PBIS

A Schoolwide, Proactive Approach to DisciplinePBISWe really like you guys, but you dont run the placePBIS ExpectationsLets start this session by:

Having all electronics on respect mode Being respectful (focus on presentations, have discussions during breaks, etc.)Being engaged (actively listen, ask questions, participate)

The defining feature of a proactive schoolwide discipline plan is the focus on schoolwide behavior expectations (Colvin, 2007, p.56)

Students may be less likely to misbehave when expectations are clear and they understand the boundaries between acceptable and unacceptable behavior (Protheroe, 2011) What is PBISPBIS is an approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.PBIS MYTHSWhat is PBISWhat is not PBISPrevention basedProactiveData and evidence based Targets all students to improve behavior and academicsPackaged CurriculumScripted InterventionsManualized strategiesTargets one specific population

PRIDE DEFINEDOakland Bay Junior High SchoolT-WOLFPRIDEPRODUCTIVERESPECTFULINVOLVEDDILIGENTEXCEPTIONALFruitfulAccomplishingGenerativeProlificProfitableConstructiveHonorCourteousPoliteReverenceCivilConsiderateIntricateConcernedCommittedEngagedIncludedConnectedConstantIndustriousTirelessPersevereCaringThoroughUncommonSingularExcellentSurpassingSuperiorExceeding8Some synonyms which might help clarify PRIDE for our studentsPBIS at Shelton High SchoolStep 1Create a schoolwide acronym that is used to support positive schoolwide expectations

Completed by staff at Climber InstituteAcronym will be used as both general schoolwide expectations, as well as in specific settings.

PBIS at Shelton High SchoolStep 2Create expectations of behavior in all common places throughout the schoolStaff will create a matrix of schoolwide behaviors today at Climber institute.

General behavioral expectations were introduced to Sophomores by Climber crewBehavioral matrices will be introduced to all students through CSI and supported throughout the year

PBIS at Shelton High SchoolStep 3Learn Positive, Proactive strategies to be used schoolwide and in our classroom management practices

Learned at Climber Institute and supported throughout the school yearStaff will leave with a proactive toolkit to support both schoolwide and classroom strategies

PBIS at Climber InstituteObjective: A positive schoolwide emphasis on the importance of learning and intolerance of conditions which inhibit learning. Todays Goal: Triple AA1: AcronymA2: AttackA3: Action

AcronymSchoolwide statement of core expectationsA1: AcronymPurpose: Concise way to communicate the core expectations for our school, and the guiding principles and values. A good Acronym should be 5 letters or lessEasy for all to remember Basis for schoolwide expectations (motivational)Ex. T-shirts, pencils, bracelets A1: AcronymEach table needs to choose or create one acronym and select words to represent Write your acronym and corresponding words on your paperWrite your groups acronym and words on your large paper for presentationChoose one person to present your ideaStaff will vote on the one to use ( Majority rules)

A2: AttackSchoolwide expectations A2: AttackSchoolwide expectationsUsing our acronym, we will create schoolwide behavioral expectationsEach group will work to create expectations for a given areaClassroomElectronicsLanguageBus

WalkwaysAssemblyCafeteria

From the completed expectations the PBIS committee will combine and refine all given expectations. The PBIS committee will report schoolwide expectations at the in-service on September 6th Classroom ExpectationsShelton High SchoolAcronym wordAcronymExpectation of behavior

POWER19How does your set of classroom expectations fit with T-Wolf P.R.I.D.E.?Schoolwide expectationsHand your groups matrix to the closest PBIS memberYour matrix will be used to help shape schoolwide expectationsFinalized schoolwide expectations will be presented September 6thACTIONAttitudes, Best Practices, Relationships & Tools

Expectations for PresentationLets start this session by:

Having all electronics on respect mode Being respectful (focus on presentations, have discussions during breaks, etc.)Being engaged (actively listen, ask questions, participate)AGENDA FOR SESSIONMind shift and AttitudesBest PracticesConnections and Building RelationshipsTools and ResourcesPBIS Attitude and Mind shift

Focus is on changing our attitudes to be more positive and welcoming to our students

By shifting our language, environment, and expectations we can positively impact student behaviors and academics

Define clear expectations that are reinforced

Consistency and predictability are the keys to success (both academically and behaviorally)

Best practices tie successful instruction and behavior management together

PBIS allows for:Fun!Gradual ChangeFlexibilityDiscipline

Language SwitcherooOur words. Just phrasing things in a more positive manner can impact student behavior.

Lets look at rephrasing some basic classroom rules so they become more positive.

Old Way vs. New WayClassroom Rules Classroom Expectations

Dont Be LateBe on time

No points for late work Full points for work turned in on time

GROUP ACTIVITY(10 minutes)Remember the expectations of being Respectful and Engaged! Choose a member to be your tables recorderLook through the worksheet that has 8 class rulesBrainstorm as a table ways to positively restate those rules and record your new expectations on the worksheetWhen the music stops, recorders should be ready to share your tables new expectations.Hand in your completed worksheet to a PBIS team member.

BEST PRACTICES Preventative and ProactiveWork to prevent undesired behaviors by defining and promoting positive ones

Send the Message of We CareDoing things like greeting kids at the door, allowing kids to save face, having students see us at school events

AND YET BEHAVIOR IS NO LAUGHING MATTER..Lack of discipline is viewed as one of the most serious challenges facing public schoolsNational Education Goals Report (1995)U.S. Surgeon Generals Report (2002)Teachers report that problem behavior is increasing and is a threat to effective learningSkiba and Peterson, (2000)

BEST PRACTICE COMPONENTS

1. Define--Clear & concise definition of behavior expectations2. Teach--Direct teaching of behavior expectations3. Remind--Daily reminders & supervision The Positive Nag and Management By Walking Around (MBWA)4. Celebrate--Consistent acknowledgement of the expected behaviors5. Correct--Consistent corrections of the problem behaviors

PBIS organizes adults and students to create a social-culture in schools that will encourage positive behavior and interactions, while discouraging problem behaviors.

