1 School Wide Positive Behavior Interventions and Supports Manual Ritter Elementary
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1
School Wide Positive Behavior
Interventions and Supports
Manual
Ritter Elementary
2
PBIS Implementation Team
Principal: Theresa Brown
Ritter Elementary
Nicole Bouman Carri Dyl Glenna Dailing Erin Larson Anthony DeNardis Kelly Lathers Leslie DeNardis Christy Manwell Julia DuVall Brenda Tally Brenda Tally
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RITTER ELEMENTARY
PBIS STAFF MANUAL
TABLE OF CONTENTS
Introduction………………………………………………………………… …. 4 School Wide Positive Behavior Support at Ritter …………………… 5 Education YES!..………………………………………………............. 6 School Wide PBIS Pyramid …………………………………………... 7 State of Michigan/Positive Behavior Support Policy………………... 8
Teaching Positive Behavior Expectations………………………………. 9 Ritter Elementary Matrix of Positive Behaviors……………………… 10 Guidelines for Teaching Positive Behavior Expectations…………... 11 Sample Teaching Strategies…………………………………………... 12 Procedures to Practice with Students………………………………… 13
Acknowledging and Rewarding Positive Behavior…………………….. 14 4 to 1……………………………………………………………………… 15 100 Ways to Praise a Child…………………………………………….. 16 What Makes a Good Reward…………………………………………… 17 Caught You Cards……………………………………………………….. 18 Additional Ideas for Whole Class/Individual Reward…………………. 19 Monthly Reward Ideas…………………………………………………… 20
Consequences for Problem Behavior……………………………………… 21 Student Misconduct Codes ……………………………………………… 22 Definitions of Problem Behaviors ………………………………………. 23 Classroom/Teacher Interventions………………………………………. 24 Behavior Clip Chart………………………………………………………. 25 Parent Letter Regarding Behavior Chart………………………………. 26 How to Set a Positive Tone in your Classroom……………………….. 27 “Teacher’s Choice” Examples…………………………………………… 28 Office Discipline Referral Guidelines……………………………………. 29
Appendix…………………………………………………………………………. 30 ODR Example…………………………………………………………….. 31 Kindergarten Think Sheet………………………………………………… 32 First Grade Think Sheet…………………………………………………... 33 1st and 2nd Grade Think Sheet……………………………………………. 34 3rd, 4th and 5th Grade Think Sheet……………………………………….. 35 Behavior Reflection……………………………………………………….. 36 Apology Restitution……………………………………………………….. 37 Caught You Cards ……………………………………………………….. 38 PBIS Parent Letter………………………………………………………… 39 Staff Survey………………………………………………………………… 40
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INTRODUCTION
Be Respectful
Be Responsible
Be Safe
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School Wide Positive Behavior at
Ritter Elementary
Our mission at Ritter Elementary is to create a community and environment where students, parents, and staff are valued. The Ritter community provides guidance, support, and opportunities for all members to reach their academic potential and to become contributing members of our American society. To accomplish this goal we will be using Positive Behavior Interventions and Support or PBIS. This plan will provide detailed expectations of the students in every area of the school. Each area will emphasize the three “BE’s”. BE Respectful, BE Responsible, and BE Safe.
PBIS is a research based program that is a proven school support system that aids in the reduction of problematic behaviors. The key of this program is focus on prevention. Each student is taught clearly defined behavioral expectations with specific rewards and consequences. This program will contain the following key components to help us create a safe, productive learning environment.
• Clearly defining and teaching a set of behavioral expectations
• Consistently acknowledging and rewarding appropriate behavior
• Constructively addressing problematic behavior
• Effectively using behavior data to assess progress
BE Respectful
BE Responsible
BE Safe
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MICHIGAN STATE BOARD OF EDUCATION
POSITIVE BEHAVIOR SUPPORT POLICY
The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st Century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age.
The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood.
A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct.
In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implements a system of school-wide positive behavior support strategies.
