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PBIS Overview

PBIS Overview. Highland Elementary School 2008-2009. Purpose. To provide a rationale and overview of a school-wide approach to positive behavior interventions and supports:. PBIS. What Teachers, Parents, & Students Thought About Behavior at School.

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PBIS Overview

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  1. PBIS Overview Highland Elementary School 2008-2009

  2. Purpose • To provide a rationale and overview of a school-wide approach to positive behavior interventions and supports: PBIS

  3. What Teachers, Parents, & Students Thought About Behavior at School • At Highland, disruptive and aggressive behaviors were a daily issue • A simple, consistent means of dealing with disruptive students was considered an area of great need

  4. When a problem behavior occurred… When we experienced aversive situations, we wanted interventions that produced immediate relief • Remove student • Remove ourselves • Modify physical environment • Assign responsibility for change to student &/or others

  5. When behavior didn't improve, we "Got Tougher!" • Zero tolerance policies • Increased surveillance • Increased suspension & expulsion • In-service training by expert • Alternative programming ……the predictable systems response!

  6. This assumed that the student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow…

  7. Science of Behavior recommends: • Explicit teaching of social behaviors in context • Provision of consistent contingencies (both positive and negative) • Explicit differentiated instruction for academic success (e.g. reading & math)

  8. Highland Baseline Office Referral Data • There were 34 suspensions during the 2006-2007 school year (involving 25 students) • There were 250 office referrals during the 2006-2007 school year (involving 100 students) • In our first year of PBIS, the goal was to decrease these numbers by 50%. • Using SWIS, we tracked our data by date, time, location, and behavior.

  9. How PBIS Looks at Highland • We teach and practice each expectation in ALL settings with positive reinforcement & immediate feedback • We integrate teaching of self-control and social skill strategies within academic instruction • We continue to develop reward systems that use creative and individualized rewards earned for meeting expectations • We involve all school employees in implementing the school-wide plan • We monitor improvement in multiple areas 3 School-Wide Expectations We are: Respectful Responsible Ready to Learn

  10. Highland Elementary School-Wide Expectations

  11. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Special Education processes • Tutoring (Linkages, Sat. School) • Linkages to Learning • Parent-Community Coordinator & Family Involvement Committee • Intensive, Individual Interventions • Behavior Intervention Plans (BIPs) • Counselor’s mentoring program • Wii Rewards • Linkages mental health services • Alternative instructional setting • After-school “work study” 1-5% 1-5% • Targeted Group Interventions • Rdg & Math interventions • Teacher/para trainings to improve differentiation • Words Their Way leveled groups • ESOL leveled support 5-10% 5-10% • Targeted Group Interventions • Lunch Bunch/Morning Mtgs. • Wii Rewards • Girls On The Run • Basketball Club • Universal Interventions • Recognition Events • Monthly Celebrations • Saturday Soccer • Parent Involvement activities • Hawk Bill/School Store system • Consistent Consequence plan • Universal Interventions • Student data notebooks • Co-teaching models • Readers’ notebooks • Data Dialogues • Effective Effort rubrics 80-90% 80-90%

  12. Positive Reinforcement at HES • Hawk Bills are given in all settings as positive daily reinforcement • Teachers are free to design their own classroom systems for awarding Hawk Bills • Students track their total earned to “buy” privileges, attend celebrations, or School Store items • Each class sends the entire week’s Hawk Bills to office for weekly grade-level “Student of the Week” drawings • Each class visits School Store monthly • Monthly events are held for students who consistently demonstrate the 3 R’s of behavior • Weekly staff awards and/or drawings are held

  13. Staff Buy-in • PBIS Team provided Salad Bar Lunch for 1st day Back to School • Coupons given at start of year for teacher supplies • PBIS treats placed in mailboxes periodically • Prize drawing for Staff Member of the Week who gets $5.00 gift card • Highland gear with Hawk logo sold through Lands End • Lottery held to give away baseball game tickets, etc. • Prize drawings for those who donate to our Bake Sales • Event plans assign “jobs” for everyone who is available • Staff Softball & Kickball teams (Highland families attending games)

  14. Consistent Discipline • Three levels of behaviors and consequences have been identified in chart format for distribution to staff, parents, and students: LEVEL ONE- disruptive; does not require administrator or completion of form unless chronic LEVEL TWO- defiant; requires completion of classroom documentation (Student Action Report) LEVEL THREE- MCPS violation; requires administrative decision/documentation and completion of documentation (Office Referral Form)

  15. Consistent Discipline Practices Student Action Report • Minor problem behavior • Dealt with by teacher/staff • Give 3 consequences before completing SAR form • Major problem behavior • Dealt with by administrator • Complete 3 SARs before completing Office Referral Form Office Referral Form

  16. Highland's Outcomes • Number of problem behaviors has declined • Number of office referrals has been significantly reduced • Academic engagement and performance continue to improve as a result of increased instructional time • Administrators have increased time for instructional support • Parent participation is increasing

  17. Suspensions & Office Referrals2006-2009

  18. MSA Data2006-2008

  19. PBIS Parent Participation

  20. Lessons Learned

  21. In Conclusion PBIS allows us to: • Provide for the recognition of ALL students • Facilitate positive student/staff interactions • Positively address problem behaviors • Create an environment where ALL students feel welcome and supported • Improve student behavior and achievement • Help prevent the development of more serious and chronic behavior problems

  22. For more information contact Scott Steffan, assistant principal Scott_steffan@mcpsmd.org

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