Cleveland Elementary
PBIS Program
Primaria Cleveland
Programa PBIS
Primaria Cleveland
Programa PBIS
What is PBIS?
PBIS is an acronym for Positive Behavior and Intervention Supports. It is a school-wide integration of:
A systems and process approach for teaching behavior
A continuum of behavioral supports
Prevention focused efforts to reduce behavioral problems
Specific instruction of academic and personal/social behavior
Research-based practices
Ongoing use of data to make decisions regarding needs and successes at the building level
What are the three tiers of intervention?
PBIS offers three tiers of behavioral supports to students. In the first tier, behavioral expectations are established and taught to all students. In the second tier, students needing additional support are offered group level interventions. Students needing significant support for behavioral challenges are provided evidence-based interventions tailored specifically to their needs in the third tier.
Why is it important to teach positive social behaviors?
In the past, school-wide discipline has focused mainly on reacting to the specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Teaching, modeling, and reinforcing positive social behavior is an important step of a student’s educational experience. The purpose of a school-wide PBIS is to establish a climate in which appropriate behavior is the norm.
Benefits of PBIS
• Increased classroom instruction time, which leads to increased academic performance
• Decreased behavioral disruptions
• Improved school climate
• Increased consistency of expectations being taught and reinforced for all students in all school settings
What are the core principles of PBIS?
1. Intervene early.
It is best practice to intervene before problem behaviors occur. Universal teaching of expected behaviors allows for early and effective intervention.
2. Use of a multi-tier model.
PBIS uses an efficient system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated. To efficiently differentiate behavioral instruction for all students, PBIS uses tiered models of service delivery.
3. Use research-based interventions.
Research-based interventions provide our best opportunity to implement strategies that will be effective for a large majority of students.
4. Use data to make decisions.
A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on student Office Discipline Referral (ODR) and performance data. School-Wide Information System (SWIS) is used to make informed planning decisions for individual students and to determine building needs.
5. Monitor student progress to make data-based decisions about interventions. As in academics, the best method to determine if a student is improving is to monitor the student’s progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior are used. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
What is included in Tier 1 supports?
Tier 1- Universal Level
Tier 1 interventions and supports are intended for all students in the school. The core components of prevention include setting clear behavioral expectations, creating an acknowledgement system to reinforce desired behaviors, and developing a system for addressing behavior.
Universal Team
Cleveland’s Universal Team includes the principal, school counselor (PBIS Internal Coach), school psychologist, teachers, educational assistants, and a parent representative. The Universal Team guides the school in implementing PBIS to fidelity by meeting monthly and using data to drive conversations. The Universal Team creates school-wide action plans based on data from Skyward. The team also develops and maintains school-wide expectations, the school’s behavioral matrix, behavioral lesson plans (Cool Tools), and a system for communicating information to staff, students, parents, and the community.
Behavioral Expectations
Creating clear expectations is the first step in developing a school-wide PBIS program. The Universal System consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent problem behavior.
Cleveland’s Behavioral Expectations for students, staff, and visitors include:
Be Safe
Be Respectful
Be Responsible
A School-Wide Matrix
A school-wide matrix lists the specific behavioral expectations for each setting within the school. The settings chosen for the matrix are areas where the behaviors can be taught, modeled, practiced, and observed. The matrix provides a clear visual of all school-wide behavioral rules/expectations.
Teaching Appropriate Behavioral Expectations
It is necessary to teach the school-wide expected behaviors to all students. The following practices are used at Cleveland:
Kick-Off and Booster Events- The Universal Team designs a kick-off and booster event to teach the expected behaviors to staff, students, and families. Cleveland hosts a kick-off event for all students during the first week of school and a booster event at the beginning of the second semester.
Cool Tool Lessons- There are behavioral lessons that define, teach, model, and practice desirable behaviors. At Cleveland, the Cool Tool lessons are selected based on school-wide data. Weekly lesson plans are provided to staff. Teachers are responsible for teaching the lessons to the students, and all staff teach the same lesson every other week.
