Introduction:

The goal of PBIS is to help all students acquire the social-behavioral skills and emotional intelligence and academic skills to have a fulfilling life. In order to achieve this, we are committed to create environments that are physically and emotionally safe, where teachers can teach and all students can learn.

CLEAR EXPECTATIONS

Why Good Rules/Standards are Important:

· They reveal the values of the school or district.

· They provide guidelines for success. We teach students the desired behavior, rather than telling students what not to do.

· They are critical lower order social skills. They are the basic building blocks of successful relationships and communities.

· They can increase staff consistency.

· They can reduce problem behavior.

· They can increase school safety. Good Rules/Standards are:

· Simple and easy to remember.

· Positively stated: What we want.

· Applicable to everyone, staff and students.

· Monitored and enforced by all.

· Consistently applied.

Vision

Success for all

United in a common purpose

Community involvement

Commitment to academic achievement

Excellence in education

Staff personal and professional growth

Shared work through collaboration

Explicitly Taught Expectations

Two main truths regarding behavior:

1. If you want it, teach it.

2. You get more of what you pay attention to.

How do we teach social behavior?

· You teach behavior the same way you teach academics.

· Create clear behavioral expectations.

· Communicate clearly to students what we want and why.

· Explicitly model desired behaviors and provide practice opportunities (Model— Lead—Test)

· Monitor student behavior.

· Provide performance feedback.

When do we teach behavior?

· At the beginning of school year or activity before they need to perform it

· Often enough to achieve and maintain fluency

· Before times when problem behaviors tend to increase

· Ongoing throughout the year

· At teachable moments

· During subject area instruction

Where do we teach behavior?

· Where you want the behavior performed

· Everywhere in the school

· Integrated into other academic activities

Why do we teach behavior skills?

· Behavior skills are necessary for success in life.

· Many students arrive at school without these important skills.

· They are the basis for a positive and safe climate.

· Doing so increases opportunities to teach and learn other skills.

Data-based Decision Making

What is SWIS?

The School-Wide Information System (SWIS) is a web-based information system designed to help school personnel to use Behavior Tracking Form data to design school-wide and individual student interventions. The three primary elements of SWIS are:

· an efficient system for gathering information

· a web-based computer application for data entry and report generation

· a practical process for using information for decision making

These three elements give school personnel the capability to evaluate individual student behavior, the behavior of groups of students, behaviors occurring in specific settings, and behaviors occurring during specific time periods of the school day. SWIS reports indicate times and/or locations prone to elicit problem behaviors, and allow teachers and administrators to shape school-wide environments to maximize students' academic and social achievements.

System for Encouraging Desired Behavior

Preparing Students for the “Real World” Research by Rath & Clifton (2004) indicates that individuals who receive regular recognition and praise:

· Increase their individual productivity.

· Are more likely to stay with their organization.

· Receive higher loyalty and satisfaction.

· Have better safety records

Level One: Positive Feedback from Teachers and Staff

· Verbal Praise and acknowledgement o Such as: “Thank you for…”, “Great Job”, “I like it when you …” etc.

· Acknowledgement of excellent work: o Such as: highlighting or showcasing excellent work, using students as a positive example o See the Reinforcement Menu on page 9 of the PBIS handbook for suggestions

· Golden Falcon Ticket awarded with explicit description of rationale for the presentation to the student.

Level Two: Golden Falcon Ticket Drawings

· Drawings will take place in a consistent manner. (See PBIS Ticket Drawing Procedures)

· Students will be able to submit tickets in each classroom.

Level Three: Students of the Month

· Awarded to students who set themselves apart through their consistent effort, passion, and excellent attitude.

· Eight students from the Language Arts, Math, Science, Social Studies, Electives, Physical Education (2), and Sixth Grade Departments will be selected each month.

· Students will be receiving special recognition on posters, bulletin boards, on Facebook, etc.

Level Four: Falcon High Flyer Award

· Awarded students who truly exemplify the consistent effort to make the most of their educational opportunity.

