Manning Oaks Elementary School Kirk Shrum - Area Executive Director, FCS

Camille Santos – Assistant Principal, Manning Oaks ES Marissa Donker – Teacher & PBIS Chair, Manning Oaks ES

Transforming School Culture

with Positive Behavior Supports

Our School Climate before Implementing PBIS…

•Negative school-wide climate •Staff Absenteeism at all-time high •Significant number of office referrals •Ineffective classroom management strategies •Student Achievement at an all-time low

Manning Oaks PBIS Mission Statement:

To create a school- wide positive learning environment for all.

PBIS School-Wide Goal: To create a more positive climate and school

atmosphere in order to decrease student infractions and increase student achievement.

PBIS Pre-Implementation

• Developed school PBIS committee • Attended PBIS training (FCS) and GA State

PBIS Conference • Held monthly committee meetings • Developed PBIS action plan for further

implementation

PBIS at Manning Oaks Elementary

• Began with Specific Positive Praise for everyone (students and staff)

•Created an Acknowledgement System to encourage and model appropriate behavior

•Developed school-wide Expectations and Rules across campus

•Established consistent discipline and referral Processes and Procedures throughout the school

•Used Data to track our progress and identify areas for intervention

Specific Positive Praise for Students and Staff

School Wide Specific Positive Praise

Praise that is positively stated

and behavior specific

Examples of SPA: “Johnny, thank you for walking down the hallway quietly and on the third tile.” “Maria, I like the way you came in the classroom, unpacked, and started your morning work immediately.”

Why Specific Positive Praise?

• To encourage desirable behaviors and to diminish undesirable behaviors.

• To build students’ self esteem.

• To provide a close relationship between staff and students.

• To make students aware of their behaviors in a positive manner.

Examples of SPA in the Classroom…

Mrs. Sweet’s 5th Grade Classroom

Mr. Francis’ 2nd Grade Classroom

Ms. Chafin’s 3rd Grade Classroom

Acknowledgement

System to Recognize Positive Behavior

Character Traits and Assemblies •Assemblies held monthly for each grade level •Teachers nominate students who demonstrate behavior that aligns with monthly character trait •Students can earn assembly charms for character traits, positive behavior in the classroom, attendance, birthdays, and academic success •Parents are invited to attend the character trait assemblies

Respect

Teamwork

Responsibility

Kindness

Readiness

Honesty

Generosity

Character Trait Recognition Board

Awards and Recognition for Faculty/Staff…

Goldfish Awards given to Teachers from Peers and Administration

School-Wide

Expectations for Positive Behavior

School Wide Expectations for Behavior…

“I Show Tiger Pride by Being…

Ready,

Responsible,

and

Respectful”

Show MOE Tiger Pride by…

Embedding Expectations in the Curriculum

Mrs. Boston (media specialist) pulls media items that support the

character trait of the month

Mrs. Pynzenyk (counselor) has monthly guidance sessions with

each class that focus on positive behavior and monthly character

traits

Paraprofessionals provided golden tickets in cafeteria for students

demonstrating expectations (Ready, Respectful, Responsible)

Students write opinion writing samples or draw pictures of

expectations

Students search magazines/newspapers for articles that show

examples of expectations

Consistent School-Wide Discipline

Referral Process and Procedures

Consistent Office Referral Process…

Discipline Referral Processes and Procedures are consistent

throughout the school.

Students Teachers Administration

Office vs. Teacher Managed Referrals

A clear distinction must exist between the two!

Office vs. Teacher Managed Office Managed •Must be handled by Administration •May include fights, property damage, weapons, verbal or physical abuse, bullying, abusive inappropriate language, major dress code violation, credible threats, cheating, major theft, etc.

Teacher Managed •Handled by Teacher •May include lack of materials, gum chewing, inappropriate language, teasing, calling out, disrespectful tone, minor disruption, rough play, not completing work, inattentive behavior, etc.

What to do BEFORE sending to the office…

*in a non-crisis behavior situation

Go through referral flow chart (in PBIS folder)

Use classroom management strategies (in PBIS folder)

Have a student conference

Contact Parents

Bring up at ICT meeting

Ask for support from Grade Level Chair and Grade Team

Tracking and Analyzing Referral Data

Referral Data from Mid-Year

vs. Referral Data from End of Year

from the 2011-2012 year

Referrals by Time of Day

Referrals by Day of the Week

Referrals by Month of the Year

Referrals by Location

We can conclude that Office Referrals happen most

often…

In February On Thursday

in the Classroom at 12:30 pm and 2:30 pm

*20 students (out of the whole school) made up the referral data

By Implementing PBIS in our school…

•We met our goal of decreasing office referrals by 75% from 2010-2011 to 2011-2012 and 16% from 2011-2102 to 2012-2013

•We met our goal of increasing the overall school climate

•We increased student achievement in all grades, subject areas, and sub groups

Do you have any questions?

If you would like more information on how your school can be involved with PBIS, general questions about PBIS, or if you would like copies of our presentation today, please email us:

Kirk Shrum: shrum@fultonschools.org

Camille Santos: santos@fultonschools.org

Marissa Donker: donker@fultonschools.org