Examples: STAR matrix, handbook guidelines, classroom expectations
Targeted groups (grief groups),
Chat about it. Punishment does not teach the replacement behavior, kids learn how to act by being in school. Severe consequences may break the bond between home and school. Consequences are needed, but they need to be specific and effective. Suspending a student for not showing up to class?
Talk specifically about how these expectations are chosen. How it effects the culture of the school (not just the students). Highlight the line “who you are” and stress that it means the culture and climate of the school.
Take some time to talk about these specifics- The Star matrix is displayed EVERYWHERE in the schoolThe matrix helps determine who we are as a school and what we expect from everyone in it.
Describe what Cool Tools are- give examples of what we have developed
Prevention, pre-teaching, proactive approach- does not say that we don’t consequence for behaviors
Followed by change in OUR behaviors and structures too, when students return to the classroom
Transcript of "PBIS Presentation"
Basic Components of Positive Behavior Intervention and Supports (PBIS)<br />Presented to Grayslake Central Staff<br />October 6, 2011<br />
What is PBIS?<br />PBIS is a proactive systems approach to establishing the behavioral supports and social culture needed for all students in a school to achieve social, emotional, and academic success.¹<br />In basic terms: PBIS helps establish school wide behavioral expectations, reinforces students for meeting those expectations, and creates specific support for those students who are not.<br />¹www.pbisillinois.org/what.html<br />
Simply put:<br />We get as good of a school social climate as we demand…<br />
Tier 1<br /><ul><li>Universal/</li></ul> Primary Level <br /> 80%<br /><ul><li>GOAL: To reduce new cases of problem behavior and/or academic failure</li></ul>Tier 1 allows us to work SMARTER not harder with our students! Universal expectations allow us to quickly identify students who may not know the rules versus those students who may need more attention. <br />
Tier 1 Examples<br />Teacher classroom behavior/management <br />Guidance Counselor<br />Link Crew<br />All students in the school are exposed to Tier 1 interventions <br />
Tier 2<br /><ul><li>Secondary Level </li></ul> 15%<br /><ul><li>GOAL: To reduce current cases of problem behavior and/or academic failure</li></ul>Tier 2 weeds out the students who are “one and done” discipline issues and allows for the PPS staff and faculty to offer support to those groups of students who may have deeper concerns/issues in school <br />
Tier 2 Examples<br />Support Groups<br />Change in school schedule (class order)<br />Work Study<br />ESL<br />RAMS<br />Reading Specialist<br />Peer Mediation<br />Behavior Contract<br />Self-Evaluation<br />Mentoring<br />Check in/Check out<br />Attendance Contract<br />Project Pass<br />SRO Home Visit<br />SAP<br />Social Work <br />
Tier 3<br /><ul><li>Tertiary Level </li></ul> 5%<br /><ul><li>GOAL: To reduce complications, intensity, severity of students with chronic problem behavior and/or academic failure</li></ul>Tier 3 allows PPS and faculty to focus specifically on individual students (not groups as in Tier 2) who need additional support to be successful<br />
PBIS in the SchoolHigh Schools vs. Elementary Schools<br />High Schools are different<br />Size<br />Expectations<br />Departmentalized staff<br />Teams can be layered<br />Implementation comes more slowly<br />However, we need the same components<br />
Elementary or High School<br />The fact remains that students are still students, and they need positive adults in their lives…<br />
Trends in Discipline Practices<br />Most Effective<br />Proactive school wide discipline systems<br />Social skills instruction<br />Early screening and identification of behavioral patterns (data driven)<br />Change of school wide culture/climate<br />Least Effective<br />Punishment when used too often or without change<br />Exclusion<br />
How it works…<br />The basis of what PBIS will look like in your building is partially dependent upon…<br />
Central Matrix<br />Respectful<br />Accountable<br />Mature<br />Safe<br />
How Do We Use It?<br />1) State behavioral expectations<br />2) Specify student behaviors (define behavioral expectations)<br />3) Model appropriate student behaviors<br />4) Students practice appropriate behaviors<br />5) Acknowledge and reinforce appropriate behaviors<br />
The RAMS Way!<br />Mural will be located front entry way<br />Teachers distribute RAM Bucks<br />Teacher thanks student ex. “Thank you for being respectful”<br />Student drops RAM buck in nearest wooden box located throughout school<br />
The RAMS Way!<br />Monthly Drawings<br />4 students per month (one for each attribute)<br />The student with the most Ram Bucks in each category will be recognized<br /> PRIZES<br />Student picture placed on RAMS mural <br />Letter sent home to parent <br />Other examples: tickets to school dances, rock star parking spot, movie passes, school spirit wear<br />
The RAMS Way!<br />Monthly Drawings<br />2 Teachers per month will be recognized<br />Teacher names will be pulled from the Ram Bucks turned in by students<br />The more you give out, the better chance you have of winning.<br />PRIZES<br />Gift cards, lunch delivered, movie passes, recognition in Rampage, singing telegram by Mr. Landry <br />
The RAMS Way!<br /> Weekly Drawings<br />5 students will be recognize weekly<br /> (Student name drawn from RAM bucks)<br />2 teachers will be recognized weekly<br /> (Teacher name drawn from RAM bucks)<br />Prizes<br />Small ticket items such as candy or free cookie from cafeteria<br />
Let’s Review<br />In PBIS we DEFINE appropriate behaviors<br />In PBIS we MODEL appropriate behaviors<br />In PBIS we TEACH appropriate behaviors<br />In PBIS we REINFORCE appropriate behaviors<br />
No Worries…<br />In PBIS we STILL have consequences for problematic behaviors<br />
Where are we now?<br />Continue ODR usage- WE COUNT ON THIS DATA!<br />Continue focus on decreasing tardies<br />Continue focus on hallway supervision<br />Implementing the RAM Bucks<br />Implementing consistent reward system<br />Increasing student awareness<br />Preparing for FULL launch next fall<br /> Continue education for staff members<br />
If you are interested in becoming a part of the Universal PBIS Team, please see Shari Engberg or Amy Johnson<br />