Schoolwide Positive Behavior Support

1. 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. Schoolwide Positive Behavior Support January 3, 2008

2. 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

3. Schoolwide Positive Behavior Support:An Evidence-Based Practice A systems approach that establishes the social culture and behavioral supports needed for ALL students to succeed SCHOOL COMMUNITY

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

5. As EAGLES We SOAR School Pride Ownership/Accountability Attitude Respect

6. Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

8. Teaching Matrix

9. R3 Lockers I will use only my locker. I will open and close locker doors quietly. I will keep my locker neat and clean. Respect I will stow all hats, coats, and electronic devices. Responsibility 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 designated times or with permission. Readiness

10. 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) Sample Positive Consequences MVHS Star Card 2006-07 Staff: ________________ Student:_______________

11. JACKSON TIGERs ROAR CARD WINNER CARD GOOD FOR ONE TIME ONLY DATE USED Student’s Name GO TO THE FRONT OF THE LUNCH LINE APPROVED BY___________________________________________

12. PIZZA STAR PARTY • When: • Friday, December 22 during the entire 6th period • Requirements: • Office Referrals?...None • Documentations?...None • Unexcused tardies?...No more than one • Unexcused absences?...None • Eligibility: • Friday, December 15 to Friday, December 22

13. 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

14. 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.

15. 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

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

17. Obtain and maintain faculty support Data-driven Decision- making PBIS Team is representative of the staff PBIS Coach acts as a facilitator Essential Features of PBIS Continuous Monitoring And review for effectiveness Behavioral expectations are clearly defined and taught Continuum of procedures For supporting positive and addressing negative behavior

18. Next Steps Introduction Meeting (80% staff buy-in) Representative Team Self Assessment (on-site data collection) PBIS Training (3-days with stipends) Action Plan PBIS Kick-Off (presentation to staff and students)

19. PBIS Involvement Remember: 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.

20. 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.

21. Additional Information • Web site: • www.pbismaryland.org • www.pbis.org Schoolwide Positive Behavior Support