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PBIS Kick-off: Creating a Positive School Culture

Join us for an informative session on PBIS implementation, incorporating PBIS practices in the classroom, and understanding the expectations at Goodrich School. Learn how to use posters, active supervision, pre-correction, re-direction, and other strategies to promote positive behavior among students. Build relationships and acknowledge positive behaviors for a thriving school community.

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PBIS Kick-off: Creating a Positive School Culture

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Presentation Transcript

  1. Milwaukee Public Schools: School Name Staff Kick-off Presenter(s) Date

  2. Pop Quiz Who is all needed to make PBIS effective at your school? • Teachers • Administrators • Parents • Safety • All of the above

  3. Agenda • What is PBIS? • How can I incorporate PBIS practices into my classroom? • What does PBIS look like at Goodrich?

  4. Tier 1 Universal for all students

  5. PBIS in schools • Create Expectations for all settings • Have expectations visible and known by all • Teach students how to reach these expectations • Praise frequently • Acknowledge those students who continually meet expectations • Use data to make decisions • Work with students who need more assistance

  6. Pop Quiz • What are the 3 expectations used at SCHOOL? • 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

  7. 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 supplies away.” • Gayle did an awesome job cleaning the lunch table and picking up trash on the floor.

  8. School Wide Matrix • Insert here

  9. Area-Specific Poster • Insert an example area-specific poster (bathroom, hallway, etc)

  10. Classroom Posters ADD AN EXAMPLE CLASSROOM POSTER/ MATRIX AND DISCUSS

  11. Posters • Should be eye-catching • Should be broken down by transition within the classroom (whole group, small group, etc) • Don’t just hang and students magically improve behaviors • Used as a teaching tool to teach and remind the students what the expectations are for their behaviors

  12. Active Supervision • Monitor all students • 5 positives for 1 corrective interaction • Move through area • constantly and randomly • Scan area • Acknowledge behaviors Positively • Set Routines • Staff Behavior (lead by example)

  13. Corrective Interaction Corrective Interaction Non-Corrective Interaction I am tired of seeing those crayons out. Put them up or go to the office. Stop talking You’re late. Stop running Crayons should be put away. Focus on the activity you are doing in your group Please quite down and take out your book and begin reading page 35 Tomorrow walk with a purpose in the halls because you are a Top Dog! I look forward to seeing you do the right thing.

  14. Procedures • All transitions should have set procedures • Getting into groups, entering class, taking a test, sharpening pencil, asking for help, etc • Taught to students and practiced regularly • Students know what is expected of them • More time for instruction/ less time spent on explaining what to do and giving directions • Students can focus on learning • New students can enter class and pick up on classroom procedures

  15. 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 • Begin teaching, going to computers, small-whole-small, etc • Stop, teach the expectations (use poster) • Wait to see expectations in students

  16. 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

  17. Attention Signal • Used to get the attention of all students • Involves visual and sounds • Students all stop what they are doing and pay attention to teacher • Needs to be practiced with students • Acknowledge students who follow the attention signal • https://www.teachingchannel.org/videos/attention-getting-signals-practice

  18. Building Relationships • Build relationships with all students • Can help stop negative behaviors before they even occur • Show students you care about them as individual learners • Show the students a little about you as a person • Ideas: • Meet and greet at the door • Student Survey of interests • Anagram Nametags • Weekly questions about you /ice breaker questions • Student of the Week • Personal notes on assignments • Birthday chart

  19. T-Chart • Insert and review your T-Chart

  20. 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, hand shake, calls home, postcards, positive notes home, etc • Participate in school’s acknowledgement • Pass out BLANK

  21. Acknowledgements • Explain your system here: • What are tickets, etc called • Do you have raffles, are they posted, etc • When does it occur, etc

  22. DATA (optional slide) • Top areas for problems: • Top problem behaviors: • Top times: • Other relevant data from last year

  23. Tier 2CICO Daily Cycle • Student checks-in with assigned adult in morning • Positively greets student • Reviews School Wide expectations (daily goals) • Pick-ups new Daily Progress Report card • Provides materials (pencil etc.) if needed • Meet with teacher at pre-determined times • Teacher provides behavioral feedback • Teacher completes DPR • Intervention is NOT A PUNISHMENT • Check-out at end of day • Receive reinforcer

  24. Daily Progress Report • Insert DPR card here

  25. DPR is just a reminder to the teacher that the student needs additional assistance with their behavior • DPR itself is not the intervention • Interaction between teacher and student working towards improving their behavior is the intervention

  26. SAIG • Students meet weekly with a support staff • Learn and practice a specific skill • Carry a DPR • Can be paired with CICO or separate from CICO • Usually last 9 weeks • Variety of curriculum • Also MPS created Curriculum available

  27. Support • PBIS internal team • PBIS External Coach (NAME) • RtI/ PBIS page on MPS Website • http://www5.milwaukee.k12.wi.us/dept/rti/ • MPS PBIS Youtube channel • MPS PBIS Pinterest Page • RtI / PBIS Newsletter (monthly)

  28. Any Questions?

  29. Staff Kick Off MPS Board of School Directors Michael Bonds, Ph.D., President, District 3Meagan 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 Senior Team Gregory E. Thornton, Ed.D., Superintendent Naomi Gubernick, Chief of Staff Darienne Driver, Chief Innovation Officer Tina Flood, Chief Academic Officer Karen Jackson, Ph.D., Chief Human Capital Services Officer Michelle Nate, Chief Operations Officer Gerald Pace, Esq., Chief Financial Officer Keith Posley, Ed.D., Chief School Administration Officer Denise Callaway,Executive Director, Community Engagement Patricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives

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