PBIS School Wide Overview

NameDate

Success Criteria

• You 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 framework

• Understand and can implement some PBIS best practices around your school and classroom to improve the educational experience of all students.

Expectations• Be Respectful• Listen to others• Allow others to speak• Take phone calls out of room

• Be Responsible• Contribute to discussions• Take notes as needed

• Be Safe• Take care of yourself• Use the bathroom as needed

Attention Signal

When I say “LISTEN”

You say “UP”

Let’s try it…

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 minutes

Why PBIS?

• Uses a systematic approach to addressing behavioral issues

• Uses data to drive decisions• Develops 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 program

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.

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 building

Key Concepts

• PBIS is a framework, not a program• Programs can fit within the framework• School-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

Tiered System of Support

• Tier 1: All Students

• Tier 2: One Adult/Multiple Students

• Tier 3: Multiple Adults/ One Student

School-wide PBIS Essential Elements

1. Dedicated teams to carry on the PBIS efforts in the building

2. Sustained faculty commitment

3. 3-5 school wide expectations

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

5. Classroom specific expectation matrix created by teacher and students

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

7. Positive behavior recognition/acknowledgement system maintained school-wide

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

9. Big 5 Data is analyzed monthly by building teams

10. PBIS language and practices supported throughout building

PBIS ties everything together

POP Quiz

• Who is all needed to make PBIS effective at your school?

• Teachers• Administrators• Parents• Safety• All of the above

Answer

• Everyone in your building is needed to make PBIS effective at your building

PBIS School Level

• What 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 Scholarly

Set the Expectations

• Collaboratively, the school team and staff come to consensus on the expectations, how the expectations are defined, and the positive and negative consequences.

• School-wide Expectations• Be Safe• Be Respectful• Be Responsible

Define the Expectations

• Define 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 Matrix

Expectations posted

Sample

Adult Expectations

Teach the Expectations

• The 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.

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.”

Group Activity

• Re-write each of these negative rules as a Positive PBIS Rule and select which expectation it would fit:

• No running• No 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/

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 year

Examples of Curriculum/ Programs

• 2nd Step• Steps to Respect• Restorative Practices/ Community Building Circles• Ropes and Challenges• Classroom Organization and Management

Program (COMP)• Talking about Touching• Conflict Resolution

Activity

• How will you teach the expectations to your students on a continual basis?

Write down ideas and be prepared to share

Set the Consequences

• Collaboratively 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.

T-Chart

• Created 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 parties

Group Activity

• What 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/

• Classroom Managed Office Managed (Minor) (Major)

No Supplies FightingNo Homework WeaponsTalking Illegal Substance GumTardy

Acknowledgements• Immediate/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.”

Purposes of Acknowledgments

• Reinforce the teaching of new behaviors• Encourage 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 school

Acknowledgement Systems: Three Levels

• Immediate/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/UnexpectedBring “surprise” attention to certain behaviors or at scheduled intervals.Used to maintain a taught behavior.

• Long-term CelebrationsUsed to celebrate/acknowledge school-wide accomplishment.ALL kids, all adults.

Verbal Acknowledgments

• When verbally acknowledging…• Use PBIS terms (thank you for showing respect

by…….)• Have enthusiasm• Publish acknowledgement (calls home, notes

home, mention to mentor, other teachers, etc.)• Be consistent• Mean it (don’t fake it)

• Sara is walking on the right side of the hall• Jamal puts away his headphones when walking

into the building• Brittany cleans up her area after lunch• Carlos is playing well with his friends at recess

How might you verbally acknowledge…

High Frequency Acknowledgement

• Verbal to students• Every 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 participate

Practice Verbal Acknowledgements

• Look 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.

Classroom Acknowledgement

• All 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.)

Behavioral Engagement at Tier 1• Pre-correcting• Going 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 away

Pre-correction

• When you see a movie it pre-corrects every person every time about turning off your cell phone

• When 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 expectations

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 in

Re-Direction

• When student not reaching expectations• Repeat expectations in a positive manner• Give students a chance to meet expectations• Guide students toward reaching expectations• Acknowledge when meeting expectations• Remind students what expectations are• More start requests than stop requests• Watch your tone/ decorum

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…..

PRACTICE

• What 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:

Practices in Action• Hartford Avenue Seventh Grade Art Class– http://www.youtube.com/watch?v=yhFySd6uJPE

Questions

Title of PresentationMPS Board of School Directors

Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large

Senior Team

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

Erbert Johnson, CPA, Chief of StaffTina Flood, Chief Academic OfficerKaren Jackson, Ph.D., Chief Human Capital OfficerRuth Maegli, Acting Chief Innovation OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerSue Saller, Executive Coordinator, Superintendent’s Initiatives