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Positive Behavioral Interventions & Supports (PBIS) Northstar Middle School.

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Presentation on theme: "Positive Behavioral Interventions & Supports (PBIS) Northstar Middle School."— Presentation transcript:

1 Positive Behavioral Interventions & Supports (PBIS) Northstar Middle School

2 Positive Behavioral Interventions and Supports Northstar Middle School implemented the Positive Behavioral Interventions and Supports during the 2009-2010 school year. PBIS focuses on improving a school’s ability to teach and support positive behavior of all students. It is a proactive, data driven approach to prevention and response for classroom and school discipline issues. Our motto is “Going Green”

3 Four challenges facing schools today Doing more with less Educating increasing numbers of students who are more different than similar from each other Educating students with challenging behaviors Creating school environments that enable adoption and sustained use of effective practices

4 PBIS Background 1994 Fern Ridge Middle School in Eugene Oregon was in need of a systems approach to discipline 880 students with 5100 office discipline referrals in one academic year University of Oregon professionals focused on this school to conduct research regarding effective practices to correct both the behaviors and academic problems The Positive behavioral Interventions and Supports (PBIS) system was the result and the National Center for PBIS was formed. The Center builds from a 10 year history of defining, implementing, and evaluating PBIS across more than 9000 schools in 40 states. PBIS offers a broad range of proactive, systemic and individualized strategies for achieving important social and learning outcomes in a safe and effective environment while preventing problem behavior with all students Fundamentally, improving students’ academics and behaviors is about ensuring all students have access to the most effective instructional and behavioral practices. PBIS provides the framework that guides selection, integration, and implementation of the best academic and behavioral practices for improving important academic and behavior outcomes for all students.

5 PBIS Emphasizes Data for decision making including student, staff, and parent surveys Measurable outcomes supported and evaluated by data including SWIS (School-wide Information System) to improve the ability to a develop safe and effective educational environment Practices with evidence that these outcomes are achievable, such as “PAWSitive” referral slips, stoplight behavior, posters, incentives, and mini lessons. We use ‘stoplights’ as the measure, with green light behavior being optimal. Our motto is “Going Green”. Systems that efficiently and effectively support implementation of these practices such as Honor Level, wellness activities, Northstar Respect Policy, study club, and academic placements

6 Tiered Support Northstar continually monitors students, both academically and behaviorally. We provide increasingly intense tiered interventions for student success.

7 PBIS Uses Proven Effective Discipline Practices Proactive school-wide discipline systems Social skills instruction Academic/curricular restructuring Behaviorally based interventions Early screening and identification of antisocial behavior patterns Instead of working harder (inefficient), schools establish systems/processes and use date and practices that enable them to work smarter (efficient, effective) Establish fewer priorities Consolidate/integrate wherever possible Specify what is wanted and when you have achieved it Give priority to what works

8 Focus Areas (STAR) Safety Timeliness Acceptance of Responsibility Respect for All Specific activities for teaching and celebrating these expectations occur throughout the year.

9 PBIS Outcomes Schools that implement PBIS have teaching and learning environments that are: Less likely to have bullying, profanity, name-calling, and exclusionary behavior More engaging, responsive, preventive, and productive Addressing classroom management and disciplinary issues (e.g., attendance, tardiness, and antisocial behavior) Improving supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health) Maximizing academic engagement and achievement for all students

10 Northstar Goal Goal: The staff at Northstar Middle School will continue implementing and adjusting Positive Behavior & Intervention Supports (PBIS) for all students, so that our school culture is safe and conducive to preparing our students for high school and post-secondary readiness. We will continue using our data and our Tier 1 (see Tiered Support diagram on back cover), 2 and 3 interventions accordingly, with a focus on increasing our Tier 2 interventions available to students who may need extra support as identified by SWIS (School-wide Information System) and referral. We will measure this by analyzing a variety of data, including: attendance, grades, EXPLORE scores, student survey, incidences of respect policy violations, PBIS staff survey, office referral data, etc. Our leadership team will review the data throughout the school year and with a culminating data retreat in May of 2012.

11 Positive Effects of Family Partnerships The link between families and positive behavioral interventions and supports is an important one. When families are meaningfully involved in educational activities their children do better in school. Families play an important part in their child's education and social development. The presence of parents in schools not only provides additional academic supports but also creates community and cultural connections. When families are involved students exhibit… Increased positive attitudes and behavior More self-confidence and motivation Higher test scores Better grades Better attendance Higher levels of homework completion Improved attitudes about school work and feel school is more important “At all grade levels, the evidence suggests that school policies, teacher practices and family practices are more important then race, parent education, family size, marital status, and even grade level in determining whether parents continue to be part of their child’s education.” -Dr. Joyce Epstein, Founder and Director of NNPS

12 Family Matrix-Example Behavioral Expectations and Matrix: Each family may align school expectations with family expectations Home ExpectationsMealtimesBathroomComputer Time S afety Healthy food choicesWash hands and use good hygiene Monitor internet sites and limit time T imeliness Schedule family meals and be on time Share the bathroom by limiting time Use computer time wisely Acceptance of responsibility Everyone help with clean up Pick up wet towels and dirty clothes Ask yourself: Is it safe? Is it legal? Is it healthy? Does it follow my parents/ guardians rules? R espect for all Use family table manners Maintain and respect privacy Does it show respect for me and others?

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