PBIS School Wide Overview - PowerPoint Presentation

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PBIS School Wide Overview

Name

DateSlide2

Success CriteriaYou know you are successful when:You have a clear understanding of your role as a staff member in your school’s implementation of the PBIS frameworkUnderstand and can implement some PBIS best practices around your school and classroom to improve the educational experience of all students.Slide3

ExpectationsBe RespectfulListen to othersAllow others to speakTake phone calls out of

room

Be Responsible

Contribute to discussions

Take notes as

needed

Be Safe

Take care of yourself

Use the bathroom as neededSlide4

Attention SignalWhen I say “LISTEN”You say “UP”

Let’s try it…Slide5

What is PBIS?What are 2 things you already know about PBIS?What are 2 things you want to know more about with PBIS? 3 minutesSlide6

Why PBIS?Uses a systematic approach to addressing behavioral issuesUses data to drive decisionsDevelops consistency across the district while still allowing for specific school needs to be addressed

Shows significant promise in reducing behavioral issues and improving academic achievement

Council of Great City Schools recommended PBIS

Is not an alternative to a suspension

Is not a programSlide7

Council of Great City Schools“The discipline process within the Milwaukee Public Schools is oriented toward setting forth punitive consequences, rather than toward reinforcing positive behavior. No district-wide framework exists for a research-based program to encourage positive behavior; nor is there a consistent program of interventions designed to build positive behavior.” (p. 5, 2008)

This means that MPS had systems in place for punishing students but no system in place for teaching, building and supporting positive behaviors.Slide8

Okay, What does it really mean?Expectations for everyone in all settings

Shows students how to achieve these expectations (so they don’t have to guess)

Acknowledges students displaying positive behaviors

Work closer with students in need of greater interventions

Everyone working together proactively

Build a community in your buildingSlide9

Key ConceptsPBIS is a framework, not a programPrograms can fit within the frameworkSchool-wide systems and practices support students and staff

Building relationships is critical

PBIS focuses on being proactive, not reactive

All staff members play a key role in the climate of the building

Interventions are different than punishments Slide10
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Tiered System of SupportTier 1: All StudentsTier 2: One Adult/Multiple Students

Tier 3: Multiple Adults/ One StudentSlide12

School-wide PBIS Essential Elements

Dedicated teams to carry on the PBIS efforts in the building

Sustained faculty commitment

3-5 school wide expectations

Area specific rules with posters, i.e., gym, hallway, restrooms

Classroom specific expectation matrix created by teacher and students

Building ‘T-Chart” of Classroom vs. Office Managed Behaviors

Positive behavior recognition/acknowledgement system maintained school-wide

Building-wide and classroom lesson plans and system for teaching behavior

Big 5 Data is analyzed monthly by building teams

PBIS language and practices supported throughout building

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PBIS ties everything togetherSlide14

POP QuizWho is all needed to make PBIS effective at your school?TeachersAdministratorsParentsSafety

All of the aboveSlide15

AnswerEveryone in your building is needed to make PBIS effective at your buildingSlide16

PBIS School LevelWhat are the 3 expectations used at all schools?

Be Respectful, Be Responsible, Be Reasonable

Be Safe, Be On Time, Be Courteous

Be Responsible, Be Safe, Be Respectful

Be Responsible, Be Respectful, Be ScholarlySlide17

Set the ExpectationsCollaboratively, the school team and staff come to consensus on the expectations, how the expectations are defined, and the positive and negative consequences.School-wide ExpectationsBe Safe

Be Respectful

Be ResponsibleSlide18

Define the ExpectationsDefine clearly what the expectations look like in all settings throughout the school.School-wide expectations apply to the entire school; that is why they are school-wide!What does it look like to be safe in the hallway?

Classroom rules and procedures should be aligned to the expectations

Classroom MatrixSlide19
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Expectations postedSlide21

Sample Slide22

Adult ExpectationsSlide23

Teach the ExpectationsThe schools teach and re-teach the expectations to the students throughout the school-year.Schools should find time for behavioral lessons to occur weekly.School teams may develop uniform lessons (Cool Tools), hold assemblies, or other activities to teach the expectations of the school.

Students are given opportunities to practice the appropriate behaviors.

Teaching expectations is done differently for different grade levels.Slide24

Use the Expectations“Don’t forget we are walking safely in the hall.”“Be responsible and get to class on time.”“Thank you for being respectful and putting your cell phone away.” Slide25

Group ActivityRe-write each of these negative rules as a Positive PBIS Rule and select which expectation it would fit:No runningNo electronics

No swearing

Don’t be late

No horseplay in the bathroom

No hogging all the materials at recess

4 minutes http://timer.onlineclock.net/Slide26

Teaching LessonsTelling is not teaching

Weekly all staff and students participate

10-15 minute lesson created at the school or found online

Lessons focus on areas of need

Students allowed opportunities to practice

Lesson topics rotated

Lessons can be videos, role play, discussion, scenarios, free-writing, etc. (Transition)

Booster Sessions throughout

yearSlide27

Examples of Curriculum/ Programs2nd StepSteps to RespectRestorative Practices/ Community Building Circles

Ropes and Challenges

Classroom Organization and Management Program (COMP)

Talking about Touching

Conflict ResolutionSlide28

ActivityHow will you teach the expectations to your students on a continual basis?Write down ideas and be prepared to shareSlide29

Set the ConsequencesCollaboratively develop appropriate positive and negative consequences. The goal is to focus on reinforcing positive behaviors while still addressing negative behaviors as needed.Schools collaboratively distinguish what are classroom and office managed behaviors and minor incidents and major incidents.

