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January 3, 2008

The mission of Stone Bridge High School is to provide an environment rich with the opportunities and the support that will

enable all students to develop and acquire the skills, attitudes and knowledge

necessary for a productive life in an ever-changing society.

What is School-wide Positive Behavior 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

Schoolwide Positive Behavior Support:An Evidence-Based Practice

A systemssystems approach

that establishes the social culture

and

behavioral supports

needed for

ALLALL students

to succeed

Common Vision/Expectations

Common Language

Common Practices

SCHOOL COMMUNITY

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 Systems for Student Success

School Pride

Ownership/Accountability

Attitude

Respect

School RulesNO Food

NO WeaponsNO Backpacks

NO Drugs/SmokingNO Bullying

Redesign Learning & Teaching Environment

Teaching MatrixCLASSROOM HALLWAY CAFETERIA BUSES RESTROOMS LOCKER

SELF Walk! Eat in your seat! Please remain in your seat.

Flush, Wash, & Leave!

Get it and Go!

OTHERS Hands and feet to yourself at all timesUse appropriate language & volume

Keep the line single, straight & safe!Keep your hands & feet to yourselfUse appropriate lang. & volume

Keep your hands & feet to yourselfUse appropriate lang. & volume

Keep your hands & feet to yourselfUse appropriate lang. & volume

Keep your hands & feet to yourselfUse appropriate lang. & volume

PROPERTY Leave it better than you found it!

Leave it better than you found it!

Leave it better than you found it!

Leave it better than you found it!

Leave it better than you found it!

I will use only my locker.

I will open and close locker doors quietly.

I will keep my locker neat and clean.

I will stow all hats, coats, and electronic devices.

I will lock my locker to protect my belongings.

I will make sure that I have all the materials I need for class.

I will use my locker only at the designatedtimes or with permission.

R3

Sample Positive Consequences

• Natural Success• Smiles, nods, thumbs up• Public Acknowledgement

– Announcement– Positive call home

• Token Acknowledgement– Coupons

• Privileges– Break time– Computer and/or media time– Lunch with an adult

• Tangibles (small to large) 

MVHS Star Card2006-07

Staff: ________________Student:_______________

Student’s Name

DATE USEDCARD GOOD FOR ONE

TIME ONLY

JACKSON TIGERs ROAR CARD WINNER

GO TO THE FRONT OF THE LUNCH LINE

APPROVED BY___________________________________________

When:Friday, December 22 during the entire 6th periodRequirements:Office Referrals?...NoneDocumentations?...NoneUnexcused tardies?...No more than oneUnexcused absences?...NoneEligibility:Friday, December 15 to Friday, December 22

Staff Recognition

***Staff Survey to determine choices

Staff choices:•Gift certificates (Target, Starbucks, Nail Salon, Book Store)•Arrive at school late or leave early•Reserved parking for a week•Lunch from a local establishment

Consistent 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• Agreement of what is “class-managed” behavior or an

office referral.

How Will DATA Make a Difference?How Will DATA Make a Difference?

Easy to read and interpret (graphs) Reviewed monthly by the PBIS team and shared with the staff

Areas of concern are identified “Working Smarter not Harder”

Areas of strength Celebrate successes

Measures effectiveness of interventions

Representative TeamRepresentative Team

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

PBIS Team

is representative of the staff

PBIS Coach acts as

a facilitator

Behavioral

expectations are clearly

defined and taughtContinuum of procedures

For supporting positive and addressing

negative behavior

Continuous

Monitorin

g

And revie

w for

effecti

veness

Data-driven

Decision-making

Essential Essential FeaturesFeaturesof PBISof PBIS

Obtain and maintainfaculty support

Next Steps

Introduction Meeting(80% staff buy-in)

Self Assessment(on-site data collection)

PBIS Training(3-days with stipends)

PBIS Kick-Off(presentation to staff and students)

Action Plan

Representative Team

PBIS InvolvementRemember:

PBIS provides the framework and involves the entire staff.

You decide the focus and/or goals. You decide what to monitor/evaluate. You decide how to get there. You decide when to reteach, revise, and/or

redesign.

Results of School-wide PBIS

•When PBIS strategies are implemented school-wide, students with and without

disabilities benefit by having an environment that is conducive to

learning.

•All individuals (students, staff, teachers, parents) learn more about behavior,

learn to work together, and support each other as a community of learners.

Additional InformationS

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Web site:www.pbismaryland.org

www.pbis.org