2CSLE-PBIS – February 2010 Objectives Develop a shared understanding of PositiveBehavioral Interventions and Supports as acoordinated approach2. Strategically and intentionally plan for nextsteps by using data for shared decision-makingReview data and discuss next steps
3What is CSLE-PBIS?A coordinated systems approach to create supportive learning environments that emphasize:social and emotional development and learningclear / consistent language, expectations andconsequencescontinuum of supports for ALL students whichutilizes data-based shared decision-making
4Supportive Learning Environments… Professional Learning CommunitiesMeaningful Stakeholder InvolvementSpecial Thanks: 24 staff members collected data during advisement periodShared LeadershipPositive School ClimateLearner-Centered Classrooms and SchoolsA Continuum of SupportsSocial and Emotional and Intellectual LearningCoordinated School Health Approach
5PBIS is… a data-based systems-approach for ALL students a framework for developing aseamless continuum of supportsbased on a long historyindividualized
6PBIS Includes:Selecting and defining expectations & routines with all key stakeholders, including the student perspective2. Teaching behavior & routines directly(adults and students) i.e. monthly public service announcements to be arranged based on data and staff feedback3. Actively monitoring behavior throughout data collectionResponding to appropriate behavior i.e. brainstorm positive rewards for students who are prompt, in addition to, sending home a PBIS “good news” card5. Using data to make decisions i.e.. data collected during advisement6. Correcting behavioral errors i.e.. aware ind. beh. need to be addressed, provide support to be successful, teachers needed clarification of when to send students out of class
7Time Lost to Discipline (Barrett and Swindell – 2002)TeacherStudentAdministratorReferrals5 minutes20 minutes10 minutesIn-SchoolSuspension6 hoursOut of School45 minutes
8Teacher Managed Behavior Office Managed Behavior T-CHART OF BEHAVIOR (PBIS posters reflect t-chart)Teacher Managed BehaviorOffice Managed BehaviorClassroom AttendanceFrequent Attendance IssuesTardy To Class [First 2 Offenses]Tardy To Class [3rd Offense]Inappropriate LanguageInappropriate Language [Severe / Chronic]Dress Code ViolationDress Code Violation [If Repetitive]Hallway DisruptionsCheating / Plagiarism[Teacher /A.P. Consult]Electronic Devices: “Off And Away During The Day” [1st Offense]Electronic Devices: “Off And Away During The Day” [2nd And Subsequent Offenses]Public Displays Of AffectionPublic Displays Of Affection [If Repetitive]BullyingBullying [2nd And Subsequent Offenses]Classroom Insubordination [Initial Incidence]Insubordination: Chronic Or Severe [Noncompliance, And/Or Refusal To Follow Reasonable Directives Given By A Staff Member]Excessive TalkingOff TaskNot Prepared For ClassDrinks / Food / Gum [With Clear Expectation For Your Class]Missing HomeworkDishonestyPassing NotesDirected Profanity At StaffFightingVandalismVerbal / Physical IntimidationWeaponsTruancy / School / Teacher DetentionTheftGang RepresentationDrug ViolationsArsonSexual HarassmentControlled SubstancesThreatsSecurity Threat / BreachLewd NotesRepeated / Severe Offenses
16Making Meaning of DataWhat data speaks to you? To your stakeholder group?What strengths do you see? What are some patterns you are noticing?What additional data would be helpful? What makes it helpful?What additional questions does this data raise for you?What about this data will you share with your stakeholder group? How?