To provide a rationale and overview of a school-wide approach to positive behavior interventions and supports:

At Highland, disruptive and aggressive behaviors were a daily issue

A simple, consistent means of dealing with disruptive students was considered an area of great need

When we experienced aversive situations, we wanted interventions that produced immediate relief

Remove studentRemove ourselvesModify physical environmentAssign responsibility for change to student &/or

others

Zero tolerance policiesIncreased surveillanceIncreased suspension & expulsionIn-service training by expertAlternative programming……the predictable systems response!

Is inherently “bad”

Will learn more appropriate behavior through increased use of “aversives”

Will be better tomorrow…

Explicit teaching of social behaviors in context

Provision of consistent contingencies (both positive and negative)

Explicit differentiated instruction for academic success (e.g. reading & math)

There were 34 suspensions during the 2006-2007 school year (involving 25 students)

There were 250 office referrals during the 2006-2007 school year (involving 100 students)

In our first year of PBIS, the goal was to decrease these numbers by 50%.

Using SWIS, we tracked our data by date, time, location, and behavior.

We teach and practice each expectation in ALL settings with positive reinforcement & immediate feedback

We integrate teaching of self-control and social skill strategies within academic instruction

We continue to develop reward systems that use creative and individualized rewards earned for meeting expectations

We involve all school employees in implementing the school-wide plan

We monitor improvement in multiple areas

3 School-Wide Expectations We are: Respectful Responsible Ready to Learn

Good Choice Pledge

I am RESPECTFUL I am RESPONSIBLEI am READY TO LEARN

All Classroom Settings

Raise your hand and wait to be called upon.

Speak kindly to others. Ask permission to use things. Listen politely when others

are talking.

Follow directions the first time they are given.

Participate in classroom activities.

Accept consequences without arguing.

Take care of school property.

Complete homework and class work on time.

Have materials ready for work.

Do your best work.

Hallways

Keep voice quiet. Keep your feet quiet but

moving. Keep hands by your side. Keep hallways neat and

clean.

Follow directions the first time they are given.

Stay with your class. Have a pass when you are

alone.

Face forward. Walk in line; stay one block

from the student in front of you.

Cafeteria

Wait quietly in line. Use good table manners. Clean up eating area. Speak kindly. Use indoor voices.

Ask permission to get up from the table.

Follow directions the first time they are given.

Know your pin number.

Turn in lunch money before school starts.

Eat first, talk later.

Bathrooms

Use a quiet voice. Respect privacy. Flush the toilet. Turn off the faucet when you

finish washing your hands. Use one paper towel and

throw used towels in trash can.

Walk quietly to and from the bathroom.

Always take a pass. Wash your hands when you

are finished using the bathroom.

Return to class after using the bathroom.

Ask permission to use the bathroom.

Sign out before exiting the classroom.

Sign in when you return to the classroom.

Return to your assignment.

Playground

Treat others like you want to be treated.

Include everyone in games.

Follow directions from all adults.

Take care of our recess equipment.

Use a pass to leave playground.

Stay in recess areas. Line up promptly with your

class.

Arrival

Follow adult directions. Use indoor voices in halls

and cafeteria.

Arrive at school between 8:15 and 8:40.

Line up in assigned location or go to cafeteria for breakfast.

Have all materials you will need for school.

Dismissal

Follow adult directions from crossing guards and adults on duty.

Follow directions from patrols.

Walk only on sidewalks.

Take all materials needed for homework.

Go directly to your destination.

Use the crosswalks.

Know how you are getting home.

Highland Elementary School-Wide Expectations

Academic Systems

Behavioral Systems

Intensive, Individual Interventions•Special Education processes•Tutoring (Linkages, Sat. School)•Linkages to Learning•Parent-Community Coordinator & Family Involvement Committee

Targeted Group Interventions•Rdg & Math interventions•Teacher/para trainings to improve differentiation•Words Their Way leveled groups•ESOL leveled supportUniversal

Interventions•Student data notebooks•Co-teaching models•Readers’ notebooks•Data Dialogues•Effective Effort rubrics

Intensive, Individual Interventions•Behavior Intervention Plans (BIPs)•Counselor’s mentoring program•Wii Rewards•Linkages mental health services•Alternative instructional setting•After-school “work study”

Targeted Group Interventions•Lunch Bunch/Morning Mtgs.•Wii Rewards•Girls On The Run•Basketball ClubUniversal Interventions•Recognition Events•Monthly Celebrations•Saturday Soccer•Parent Involvement activities•Hawk Bill/School Store system•Consistent Consequence plan

1-5%

1-5%

5-10%

80-90%

80-90%

5-10%

Hawk Bills are given in all settings as positive daily reinforcement

Teachers are free to design their own classroom systems for awarding Hawk Bills

Students track their total earned to “buy” privileges, attend celebrations, or School Store items

Each class sends the entire week’s Hawk Bills to office for weekly grade-level “Student of the Week” drawings

Each class visits School Store monthlyMonthly events are held for students who

consistently demonstrate the 3 R’s of behaviorWeekly staff awards and/or drawings are held

•PBIS Team provided Salad Bar Lunch for 1st day Back to School

•Coupons given at start of year for teacher supplies

•PBIS treats placed in mailboxes periodically

•Prize drawing for Staff Member of the Week who gets $5.00 gift card

•Highland gear with Hawk logo sold through Lands End

•Lottery held to give away baseball game tickets, etc.

•Prize drawings for those who donate to our Bake Sales

•Event plans assign “jobs” for everyone who is available

•Staff Softball & Kickball teams (Highland families attending games)

Three levels of behaviors and consequences have been identified in chart format for distribution to staff, parents, and students:

LEVEL ONE- disruptive; does not require administrator or completion of form unless chronic

LEVEL TWO- defiant; requires completion of classroom documentation (Student Action Report)

LEVEL THREE- MCPS violation; requires administrative decision/documentation and completion of documentation (Office Referral Form)

Office Referral Form

Student Action Report

•Minor problem behavior•Dealt with by teacher/staff•Give 3 consequences before completing SAR form

•Major problem behavior•Dealt with by administrator•Complete 3 SARs before completing Office Referral Form

Number of problem behaviors has declined

Number of office referrals has been significantly reduced

Academic engagement and performance continue to improve as a result of increased instructional time

Administrators have increased time for instructional support

Parent participation is increasing

For more information contactScott Steffan, assistant principalScott_steffan@mcpsmd.org