Adopted September 12, 2006
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TEACHING
POSITIVE BEHAVIOR
EXPECTATIONS
Be Respectful
Be Responsible
Be Safe
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Guidelines for Teaching Positive Behavior Expectations (The Matrix)
Plan to teach the expectations over the first 2-3 weeks of school. Lessons will need to be repeated a few times initially and reinforced strongly at the outset of the year.
Not quite. Plan to review sections of the matrix every day. Preferably before you transition from one location to another throughout the school. Also, plan to teach booster lessons throughout the school year. If problems arise in certain situations, re-teach the expectation.
By teach, we mean show, model, demonstrate or role play. Have the students practice what you have shown them. Have fun with it!
Team up with a colleague to plan and teach lessons
Repeat this process as often as it takes for the students to learn the behaviors. The general idea is to teach behaviors just like we teach academics.
Keep lessons brief 5-15 minutes
After 2-3 weeks the re-teaching should only take 2-3 minutes
Accompany your students to the different areas of the school described on the matrix and conduct brief lessons
Consider it an investment in the first part of the year that will pay off with more orderly and positive behavior thereafter.
How long does the matrix take to teach?
And then I’m done right?
What do you mean by “TEACH”?
How much time should this take?
How do I teach the expectations for the areas listed on the matrix?
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Sample Teaching Strategies/ Lessons
Use classroom discussions to drive lesson
Brainstorm a list of actions that show RESPECT
Have students talk about a person or character from a book that they RESPECT
Role-play both appropriate and inappropriate behaviors
Create bulletin boards displaying the characteristics of being RESPECTFUL, RESPONSIBLE, and SAFE
Teach and practice procedures at least once every two weeks
Clearly define expectations prior to them being executed
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
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Procedures to Practice with Students
1. Entering the Classroom
16. Entering the Classroom
2. School Wide Quiet Symbol
17. How to Practice Active Listening
3. Raising Your Hand
18. Homework Procedures
4. Line Up
19. How to Ask a Question
5. Assembly Procedures
20. How to Give an Answer
6. Following Directions
21. Getting to Work
7. Restroom Procedures
22. Guest Procedures
8. Hallway Procedures
23. Asking for Help
9. Computer Procedures
24. Ways to Show Respect
10. Lunchroom Procedures
25. What to Bring to School
11. Safety Drill Procedures
26. Office Procedures
12. Recess Procedures
27. Departure Procedures
13. Accepting Consequences
28. Returning to Work After an interruption
14. Accepting Loss or Defeat
29. Accepting Winning Appropriately
15. Working in a Group
30. Accepting No as an Answer
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ACKNOWLEDGING
AND REWARDING
APPROPRIATE
BEHAVIOR
Be Respectful
Be Responsible
Be Safe
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What is it? Positive Teacher Attention
Four Positives to One Correction
4:1
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What Makes a Good Reward?
Readily Available
Appropriate for the Enviroment
Easy to Deliver
Can be Controlled by the Teacher
Is Powerful to the Student
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“Caught You” Cards
“Caught You” cards/slips are pieces of paper that carry a positive message and a place for the recipient to write his/her name. The tickets are given to students to recognize when they have performed positive behavior expectations identified in the matrix. They will be placed in a designated box in the office for a weekly drawing.
1. Select the specific positive behaviors you wish to target for reinforcement
2. Use the reproducible slips provided in the PBIS manual
3. Explain the program to students. Tell them the behaviors that will result in their earning the slips. Give examples of desired behaviors: role-play if necessary to make certain the students understand the expectations
4. Implement the program. Give tickets generously for the targeted behaviors (15-20/week per teacher to any student in the building).
5. When giving out the tickets specifically describe and praise the behavior for which the coupon is being given
6. Make sure all students have the opportunity to earn tickets.
What Are They?
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Additional Ideas for Whole Class and Individual Reward Systems
Although PBIS will be identifying individual students, school-wide for exhibiting appropriate behaviors, it still is necessary to acknowledge your students on a day to day basis both individually and as a class. More ideas listed below!
