Positive Behavior Interventions and Support (PBIS) Training at Beacon Heights Elementary August 13, 2007

School-Wide Behavioral Expectations I am Respectful I am Responsible I am Ready to Learn

Good Choice Pledge I am RESPECTFUL I am RESPONSIBLE I am READY Classroom and all Classroom Settings Raise your hand and wait to be called upon. Use positive language and actions at all times. Ask permission to use things. Listen politely when others are talking. Keep hands, feet, and other objects to yourself. Wear the correct uniform. Complete all assignments. Stay on task. Show care for peers, school staff, school property, and self. Come on time and be prepared. Complete and turn in completed homework and class-work on time. Participate in classroom activities. Sharpen your pencils before school starts. Do your best work. Hallways Use quiet voices. Keep hands by your side. Walk on the right side. Keep hallways clean. Follow directions the first time they are given. Stay focused on where you are going. Keep hands, feet, and other objects to yourself Face forward. Walk in line; stay one block from the student in front of you. Cafeteria Wait quietly in line. Use good table manners. Clean up eating area. Use quiet voices. Be polite to everyone. Bring money or lunch every day. Sit quietly and wait to be lined up. Maintain your personal space. Follow directions the first time given. Watch for the 1,2,3 hand signal. Get quiet when the “Give Me Five” signal is given. Follow all routines. Bathrooms Use a quiet voice. Respect others’ privacy. Flush the toilet. Turn off the faucet when you finish washing your hands. Use one paper towel and throw away in trash can. Walk quietly to and from the bathroom. Wash your hands when you are finished using the bathroom. Return to class quietly after using the bathroom. Ask permission to use the bathroom. Sign out before exiting the classroom. Sign in when you return to the classroom. Return to your assignment. Bus and Field Trips Use positive language and actions at all times. Follow the directions the bus driver gives the first time they are given. Keep hands, feet, and other objects to yourself. Follow all directions the first time given. Face forward when you are riding. Keep hands, feet, and other objects inside the bus. Playground Stay in sight of the monitors at all times. Line up quietly by classes when the whistle blows. Enter the building quietly. Keep hands, feet, and other objects to yourself. Use positive language and actions at all times. Follow directions the first time given. Face forward and wait to enter the building quietly.

Rays to Success Coupon Classroom Award ____________________ Teacher name □Respect □Responsibility □Ready

Discipline Continuum The PBIS Committee identified examples of inappropriate behavior into two categories to determine what behaviors are expected to be addressed in the classroom or by the administration. Level One Behaviors- Do not require administrator involvement and do not significantly violate the rights of others. They are disruptive types of behaviors. An Opportunity Room referral form is filled out after the five previous procedures of the behavior monitoring tool have been completed. Level Two Behaviors- Significantly violate the rights of others and may put others at risk or harm (fighting). For severe behaviors, fill out a PS74 and send to the office.

DESIGNING SCHOOL-WIDE SYSTEMS FOR STUDENT SUCCESS Intensive, Individual Interventions Resource Support Individual Students Assessment-based High Intensity Targeted Group Interventions Corrective Reading Some Students (at-risk) High Efficiency Rapid Response Universal Interventions Guided Reading All Students Preventive, proactive Universal Interventions PBIS All Settings All Students Preventive, proactive 1-5% 5-10% 80-90% Targeted Group Interventions Stop and Think/Character Ed Some Students (at-risk) High Efficiency Rapid Response Academic SystemsBehavioral Systems Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures

Expectations Uniform approach for responding to positive and negative behavior Continuum of procedures for discouraging inappropriate behavior Procedures for on-going monitoring, evaluation, and program improvement Academic engagement and performance improve as a result of the increased instructional time Clear set of expectations for ALL students and procedures for teaching expected behavior

PBIS Committee Attended summer trainings and worked extensively in developing the school-wide behavior plan PBIS Committee presents to the staff during Pre-Service Workshops Meets monthly to discuss progress and share feedback from staff, analyze data, identify areas of improvement

Staff Buy-In Most staff members expressed a need through surveys and data for a universal system that addresses behavior to decrease the number of disruptions during teaching and learning. Colleagues present to the staff during Pre- Service Workshops

Rays to Success Coupon ____________________ Student name ____________________ Teacher name □Respect □Responsibility □Ready

Behavior Monitoring Chart Every classroom, office space and meeting area has a behavior monitoring chart posted Consequences are clearly listed to identify next steps Consequences include: Behavior Monitoring Tool  Warning  Proximity  Time Out- Not to Exceed 15 minutes  Loss of recess  Call home: _______  Referral to Mr. Murphy or office

Every student has an opportunity to earn a coupon for being Responsible, Respectful, and Ready to Learn. Bi-Weekly Coupon Drawings are done by the classroom teacher: - Each teacher draws 3 coupons from the coupon bin every Pay Day Friday and the winners will be posted on the STAR Bulletin Board. Winners will be awarded something from the privilege list. (To be developed) All winners will be announced on the Morning News. Bi-Weekly Classroom Drawings will be done by a member of the PBIS team at the same time the individual winners are chosen. Classroom winners will receive free ice cream and will be announced on the Morning News. Student Incentives

DATA, DATA, DATA What does the data show us? Does the data identify any behavioral trends in time of day, location, type of behavior, or grade-level? How does the data determine what next steps are needed?

Lessons Learned PLUS (+) Decrease in office referrals and suspensions Increased emphasis on positive behavior Increase in staff involvement Created a universal, consistent language when identifying expectations and addressing behavioral concerns

Next Steps… Frequently monitor action plan and school-wide data to identify concerns/trends and actions that need to be taken. Develop intervention plan and classroom lessons that address aggressive/physical behaviors. Frequently monitor the 1-5% of the students who need intensive support.