PBIS at RMS: A Basic Introduction

1. PBIS at RMS:A Basic Introduction

2. Who is the PBIS Team at RMS? • Shirley Backman- Allieds • John Cook- Administration • MarilouGrundman- Counseling • Jay Hancock- Data Coach/PBIS Coordinator • Ken Habel- 7th grade • Joel Moberg- SPED • Megan Nelson- 8th grade • Steve Rustad- 8th grade • Jared Severson- 6th grade • Kevin Wilson- Home/School Liaison

3. What is PBIS? • P- Positive • B- Behavior • I- Interventions & • S- Support

4. 23 Optimal 5-10% 10-15% 75-80% with a goal of ALL

5. Data RMS 10-11 # of Referrals by PBIS Tiers (without unex abs & tardies) 78.1% of students had 5 or less referrals last year.

6. 23 RMS 10-11 21.9% 14.3% 63.8%

7. What is PBIS? • Shifts our focus from punishing negative behavior, to positive student behavior • Provides consistent, school wide expectations and procedures • Provides common language across classrooms and non-classrooms • Not a new or difficult program!!

8. What is PBIS? A systems approach for establishing the social cultureand individualized behavioral supports needed for schools to be effective learning environments for all students.

9. Supporting Social Competence & Academic Achievement 4 PBIS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

10. 23 Optimal 5-10% 10-15% 75-80% with a goal of ALL

11. What is PBIS? • Evidence-based features of SW-PBIS • Active Supervision • Prevention/Pre-correction • Define and teach positive social expectations • Common Language • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making

12. Why PBIS? Knowing, or saying “I know”, doesn’t mean “will do”.

13. School-wide Positive Behavior Support Systems/Practices Classroom Setting Non-classroom Setting Individual Student School-wide Systems

14. Classroom and Non-classroom Setting Systems • School-wide positive expectations taught & encouraged • Routines and cuesare taught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Redirections for minor, infrequent behavior errors • Frequent pre-correctionsfor chronic errors • Effective academic instruction & curriculum • Active supervision

15. 23 Optimal 5-10% 10-15% 75-80% with a goal of ALL

16. What does “Active Supervision” mean at RMS? • Be Active- move randomly, constantly scan and make eye contact with students • Be Positive- connect, acknowledge and reinforce positive behavior • Respond to problems- immediately, respectfully, privately, use pre-corrections • Communicate- verbally and non-verbally engage students, parents, staff • Keep conversations between adults secondary to student supervision

17. Please display this in your classroom and constantly refer to it, and the matrix, when teaching expectations: Goal 1: By MEA break, 50% of staff and students can define C.A.R.E. and provide examples in settings Goal 2: By winter break, 80% of staff and students can define C.A.R.E. and provide examples in settings

18. Common Language:

22. 23 Optimal 5-10% 10-15% 75-80% with a goal of ALL

23. CARE Cards • Modification of “Caught in the Act” Hallway program • NOT used to track negative behavior • Can be used by ANY STAFF, ANYTIME, ANYWHERE • Linked to student recognition, details to follow

26. 23 Optimal 5-10% 10-15% 75-80% with a goal of ALL

27. Main Message STUDENT ACHIEVEMENT Effective Instruction Behavior Support Increasing District & State Competency and Capacity

28. Main Message Knowing what is appropriate, doesn’t mean doing what’s appropriate. We need to model, teach, expect and reinforce appropriate behavior- DELIBERATELY, OVERTLY AND CONSTANTLY.

29. Resource http://www.pbis.org