Treats Stamps
Computer Time Movie and Popcorn
Drawing Social Time with Peers
Homework Passes Music in the Classroom
Inexpensive Toys Games
Slipper/Hat Day Extended Free Time
PRAISE Special Projects
Good Phone Call Home Good Note Home
Stickers Sit with a Friend
Lunch with the Principal Special Classroom Job
Extra Recess Smart Board Helper
Helper in Another Class Line Leader
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Monthly Reward Ideas
Time Frame Reward Ideas Tentative Date September
PBIS Kickoff Assembly
First Week of School
Sept 3rd
-30th
TBD October 11, 2013
Oct 1st
-31st
TBD November 8, 2013
Nov 1st
-30th
TBD December 13, 2013
Dec 1st
-23rd
TBD January 17, 2014
Jan 1st
- 31st
Valentine’s Themed Activities
February 14, 2014
Feb 1st
-28th
TBD March 14, 2014
March 1st
-31st
TBD April 11, 2014
April 1st
-30th
TBD May 9, 2014
May 1st
-30th
Finale Assembly June 6, 2013 (tentative)
Students will not earn the monthly reward incentive if they ended their day on red or orange during the month. A student is able to attend the reward activity if they received no more than 2 yellows during the month.
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CONSEQUENCES FOR
PROBLEM BEHAVIOR
Be Respectful
Be Responsible
Be Safe
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Ritter Elementary School Student Misconduct Codes
MAJOR OFFENCES (Immediate Office Discipline Referral)
MINOR OFFENCES (May lead to ODR depending on severity and accumulation of offenses)
Assault
Academic Misconduct
Drugs/Use/Possession/Selling
Cafeteria Misconduct
Fighting/Violence
Demeaning Conduct
Possession of Dangerous Material
Disorderly Conduct
Gender Based Harassment
Drama
Unsafe/Dangerous Behavior
Disruptive Behavior
Verbal/Abuse and Profanity
Electronic Communication Devices
Weapons
Failure to Complete Penalty
Failure to Follow Directive
Horseplay
Insubordinate
Bullying/Intimidation/Harassment
Overt Display of Affection
Persistent Disobedience
Theft
Truant or Skipping
Unapproved Computer Usage
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Problem Behavior Definitions
Problem Behavior
Definition
Bullying/Intimidation A physical action that is invading someone’s personal space or a verbal action that is threatening or demeaning.
Gender Based Harassment
Anything that involves a person feeling uncomfortable about his/her sexual orientation (physical and/or verbal).
Theft Having property on yourself, in your desk, or backpack that has not been given to you with permission.
Destruction of School Property
Any deliberate damage to school property.
Insubordination Blatant refusal or defiance of teacher’s directions.
Unsafe/Dangerous Behavior
Actions that cause or might cause harm to yourself or to others.
Disruptive Behavior Anything that needs to be dealt with that takes away from class time. The teacher should not stop class to handle student behavior.
Profanity Words that are not acceptable for school.
Violation of School Rules
Actions against school policy.
Fighting Touching another student in a physically hurtful way.
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Classroom/ Teacher Interventions
Consequences
Description
Conference with Student
Private time with student to discuss behavior interventions/solutions. This can include direct instruction in expected or desirable behaviors.
Conference with Parent/ Guardian
Teacher communicates with student’s parent or guardian by phone, email, written notes, or person to person about the problem.
In-Class Time-Out Predetermined consequence for breaking a classroom rule. Short duration (5 minutes or less), usually separated from group, but remains in class. Brief withdrawal of attention and other reinforcers. This is a time for student’s to reflect on his or her action.
Think Sheet Form used to help student identify negative behavior and space to write solution for their behavior.
Privilege loss Incentives given for positive behavior are lost. Examples: 5 minutes off recess.
Out-of-Class Time Out
Student is assigned to another supervised environment for a period of time-out (e.g., another classroom). Slightly longer duration that in-class time-out (≤ 30 minutes). Student must comply with rules of exclusion time-out. Reduction in reinforcement (it should be boring). May include completion of a think sheet. Time-out procedure must be taught to student before implementing.
