West Bloomfield School District
School Wide Positive Behavior
SupportRenee DiGiorgioBehavior Coach
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