Introduction to Positive Behavioral Interventions and Supports (PBIS)

1. Introduction to Positive BehavioralInterventions and Supports (PBIS) Presented by Ashlee Q. McCarthy BSES

2. Together We Make a Difference “Becoming the Change We Want to See”

3. Jessica Brannon Ashlee Q. McCarthy Glendora Williams Mauricio Nunez Jennifer McCullough Greta Holmes Lynn Wicker Christie Corbett Eileen Aultman Joy Ellis Tim Hunter Wendy Bramlett Lynn Ullman Tonya Springer Laney Pollard Mr. Hunter PBIS Team

4. Behavior • No student wants to misbehave • All behavior, both good and bad, is a form of communication • Behavior does not occur in a vacuum, something causes it • If one child misbehaves, their behavior affects every other child like ripples in a pond

5. Old Way of Discipline • We traditionally handle discipline by getting tough, tougher, and then sending them to the office. This leads to: • High teacher turnover and burnout • Draining administrative time • Taking away time from instruction • Low academic scores • Poor teacher/student relationship • EVERYONE frustrated

6. What does traditional discipline do? Time outs, in-school suspensions, out-of- school suspensions, expulsions, etc. are all a form of punishment. We can not punish a child into doing anything. The same behavior will return or evolve into another behavior. It does not teach the student anything!

7. Personal Story • Think about a time when you were disciplined in school. • How did you feel? • How did it feel to walk into the classroom the next day? • Were you embarrassed? • Can you remember ever having a teacher snap at you? This hurts just as much and leaves a lasting hurt feeling.

8. What is PBIS??? We base our school-wide discipline policy on the PBIS philosophy. BSES supports our students by providing proactive strategies that defines and teaches appropriate student behaviors in a positive school environment. We provide a positive environment in all areas including the classroom and non-classroom settings (such as hallways, restrooms).

9. What is PBIS??? • Common purpose and approach to discipline • Clear set of positive expectations and behaviors • Procedures for teaching expected behavior • Continuum of procedures for encouraging expected behavior • Continuum of procedures for discouraging inappropriate behavior • Procedures for on-going monitoring and evaluation • Active Supervision!!!

10. Traditional Discipline vs. PBIS • Away from a Punitive Approach • Punishment • Exclusion • Towards a Positive Approach • Teaching social skills • Teaching replacement behaviors

11. Reviewing the Three Tiers

12. Green Zoned Students Green Zoned students respond positively to our school’s expectations, our proactive approaches, and reinforcements. They may require some redirection, however for the most part they follow routines and procedures.

13. Proactive • Classroom expectations are taught and encouraged throughout the year, not just the first 2 weeks of school • Routines are consistent and predictable • Teachers model expectations • Appropriate, engaging instructional activities • Provide positive feedback to students during lessons • Limited non instructional time • Smooth transitions: each student should know what they are expected to do during this time • Ratio of 6 positives to 1 negative adult-student interaction • Active supervision-scan, move, interact: playground, hall, arrival and departure • Positive reinforcement through praise, Starbucks, Wii Room, end of the day star, Star Students

14. At the moment the behavior occurs Proximity Giving them the “LOOK” Redirections for minor, infrequent behavior Tapping pencil Constantly getting up Take the student aside to describe desired behavior Refrain from embarrassing the student Whisper or take them out to the hall Provide them time to respond Acknowledge others engaged in desired task Overcorrection Having the student repeat the task, but in the appropriate manner: walking in the hall Allowed a break: drink, bathroom Cool off in Eddie’s room After Reflection of the Behavior Modify the environment Rearrange desks Move the student Remove object (s) Pre-Corrections Restate the expectation or directions before entering a situation they have previously experienced problem behavior Role playing activity Mentor system Having them go talk to a teacher Re-teach expectations Increase supervision Phone call home to express concerns Increase your supports when a known difficult task is about to occur Math Writing BIPs or Check In/Check Out Types of Interventions

15. Yellow and Red Zoned Students • Yellow and Red zoned students require additional interventions to follow routines and procedures. This may include: • Teaching social skills • Behavior Intervention Plans • Check In/Check Out Reports • School Buddies and Mentors

16. Does it Work?

17. What does PBIS look like at BSES? Each school develops their own unique system • At BSES we: • Created student expectations: S.T.A.R. • Teach expectations for the first two weeks of school and throughout the year as needed • Reinforce with verbal praises, a star in their planner at the end of the day, Starbucks, Star Classroom of the Month, Wii Room, Star Students, etc. • Zone signals for appropriate voice level

18. Expectations “Bee” a S.T.A.R. student! Safety, Takes Responsibility, Achieve, and Respect Students have expectations throughout the school and on the bus. These S.T.A.R. expectations are visibly located in the classrooms, bathrooms, hallways, cafeteria, and on the buses. They include rules such as do your best, travel the shortest route, walk, keep your hands, feet, & objects to yourself, etc.

19. “Bee” a S.T.A.R. Student

20. “Bee” a S.T.A.R. Student

21. “Bee” a S.T.A.R. Student

22. “Bee” a S.T.A.R. Student

23. “Bee” a S.T.A.R. Student

24. “Bee” a S.T.A.R. Student

25. Starbucks • When a student follows expectations they earn a Starbuck. • Golden Starbuck (5 pts) Given to the whole class by the Related Arts teachers and Subs • Silver Starbuck (3 pts) Given to the whole class • Other colors (1 pts) Given to individual students

26. Filling out a Starbuck • All Starbucks are filled out so the teacher knows: • Who wrote the Starbuck • Which expectation they followed • The area they were “caught” following expectations

27. What does the Student Earn? • Each Starbuck is added to the class pot • At the end of the month, the Starbucks are counted • Top classes become the Star Classrooms of the Month and earn a party. • Top two students from each class earn a pass to the Wii Room

28. Zone Areas • Zone 0: No Talking • Hallway, restroom, and when indicated in the classroom, bus, and cafeteria • Zone 1: Whisper • When indicated in the classroom and cafeteria • Zone 2: Inside Voice/Conversational • When indicated in the classroom • Zone 3 Outside Voice • Recess

29. How Can You Help Us??? • Refrain from say “No” “Stop That” “Quit” instead say “In the cafeteria, STAR students keep their area clean” • Help teach expectations in your area • Assist teachers with maintain routines. This will ensure routines are consistent and predictable • Model expectations • Provide positive feedback to students while in the cafeteria, office, bus, etc. • Provide a ratio of 6 positives to 1 negative adult-student interaction • Provide active supervision if possible - scan, move, interact • Provide students with positive reinforcement such as praise and Starbucks

30. Our Backbone You are essential to make this work. • You pick up on behaviors that teachers do not see. • Office staff, custodians, and bus drivers see the students when they out of the teacher’s eye sight • You can provide the students with an additional source of positive reinforcement: Starbucks and praise

31. Thank You We need YOU to make this work