1. Hope Chinese Charter School

2. SW-PBIS Big Ideas  Proactive is better than reactive  Set students & staff up to be successful  Define & Teach consistent expectations  Regularly acknowledge positive behavior  Commitment to serve ALL students  Increase participation in school & academic success  LIMIT LOSS OF INSTRUCTIONAL TIME  Reduce use of exclusionary & punitive strategies

3. School-wide Positive Behavior Intervention & Support (SW-PBIS)  Over 18,000 schools implementing SW-PBIS  Over 600 schools in Oregon  A research based intervention that improves school climate, reduces problem behavior, maximizes instructional time  For more information visit:  www.pbis.org www.pbis.org

4. School-wide PBIS Systems The Basics 1. Team-led development to fit to local culture & context 2. Define school-wide expectations & routines 3. Teach expectations and social-emotional competencies 4. Monitor and acknowledge prosocial behavior 5. Provide instructional consequences for problem behavior

5. Team-led development to fit to local culture & context  Initially developed by team of Hope teachers, board members & parents:  Julie Rickman  Felix Loo  Molly Heywood  Caroline Li  Rupi  Chris Borgmeier  Began planning in Nov. 2011

6. What can parents & volunteers do?  Become a part of the Wisdom Seekers team… we are looking for interested parents to become regular members of the Wisdom Seekers team.  At the end of this presentation, let us know if this is something you might be interested in.

7. Common Vision/Values Common Language Common Experience MEMBERSHIP

8. Developing a Common Language 3-5 positively stated SW-Rules -Easy to remember -Focus on Positive, not negative

9. What can parents & volunteers do?  Support the common language by using it with students & your child in school & at home….  “I like how the students at this table got right to work, that is very Responsible!”  Are you being Kind right now?... you should ask nicely to see if she is done with the crayon – try that again showing me how to be Kind.  “Wow, that was very Safe of you to put your helmet on before riding your bike.”

10. Define School-wide Expectations & Routines Positively Stated Expectations: -Focus on What TO DO… not what not to do

11. What can parents do? (pp. 5-6) RoutineBe KindBe SafeBe Responsible Homework -Do homework from 4:30-5:30 everyday -Do work in study area -Get started quickly on homework when asked -Ask respectfully when help is needed. -Sit square in your chair with four on the floor -Use pencils and materials correctly -Work quietly -Turn off TV & music -Do your best work -Have all materials ready and organized -Skip difficult problems for help later RoutineBe KindBe SafeBe Responsible Try it at Home – Define your Expectations using the Wisdom Seeker Rules for Home routines Remember positively stated expectations!

12. Teach Expectations, Routines & Social/Emotional Competencies  First week of school (teaching & re-teaching):  Teaching Expectations & Routines across settings  Students went to setting & were taught expectations & routines through:  Modelling/demonstration  Practice  Feedback  Reteaching occurs:  Periodically throughout the year, usually when returning from breaks (Winter break, Spring break)  As determined necessary based on staff or parent concerns or data

13. What can parents & volunteers do?  Teach WHAT TO DO – rather than what not to do  Teach your expectations for your Home Matrix (pp. 5-6)  Teach expected behavior through modeling & demonstration of positive behavior  Have student/child PRACTICE What To Do  Less Talk & more demonstration & practice  “Let me show you a better way to ask for your markers, instead of yelling… look at me and say, “Could I have the markers, please?”…. Now you show me how to ask more Respectfully!”

14. Monitor and acknowledge prosocial behavior  5 to 1 Ratio  More attention for positive behavior than negative behavior  Focus more attention on what you want to see!  Look for positive behavior & acknowledge it!  Wisdom Tickets are 1 way to acknowledge positive behavior  Verbal acknowledgement, wink, thumbs- up, pat on the back…. Etc. Wisdom Tickets

15. When Acknowledging Positive Behavior  Identify the specific behavior being acknowledged  Link the behavior to one of the SW-Rules  GOOD EXAMPLE  “Wow, thank you for helping to clean up the spill, that was very Responsible of you”  NOT AS GOOD  “Thank you, good job!”

16. Wisdom Seeker Assemblies  Every 2 weeks all students attend a brief assembly in which:  Student review Wisdom Seekers rules & expectations  Sing the Wisdom Seekers song  Celebrate positive behavior of students, classes and school  Popcorn party for whole school last week!  Classes win the opportunity to take care of the Wisdom Seekers ‘owl’  Draw Wisdom Tickets students

17.  Volunteers:  When you are at the school… actively look for student positive behavior & provide lots of attention for positive behavior  Can hand out Wisdom Tickets, but there are many ways to recognize positive behavior  Parents:  Ask your kids if they’ve gotten a Wisdom Ticket…. ask them what they got it for  Acknowledge your child for being Safe, Responsible & Kind at home & in the community What can parents & volunteers do?

18. What to do when problem behavior occurs Primary Goals: Keep Environment Safe & Minimize Loss of Instructional Time  Actively supervise, scan & monitor to catch minor misbehavior early  Consistently redirect minor misbehavior through gentle correction  Acknowledge positive behavior of neighbor  When possible, use proximity, approach student individually, and get on student’s level to redirect back to expected behavior  If the student follows redirection… make sure to provide positive acknowledgement, “Thank you for getting back to work, that was a good choice, very Responsible”

19. Provide instructional consequences for problem behavior Problem with Punishment  Punishment can teach what NOT to do… but does not teach WHAT TO DO!  If using punishment, make sure to pair it with teaching – OR just teach the desired behavior: a) Physically demonstrate/model the desired behavior b) Student practice of appropriate behavior

20. Continuum of Responses to Problem Behavior

21. Volunteers  Actively supervise, scan & monitor to catch minor misbehavior early  When student/children engage in problem behavior:  Maintain the group: Positively acknowledge other students who are on task  Provide gentle, verbal redirections to child  When student follows redirection, make sure to thank the student What can parents & volunteers do?

22. Parents  When your child engages in problem behavior  Be consistent in redirection of behavior  Link to common language (Safe/Responsible/Kind)  Teach kids the desired behavior to do instead (through demonstration & practice)  Prompt child to use desired behavior at earliest signs of future problem behavior  Or use PreCorrection when you can anticipate challenging situations

23. Thank You for attending! What questions or thoughts do you have? Chris Borgmeier Portland State University cborgmei@pdx.edu