PBIS Positive Behavior Plan


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Hans Christensen Middle School, Menifee California

Published in: Education, Technology

PBIS Positive Behavior Plan

  1. 1. HCMS School-wide Positive Behavior Intervention and Support (SWPBIS)
  2. 2. Gangs cartoon
  3. 3. Question # 1 <ul><li>Are we satisfied with the behavior supports all our kids (students) experience? </li></ul>
  4. 4. Agenda <ul><li>Vision statement </li></ul><ul><li>Address 5 questions </li></ul><ul><li>Introduce PBIS </li></ul><ul><ul><li>What is PBIS? </li></ul></ul><ul><ul><li>Why PBIS? (rationale) </li></ul></ul><ul><ul><li>How to Implement PBIS? </li></ul></ul><ul><ul><ul><li>8 steps </li></ul></ul></ul><ul><ul><li>What is next? </li></ul></ul>
  5. 5. Vision Statement of PBIS <ul><li>To be active, contributing members of our school community that maximizes opportunities for students to achieve academic, social, and lifestyle skills competence. </li></ul><ul><li>To create and implement school organizational structures and processes that are efficient and effective . </li></ul>
  6. 6. SWPBIS Logic! <ul><li>Successful individual student behavior support is linked… to school climates that are effective, efficient, relevant, & durable for all students </li></ul><ul><li>(Zins & Ponti, 1990) </li></ul>
  7. 7. SWPBIS Logic! <ul><li>To address (problem) behavior using a: </li></ul><ul><ul><li>Proactive, </li></ul></ul><ul><ul><li>Preventative, </li></ul></ul><ul><ul><li>And Positive </li></ul></ul><ul><ul><li>Approach. </li></ul></ul>
  8. 8. SWPBIS Basic elements <ul><ul><ul><li>Data - drives decisions </li></ul></ul></ul><ul><ul><ul><li>Outcomes - measurable </li></ul></ul></ul><ul><ul><ul><li>Practices - achievable and sustainable </li></ul></ul></ul><ul><ul><ul><li>Systems - efficient and effective implementation </li></ul></ul></ul>
  9. 9. ASSUMPTIONS WHAT ABOUT OUR NON-RESPONDERS? <ul><li>Adolescents should know better… most do </li></ul><ul><li>Adolescent will “get it” & change… many do </li></ul><ul><li>Adolescents must take responsibility for own behavior…. most know they should & do …. appropriately & inappropriately </li></ul><ul><li>Punishment teaches right way…. not really </li></ul><ul><li>Parents will take care of it… many try </li></ul><ul><li>Adolescents will learn from natural consequences…. most do </li></ul>
  10. 10. Question # 2 <ul><li>How effective have your behavior supports been for students whose behaviors are nonresponsive to your school-wide programming? </li></ul><ul><ul><li>Describe/define your current school’s school-wide programming </li></ul></ul><ul><ul><ul><li>How effective is it with dealing with nonresponders </li></ul></ul></ul>
  11. 11. Continuum of support/Triangle Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT
  12. 12. SWPBS is about…
  13. 13. Worst class
  14. 14. Rationale <ul><li>Man-hours </li></ul><ul><li>School climate </li></ul><ul><li>Improve social skills </li></ul><ul><li>Data - current schools </li></ul><ul><li>Alternative options </li></ul>
  15. 15. Man-hours <ul><li>Office visits </li></ul><ul><ul><li>MVMS >40 visitors several days </li></ul></ul><ul><ul><li>MVMS does not even track referrals </li></ul></ul><ul><ul><li>If 4100 referrals (20 x 205) = </li></ul></ul><ul><ul><ul><li>61,500 minutes @ 15 minutes = </li></ul></ul></ul><ul><ul><ul><ul><li>1,025 hours = </li></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>128+ days @ 8 hours </li></ul></ul></ul></ul></ul>
