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Shawnee Mission Middle Schools Positive Behavior Supports: Our Journey to Tier Three Molly O’Brien, Ralph Rulo, Sarah Saugier, Lea Ann Pasquale.

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Presentation on theme: "Shawnee Mission Middle Schools Positive Behavior Supports: Our Journey to Tier Three Molly O’Brien, Ralph Rulo, Sarah Saugier, Lea Ann Pasquale."— Presentation transcript:

1 Shawnee Mission Middle Schools Positive Behavior Supports: Our Journey to Tier Three Molly O’Brien, Ralph Rulo, Sarah Saugier, Lea Ann Pasquale



4 What does PBS mean to us? “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?... punish?” John Herner, Counterpoint (1998, p.2) Instead of

5 Tier One Build Consensus and Consistency Among Staff: Establish Expectations Major/Minor Behaviors Create Building Matrix Teach/Practice (Lesson Plans) Revise Discipline Referral Form Data Systems (Monitor, Evaluate, Modify) Systems of Positive Recognition

6 Establish expectations & rules Hocker Grove

7 What does it look like at Westridge? PAWs = Positives at Westridge Safe Respectful Responsible

8 Eagle Excellence

9 Develop Lesson Plans & Teach The SAFE way Stay on the RIGHT side of the hall WALK Tardy Song

10 2008-2009 Focus: Hallways

11 HallwayBathroomClassroomLunchroom S afe Behavior  Stay within 3 tiles if using locker  Hands and Feet to Yourself  Avoid Horseplay  Report problems to teacher or office  Avoid Horseplay ?  Walking only  Hands and Feet to Yourself  Clean Up or Report spills to teachers O n Task  Get It and Go  Bathroom Business Only ?  Eat First Visit Second  Stay seated until excused A ct responsibly  Walk on Right Side  Allow Time to Get To Class  Put trash where it belongs  Keep pens, pencils and markers to yourself ?  Bring ID card to lunch  Follow lunchroom expectations in planner R espect self and others  Listen to teachers  Listen to announcements  Leave it Better Than You Found It  No Put-downs  Give Others Privacy  Leave it Better Than You Found It ?  Listen to Teachers  Leave it Better Than You Found It

12 Modify Discipline referral process/forms

13 MAJOR/MINOR Definitions VIOLATIONMINORMAJOR Inappropriate Language Student uses word in conversation with peers Student uses word toward an adult or peer in an angry manner Physical Contact/ Fighting Horseplay causing a disruptionAggressive contact, possibly causing injury to one or both parties Disrespect (hall or classroom) Student engages in brief or low intensity failure to respond to an adult Student refuses to follow directions, talks back, or is socially rude. Non-compliance (hall or classroom) Student does not return signature required documents (office use only) Student skips a scheduled teacher detention. Disruption (classroom) Student disrupts the class again after given a verbal correction Student disrupts class a third time. Property MisuseStudent engages in low intensity misuse of property Student use school property in a way it is not intended to be used or that damages the property TechnologyStudent has personal technology out and/or on during school hours Student engages in inappropriate use of technology TardyStudent is not in the classroom at the bell Student is tardy 3+ in a quarter to a single class

14 MAJOR VIOLATIONS VIOLATIONDEFINITION Dress code violationStudent wears clothing that does not comply with the dress code in the student handbook Forgery/TheftStudent is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name on a document requiring a signature Harassment/BullyingStudent delivers disrespectful messages, verbal or non verbal, to another person that causes that person to feel threatened or uncomfortable Lying/CheatingStudent delivers a message that is not true and/or deliberately violates a rule. Copy or plagiarize another person’s work or to allow another person to plagiarize your work. Out of BoundsStudent is wandering the hallways outside of the usual path of their planner pass or without a planner. Inappropriate PDA (Public Display of Affection) Kissing, inappropriate touching, or suggestive dancing

15 Shawnee Mission Middle Schools Westridge Identified major/minor offenses Revised office referral form –Utilizing yellow folder to organize & transport referrals SWIS Monthly PBS planning team meetings –Committees formed to develop lesson plans to teach Expectations and determine rewards Check-in/check-out Set aside teaching time for expectation lessons Hocker Grove Identified major/minor offenses Reinforcement activities for students exhibiting SOAR behaviors –“Sub Slips” –Class system Weekly PBS planning team meetings Check-in/check-out SWIS Collaborating with the building Student Intervention Team Eagle Excellence Survey staff to assess areas for improvement or further training

16 Establish data-based decision- making system (SWIS)

17 How Decisions Are Made Use data to decide on the following: Behavioral expectations (classroom and non- classroom settings) Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals) Supervision procedures for non-classroom settings

18 PBIS teams CONSISTENTLY review the following data/graphs: “The Big 5” The average number of referrals: Per day per month By type of behavior By location By time of day By student






24 Tier Two Continue with Tier One: teach, practice, monitor, evaluate, modify Classroom Management Strategies Focus on 15-20% of population Targeted Interventions: check-in/check- out, structured academic time, etc.

25 Check In/Out System to promote positive and constructive interactions between students who have shown a need for assistance Adult assists student with organization, problem solving, and time management One of many interventions


27 Our Results School Wide Information System (SWIS): Suspension Rate Majors/Minors Disproportionality Data

28 2007-2008

29 2008-2009* * 1 st through 3 rd quarter only

30 Proportional Relationship of Referrals to Students All Students



33 Tier Three Our Plans for this school year: Training related to function-based supports SIT Interventions Communication between PBS and SIT Partnership with Community-Based Supports

34 Moving Upstream: A Story of Prevention and Intervention

35 In a small town, a group of fishermen gathered down at the river. Not long after they got there, a child came floating down the rapids calling for help. One of the group on the shore quickly dived in and pulled the child out.

36 Minutes later another child came, then another, and then many more children were coming down the river. Soon everyone was diving in and dragging children to the shore, then jumping back in to save as many as they could.

37 In the midst of all this frenzy, one of the group was seen walking away. Her colleagues were irate. How could she leave when there were so many children to save? After long hours, to everyone’s relief, the flow of children stopped, and the group could finally catch their breath. At that moment, their colleague came back. They turned on her and angrily shouted: “HOW COULD YOU WALK OFF WHEN WE NEEDED EVERYONE HERE TO SAVE THE CHILDREN?”

38 She replied, It occurred to me that someone ought to go upstream and find out why so many kids were falling into the river. What I found is that the old wooden bridge had several planks missing, and when some children tried to jump over the gap, they couldn’t make it and fell through into the river. So I got someone to fix the bridge.

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