Apology Restitution Student makes amends for his/her negative actions. Takes responsibility to correct the problem created by the behavior. Verbal or written declaration of remorse.
Corrective Assignment Restitution
Completion of a task that compensates for the negative action-also triggers a desire not to revisit the negative behavior e.g., clean-up, written assignment, do something for another person, etc.
Home/School Plan Parent/guardian and teacher agree on a consistent approach with the child/student. The plan should be consistent with PBS practices, emphasizing teaching and rewarding appropriate behaviors, and consistent consequences for problem behaviors.
Written Contract Student, teacher, and possibly parent/guardian formulate a document expressing the student’s intention to remediate or stop further occurrences of the problem behavior. Written contract should be positive in tone; it should include incentives, but may also include consequences for misbehavior.
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Behavior Clip Chart
Pink, Outstanding- The student is making good choices and has been rewarded throughout the day by clipping up the chart. Students may add stickers or dots to their clip each time they reach the top as an added reinforcement. Purple, Great Day- The student is consistently making good choices throughout the day Blue, Good Day- As the student makes positive choices throughout the day, he/she will have an opportunity to move up the chart Green, Ready to Learn- Every student begins his or her day on this color. They can clip up or down throughout the day depending on behavior Yellow, Think About It- This serves as a visual warning to a student to think about his/her behavior Orange, Teacher’s Choice- Students who continue to make poor choices will clip down and receive a consequence Red, Parent Contact- If a student reaches red, parents will be contacted.
** Teachers are responsible to keep track daily on a separate sheet of paper which students fell below green at the end of every day. These logs will be turned in to
the PBIS team monthly for data discussions and reward planning.
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Dear Parents, This year, in conjunction with Positive Behavior Intervention and Supports (PBIS), we will be using a colored “clip chart” to monitor behavior and classroom choices. Your child will have a clip in the classroom that they will physically move up or down the chart, depending on their choices. Please keep in mind that your child may not move every single day! In order to move up, students must go above and beyond in their behavior choices. The chart below explains how the clip chart works.
Pink Outstanding!
Students who reach the pink level will be rewarded for their positive choices.
Purple Great Choice!
Students who continue to make positive choices move up to the purple level. They are one step closer to having outstanding classroom behavior!
Blue Good Choice!
Students who make positive choices will receive recognition as they move up the chart.
Green Ready to Learn!
Everyone starts the day “Ready to Learn”! Students can “clip up” or “clip down” throughout the day depending on their behavior choices.
Yellow Think About It!
Students who receive a warning will move to yellow. This serves as a reminder to students to think about the choices they make.
Orange Teacher’s Choice!
Students who continue to make poor choices will move to orange and will be given a consequence.
Red Parent Contact!
If a student reaches red, parents will be contacted.
I believe that this system will be a positive way for students to monitor their choices and will give them behavior goals to strive for! If you have any questions, please do not hesitate to contact your student’s classroom teacher! Sincerely,
Ritter Elementary School Staff
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How to Set a Positive Tone and Increase
Direction Following
1. Use direct requests- no questions
2. Move up close, respect their privacy
3. Establish eye contact
4. Give time to respond
5. Use start requests more than stop
6. Don’t nag- follow through
7. Don’t yell. Don’t argue.
8. Acknowledge compliance
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Teacher’s Choice Examples
1. Verbal or written warning
2. Privilege loss 5 minutes max.
3. Conference with student
4. In class time out
Think Sheet
5. Out of class time out 5 minutes max. Think Sheet
6. Apology restitution
7. Loss of recess
5 minutes max.
8. Corrective assignment restitution
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Office Discipline Referral Guidelines Referral Process
1. The referring staff determines whether the student infraction meets criteria for an office referral. Refer to Major and Minor Offenses page (pg. 22)
2. Staff will complete an Office Discipline Referral (ODR), which
will accompany the student to the office
3. The administrator reviews the ODR and gathers any additional
information necessary.
