Cedarmere Elementary School. Positive Behavior Intervention Supports (PBIS)- An Overview August 2006.

Cedarmere Elementary School

Positive Behavior Intervention Supports (PBIS)- An Overview

August 2006

In Collaboration With…

The Power of Teaching

If a child doesn’t know how to read, we teach. If a child doesn’t know how to swim, we teach. If a child doesn’t know how to multiply, we teach. If a child doesn’t know how to drive, we teach. If a child doesn’t know how to behave, we

teach?… ignore? … remove?… punish?

How do we finish this statement now?

What is PBIS?

School-wide discipline programResearch based behavioral interventionsConsistent expectations, language and implementation throughout the buildingEffective discipline = maximized learning

PBIS is Data Driven…

What data?-Staff survey-Data analysis of 2005-06 referrals-In house monitoring of needs-SWIS

PBIS is not,

An off-the-shelf, pre-packaged program that we buy with the hope it will immediately solve all of our behavior problems with students and their parents within 180 days!

PBIS Requires Commitment…

We develop our program alongside behavioral specialists to help solve our school’s unique needs.

However, fundamental change takes 3-5 years to fully develop and implement.

But, what’s in it for me???

Decreased time wasted on disciplining students

Increased instructional time More effective interventions with at-

risk students Positive school climate Positive interactions between faculty

and students

~5%

~15%

~80%

Let’s take a look at last year’s office referral data. . .

Where were we?

Office Referrals by Offense

0

10

20

30

40

50

60

70

# of offenses

Language Fighting Aggression Insubordination Disruption Harassment Vandalism Theft

Office Referrals by Child

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82

Student ID#

Series1

More Than One Trip to the Office

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38

Student ID#

Series1

Repeat Offenders

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Student ID#

Series1

~5%

~15%

~80%

Office Referrals by Teacher… Are we all on the same page?

0

5

10

15

20

25

30

35

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47

T eac her I D#

Ser ies1

Who is being sent to the office?

0

20

40

60

80

100

120

140

new

returning

These graphs reflect baseline data…

Keep in mind that not every child who may have been engaged in inappropriate behaviors last year received an office referral. And, at the same time, not every child who received an office referral was dealt with by an administrator.

Our Belief Statements:

Every discipline situationpresents an opportunity to teachexpected behavior.

Expected behavior mustbe communicated through direct instruction,and modeled every day.

Punishment, by itself,cannot change behaviors.

Our goal is to create a “Host Environment.”

A “Host Environment” is a school-wide discipline plan with an emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create a positive school environment.

We’ll Work Smarter, Not Harder!

Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented throughout the school throughout the day.

Why teach positive social behaviors?

In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions.

Did our efforts to manage behavior last year prove successful?

0

2

4

6

8

10

12

14

16

18

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22

Student ID#

Series1

Our collective dissatisfaction with student behavior last year was primarily due to the following factors:

-Inconsistency among teachers in expectations of student behavior and strategies for improvement, and/or

-A lack of communication between students, teachers, administrators, and parents regarding expectations of behavior, and consequences for misbehavior.

Research has shown that…

Punishment, especially when used in the absence of other positive strategies, is ineffective.

Introducing, modeling, and reinforcing positive social behavior is an important aspect of a student’s entire educational experience.

Teaching behavioral expectations and rewarding students for following them is a more positive approach than waiting for misbehavior to occur before responding.

The purpose of school-wide PBIS

is to establish a “Host Environment”

where appropriate behavior

is the norm!

Tenets of PBIS(Our Core Values)

Cedarmere students are:

Respectful Responsible Ready Safe

Rewarding Positive Behavior

Rewarding Students and Staff…

• Weekly Dough-nuts with administrator• Prize Cart• Monthly Celebrations• Monthly Staff Drawings• Please reward exemplary behavior in

your own classroom as often as you’d like!

Expectations In the Classroom. . .

Direct instruction of “Core Values” Positive expectations taught, encouraged, and

rewarded Ratio of 6-8 positive to 1 negative

adult-student interaction Active supervision Redirections for minor, infrequent behavior

errors Frequent pre-corrections for chronic errors Effective academic instruction & curriculum

In hallways, cafeteria and bathrooms. . .

8:20 – 8:45 Quiet Zone

Talking is acceptable if quietly respectful…

Throughout the dayin hallways. . .

8:45 – 2:55 Silent Zone

Talking is not tolerated.

In hallways, cafeteria and bathrooms. . .

2:55 – 3:20 Quiet Zone

Talking is acceptable if quietly respectful…

Tiered Interventions

• Level 1 Warning

Consistent redirection of all children by all teachers, FFT!

(follow first time)

• Level 2 Sit and Think

• Level 3Letter Home

Sit and Think Letter Home…

• Level 4 Focus Room

Self- Assessment

And, what really happened…

• Level 5 Student sent to the

Office

Cedarmere students will learn academic content…

And Values…

• Respect• Responsibility• Honesty• Integrity• Perseverance• Citizenship• Kindness• Compassion

All while having some serious fun…

To Conclude…

Our goal as a PBIS school is to create a “host environment” that teaches and acknowledges positive behavioral competence, whileutilizing Cedarmere’s behavior data to make informed decisions.

The Power of Teaching

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

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

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

If a child doesn’t know how to drive, we teach.

If a child doesn’t know how to behave, we teach.

Cedarmere Elementary School