Assemblies- All-school assemblies help improve the school climate by reinforcing behavioral expectations and celebrating the positive school community. Cleveland’s all-school assemblies are held bi-monthly on the first Friday of the month from 3:00-3:30 in the gym. During the assembly, students are recognized for positive behavior, and the Cool Tool topic for the week is highlighted through an activity.
An Acknowledgement System- An acknowledgement system is a systematic approach for observing and reinforcing expected behaviors. The system provides for immediate (high-frequency), intermittent (unpredictable), and long-term (quarterly) ways of acknowledging desired behaviors. Cleveland acknowledges desired behaviors in the following ways:
PAWS Slips (Positive Attitudes Will Succeed) = Immediate Reinforcement
Double PAWS days, Power PAWS= Intermittent Reinforcement
Quarterly PBIS Celebrations= Long-Term Reinforcement
PAWS Slips
Staff members hand out PAWS to any student who is displaying appropriate behavior. Staff members also verbally praise the student for the behavior, specifically stating what behavior was observed. The verbal praise is an essential component of using PAWS as this allows students to hear what specific behavior is desirable. Research shows that this specific, positive feedback encourages increased occurrences of appropriate behaviors.
Staff members and students record their names on the PAWS and then enter them into a PAWS drawing. Each classroom teacher has a container in his/her classroom for the students to put their PAWS into. Each week, all PAWS are collected from each classroom, and a student’s name from each classroom is drawn at random. Students whose names are chosen get to pick a small, tangible prize or an intangible recognition. Intangible recognitions include: Dine-in-Style, Wear your favorite hat to school, Library assistant, Slipper day, Bring your favorite stuffed animal to school for the day, Lunch with the school counselor, Student’s name displayed on the school digital front sign for a day, Play a game with the school counselor, or get a behind-the-scenes tour of the school.
Lunchroom & Recess PAWS
Noon hour supervisors hand out PAWS to any student who is displaying appropriate behavior in the lunchroom and at recess. All noon hour supervisors have met with the school principal to learn about PBIS.
Double PAWS Days
Once a week, there is a Double PAWS Day. Staff members give students two PAWS when recognizing desirable behaviors. The day of the week changes so that the Double PAWS Days remain unpredictable. Staff is notified on the day if it is a Double PAWS Day.
Power PAWS
Each moth, there is a cafeteria/lunch recess goal. The grade that meets this expectation the most each week at lunch/lunch recess earns a Power PAW from the Noon Supervisors. After 3 Power PAWS, the entire class earns a celebration.
Quarterly PBIS Celebrations
Cleveland hosts quarterly long-term reinforcement activities for all students. The Universal Team plans the events and shares agendas with the staff at staff meetings. Past incentives have included movie days, game days, magicians, drum lines from area high schools, and a dance party.
System for Addressing Misbehavior
PBIS schools have a system in place for addressing misbehavior. Having a school-wide system provides accurate monitoring of behavior and consistent interventions for behaviors of concern.
At Cleveland, the following strategies have been implemented to address problem behavior:
Reteaching
Behavior Notices (ODRs) for minor and major problem behavior
Tier 2 interventions
Reteaching
Reteaching students appropriate behaviors is an efficient and effective way of encouraging positive behaviors. Immediate reteaching requires a staff member to interrupt the undesirable behavior, define and model the replacement behavior, and have the student practice it. After a student models the appropriate behavior, positive reinforcement increases the chance of the appropriate behavior continuing.
Behavior Notice Process
Behavior Notices monitor major and minor problem behaviors and provide data that determines entrance into interventions.
