School-wide School-wide Positive Behavior Positive Behavior

SupportSupportName of School

Date

What is School-wide What is School-wide Positive Behavior Positive Behavior

Support?Support?

The application of evidence-based strategies and systems to assist schools

• to increase academic performance

• increase safety

• decrease problem behavior

• and establish positive school cultures

Common Elementary Common Elementary School ConcernsSchool Concerns

Transitions in hallway

Paper in the sinks Not prepared Lunch room noise Bullying

Consistent rules Consistent

reinforcement Common language

and procedures Supervision in all

areas of the school Common

understanding of the rules

PBIS Big IdeasPBIS Big Ideas

Positive Behavior Support is a process for teaching children appropriate behavior and providing the supports necessary to sustain that behavior.

PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

Why a School-wide Why a School-wide Approach?Approach?

It reduces challenging student behavior through a proactive,

positive, and consistent manner across all school settings

and Improves academic achievement

and social competence

Consistency MattersConsistency MattersCommon Common

VisionVision

Common Common LanguageLanguage

Common Common PracticesPractices

School School CommunityCommunity

Hamilton Mission StatementHamilton Mission Statement

• Hamilton Elementary School administration and staff in cooperation with the home and community shares the challenges and responsibilities for helping each child reach his greatest potential.

• We aspire to teach life skills that enable children to deal positively with the complex and rapidly changing world in which we live.

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Designing School-Wide Systems for Student Systems for Student

SuccessSuccess

AchievemeAchievement nt + +

Social Social BehaviorBehavior

Work Smarter, Not HarderWork Smarter, Not Harder

• Use the information you have

• Identify your goal

• Determine what to do to reach your goal

• Monitor for effectiveness

Representative TeamRepresentative Team

• Administrator• Special & general education teachers• Specialists (PE, Art, Music)• Counselor• Transportation representative• Parent liaison• Student?• PBIS coach (pupil services)

ExpectationsExpectationsSchools identify 3 to 5 overarching expectations which reflect the needs of the school community. The expectations are stated briefly and in a positive manner.

They often address: Respect Responsibility Safety

Expected behaviors are visible in Expected behaviors are visible in all areas of the school communityall areas of the school community

Student ParticipationStudent Participation

Teaching Matrix Teaching Matrix

 

   Classroo

mCafeteria Bus Hallway Assembly

Respect Others

Eat your own food

Stay in your seat

Stay to rightArrive on time to speaker

Respect Environ-ment & Property

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Wash your hands

Be at stop on time

Use your words

Listen to speaker

Respect Learning

Eat balanced diet

Go directly from bus to

class

Go directly to class

Discuss topic in class w/

others

Expectations & behavioral skills are Expectations & behavioral skills are taught & recognized in natural contexttaught & recognized in natural context

Discipline is….

The actions parents and teachers take to increase student success (Charles, 1980).

PreventionRules,

Routines, Arrangemen

ts

ReactionConsequence

s

Recognize Appropriate Recognize Appropriate BehaviorsBehaviors

Once appropriate behaviors have been introduced and taught, they need to be recognized on a regular

basis.

AcknowledgementsAcknowledgements

• Natural success• “thanks”• Public acknowledgement• Privileges• Tangibles

– Small to large

Acknowledge & RecognizeAcknowledge & Recognize

Respecting

All Self

Yields Others

Success Property………………………………………………..Student __________________Staff _____________________Location __________________

Student Recognition at HamiltonStudent Recognition at Hamilton

• The staff at Hamilton Elementary will strive to recognize positive behavior and achievement on an on-going basis. 

• In addition to verbal praise, children will be recognized in a variety of ways throughout the school year.

Recognition of good decision-making and achievements on the part of students and adults goes far in helping one develop positive self-worth and motivation to achieve. 

Consistent ConsequencesConsistent Consequences

• Responding to negative behavior– Immediate and consistent– Try to keep with natural consequences– Use the least amount necessary to get

desired behavior– Pre-plan and teach – Correction and re-teaching

• Use only with reinforcement for replacement behavior

• Should defeat function of problem behavior

• Redirection

• Planned ignoring

• Restitution

• Re-teaching

• Time-out

• Behavior Contracts

• Crisis Planning

• Proximity & Movement

• Modeling

• Eye Contact

• Cueing (verbal & nonverbal)

Corrective Consequences:Corrective Consequences: Maintaining Desired/Expected Student

Behavior

Sustain and Maintain ProgressSustain and Maintain Progress

• Identify trends or areas of problem behaviors AND successes

• Identify needed interventions

• Provide clarity for staff in how to respond to behaviors

Next StepsNext StepsStaff ownership &

Administrative Support

Self AssessmentSelf Assessment

Team trainingTeam training

Present to staff and studentsPresent to staff and students

Action PlanAction Plan

Team representative of the staffTeam representative of the staff

PBIS involves the entire staff

– you decide what your focus will be

– you decide how you will monitor and evaluate progress

– you decide what your goals are

– you decide what you’ll do to get there

– you decide whether to keep going or change

Obtain 80% Staff ConsensusObtain 80% Staff Consensus A “YES” vote means that I agree to:

Provide input in determining what our school’s priorities are and what our goals should be

Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community

Follow through with all schoolwide decisions

Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

ResourcesResourcesNational Center on Positive Behavior Interventions and Support

www.pbis.org

PBIS Marylandwww.pbismaryland.org

Creating a Positive Climate Creating a Positive Climate for Success with School-for Success with School-

wide PBISwide PBIS