SW-PBIS: Creating a Climate
of Learning
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Clear, positive expectations
Clear rules
Positive Role Modeling
Acceptance of Shaping
Respect for Each Student
Limit Setting
Praise
Procedures & Routines
Positive Reinforcement
Structured Academic Success
Science of Human Behavior, Kathi Wilhite
(ECU) & Jessica Swencki, (NCDPI)
This is a Long Range
Commitment
Takes about 3 to 5 years to see
academic gains
 First year usually
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staff development on implementation
 collecting data
 focusing on universal interventions so
that those are well in place
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One School’s
Example of
School Wide
Strategies
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Murray Middle School, Wilmington, NC
914 Students (2009-2010)
Average class size varies from 22 to 26
56 classroom teachers
96% fully licensed teachers (remaining 4% are
provisional/emergency licenses)
100% of classes taught by HQ teachers
SW-PBIS major initiative
School Mascot: Falcon
Provided by Cyndy Bliss, AP, Murray Middle
School 2008-2009 School Year
Murray’s SW-PBIS
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SW-PBIS theme: “Targeting the Four R’s”
Students recognized for “positively displaying” the
Four R’s through use of “Talon Tickets”
“Talon Tickets” given out by all staff displaying SW
expectations & rules
Students redeem tickets for items on a menu
Each quarter SW celebration were all redeemed
tickets are pulled at randomly for prizes and field trip
opportunities
Provided by Cyndy Bliss, AP, Murray Middle
School
Murray’s Talon Tickets
Media Center
•Pay off fines ($0.10 each)
Cafeteria
•Pay off charges ($0.10 each)
•Slushies (10 tickets for 1 slushie)
Murray Mart (School Store)
•Each ticket is worth $0.10
PBIS Store
•Merchandise as marked
Classroom
•Team/teacher discretion
Provided by Cyndy Bliss, AP, Murray Middle
School
Murray’s Expectations & Rules
All Settings
Classroom
Hallway
Cafeteria
Restroom
Playground
Assemblies
Transportation
Be
Responsible
•Demonstrate
self control
•Follow rules
•Make good
choices
•Accept
outcomes
•Demonstrate
self control
•Have all
materials
•Have
homework
•Place all trash
in trash can
•Walk to the
right
•Proceed
quickly to
destination
•Sign log before
leaving
classroom
•Visit locker at
appointed times
•Have money &
account # ready
•Pick up your
trash, and trash
around you
•Keep account
current
•Paying for all
items*
•Put all trash in
trash can
•Flush
•Wash hands
•Return to class
promptly
•Solve
problems
positively
•Line up
promptly
•Follow game
rules
•Stay in
designated
areas
•Enter & exit in
an orderly
manner
•Stay seated
flat on chair
•Stay with your
class
•Be on time
•Stay seated in
assigned seat
•Get on and off
at assigned
stop
Be Respectful
•Use
appropriate
voice, words, &
phrases
•Be a good
listener
•Respect all
property
•Use
appropriate
words &
phrases
•Listen to your
teacher and
follow directions
the first time
•Treat others
with kindness
•Keep hands&
feet to yourself
•Walk on the
blue line and/or
to the right
•Report to class
on time
•Enter
classroom
quietly
•Sit with your
class
•Keep your food
on your tray
•Wait for your
teacher to
signal to throw
trash away
•Be conscious
of your
manners
•Respect
other’s privacy
•Clean up after
self
•Line up at first
signal
•Invite others to
play with you
•Share
materials
•Use polite
language and
gestures
•Enter & exit
building quietly
•Listen to
speaker
•Show
appreciation by
applause only
•Respect the
space (i.e. no
food, drinks,
gum, etc.)