4. The administrator determines appropriate consequence(s), completes the ODR, and enters the referral electronically.
5. If the student receives suspension days, then a notice is
generated and sent to the parent. This may also include a phone call home by the administrator. A completed ODR is sent to the homeroom teacher and a copy is filed electronically for the school’s record.
6. The electronic data system will yield summary information
regarding office discipline referrals for individual students, as well as useful information that will aid in the implementation of Positive Behavior Support strategies for all Ritter Elementary students.
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APPENDIX
Be Respectful
Be Responsible
Be Safe
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32
33
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Behavior Reflection
Name: __________________________
Date: ___________________________
This is the expectation I did not meet:
____________________________________
____________________________________
____________________________________
I should follow this expectation because: (Write at least 20 words here.)
____________________________________
____________________________________
____________________________________
This is what I could have done instead: (Write at least 20 words here.)
____________________________________
____________________________________
____________________________________
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Apology Restitution and Behavior Reflection
Today, _______________ (write date) I, ____________________ (write
name) chose to (write 1-2 sentences about why you are writing this
reflection):
My behavior in class was disruptive to the educational process. My behavior
is a choice that I make. I am responsible for all my actions. When I behave
this way, I make it difficult for other students to learn and I make it difficult to
learn myself. School is very important to my success and the success of
others. I don’t have the right to take this opportunity away from anyone else
with disruptive classroom behavior. From now on, I will do everything I can
to create a classroom environment that is conducive to learning. I understand
that I will have to copy this paragraph again if I make another choice that
disrupts the educational process. I will strive to make good choices that will
benefit me and the people around me.
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
Copy the following paragraph onto the space provided below.
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I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
I Was Caught Being:
RESPECTFUL
RESPONSIBLE
SAFE
At Ritter Elementary
Name: ___________________
Date: ____________________
By: ______________________
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Ritter Elementary School 5650 Carleton Rockwood Road | South Rockwood, MI | 48179
734-379-5335
Dear Parents,
Ritter Elementary School has always pledged to create a safe and stimulating
environment for all students. In an effort to continue to improve our school climate,
many of the staff at Ritter Elementary have worked together to form a Positive
Behavior Intervention and Support (PBIS) Committee. The focus of this
committee, and all of the staff at Ritter, is to continue to create a positive school
climate that fosters cooperation, academic excellence, respect, and safety.
During your child’s first days at school, he or she will learn about PBIS, our
new behavior program. The PBIS team developed this program to promote the core
values of Ritter, which are Be Respectful, Be Responsible, and Be Safe.
We will kick off our new behavior program with an assembly and posters
throughout the building (which includes all classrooms, the office, the cafeteria, all
bathrooms, and the hallways). All of the staff at Ritter has agreed to take the time
and teach students the positive behaviors they are expected to demonstrate at
school. Also, staff has agreed to acknowledge and reward students who
demonstrate these expected positive behaviors on a consistent basis.
Please take the time, now and throughout the school year, to review with your
child the positive behavior expectations. Ask your child questions to make sure
he/she understands the expectations in the different areas in the school. Please
discuss the importance of these expectations and encourage your child to always be
a Jet that will soar to success!
With your continued support and involvement, we will continue to add to
Ritter Elementary School’s rich history of providing a place where students can
excel in a safe and productive learning environment.
Respectfully,
Ritter Elementary School
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Ritter Elementary PBIS Staff Input Form
Name: ___________________________ Date: __________________
How is the PBIS handbook working for you?
________________________________________________________
________________________________________________________
What would you like to see added to it?
________________________________________________________
________________________________________________________
What would you like to see changed or deleted?
________________________________________________________
________________________________________________________
What interventions from the program have you tried?
________________________________________________________
________________________________________________________
-Which have been effective? _____________________________________
-Which have not worked? _______________________________________
-Which have you not tried? ______________________________________
Do you use any other interventions that you would like to share with staff? Please
describe.
________________________________________________________
________________________________________________________
What other ideas, comments, or questions do you have?
________________________________________________________
________________________________________________________
Thank you for your input,
Ritter Elementary PBIS Team
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