Minor Problem
Behavior (Teacher Managed)
Inappropriate Language
Noncompliance
Disrespect
Physical contact
Property Misuse
Disruption
Technology Violation
Other _________________
Major Problem Behavior (Principal managed)
Inappropriate/Abusive Language directed at others
Physical Aggression
Bullying
Harassment
Fighting
Disruption
Dress Code Violation
Property Damage/Vandalism
Technology Violation
Theft/Forgery
Chronic Non-compliance/ Defiance/Insubordination
Lying/Cheating
Disrespect
Other ___________________
Minor problem behavior are teacher-managed behaviors. This means that the teacher intervenes by using the following process:
Find a place to talk with the student(s) involved
Help student(s) problem solve
Complete a Behavior Notice form
Send the white copy of the behavior notice form to parents and the pink copy to the school counselor so that data can be entered into Skyward. Teachers keep the yellow copy for their records.
When the student displays the appropriate behavior, the teacher provides high frequency reinforcement
Major problem behaviors are office-managed behaviors. A staff member observing a major problem behavior should ensure student safety and complete the top portion of the Behavior Notice. The staff member should send the student to the office with the Behavior Notice. The administrator intervenes by using the following process:
Helps student(s) problem solve
Determines appropriate consequences
Completes the Behavior Notice including the action taken and the follow-up agreement
Contact parent(s)/guardian(s) and shares the referral information with them
Sends the white copy of the referral form to the parents, gives the yellow copy to the classroom teacher, and keeps the pink copy so that data can be entered into Skyward.
Follows through with the consequence(s)
Provides high frequency reinforcement when the student displays appropriate behavior
Tier 2- Secondary Interventions and Supports
Tier 2 interventions and supports are those designed for 10-15% of the students who are not responding effectively to the Universal Supports of the school. These students need more intensive interventions to reduce problem behaviors. The Tier 2 team members determine and monitor the entrance and exit criteria for Tier 2 interventions.
Tier 2 Team
Cleveland’s Tier 2 Team includes the principal, the school counselor (PBIS Internal Coach), the school psychologist, and the Special Education teacher. The Tier 2 team meets monthly to review school-wide data, teacher/parent requests for assistance, and the Universal Screener results to determine which students meet intervention entrance and exit criteria. Individual student progress is monitored and discussed. Staff is informed of student progress.
Tier 2 Interventions
Interventions are designed to be quickly accessed and highly efficient. Cleveland’s Tier 2 Interventions include Check-In/Check-Out (CICO), Individualized Check-In/Check-Out (CICO), Social/Academic Instructional Groups (SAIG), Mentoring, and Brief Functional Behavioral Assessments (FBA).
Check-In/Check-Out
The Check-In/Check-Out program is an intervention designed to increase the collaboration between school and home, and increase opportunities for self-management of behaviors. Behavioral expectations are defined and written on a point sheet as a visual reminder for the student. These expectations are retaught on a frequent basis. The program builds a regular cycle of check in and out with adults. It formalizes the consequences for problem behaviors across the home and school. Research shows that 80% of students in the CICO program are successful at increasing desired behaviors on a regular basis. The Tier 2 team identifies students who meet the entrance criteria for Check In/Check-Out.
General CICO Entry Criteria
Student begins general CICO once he/she reaches 4 Points (this starts over every 4 weeks from when each student first gets an ODR)
2 points = Major ODR
1 point = Minor ODR
Teacher request for assistance (Teacher fills out initial request for assistance form found in the staff workroom- this is only for General CICO)
Parent request
Universal Screener
Tier 2 team (including classroom teacher) deems that a general CICO is necessary
General CICO Exit Criteria
Exit criteria- 80% for 80% of the time (16/20 days with no majors and 2 or fewer minors).
Self-Monitoring will occur after reaching the above goal if the Tier 2 team (including the classroom teacher) feels it is appropriate. Procedure:
If the student reaches the above goal, the student still checks in/out with his/her CICO person. However, the student keeps points him/herself for 10 additional school days rather than the teacher filling out the CICO sheet. After each class period, the student has a very brief conversation with his/her teacher as to if he/she self-monitored correctly. The teacher then initials that class period (the points can be changed if the teacher disagrees with the student’s self-monitoring points). Self-monitoring sheets are turned into the school counselor, and this data is also kept. For the entire time a student is on CICO (including self-monitoring), teachers and specialists should be having a positive conversation about why a student receives a certain score for that class period.
