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Positive Behavior Interventions & Supports f or Students Who D isplay R epeated Minor B ehavior Infractions. Chris kilburg Drake university December 7, 2013. What is PBIS?.

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Positive Behavior Interventions & Supports for Students Who Display Repeated Minor Behavior Infractions

Chris kilburg

Drake university

December 7, 2013

what is pbis
What is PBIS?

PBIS stands for Positive Behavioral Interventions and Support. It is a researched based program that can be applied to a variety of educational settings.

The PBIS program was implemented three years ago at Metro High School. It provides students with interventions and supports to help contribute in making their learning environment a positive one.

progression of pbis thus far
Progression of PBIS Thus Far

Staff was introduced to the concept

Identified what Caring, Respect, Responsible (CR2) looks like in common areas and in the classroom setting

Generated Major/Minor behaviors

Direct instruction of CR2 behaviors

Developed and incorporated a reward system

change initiative students who display repeated minor behavior infractions
Change Initiative: Students Who Display Repeated Minor Behavior Infractions

Current State: PBIS is effective in recognizing students who are displaying appropriate behaviors. Students understand what behaviors are expected of them. A common language has been established.

The change is to maintain the current positive behavior supports while introducing a systematic approach for students who display repeated minor behavior infractions.

Desired State: A supportive learning environment that allows staff to communicate effectively and provides students with a framework to demonstrate positive behaviors as they transition into responsible citizens within their respective communities.

examples of minor behavior infractions
Examples of Minor Behavior Infractions

Tardiness

Cell phones

Mild words

Failure to follow directives of staff that don’t

lead to disruptions in the classroom.

approach to achieve the change initiative goal
Approach to Achieve the Change Initiative Goal

The building’s focus will be on the two most

common minor infractions.

Cell phones and tardiness

Current Situation:

Randomized communication about different behavior infractions.

No consequences that have led to a lasting change.

year 1
Year 1

At the beginning of the year administration and PBIS staff will set the year’s goal to decrease the two most common repeating behavior infractions: tardies and cell phones.

Advisors are going to be asked to monitor advisee tardiness and incorporate the number of weekly tardies into the advisee’s weekly attendance graphs.

Staff are going to be asked to email advisors weekly on students who are struggling to follow rules and expectations on the use of cell phones in the classroom.

*This allows advisor to monitor whether an advisee’s cell phone is an issue in multiple classes.

year 2
Year 2

Collect data

Collect teacher feedback

Highlight the positives and find solutions to the negatives that are a result of the new system

Remainder of the second year is to maintain the new system and insert any modifications needed.

year 3
Year 3

Review Data and Teacher Feedback

Reflect and assess whether the change initiative is effective.

If the new system is working effectively then there will be another introduction to additional repeating minor infraction.

If the change initiative is not improving tardiness and cell phone infractions then use staff input to determine if other procedures are needed.

change initiatives supports
Change Initiatives Supports

Administration will use professional development to support concepts related to the change initiative

Example: Training or professional examples on how to be more effective in advisor advisee conversations around tardies and cell phone misuse.

Create a special assignment for a member on the PBIS staff to allow time to collect, share, encourage and support the teachers Metro High School with the change initiative.

possible benefits
Possible Benefits

Teachers have more time to teach. Less interruption in the flow of the lesson plan.

Administrative resources can be used in other areas.

Students are given expectations that are not always communicated in way that they may understand.

Student/teacher relationships may improve.

Students may become more proactive. They will have a chance to own up to their own faults and hopefully become productive members of their community.

This also can lead to a mentor program with other students from the Middle Schools for students who display repeat behavior infractions at the elementary and middle school levels.