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CSLE – PBIS Creating Supportive Learning Environments through PBISupports Positive Behavioral Interventions Supports.

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Presentation on theme: "CSLE – PBIS Creating Supportive Learning Environments through PBISupports Positive Behavioral Interventions Supports."— Presentation transcript:

1 CSLE – PBIS Creating Supportive Learning Environments through PBISupports Positive Behavioral Interventions Supports

2 Objectives 1. Develop a shared understanding of Positive Behavioral Interventions and Supports as a coordinated approach 2. Strategically and intentionally plan for next steps by using data for shared decision- making 3. Review data and discuss next steps CSLE-PBIS – February 2010

3 What is CSLE-PBIS? supportive learning environments A coordinated systems approach to create supportive learning environments that emphasize: social and emotional development and learning clear / consistent language, expectations and consequences continuum of supports for ALL students which utilizes data-based shared decision-making

4 Supportive Learning Environments… Professional Learning Communities Meaningful Stakeholder Involvement Special Thanks: 24 staff members collected data during advisement period Shared Leadership Positive School Climate Learner-Centered Classrooms and Schools A Continuum of Supports Social and Emotional and Intellectual Learning Coordinated School Health Approach

5 PBIS is… a data-based systems-approach for ALL students a framework for developing a seamless continuum of supports based on a long history individualized

6 PBIS Includes: 1.Selecting and defining expectations & routines with all key stakeholders, including the student perspective 2. Teaching behavior & routines directly (adults and students) i.e. monthly public service announcements to be arranged based on data and staff feedback 3. Actively monitoring behavior throughout data collection 4.Responding to appropriate behavior i.e. brainstorm positive rewards for students who are prompt, in addition to, sending home a PBIS good news card 5. Using data to make decisions i.e.. data collected during advisement 6. 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

7 Time Lost to Discipline (Barrett and Swindell – 2002) TeacherStudentAdministrator Referrals 5 minutes20 minutes10 minutes In-SchoolSuspension 5 minutes6 hours20 minutes Out of School Suspension Suspension 5 minutes6 hours45 minutes

8 T-CHART OF BEHAVIOR (PBIS posters reflect t-chart) Teacher Managed BehaviorOffice Managed Behavior Classroom Attendance Frequent Attendance Issues Tardy To Class [First 2 Offenses] Tardy To Class [3 rd Offense] Inappropriate Language Inappropriate Language [Severe / Chronic] Dress Code Violation Dress Code Violation [If Repetitive] Hallway Disruptions Cheating / Plagiarism [Teacher /A.P. Consult] Electronic Devices: Off And Away During The Day [1 st Offense] Electronic Devices: Off And Away During The Day [2 nd And Subsequent Offenses] Public Displays Of Affection Public Displays Of Affection [If Repetitive] Bullying Bullying [2 nd 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 Talking Off Task Not Prepared For Class Drinks / Food / Gum [With Clear Expectation For Your Class] Missing Homework Dishonesty Passing Notes Directed Profanity At Staff Fighting Vandalism Verbal / Physical Intimidation Weapons Truancy / School / Teacher Detention Theft Gang Representation Drug Violations Arson Sexual Harassment Controlled Substances Threats Security Threat / Breach Lewd Notes Repeated / Severe Offenses

9 ATHS Average # of Referrals Day/Month

10 ATHS Referrals Sept.- Dec. 2009

11 ATHS # of Office Referrals

12 ATHS # of Referrals by Time of Day

13 ATHS Referrals by Location

14 Advisement: 1 st floor hallway

15 Advisement: 2 nd floor hallway

16 Making Meaning of Data What 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?

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