Porters Point SchoolPBIS

Team Members: Jim Marshall, Jordanna Silverberg, Fred Moses, Dan Shepherd, Maureen Belaski, Mary Ann Kadish,

Connie Cummings and Jennifer Gamache

So WHAT is School-wide PBIS?

Positive Behavior Intervention Support is a proactive

school-widedata driven

systems approach to improving social and academic

competence for all students.

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Positive Behavior Interventions & Supports

• Evidence-based

•Smallest effort

•Biggest, durable effect

Universal Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Targeted Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Intensive Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

SCHOOL-WIDE POSITIVE BEHAVIOR

SUPPORT

Porters Point School mission statement is posted for all to read.

Statement of Purpose

To create a positive school culture through promoting school-wide behavior expectations, by using structures to model and teach expectations, with consistent responses to problem behavior and the use of data to make those decisions. Family and community involvement happens at all levels.

Be SafeBe SafeBe RespectfulBe Respectful

Be Ready to LearnBe Ready to Learn

School Wide Expectations

School Wide Expectations are posted throughout the school

Rule/ Expectation

Routine/SettingPlayground Hallways Cafeteria Bus Classroom

Settings

Be Safe -Seek adult help when needed

-Use equipment correctly-Stay within the boundaries-Play safe-Line up safely-Make safe choices---

-Walk in straight lines-Face Forward-Keep a space around you and person in front-Hands and feet to yourself---

-Wait in line with hands and feet to yourself-Walk holding your tray with both hands-Stay seated in the cafeteria-Raise hand if you need something---

-Stay in your seat facing forward-Keep hands, feet and other objects inside the bus-Keep your back against the back of the seat-Exit bus safely when the bus has come to a complete stop---

-Keep your hands and feet to yourself-Stay in assigned area-Take care of supplies and school property-Move safely and slowly---

School-Wide Expectations MATRIX

Be Respectful-Share equipment -Include others-Return equipment---

-Move quietly in line-Walk on the right-Use eyes to look at art work-Keep hallways neat and clean---

-Eat your own food-Practice good table manners-Recycle-Use inside voice-Be kind to people around you---

-Use an inside voice-Be kind to people around you---

-Listen to others-Raise your hands and wait to be called on-Use encouraging polite and kind words-Eyes on speaker

Rule/ Expectation

Routine/Setting

Playground Hallways Cafeteria Bus Classroom Settings

Be Ready toLearn

-Follow the directions first

time given-Have a plan for play-Line up for the bell---

---HALLWAY POSITION

-Quiet when lights are off---CAFETERIA POSITION

-Be at the bus stop on time-Watch for you stop---BUS SITTING POSITION

-Participate in class activities-Complete your work and do your best---GRADE LEVEL/SPECIALPOSITION

Rule/ Expectation

Routine/SettingPlayground Hallways Cafeteria Bus Classroom

Settings

Each Classroom was given a copyof Have You Filled a Bucket Today?And they revisit this book frequently.

Teachers have used otherbooks to help teach theSchool Wide Expectations.

Student Safety Posters

Students have been involved in the assemblies as we introduced the School Wide Expectations.

Recognition System

•Our Tangible is called a “warm fuzzy” given as a recognition to an individual student. •“Warm Fuzzies” are collected in classroom setting Bear containers for one week.

(In the event it is filled sooner each class can have a special recognition-micro celebration)

•Classroom containers are emptied into a whole school collection containers in the cafeteria.

Each Friday at lunch classes bring their bears with “Warm Fuzzies” and they are added to the large Containers. Students applaud the success of eachclass as their jars are emptied.

Name of reward

Criteria for obtaining

reward

Process for delivering reward(What, When, By Whom, How Often, How

Many, Where)

School-wide formal recognitions

“Warm Fuzzy”

Following the expectations

Adults acknowledge the positive behavior and give student a “Warm Fuzzy”. On the bus the driver gives the students a note which they turn in to Mr. Moses or Mrs. Kadish and they give the student a “Warm Fuzzy”.

School-wide “quick” acknowledgements

Each classroom container is collected on Friday morning.

The contents are poured into a container. The container will be kept on the wall in the cafeteria for all to view.

Classroom reward system

Collect“Warm Fuzzy”

incontain

er

The classroom container fills up before the end of the week

The class can have a special snack, extra recess, free choice time, games, dance party, etc. to celebrate.

Individual student reward system

“WarmFuzzy”

Demonstrating the school wide expectations and/or a random act of kindness to build a better community.

Individual to Classroom to School1.Can be collected in cafeteria.2.Adults acknowledge exemplary behavior that helps build the PPS community.“I noticed that you ______. That helps our community stay healthy and safe.”

Continuum of Procedures for Encouraging Expectations

•Whole School Recognition assembly was held when the first container was filled. A whole school celebration was announced and carried out.

•Additional celebrations will be held when other containers are filled.

Responsive Classroom’s practices and strategies can provide structure and support for PBIS as well and other behavioral and academic initiatives.

Responsive Classroom and PBIS are compatible in many ways:

Office Discipline Referral Form Complete the following information. This Office Discipline Referral form includes CIRS reportable information marked by

the bold C. If a CIRS box is checked complete the CIRS reporting process or forward this referral to the person responsible for reporting that information.

Student: ______________________________ Referring Staff: ______________________________ Grade: K 1 2 Time: _________a.m./p.m. Date: ____________ (Circle one)

LOCATION: Classroom Playground/Recess Cafeteria Bus Hallway Specials Bathroom Assembly/Field Trip Bus Line Other:____________ Comment:__________________________

PROBLEM BEHAVIORS: MINOR: Inappropriate Language Physical Contact / Aggression Defiance/Non-Compliance Disruption Property Misuse Technology Violation Disrespect Other: __________________________________ Comment:__________________________________

MAJOR: Abusive Language Fighting/Physical Aggression Overt Defiance/Non-Compliance (including threats of harm)

Property Damage C Vandalism Technology Violation Harassment C Hazing C Bullying C Weapon C Disrespect Theft Comment: __________________________________________________________________________

POSSIBLE MOTIVATION: Obtain Peer Attention Obtain Adult Attention Obtain Items/Activities Avoid Peer(s) Avoid Adult(s) Avoid Activity/Task Don’t Know Other: _________________________

OTHERS INVOLVED: (List others involved on the back of this form) None Peer(s) Staff Teacher Substitute Unknown Other: ____________

ADMINISTRATIVE DECISION: Time in Office Timeout Loss of Privilege Conference with Student Parent Contact/Conference Success Plan : Written/Verbal Individualized Instruction Detention: Lunch/Recess Bus Suspension (# of Days: __) ISS (# of Days:___) C OSS (# of Days: _____) C Restitution Other: __________________________ Comment:____________________________

ACTION ALREADY TAKEN: Internal Use Only: SWIS Verbal Warning Assigned Quiet Time Alternate Seating Other: ___________ PHOTOCOPY Secluded Time Out CIRS

SWIS DATAProblem Behavior

SWIS DATA Location

SWIS DATATime of Incident

SWIS DATAStudent Referred

Visit our PBIS Blog to see how we are doing!