welcome pbis teams positive behavior interventions and supports
DESCRIPTION
WELCOME PBIS Teams Positive Behavior Interventions and Supports. 12. Angela. SWT. 33. Brenda. BALL STATE. 12. Janice. 14. Lindy. SFASU. 40. Lynda. TLU / SWT. 38. Mary Margaret. SWT. 28. Albert. Start on Time/ End on Time Keep side conversations to a minimum - PowerPoint PPT PresentationTRANSCRIPT
Angela12
SWT
Brenda33
BALL STATE
Janice12
Lindy14
SFASU
Lynda40
TLU/SWT
Mary
Margaret
38
SWT
Start on Time/ End on Time
Keep side conversations to a
minimum
Use technology respectfully
Keep an open mind and a positive
attitude
Participate fully
Res
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nse
to
Inte
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Four PBIS ElementsSupporting Social Competence and Academic Achievement
SupportingDecision Making
Supporting Staff Behavior
SupportingStudent Behavior
•A process
•Team Driven
•Data Driven
•Focused on increasing positive outcomes for students in student learning and behavior
•A fast, easy fix
•One size fits all
•About eliminating consequences
•Ever FINISHED!
Are WE sending mixed
messages to OUR
students?
Important first step in building an effective school-wide PBIS system
Well-designed expectations: Establish the culture and vision for
the campus community Guide student and staff behavior Strengthen teacher monitoring and
correction of behavior
Be SafeBe RespectfulBe Responsible
Brainstorm as a team a list of character traits and that you would like for your students and teachers to posess.
Using the colored dots at your table, each person should “vote” on their top 3.
Have a discussion and come to a consensus on what your school will adopt.
Convey to students what teachers expect
Guide student behavior Strengthen teacher monitoring and correction of behavior
Are positive, observable and measurable
Walk on the Right Side of the Hallway
Keep Hands and Feet to Yourself
Talk at a voice level “1”
No Running
Students Will Behave in the Hallway
Do Not Touch Anything
Staff need to… Post the rules Teach rules directly Provide frequent and positive
feedback Model, Model, Model!
Begin with the GOAL in mind! What is the purpose of the common
area?
What does the area need to looklike/sound like for students and adults tobe successful?
Be SafeBe
RespectfulBe
Responsible
Hallways• • •
• • •
• • •
Cafeteria• • •
• • •
• • •
Restrooms• • •
• • •
• • •
Buses• • •
• • •
• • •
Library• • •
• • •
• • •
Work as a team to develop yourmatrix for common
area rules
Start on Time/ End on Time
Keep side conversations to a
minimum
Use technology respectfully
Keep an open mind and a positive
attitude
Participate fully
MissionMeet regularly
AgendaNormsRoles
Active Supervision
Increases opportunities for high rates of positive contact
Opportunities to reinforceappropriate behavior
Opportunities to correct inappropriate student behaviors
Research
High rates of positive contact with individuals or groups of students can be expected to significantly reduce student
problem behaviorfor up to 90% of all students
A ratio of positive contacts to corrective or aversive contacts of at least…
4:1
•
“Active supervision refers to a multi-element method of student
behavior support and management in common areas”
1. Take the student(s) aside2. Avoid embarrassing the student in
front of others3. Review what you saw with the
student(s) in a calm, businesslike*, impersonal manner
4. Don't argue -don't allow yourself to be drawn into an argument
5. Define the Inappropriate Behavior -state the rule(s) or expectation(s) that were violated
6. Ask the student to state the appropriate, expected behavior for the situation -if they can't or won't, state the appropriate, expected behavior and ask them to repeat it to you
7. Remind the student(s) what the school prescribed consequence for the particular behavior is
8. Use the least aversive consequence allowed -follow school guidelines concerning repeated or chronic violations
9. Apply the consequence immediately
* Pick your battles: decide which behaviors are important to target and which are not
* Consistency: correct each inappropriate target behavior in the same way for each student
* Fidelity: consequent each inappropriate behavior each time… Don’t blow it off!
How will you present “Active Supervision” concepts to staff?
How will teachers be reinforced for meeting supervision expectations?
How will teachers not meeting expectations be addressed?
What is the minimal number of staff needed to ensure expectations are maintained? (In each area)
Does your schedule encourage active supervision?
Do you need to re-look at your duty schedule/stations?
Work as a team to develop yourstaff expectations for
Active Supervision
We must teach students what we expect of them BEFORE we can correct their behavior.
Begin communicating and teaching school-wide and classroom behavior expectations on the first day of school
Continue reminding, re-teaching and reinforcing expected behavior throughout the school year
GoalStudent Responsibilities
Adult ResponsibilitiesTeaching Responsibilities
(Activities should be included)Correction Procedures
Reinforcement Procedures
Social and academic teaching
must be integrated within and
across the curriculumBehaviors must be taught directlyStudents need examples and
reminders to perform throughout
the day Include families and community
Work as a team to develop yourlesson planframework andactivities
Special Certificates
Student of Month:Add social component to selection criteria Student of Month:Add social component to selection criteria
Jolman Elementary
Schoolwide Public Feedback on Following Behavior Expectations
CelebrationsCelebrations
• December- Snacks, prizes, awards• January- Movie and popcorn
Celebration dance
Monthly rewards for students earning 4
C.R.E.W. tickets in the month.
Many schools use a ticket system• Tied into school
expectations
• Specific feedback on student’s behavior
• Provides visible acknowledge of appropriate behavior for student
• Helps to remind staff to provide acknowledgements
Jose R. L.M.
Tickets used in Raffle System
ElementaryCutting the Principal’s Tie
• Students receive tickets for being Respectful, Safe, or Responsible.
• Tickets are placed in container The principal draws a ticket and that student gets to cut the principal's tie.
• Students receive picture of cutting the tie, the piece of the tie they cut, and a certificate.
Raffle System
Daily DrawingSpecial Lunch SeatingInvite 3 Friends
Daily Pick of the Pride
Raffle System
Rewarding Staff Behavior
Beach staff recognition lunch
Beach staff recognition lunch
Franklin staff acknowledge each
other
Franklin staff acknowledge each
other
Parchment Central staff celebration
Parchment Central staff celebration
Share Data with Staff
Share Data with Staff
Make it easy to use rewards
Visual reminders for staffVisual reminders for staff
Tickets and pen on lanyardTickets and pen on lanyard
Computer Printed stickersComputer Printed stickers
Stacks of tickets glued on edgeStacks of tickets glued on edge
Parent/Teacher Association provided teacher name stamps
Parent/Teacher Association provided teacher name stamps
Reward tickets and criteria on lanyardReward tickets and criteria on lanyard
Write out class tickets for week, reward when appropriate, check whose name remains
Write out class tickets for week, reward when appropriate, check whose name remains
Getting students involved
Five student names are selected from mug. These students then identify others who have followed the school rules.
Five student names are selected from mug. These students then identify others who have followed the school rules.
Make it easy to track rewards