West Bloomfield School District

School Wide Positive Behavior

SupportRenee DiGiorgioBehavior Coach

ReneeDiGiorgio@yahoo.com

Michigan State Board of Education “It is the policy of the State Board of

Education that each school district in Michigan implement a system of school-wide positive behavior support strategies” (September, 2006)

What PBS is NOT . . .

New It IS founded in the science of Applied Behavioral Analysis/

Learning Theory

Brand, Model, Intervention Package or Cookbook It IS a FRAMEWORK (or process) for making decisions Based on individual school’s needs- so no two schools alike

Particular Groups of Student It IS for ALL students

www.pbis.org

Positive Behavior Support

POSITIVE What we want students TO DO

BEHAVIOR Specific behavior expectations

SUPPORT Teaching expectations and rewarding

students for desired behavior

Positive Behavior Support (PBS)• PREVENT Challenging Behaviors

• Proactive• Create Supportive Environments

• TEACH new skills• Encouraging

• Involves ALL faculty, staff, administrators, students, and parents

• Use of Evidence- Based Practices

• Simple

Focus of PBS

Teaching appropriate, functional skills that will promote success in the school environment and provides a context for practice and reinforcement of skills (Lewis et al., 2002)

Teach Behaviors

If a student doesn’t know how to read, we teach.

If a student doesn’t know how to swim, we teach.

If a student doesn’t know how to multiply, we teach.

If a student doesn’t know how to behave, we punish?

—John Herner

A shift in thinking . . .

Respond to student’s misbehavior as the student’s intention to be bad- and instead look at it as an error

Missing a spelling word- you wouldn’t yell and send to the office

You correct and re-teach You give the attention that you would typically give

to students with problem behaviors and you focus that attention on the students who exhibit positive behaviors.

Ratio 4:1 For every 1 negative redirection to a student- that

student should receive at least 4 praises on what they are doing right.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

1. Leadership team

2. Set of positive expectations & behaviors

3. Procedures for teaching School Wide & classroom-wide expected behavior

4. Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging rule violations

6. Procedures for on-going data-based monitoring & evaluation

7. Family/Home Involvement

7 Features of School Wide Positive Behavior Support

www.pbis.org

What does a PBS school look like?

1. School wide behavior expectations are defined

Be Safe

Be Responsible

Be Respectful

Defer Elementary SchoolGrosse Pointe Public Schools

Hi! I’m Spot. “S” stands for stay safe!“P” stands for practice responsibility. “O” means offer respect. “T” means team up for teamwork!

Longacre Elementary SchoolFarmington Public Schools

Expectations are Visible

Expectations are posted in school settings

Be Responsible Begin with end in

mind Be a leader Keep clean

Be Respectful Indoor Voices

Respect wall displays

Be Safe Walk!

Body Behind Body Stay to right Hand to self

HALLWAY

2. School Wide Teaching Matrix Developed

Hallway Cafeteria Playground Restrooms Classroom

Be SAFE •Walk Directly to destination

•Keep Hands Feet and Objects to Self

•Keep all food to self

•Sit with feet on floor, bottom on bench, and facing table

•Walk to and from the playground

•Stay within playground boundaries

•Keep feet on floor

•Keep water in sink

•Wash hands

•Keep hands and feet to yourself

•Sit with feet on floor, bottom on seat, and facing table

•Walk

•-

Be RESPECTFUL

•Quiet Feet and Silent Lips

•Keep Hands and Feet to self

•Wait quietly until table is called

•Use Inside Voice

•Ask before you borrow

•Take turns with playground equipment

•Play fair & Follow rules

•Include everyone

•Knock on stall door

•Give others privacy

•Use quiet voices

•Use quiet voices

•Wait your turn

•-

•-

Be RESPONSIBLE

•Use inside Voice

•Walk on Right Side of Hallway

•Get all utensils, milk etc when first going through line

•Clean up before leaving your table

•Keep playground free of trash

•Line up when bell rings

•Flush toilet after use

•Return to class promptly

•Report problems to an adult

•Return borrowed items

•Be on time

•Take care of your property

•-

•Clean Up Before Leaving your Table

•Walk on the Right Side of the Hallway

Utica Community Schools- Dresden Elementary

School Wide Teaching Matrix Developed

Farmington Public Schools- Longacre Elementary

PBS at Scotch Elementary School Foundation of Positive Behavior Support

Character Counts: Respect Responsibility Fairness Trustworthiness Citizenship Caring