•Keep feet off
of seats*
•Listen to the
bus driver
•Remain seated
at all times
•Use polite
language
•Follow
directions given
by driver
•Follow school
bus safety rules
Be
Resourceful
•Come
prepared
•Have pencils,
paper, book, &
homework
•Have a hall
pass
•Have a
purpose for
being in the hall
•Have an
updated lunch
account
•Know you
lunch number
•Use time
wisely
•Use materials
(paper towels)
wisely
•Prepare ahead
of time to bring
play equipment
•Use available
equipment
•Be
knowledgeable
about purpose
of assembly so
you can
contribute
•Know bus
number and
stop
Be Receptive
•Accept
redirection from
adults
•Accept
outcome of
behavior
•Accept
redirection from
teacher
•Accept help
from teacher &
peers
•Accept
redirection from
adults
•Speak when
spoken to
•Accept
redirection from
adults
•Allow any one
to sit with you
•Follow staff
directions
•Accept
redirection from
adults
•Invite others to
play with you
•Accept
redirection from
adults
•Accept
redirection from
adults
•Allow anyone
to sit with you
Provided by Cyndy Bliss, AP, Murray Middle
School
Murray’s Three Levels of
Intervention
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Murray identified a School Code of Student Conduct
with levels of consequences
Teachers follow this process
Office referrals come in at Level 3 of the 6 levels of
consequences
Developed a “Levels of Consequences” sheet for use
to document prior interventions or consequences
Student Handbook, beginning on page 13:
http://www.nhcs.net/murray/Student%20Handbook%2009-10.pdf
Provided by Cyndy Bliss, AP, Murray Middle
School
Roland Grise Middle School:
How a Two Teacher Team is Doing
It!
Roland
Grise
Home of
the
Knights
At the beginning of the second nine weeks, the Spooner/Miller team began implementing
a positive behavior support plan.
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Each Monday, the students began the week with 15 play dollars which represented
payment for appropriate school behavior.
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Students were responsible for maintaining these dollars.
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At the end of each week, these dollars were used to purchase admission to “Fun
Friday Free Time”.
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The cost was 10 play dollars.
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“Fun Friday Free Time” activities were determined with the input from students
(Examples: Extra time on blacktop, kickball game, movie day, classroom games,
etc.)
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Throughout the week, the students’ behavior was monitored and dollars were lost for
violating school or classroom expectations. The expectations were posted in each
classroom.
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Students were also given the opportunity to earn extra dollars when the teachers
deemed the students’ behavior to go above and beyond normal expectations.
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Students who had not earned the requisite amount worked in classroom on
assignments that focused on behavior modification.
Roland Grise
Here’s What They Found!
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The plan was shown to be very effective in diminishing
poor behavior and did result in an increase of exemplary
behavior.
The teachers had collected behavior data to indicate
which expectation was not met on a daily basis to help
them determine if the intervention was effective
After reviewing the data that was collected during the plan
implementation, the plan was “fine-tuned”
Small changes to the classroom expectations were made
Most importantly they plan on focusing on reinforcing
appropriate behavior in the areas where most problems
occurred.
Roland Grise Sample Data Collection Tool
Suggestion: You could add student names at the top if you are targeting specific students & reinforcing behaviors.
Subject
LA
Date
3-Nov
Rule
Broke
n
Date
Rule
Broke
n
Date
Rule
Broke
n
Date
1
5
4
KEY:
OR = Office Referral
ISS = In School Suspension
OSS = Out of School Suspension
Each number represents the number of the expectation that was broken.
A + sign before the number represents multiple violations
Rule
Brok
en
Date
Rule
Brok
en
Roland Grise Revised
Expectations
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Come to class with all materials (no locker breaks)
No food, gum, drinks, or candy in the classroom unless
you have special permission
Talk only when permitted
Use only actions that are not disruptive & promote a
positive learning environment. This would include
appropriate language, keeping your hands to yourself,
staying in your seat, etc.
Follow teacher directions the first time they are given
Maintain on task behavior when appropriate
Any referral that results in class time missed (ISS or
OSS) will result in the student forfeiting $3.00 per day.
Another School’s Example:
Pass The Buck?
Is this an office referral or a classroom intervention?
Mac is being
Disrespectful.
Clara is using profane
Language in the
hallway.
John is chewing gum
in class. This is the 10th
Time in a month.
Leslie has a kitchen
Knife in her book bag
Smiles is talking out
In class again.
Provided by Jennifer
Carney, Teacher,
Anderson
Elementary School
One School’s Example Of
School Wide System of
Expectations
Information Provided by:
Principal, Terilyn Stone
Assistant Principal, Ed Dominowski
PSM (RtI) Team Chairperson, Janice Puckett
M. C. Williams
Red Hawk
Expectations
Teachers & Staff
Expectations
Teach school expectations
 Apply PBIS strategies
 Provide PBIS team with input & ideas
 Model positive approach
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Incentives for All
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Tardy parties
Homework passes
One week special
parking
Early release from
school or class
Game time
Prom tickets
Lunch off campus
No Uniform day pass
•Community
donations
•Parent donations
•Library & cafeteria
fine forgiveness
•Admission to
athletic or other
events
Involve students in finding incentives
for your school.
Every student
can learn, just
not on the
same day or
same way.
-George Evans