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SW-PBIS: Creating a Climate of Learning Clear, positive expectations Clear rules Positive Role Modeling Acceptance of Shaping Respect for Each Student.

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Presentation on theme: "SW-PBIS: Creating a Climate of Learning Clear, positive expectations Clear rules Positive Role Modeling Acceptance of Shaping Respect for Each Student."— Presentation transcript:

1 SW-PBIS: Creating a Climate of Learning Clear, positive expectations Clear rules Positive Role Modeling Acceptance of Shaping Respect for Each Student Limit Setting Praise Procedures & Routines Positive Reinforcement Structured Academic Success Science of Human Behavior, Kathi Wilhite (ECU) & Jessica Swencki, (NCDPI) Murray Middle School “Falcons” Be Responsible Be Respectful Be Resourceful Be Receptive

2 This is a Long Range Commitment Takes about 3 to 5 years to see academic gains First year usually staff development on implementation collecting data focusing on universal interventions so that those are well in place

3 One School’s Example of School Wide Strategies Murray Middle School, Wilmington, NC 914 Students ( ) Average class size varies from 22 to classroom teachers 96% fully licensed teachers (remaining 4% are provisional/emergency licenses) 100% of classes taught by HQ teachers SW-PBIS major initiative School Mascot: Falcon Provided by Cyndy Bliss, AP, Murray Middle School School Year

4 Murray’s SW-PBIS SW-PBIS theme: “Targeting the Four R’s” Students recognized for “positively displaying” the Four R’s through use of “Talon Tickets” “Talon Tickets” given out by all staff displaying SW expectations & rules Students redeem tickets for items on a menu Each quarter SW celebration were all redeemed tickets are pulled at randomly for prizes and field trip opportunities Provided by Cyndy Bliss, AP, Murray Middle School

5 Media Center Pay off fines ($0.10 each) Cafeteria Pay off charges ($0.10 each) Slushies (10 tickets for 1 slushie) Murray Mart (School Store) Each ticket is worth $0.10 PBIS Store Merchandise as marked Classroom Team/teacher discretion Provided by Cyndy Bliss, AP, Murray Middle School Murray’s Talon Tickets

6 Murray’s Expectations & Rules All SettingsClassroomHallwayCafeteriaRestroomPlaygroundAssembliesTransportation Be Responsible Demonstrate self control Follow rules Make good choices Accept outcomes Demonstrate self control Have all materials Have homework Place all trash in trash can Walk to the right Proceed quickly to destination Sign log before leaving classroom Visit locker at appointed times Have money & account # ready Pick up your trash, and trash around you Keep account current Paying for all items* Put all trash in trash can Flush Wash hands Return to class promptly Solve problems positively Line up promptly Follow game rules Stay in designated areas Enter & exit in an orderly manner Stay seated flat on chair Stay with your class Be on time Stay seated in assigned seat Get on and off at assigned stop Be RespectfulUse appropriate voice, words, & phrases Be a good listener Respect all property Use appropriate words & phrases Listen to your teacher and follow directions the first time Treat others with kindness Keep hands& feet to yourself Walk on the blue line and/or to the right Report to class on time Enter classroom quietly Sit with your class Keep your food on your tray Wait for your teacher to signal to throw trash away Be conscious of your manners Respect other’s privacy Clean up after self Line up at first signal Invite others to play with you Share materials Use polite language and gestures Enter & exit building quietly Listen to speaker Show appreciation by applause only Respect the space (i.e. no food, drinks, gum, etc.) Keep feet off of seats* Listen to the bus driver Remain seated at all times Use polite language Follow directions given by driver Follow school bus safety rules Be Resourceful Come prepared Have pencils, paper, book, & homework Have a hall pass Have a purpose for being in the hall Have an updated lunch account Know you lunch number Use time wisely Use materials (paper towels) wisely Prepare ahead of time to bring play equipment Use available equipment Be knowledgeable about purpose of assembly so you can contribute Know bus number and stop Be ReceptiveAccept redirection from adults Accept outcome of behavior Accept redirection from teacher Accept help from teacher & peers Accept redirection from adults Speak when spoken to Accept redirection from adults Allow any one to sit with you Follow staff directions Accept redirection from adults Invite others to play with you Accept redirection from adults Allow anyone to sit with you Provided by Cyndy Bliss, AP, Murray Middle School