Classroom managed = Minor incidents

Office managed = Major incidents.Slide30

T-ChartCreated by staff (reviewed often)Lists what is Classroom Managed vs. Office Managed Behaviors

Classroom Managed Behaviors receive a classroom intervention (aren’t ignored)

Office Managed Behaviors receive an office intervention (aren’t automatically a suspension)

Must be followed with fidelity by all partiesSlide31

Group ActivityWhat are 2 classroom managed behaviors? What is something you can do in the classroom to manage each?What are 2 office managed behaviors?

What is something the office can do to manage each?

5 minutes http://timer.onlineclock.net/Slide32

Classroom Managed Office Managed (Minor) (

Major

)

No Supplies

Fighting

No

Homework Weapons

Talking Illegal Substance

Gum

TardySlide33

AcknowledgementsImmediate/High frequency/Predictable/Tangible Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior. Name behavior and tie back to school-wide expectation upon delivery.

Intermittent/Unexpected

Bring “surprise” attention to certain behaviors or at scheduled intervals.

Used to maintain a taught behavior.

Long-term Celebrations

Used to celebrate/acknowledge school-wide accomplishment.

ALL kids, all adults.

Acknowledgements does NOT equal “stuff.”Slide34

Purposes of AcknowledgmentsReinforce the teaching of new behaviorsEncourage the behaviors we want to occur again in the future

Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not meeting the behavioral expectations

Strengthen positive behaviors that can compete with problem behavior

Prompt for adults to recognize behavior

Engage students in schoolSlide35

Acknowledgement Systems: Three LevelsImmediate/High frequency/Predictable/Tangible

Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior.

Name behavior and tie back to school-wide expectation upon delivery

.

Intermittent/Unexpected

Bring “surprise” attention to certain behaviors or at scheduled intervals.

Used to maintain a taught behavior

.

Long-term Celebrations

Used to celebrate/acknowledge school-wide accomplishment.

ALL kids, all adults.Slide36

Verbal AcknowledgmentsWhen verbally acknowledging…Use PBIS terms (thank you for showing respect by…….)Have enthusiasmPublish acknowledgement (calls home, notes home, mention to mentor, other teachers,

etc.)

Be consistent

Mean it (don’t fake it)Slide37

Sara is walking on the right side of the hallJamal puts away his headphones when walking into the buildingBrittany cleans up her area after lunch

Carlos is playing well with his friends at recess

How might you verbally acknowledge…Slide38

High Frequency Acknowledgement Verbal to studentsEvery time you see a behavior that you would want the student to repeat next time

Be specific, use student name when possible

High-five, knuckles, hand shake,

etc.

Participate in school’s acknowledgement

Pass out ticket or “gotcha” slips

Can draw these for prizes, display these, read these on the announcement, send home, save up for a PBIS store,

etc.

All staff participateSlide39

Practice Verbal AcknowledgementsLook to a neighbor- “Thank you for showing responsibility by attending this meeting.”

“Thank you for showing respect by listening and taking this seriously.”

It’s that easy to verbally acknowledge behaviors.Slide40

Classroom AcknowledgementAll positive behaviors should always be verbally acknowledge

I appreciate you showing respect by being quiet in the hallways.

Thank you for being responsible and bringing your materials to class.

In addition classrooms can have a tangible acknowledgement system (marbles, etc.)Slide41

Behavioral Engagement at Tier 1Pre-correctingGoing over the expectations with the students before transitioning

Before passing out a test, going into groups, dismissing to lunch,

etc.

Re-directing

Reminding students of the expectations when they fail to meet them

Reminding students to get to class on time, stay quiet during a test, or put electronics awaySlide42

Pre-correctionWhen you see a movie it pre-corrects every person every time about turning off your cell phoneWhen entering an area hallway, cafeteria, students entering school,

etc.

When transitioning within a classroom

Starting a quiz, going to small groups,

etc.

Stop, teach the expectations (use poster)

Wait to see students meet the expectationsSlide43

How would you pre-correct….Students are going to be dismissed from the cafeteria in 2 minutes……..

Students are walking into the building in the morning and go right past you on the way inSlide44

Re-DirectionWhen student not reaching expectationsRepeat expectations in a positive mannerGive students a chance to meet expectationsGuide students toward reaching expectations

Acknowledge when meeting expectations

Remind students what expectations are

More start requests than stop requests

Watch your tone/ decorumSlide45

How would you re-direct……..

You see a group of 5 students standing around talking and the tardy bell is going to ring in less than a minute…..

Three students are standing at their lunch table instead of sitting…..Slide46

PRACTICEWhat might you say in each scenario to pre-correct the students?You are going to pass out snacks: Students are going outside: Student continually puts in headphone in ear:

Students are getting ready for dismissal:

Students are entering tutoring room:Slide47

Practices in ActionHartford Avenue Seventh Grade Art Class

http://

www.youtube.com/watch?v=yhFySd6uJPESlide48

QuestionsSlide49

Title of Presentation

MPS Board of School Directors

Michael Bonds, Ph.D., President, District 3

Meagan Holman, Vice President, District 8

Mark Sain, District 1

Jeff Spence, District 2

Annie Woodward, District 4

Larry Miller, District 5

Tatiana Joseph, Ph.D., District 6

Claire Zautke, District 7

Terrence Falk, At-Large

Senior Team

Darienne B. Driver, Ed.D., Acting Superintendent

Erbert Johnson, CPA, Chief of Staff

Tina Flood, Chief Academic Officer

Karen Jackson, Ph.D., Chief Human Capital Officer

Ruth Maegli, Acting Chief Innovation Officer

Michelle Nate, Chief Operations Officer

Gerald Pace, Esq., Chief Financial Officer

Keith Posley, Ed.D., Chief School Administration Officer

Sue Saller, Executive Coordinator, Superintendent’s Initiatives