POSITIVE BEHAVIOR SUPPORT

Eustis Middle School

2012 – 2013

PBS Committee

Monica Brewer

Debra Chapman

Amanda Hepp Laura Hilding Joseph Mabry

Erin Porter Roberta

Schneck Sharon Taylor Ashley Ward Rhoda

Williams

PBS Mission

Create a school environment and culturally embed strong Mustang Pride among students, faculty, and staff through effective use of a Positive Behavioral Support system.

TERMINOLOGY

PARADIGM SHIFT PENDULUM SWING FOCUS ON POSITIVE CONSISTENCY REINFORCEMENT CULTURALLY EMBEDDED

PBSThe goal of Positive Behavior Support is to:

Minimize lost instructional time

Minimize behavioral incidents on an individual and campus-wide scale

As such, the administrative and PBS teams have developed a multi-faceted approach to teaching positive behavior.

Documented Incidents 2011-2012

1,457 total incidents

180 days of school 8.09 per day

2012-2013 412 total incidents 60 days of school 6.87 per day Incidents Per Day

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10

2011-20122012-2013

Documented Incidents By 11-13-12 , EMS

processed 412 incidents 6th Grade – 132 7th Grade – 152 8th Grade – 128

60 days of school Average of 6.87

referrals per dayReferrals

100

110

120

130

140

150

160

6th Grade7th Grade8th Grade

PBS is… A general approach to preventing

problem behaviors by focusing on positive behaviors.

For all students Based on a long history of

behavior practices and effective instructional design strategies

PBS is not… A specific program or curriculum Limited to any group of students A new idea Designed to replace current

discipline expectations Designed to “reward” students

for EXPECTED behaviors

What Does PBS Look Like at Eustis Middle School?

A small number of clear expectations: Be Prompt; Be Prepared; Be Polite; Be Productive; and Be Proud.

All students are taught expectations. Teachers will implement and model

appropriate behavior. Individual students are recognized for

demonstrating positive behaviors.

Eustis Middle School’s

Expectations

5 P’s BE PROMPT

BE PREPAREDBE POLITE

BE PRODUCTIVEBE PROUD

Prompt On time to school On time to each class

In class prior to tardy bell as per EMS Tardy Policy

Turn in assignments and projects on time

Be Prepared Have all supplies and materials

required for class Ready to learn Dress out for PE Have completed homework to turn in

Be Polite Be courteous and helpful at all times Respect personal space of others Respect all, regardless of ability Be in control of yourself Take care of school and personal property Embrace different cultures, teaching

styles, and beliefs

Productive Participate in class Plan ahead and manage time

wisely Stay on task during classes Do your best with everything Assist where needed

Proud Pride in your education Pride in your dress (EMS Spirit) Accept consequences for actions Participate (school & community) Keep campus clean

“Reward” System

BEHAVIOR HIGH-5 CARDEMS PBS BEHAVIOR HIGH-FIVE CARD

Date: _________________

Name: ____________________________ HR Teacher: _______________________ Grade: ___________

Polite Prompt Prepared Productive Proud

Proud Polite Prompt Prepared Productive

Productive Proud Polite Prompt Prepared

Prepared Productive Proud Polite Prompt

Prompt Prepared Productive Proud Polite

Students will have a 5x5 card with the one of the 5 P’s in each cell. When students demonstrate one of those desired behaviors (as going above and beyond)they will earn a faculty or staff signature in that cell until they make a “HIGH-5”!

HIGH-5 PROCEDURES Students will be issued one behavior card each month through

Homeroom. Behavior cards are to be carried by students in their binder or

folder. If the card is lost or misplaced, the student may be issued

one replacement card per month (without signatures). Faculty and staff signatures are awarded when a behavior is

observed. Students cannot ask for a signature. When a student earns a 5 cell “HIGH-5” on his/her card, s/he

will receive a TEACHER LEVEL reward. If a student fills the entire card during a month (“Blackout”),

his/her name will be placed in a drawing for an ADMINISTRATIVE LEVEL reward.

Teacher Level Rewards

Lunch Line Pass Homework Pass 15 Minutes Out-of-Class to Go to

Library Sit With a Friend at Lunch Pass Eat With a Favorite Teacher at Lunch Free Entry to an EMS Sports / School

Sponsored Event

Administrative Level Reward

Any student receiving initials on his/her entire behavior card grid (“Blackout”) will be entered into a drawing for the following item:

iPod Shuffle

Target Areas for 2012 – 2013

ClassroomsTransitionsCafeteria

Expectations forCLASSROOMS

Arrive on time Be prepared with all materials ready to

learn Respect authority figures Respect classmates Follow classroom rules Put forth best effort

Expectations forTRANSITIONS

WALK Move with a purpose Be responsible with time

Expectations forCAFETERIA

Sit in your assigned area unless given permission to move

Use the shortest lunch line Talk quietly at YOUR OWN TABLE Clean table, chair, and floor in

your assigned area Walk during dismissal procedures

PBS & RTI

Why Should PBS & RTI Work Together?

School environments that are positive, preventive, predictable, and effective: a) are safer, healthier, and more caring; b) have enhanced learning and teaching; and c) can provide a continuum of behavior support for all

students Effective instruction incorporates research-validated

methods that are designed and delivered with a high degree of fidelity over time and across settings

Effective practices are only as good as the systems that support them and the adults who use them

Data-based decisions lead to interventions that are more effective over a sustained period of time

PBS and RTITier 3 5% of

students

Intensive,

Individualized Interventions

and Suppor

ts

Tier 215% of students

Targeted, Supplemental

Interventions and Supports

Tier 180% of Students

Core Curriculum and Universal Instruction and Supports

Is the Behavior Teacher or

Administrator Managed?

Teacher/Staff Managed Failure to be in one’s

assigned place Inappropriate language Tardiness Calling out Teasing Inattentive behavior Invading personal

space Lying/giving false

information

Minor disruption Minor aggression –

grabbing items Pushing past someone Unsafe or rough play Misusing property –

throwing or damaging items

Disrespectful tone Pattern of not

completing homework

Administration Managed Aggressive physical

contact Bullying/harassment Fighting Property Destruction Weapons Leaving school property Pattern of

aggressive/profane language

Cheating

Chronic dress code infractions

Credible threats Major/chronic refusal

to follow school rules Theft Racial/ethnic

discrimination Inappropriate use of

internet Direct refusal of

authority

Students

Staff

Teache

rs

Administration

Families

Communit

y

SAC

PTO