LANCER LESSONS are delivered in homeroom once per month Students who “make PRIDE” by reaching attendance, behavior and grade criteria earn a special breakfast Students who earn office discipline referrals may go to “Youth Court”, once they admit responsibility, and take part in Restorative Justice. Students say, “When you come into LaFollette, you are given a set of values that you are expected to take on.”
15% African American and Hispanic, 40% Poverty, 1600 Students
• BE READY, BE RESPONSIBLE, BE RESPECTFUL• Goals: Regain lost instructional time, boost student achievement by reducing office referrals • 63 fewer student referrals compared to last year (Sept-Dec.) • “Kickoff”: Staff, then students viewed Video Behavioral Lesson Plans at pertinent locations • Transient students view all Video Behavioral Lesson Plans as part of orientation • Daily Advisory time (homeroom) used for Video Behavioral Lesson Plans on a monthly basis • Teachers create Cougar Code matrix for classroom • Students report that they appreciate the consistency and structure that the code brings • Staff morale is higher overall
• VALUE SELF, RESPECT OTHERS, HONOR OUR SCHOOL •Behavioral lesson videos shown during advisory time. •Teachers create matrix for Viking Values in their classrooms •Viking Vouchers go into box for weekly drawings
• IMPACT ON • IMPACT ON TEACHERS STUDENTS • Positive environment • School feels safer • Feels like a different • Positive, more cohesive culture feeling within student • Less stress despite body more documentation of • Sense of community behaviors because • Appreciate the behaviors are better consistent message • A “family culture” from all teachers • Underclassmen are • Drawings are exciting; better with PBIS than they reward students they were without who do behave appropriately
•Be Responsible•Be Respectful•Be Safe•Be On Time
• “You can’t assume; you have to TEACH.”• PBIS is not an initiative; it is a framework.• You can’t be afraid to fail.• Why does Fondy do PBIS? • We are not reaching every student. • We lose instructional time as a result of behavioral referrals. • It is everybody’s responsibility to teach ALL expectations.• PBIS is not about changing kids; it is about changing ADULT behavior • Provide CLEAR expectations • EVERYBODY teaches what is expected – teachers, monitors, custodians, paras, administrators
STUDENTS TEACHERS• Student PBIS team gives • Teachers create their own students a voice. department and• Students get Cardinal classroom expectations. Cash for meeting • Students sign an schoolwide and classroom expectations sheet. expectations. • Last year, Fondy had• Students save their cash approximately 3200 for big rewards. behavioral referrals.• Two big drawings/year for • This year for first a $500 savings bond. semester, they have 802.• Can earn a Golden Ticket. • It’s a “work in progress.”• “Students take it seriously here”
The school provides an atmosphere where every student cansucceed.I believe that teaching behavior is as important as teachingreading and math.I believe that reading and math skills can be improved whenbehavior skills are improved.I believe student achievement can increase through the useof common language by staff and teaching sharedexpectations.I believe student learning can increase through use ofstudent achievement data.The structure of PBIS at this school is effective for reachingthe school’s PBIS goals.I remain committed to the PBIS process.
Not all students “know better” and natural consequences are not sufficient to change behavior. Social skill fluency and generalized use should not be assumed. Peer social culture must be considered in any implementation. Not all students are self-motivated by academic and social success.
Schools who have implemented Response to Intervention (RtI) after they implement PBIS feel that they had a smoother RtI implementiaton as a result of having PBIS in place. RtI is mandated to be in place by December 1, 2013 in the state of Wisconsin.
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