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PBIS Refresher

PBIS Refresher. Clifford Pierce Middle School September 10, 2009. P.B.I.S. P ositive B ehavior I ntervention S upport. What will PBIS do?.

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PBIS Refresher

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  1. PBIS Refresher Clifford Pierce Middle School September 10, 2009

  2. P.B.I.S. • Positive • Behavior • Intervention • Support

  3. What will PBIS do? • PBIS organizes adults and students to create a social-culture in schools that will encourage positive behavior and interactions, while discouraging problem behaviors.

  4. This social-culture will lead to a safer environment where students achieve academically and build POSITIVERELATIONSHIPS with each other and with adults.

  5. Use of Effective Practices5 components • Define – Clear and concise definition of behavior expectations. • Teach – Direct teaching of behavior expectations. • Remind – Daily reminder and supervision – “The Positive Nag”. • Celebrate – Consistent acknowledgement of the expected behaviors. • Correct – Consistent corrections of the problem behaviors.

  6. Use of Data • Continuous review of information/data – detentions, office referrals, tardies, etc. • Asking specific questions of the data – what, where, who, why, and how often – to help guide school-wide intervention.

  7. Use of Systems of Support • Some students will require more support/intervention to be successful in our school culture. • This additional support will be organized through four stages of support: • Universal Level (school-wide) • Teacher Assisted Teams (TATs) • Secondary Level • Intensive Level

  8. Universal Level • A school-wide re-teaching time is put into place based on data gathered over a two week period. • A Cool Tool is then created and distributed to teachers for implementation. • Pirate Bucs are given to students when you see them doing the current Cool Tool or a previous Cool Tool.

  9. Different Ways to Hand Out Pirate Bucs • Hallway: Walking to the right, wearing ID, talking quietly and being respectful. • Cafeteria: Raising hand, Staying in seat, wearing ID and good table manners. • Classroom: Using inside voice, wearing ID, following directions and being respectful. • Pirate Bucs are NOT to be passed out for running errands or just because. They must be passed out for meeting a behavior expectation.

  10. Academic Systems Behavioral Systems • 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 Interventions • Some students (at-risk) • High efficiency • Rapid response • Individual or Group • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  11. Behavior Matrix

  12. Staff Expectations • To be consistent • 100% participation • To teach the behavior matrix • To use the Pirate Bucs • To take advantage of the “teachable moments”

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