7 Murray’s Three Levels of Intervention Murray identified a School Code of Student Conduct with levels of consequences Teachers follow this process Office referrals come in at Level 3 of the 6 levels of consequences Developed a “Levels of Consequences” sheet for use to document prior interventions or consequences Student Handbook, beginning on page 13: Provided by Cyndy Bliss, AP, Murray Middle School

8 Roland Grise Middle School: How a Two Teacher Team is Doing It! At the beginning of the second nine weeks, the Spooner/Miller team began implementing a positive behavior support plan. Each Monday, the students began the week with 15 play dollars which represented payment for appropriate school behavior. Students were responsible for maintaining these dollars. At the end of each week, these dollars were used to purchase admission to “Fun Friday Free Time”. The cost was 10 play dollars. “Fun Friday Free Time” activities were determined with the input from students (Examples: Extra time on blacktop, kickball game, movie day, classroom games, etc.) Throughout the week, the students’ behavior was monitored and dollars were lost for violating school or classroom expectations. The expectations were posted in each classroom. Students were also given the opportunity to earn extra dollars when the teachers deemed the students’ behavior to go above and beyond normal expectations. Students who had not earned the requisite amount worked in classroom on assignments that focused on behavior modification. Roland Grise Home of the Knights

9 Roland Grise Here’s What They Found! The plan was shown to be very effective in diminishing poor behavior and did result in an increase of exemplary behavior. The teachers had collected behavior data to indicate which expectation was not met on a daily basis to help them determine if the intervention was effective After reviewing the data that was collected during the plan implementation, the plan was “fine-tuned” Small changes to the classroom expectations were made Most importantly they plan on focusing on reinforcing appropriate behavior in the areas where most problems occurred.

10 Suggestion: You could add student names at the top if you are targeting specific students & reinforcing behaviors. SubjectDate Rule Broke nDate Rule Broke nDate Rule Broke nDate Rule Brok enDate Rule Brok en LA3-Nov1 5 4 KEY: OR = Office Referral ISS = In School Suspension OSS = Out of School Suspension Each number represents the number of the expectation that was broken. A + sign before the number represents multiple violations Roland Grise Sample Data Collection Tool

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12 Roland Grise Revised Expectations Come to class with all materials (no locker breaks) No food, gum, drinks, or candy in the classroom unless you have special permission Talk only when permitted Use only actions that are not disruptive & promote a positive learning environment. This would include appropriate language, keeping your hands to yourself, staying in your seat, etc. Follow teacher directions the first time they are given Maintain on task behavior when appropriate  Any referral that results in class time missed (ISS or OSS) will result in the student forfeiting $3.00 per day.

13 Another School’s Example: Pass The Buck? Is this an office referral or a classroom intervention? John is chewing gum in class. This is the 10 th Time in a month. Clara is using profane Language in the hallway. Smiles is talking out In class again. Leslie has a kitchen Knife in her book bag Mac is being Disrespectful. Provided by Jennifer Carney, Teacher, Anderson Elementary School

14 One School’s Example Of School Wide System of Expectations Information Provided by: Principal, Terilyn Stone Assistant Principal, Ed Dominowski PSM (RtI) Team Chairperson, Janice Puckett

15 M. C. Williams Red Hawk Expectations

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17 Teachers & Staff Expectations Teach school expectations Apply PBIS strategies Provide PBIS team with input & ideas Model positive approach

18 Incentives for All Tardy parties Homework passes One week special parking Early release from school or class Game time Prom tickets Lunch off campus No Uniform day pass Community donations Parent donations Library & cafeteria fine forgiveness Admission to athletic or other events Involve students in finding incentives for your school.

19 Every student can learn, just not on the same day or same way. -George Evans


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