Level Five: End of the Year Special Awards

· 8th grade students of the year at Graduation Note: Potential Special events and privileges are under consideration

System for Discouraging Undesired Behavior

Our goal is to use positive feedback (reinforcement and acknowledgement) when students follow the rules, and corrective feedback (re-teaching and negative consequences) when they are not following the rules. We want to use rule violations as an opportunity to teach correct behavior and increase students’ repertoire of possible appropriate responses.

Levels of Undesired Behavior

Student misbehavior has been categorized into three levels. This level system is designed to increase staff consistency in responding to misbehavior. The Zane Middle School Behavior Tracking Form is for use in documenting level two and three behavior.

Correctives Menu

Refer to the Correction Menu for suggestions on how to respond to different levels of problem behavior.

Before allowing a Level 1 behavior to escalate to Level 2 consequence, please consult with a skilled colleague when repetitive Level 1 behavior occurs.

PBIS Corrective Behavior Sequence

Level One Issue: Addressed by Teacher & Staff Intervention

1. Adult restates rule or expected behavior, or asks student to do so.

2. Use one of the scripts for correction such as:

· Step 1: What are the rules?

· Step 2: Was your behavior safe, respectful, and responsible?

· Step 3: What do you need to do?

· Step 4: Are you willing to do that?

3. Take a corrective step such as:

· Redirect to task

· Use correctives menu.

· Proximity management

· Thank you to nearby student who is doing the desired behavior.

· Visual reference to rules poster

· Yard monitors may send students to Reflection Room for 5 minutes of quiet time

4. These behaviors may be documented at teacher discretion, but not on a Behavior Tracking Form

Level Two Problem Behavior

1. Teacher Intervention Options Include but are not limited to:

· Reflection filled out by student for the teacher

· Loss of privileges-Break/Lunch reflection & redirection time (short)

· Write an apology-see appendix for sentence frames

· Buddy Classroom-alternative site to fill in reflection form and do some classwork

· Contact Parents If corrective actions did not lead to acceptable behavior … 2. Referral to the Office/BTF

· Students are sent to the office during class will complete a “Behavior Reflection Form” See appendix

· Rule School assigned and documented. · Teachers will call home to explain situation.

Level Three Behaviors:

1. Rule School. All level III behaviors earn Rule School

2. Out-of-class suspension. Teacher will call home and provide explanation for out-of-class suspension and invite parents to a parent conference if they desire further explanation.

3. Restorative Practice: Students will complete a reflective task and debrief it with their parents and administration. Parent will be invited to a parent conference to review the interventions and expectations. Additional RP lessons will be used as necessary at later times. (4 BTFs)

4. Parent conference & SST

5. PBIS team can have small, regular SST for 10-15 targeted students

6. Check-In Check-Out

· Consistent Monitoring of progress toward behavior goals

· Coach provides daily feedback.

7. Altered daily schedule (4 period day)

8. Services of district Behavior Analyst (BCBA)

Dangerous Behaviors: (Violations of Education Code)

1. Parent Contact with any and or all of the 8 points above.

And could include…

2. Suspension or Possible referral to SARB

Association for Positive Behavior Support

(http://apbs.org)

Positive Behavioral Support Project of the University of South Florida Facilitator Guide

(http://www.apbs.org/files/PBSwhole.pdf)

PBISApps

(http:///www.pbisapps.org)

To order Behavior Intervention Planning: Using the Functional Behavioral Assessment Data by Terry M. Scott, Ph.D., Carl J. Liaupsin, Ph.D., C. Michael Nelson, Ed.D.

Florida's Positive Behavior Support Project

(http://flpbs.fmhi.usf.edu)

College of Education, University of Oregon

Education and Community Supports

(http://www.uoecs.org/)

Institute for the Development of Educational Achievement

(http://idea.uoregon.edu/)

Institute on Violence and Destructive Behavior

(http://pages.uoregon.edu/ivdb)

Behavior Research and Training

(http://www.brtprojects.org/)