PBIS School Wide Overview
Name
Date
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 Lessons
Telling 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
(Minor)
No Supplies
No Homework
Talking
Gum
Tardy
Office Managed
(Major)
Fighting
Weapons
Illegal Substance
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/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.
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)
How might you verbally acknowledge…
• 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
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 precorrect….
• 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 precorrect 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 Presentation
MPS Board of School Directors
Senior Team
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
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