Scotch Elementary School Behavior Expectations Matrix

Classrooms Bathrooms Cafeteria Hallways Recess B

e R

espo

nsi

ble

S

how

Tru

stw

orth

ines

s

Clean up after yourself

Do your best

work Be prepared for

class Do your

assignments

Flush toilet Clean up after yourself Wash your hands Return to class as soon

as you are finished

Raise your hand if you need help

Throw away all your

trash Remember all

utensils /sauces the first time through the line

Keep the hallways clean

Stay to the Right

Dress appropriately Line up when told to Listen to directions Put away games and

materials after use (for indoor recess)

Be

Res

pec

tfu

l C

arin

g &

Fai

r

Use kind words Be a good listener

(wait your turn and raise hand)

Be quiet Respect others privacy Knock on the door

before you enter

Indoor voices Use kind words Include others to sit

by you

Indoor voices Hands to self (respect

wall displays)

Use kind words Compromise and take

turns Stop if a child asks you

to Include others in your

play

Be

Saf

e

A G

ood

Cit

izen

Walk Keep hands, feet,

and objects to yourself

Be safe in your

chair

Wash hands with soap Keep water in the sink Place towels in waste

basket

Walk Sit with bottoms on

the bench, feet on the floor, and facing the table

Keep your hands,

feet and food to yourself

Walk Body Behind Body Stay on the right Keep hands, feet, and

objects to yourself

Walk, body behind body to and from playground

Keep hands, feet, and

objects to yourself Keep rocks, snow, and

woodchips on the ground

Tell an adult if

someone is hurt

• Body Behind Body

3. Teaching Plans for Expectations Developed

Mark Twain School Expectations Matrix Video to Teach

VIDEO CLIP

M = Use good manners

T = Think and Learn

S = Be Safe

School Wide Behavior Expectations Taught Directly and Formally

Gretchko Elementary School

Teaching the Expectations

Teaching the ExpectationsAngell Elementary School- Berkley School District

4. Acknowledge and Recognize Positive Behaviors

Dragon Dollar

_____________________________________________was caught Fired Up for Success

Issued By: ________________ Date _______________

Character Counts

RESPECT CITIZENSHIP

RESPONSIBILITY FAIRNESS

TRUSTWORTHINESS CARING

Name________________________________

Staff___________________________ Date_______

5. Clearly Defined & Consistent Consequences and Procedures for Undesirable Behaviors are Developed

Observe Problem Behavior

Confer with student and determine:

Is behavior MAJOR?

YESNO Complete referral form and escort student to

office

Administrator determines action taken

Administrator files necessary documents

Administrator provides teacher with feedback

Conference with student and/or have

student complete reflection sheet. Keep

in student file.

Teacher determines action taken and records on minor tracking sheet.

Keep in student file.

Does student have 3 minor referrals for the same behavior in the

same quarter?

If yes, write student a referral to the main

office using the Office Referral Form

Classroom Managed: MINOR Office Managed: MAJOR

Preparedness Weapons

Calling Out Physical Fighting

Refusal to Follow Request Aggressive Physical Contact

Inappropriate tone or attitude Chronic Minor Infractions

Inappropriate Language

High Plains Elementary SchoolProcedures for Referral of Behavior Problems

Consequences and Procedures for Undesirable Behaviors are Developed

PBS at Roosevelt Elementary

1st offense: Verbal Warning

2nd offense: 5-minute Time-Out (Thinking Time)

3rd offense: Buddy Teacher’s Room

4th offense: Reflection Room On-Call Teacher Re-teach behavior Complete Behavior Journal- Sent home to parents

6. Monitor and Evaluate

Total Number of Office Discipline Referrals Per Year

419

324

218

050

100150200250300350400450

Baseline SWPBS Yr 1 SWPBS Yr 2

Years

To

tal

nu

mb

er o

f O

DR

s

7. Parent Involvement

Summarize

PBS is an alternative approach to discipline

Positive Teaching Data

Questions/ Comments