  16. 16. Additional Man-hours <ul><li>OCD rooms </li></ul><ul><li>Detentions </li></ul><ul><li>Suspension days </li></ul><ul><li>Expulsions/hearings </li></ul><ul><ul><li>Over used? </li></ul></ul>
  17. 17. Question # 3 <ul><li>What would make the social climate more positive and supportive of our academic programs? </li></ul>
  18. 18. SWPBIS School Climate <ul><li>Proactive Reactive </li></ul><ul><li>Preventative Aversive/punitive </li></ul><ul><li>Educational Assumptive </li></ul><ul><li>Active Supervision Surveillance </li></ul><ul><li>Building relationships Confrontational </li></ul><ul><li>Positive Negative </li></ul>Is Is not
  19. 19. Improve social skills <ul><li>Educate all students appropriate behaviors </li></ul><ul><ul><li>“ Christensen will help them learn and practice how to interact with peers (and adults) in various settings and situations.” </li></ul></ul><ul><ul><li>“ We will help them understand boundaries and behaviors that will earn them respect and social capital that they can bank on in future situations.” </li></ul></ul><ul><li>Target specific behaviors based on data </li></ul>
  20. 20. Question # 4 <ul><li>How well are we teaching our students the social skills they need to be successful at school? </li></ul><ul><ul><li>Describe any lessons/objectives you or partner teacher have taught. </li></ul></ul><ul><ul><ul><li>Were they effective? </li></ul></ul></ul><ul><ul><ul><li>How did you know? </li></ul></ul></ul>
  21. 21. Data – MVMS <ul><li>QUESTION # 5 </li></ul><ul><li>Do the data represent our current discipline climate? </li></ul>
  22. 22. 100 AVID Applicants Disruptions Gum & Dress Code Violence Sexual & Obscene Substance Use Weapons Theft Total Incidents 1058 Gum & Dress Code 212 Disruptions 651 Violence 118 Sexual & Obscene 64 Substance Use 2 Weapons 2 Theft 8
  23. 23. 5% of the students 35% 40% 41% 44% 62% 73% 100% 100% 5% of the students were responsible for the following percentages of incidents
  24. 24. Correlation of GPA and Behavior Promotion Minimum 2.0
  25. 25. Alternatives to SWPBIS <ul><li>Train and hope (systems) </li></ul><ul><li>Get tough (practices) </li></ul><ul><ul><li>Clamp down & increase monitoring </li></ul></ul><ul><ul><li>Re-re-re -review rules </li></ul></ul><ul><ul><li>Remove student </li></ul></ul><ul><ul><li>Remove ourselves </li></ul></ul><ul><ul><li>Modify physical environment </li></ul></ul><ul><ul><li>Assign responsibility for change to student &/or others </li></ul></ul><ul><ul><ul><li>Immediate – short term results </li></ul></ul></ul>
  26. 26. “ Train & Hope ” REACT to Problem Behavior Select & ADD Practice Hire EXPERT to Train Practice WAIT for New Problem Expect, But HOPE for Implementation
  27. 27. SWPBIS - is HCMS ready? Have we… <ul><li>Established a SWPBIS team? </li></ul><ul><li>Identified a team member to be coach? </li></ul><ul><li>Secured (at least 80%) staff buy-in? </li></ul><ul><li>Employed a data system to guide us? </li></ul><ul><li>Participated, as a team, in SWPBIS trainings? </li></ul>
  28. 28. Implementation (8 steps pages 35&36) <ul><li>Establish expectations ROSE </li></ul><ul><li>Define expectations in context ROSE posters </li></ul><ul><li>Scripted lessons Implementation day </li></ul><ul><li>Active Supervision </li></ul><ul><li>Acknowledge/recognize appropriate behavior </li></ul><ul><li>Respond to inappropriate behaviors </li></ul><ul><li>Staff reinforcement system </li></ul><ul><li>Implementation action plan </li></ul><ul><li>= School-wide continuum (systems) </li></ul>
  29. 29. ROSE Poster
  30. 30. PBIS team… We’ve got a lot of work… Want to join?