If a student is not successful on general CICO, individualized CICO or a SAIG group is considered. The school counselor will give the teacher a Reverse Request for Assistance form to fill out so that an appropriate intervention is chosen.
Individualized CICO Entrance Criteria
Student gets 1 major, or 3 or more minors (this begins after being on the general CICO intervention for a minimum of 10 days)
or
Student does not meet his/her goal of 80% after 10 days of being on the general CICO intervention
or
Teacher RRFA (Reverse Request for Assistance)- forms in the staff workroom- Tier 2 consults as a team (with classroom teacher) to determine if individualized CICO is necessary if the data does not meet the entrance requirements
Individualized CICO Exit Criteria:
Exit criteria- 80% for 80% of the time (16/20 days with no majors and 2 or fewer minors).
Self-Monitoring will occur after reaching the above goal if the Tier 2 team (including the classroom teacher) feels it is appropriate. Procedure:
If the student reaches the above goal, the student still checks in/out with his/her CICO person. However, the student keeps points him/herself for 10 additional school days rather than the teacher filling out the CICO sheet. After each class period, the student has a very brief conversation with his/her teacher as to if he/she self-monitored correctly. The teacher then initials that class period (the points can be changed if the teacher disagrees with the student’s self-monitoring points). Self-monitoring sheets are turned into the school counselor, and this data is also kept. For the entire time a student is on CICO (including self-monitoring), teachers and specialists should be having a positive conversation about why a student receives a certain score for that class period.
SAIG (Social Academic and Instructional Groups) Entrance Criteria:
Student gets 1 major, or 3 or more points (this begins after being on the general CICO intervention for a minimum of 10 days)
or
Student does not meet his/her goal of 80% after 10 days of being on the general CICO intervention
or
Teacher RRFA (Reverse Request for Assistance)- Tier 2 consults as a team (with classroom teacher) to determine if SAIG is necessary if the data does not meet the entrance requirements. Documentation is necessary.
SAIG Exit Criteria:
80% for 80% of the time (16/20 days with no majors and 2 or fewer minors).
Mentoring: If the Tier 2 team feels this would be beneficial, the team will refer a student to mentoring. The same criteria will be in place as the criteria for SAIG and CICO.
If a student is not successful on individualized CICO or SAIG, a brief FBA/BIP begins.
Brief FBA (Brief Functional Behavioral Assessment)/BIP-6 weeks
If Brief BIP is unsuccessful, we will do a complex FBA and BIP and monitor effectiveness-6 weeks
If the above doesn’t work, then move to Special Ed. referral.
Parents are welcome to attend a Universal Team meeting or an assembly to see PBIS in action. Contact Kristin Peterson if you are interested in attending a team meeting.
We also welcome parent suggestions about our PBIS program.
Every fall at Open House there is a PBIS Parent Kick-Off where parents are given new information about PBIS and all of the components are reviewed with families.
If you have any gently used small toys you would like to donate for PBIS prizes, we would love to take them off of your hands! Thank you for your support
Open House is held each August before school begins and a PBIS Parent Kick-Off is always part of Open House at Cleveland.
PBIS Assemblies are held the every other month on the first Friday in the gym from 3:00-3:30. Parents are invited to attend.
Cool Tool Time is bi-weekly in the classrooms.
Quarterly Celebrations occur at the end of each quarter to celebrate all the positive behaviors that students demonstrated during that quarter.
For the 2021/2022 school year, Cleveland received:
PBIS Resources
General PBIS Information
Parent Resources
www.wisconsinpbisnetwork.org
Click on Parent and Family Resources tab to access the following articles:
Parent Behavior Management
Parent Involvement
Parent Involvement Affects Behavior
Positive Solutions for Families: Eight practical tips for parents of young children with challenging behavior
Kristin Peterson, School Counselor and PBIS Internal Coach
Cleveland Elementary
411 E Washington Ave, Cleveland, WI 53015
Phone: 920-693-8243
Fax: 920-693-8357
kpeterson@sasd.net