy of MIR for report card grade
Student Accountability

Every day students will record where
they end up at end of each day
– 1st-2nd grades record on a calendar
(color day)
– 3rd-5th record in agenda book (write at
bottom)

If color differs from AM and PM, the
area can be split
Parent Accountability
Parents expected to check their child’s
agenda book every night
 Parents asked to return MIRs as soon as
possible
 Parents told at the beginning of the school
year (B2SN) that the number of MIRs
their child receives not only affects their
participation in Beaver Clubs but also their
child’s grades.

What’s in it for the Staff?

Staff to Staff
– Make Their Day
– BEAVER Award
– Parking Spot

Admin to Staff
– Magic Eight Ball
– Staff Awards
What about the “Frequent Flyers”?
Wendel Club

Daily Check-In Check-Out
– Characteristics of “Wendelers”:
• Educationally
– Disorganized
– Fail to complete assignments
– Can’t get started
• Socially
–
–
–
–
Physically Aggressive
Like to entertain
Can’t Self-Regulate
“Unmotivated and Disruptive”
Insert pix of
wendel cart
here
Wendel Club

Goal Setting
– Daily
– Graphing Progress
– Data driven decisions

Relationships
Support Systems
– Staff Mentoring
– Peer Role Models
–

Organizational
Support
–
–
–
–
Planners
Folders/Charts
Home School Plans
Contracts
What Has Wendel Club Done
For You?
How Has PBIS Impacted BBES?
ODRs and Suspensions
350
300
304
250
200
150
111
100
70
50
14
31
45
20
0
11
2003-2004 2005-2006 2006-2007 2007-2008
Office Disciplinary Referrals
Suspensions
Thank You!
Questions…?
Need More Info….?
[email protected]
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