This social-culture will lead to a safer environment where students achieve academically and build positive relationships with each other and with adults.preventing this

CLASSROOM SELF-ASSESSMENTA simple tool to help focus on and implement Best Practices in the classroom

Includes a tally area to record positive and negative student contacts

Includes the 10 core classroom management areas to use in creating an effective classroom environment

SELF-ASSESSMENT ACTIVITYWithout putting your name on the copy of the Classroom Management Self Assessment, take 5 minutes to rate yourself on each of the areas. When the music stops, fold your paper in half, and put in the center of the table. The PBIS team will use these to identify needed areas of training.

TOOLS & STRATEGIESPrevention TierCore ElementsPrimary (Level 1)Behavioral Expectations DefinedBehavioral Expectations TaughtReward system for appropriate behaviorContinuum of consequences for problem behaviorContinuous collection and use of data for decision-makingSecondary (Level 2)Universal screeningProgress monitoring for at risk studentsSystem for increasing structure and predictabilitySystem for increasing contingent adult feedbackSystem for linking academic and behavioral performanceSystem for increasing home/school communicationCollection and use of data for decision-makingTertiary (Level 3)Functional Behavioral AssessmentTeam-based comprehensive assessmentLinking of academic and behavior supportsIndividualized intervention based on assessment information focusing on (a) prevention of problem contexts, (b) instruction on functionally equivalent skills, and instruction on desired performance skills, (c) strategies for placing problem behavior on extinction, (d) strategies for enhancing contingence reward of desired behavior, and (e) use of negative or safety consequences if needed.Collection and use of data for decision-making (Sugai & Horner, 2010)This is our focus!!OUR FOCUS: TIER 1Affects ALL studentsPrevention Tier Core ElementsPrimary (Level 1)Behavioral Expectations DefinedBehavioral Expectations TaughtReward system for appropriate behaviorRange of consequences for problem behavior(s)Continuous collection and use of data for decision-making (Sugai & Horner, 2010)17 EFFECTIVE CLASSROOM MANAGEMENT STRATEGIESIncrease ratio of Positive to Negative Teacher /Student interaction4:1 or higherPositive Interactions every 5 minutes (goal!)Follow rule correction with positive reinforcer when rule is followed

Actively SuperviseMove continuously Scan continuously & overtlyInteract frequently and positivelyPositively reinforce rule following behaviors17 Strategies Cont.

Positively Interact with most students during lessonPhysical, verbal, and visual contactGroup vs. individualInstructional and social

Manage Minor Problems Positively and QuicklySignal the occurrenceState correct response/actionAsk student to demonstrate correct response/actionDisengage and quickly & early, move on

17 Strategies Cont.

Follow School Procedures for Chronic Problem BehaviorsBe consistent & business-like (Its not personal though it feels like it!)Precorrect (remind/reteach ahead of activity) for next occurrence

Conduct Smooth & Efficient Transitions Between ActivitiesTaught routineEngage students immediately

Be Prepared for ActivityPrepare backup or extension activitiesKnow desired outcomesHave all materials readyPractice presentation fluency17 Strategies Cont.

Begin With Clear Explanations of OutcomesUse advance organizersHave a Point of reference

Allocate Most Time to InstructionFill day with instructional activitiesMaximize teacher-led engagement

Engage Students in Active RespondingWriteVerbalizeParticipate17 Strategies Cont.

Give Each Student Multiple Ways to Actively RespondIndividual vs. choral responsesWritten vs. gesturesPeer-based

Regularly Check for UnderstandingQuestioningAffirmative gesturesWritten ActionRephrasing in students OWN words

End Activity With FeedbackAcademic vs. SocialIndividual vs. Group

17 Strategies Cont.Provide Specific Details About What Happens NextHomeworkNew ActivityNext Class

Know How Many Students Met OutcomesOralWrittenSampleOther

Provide Extra Time/Assistance for Unsuccessful StudentsMore practiceMore instruction

Plan for Next Time the Activity is ConductedFirm up/Adjust Outcome(s)Create New OutcomeTest/Quiz/Project to demonstrate knowledgeTOOLKITYour Toolkit packet includes the following resources:

More Effective Teaching Strategies (Lewis, 2007)Promoting Positive & Effective Learning Environments (Lewis, 2007)Effective Classroom Plan Worksheet (Lewis, 2007)Environmental Inventory (Lewis, 2007)Basics of Classroom and Behavior Management (Sugai and Simonson, 2008)120 Free or Inexpensive Incentives and Rewards

ACTION REVIEWFocus is on changing our attitudes to be more positive and welcoming to our students

By shifting our language, environment, and expectations we can positively impact student behaviors and academics

Define clear expectations that are reinforced

Consistency and predictability are the keys to success (both academically and behaviorally)

Best practices tie successful instruction and behavior management together

Thank you!Climber Institute August 31, 2011Group Members: PBIS Acronym

Sample Acronyms:

POWER CLIMBREACHSOAR SPAR TREES _________________ __________________________________ Choose one of the above or create your own acronym to develop. Write the letters in the spaces provided below and brainstorm words which represent our expectations and values at SHS. Write the selected word in the space provided.

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REMEMBERconcise 5 characterseasy to remembervaried usage (tees, posters, etc.)Potential Words:

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Potential Words:

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Potential Words:

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Potential Words:

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Potential Words:LClarke:PBIS:Acronym:lc:8/25/11