2.  To provide a rationale and overview of a school-wide approach to positive behavior interventions and supports:

3.  At Highland, disruptive and aggressive behaviors were a daily issue  A simple, consistent means of dealing with disruptive students was considered an area of great need

4. When we experienced aversive situations, we wanted interventions that produced immediate relief  Remove student  Remove ourselves  Modify physical environment  Assign responsibility for change to student &/or others

5.  Zero tolerance policies  Increased surveillance  Increased suspension & expulsion  In-service training by expert  Alternative programming ……the predictable systems response!

6.  Is inherently “bad”  Will learn more appropriate behavior through increased use of “aversives”  Will be better tomorrow…

7.  Explicit teaching of social behaviors in context  Provision of consistent contingencies (both positive and negative)  Explicit differentiated instruction for academic success (e.g. reading & math)

8.  There were 34 suspensions during the 2006- 2007 school year (involving 25 students)  There were 250 office referrals during the 2006-2007 school year (involving 100 students)  In our first year of PBIS, the goal was to decrease these numbers by 50%.  Using SWIS, we tracked our data by date, time, location, and behavior.

9. Data-Based Action Plan What is our goal? What needs to be done? Who needs to do the work? What resources are needed? When do the outcomes need to be achieved? How will progress be monitored?

10.  We teach and practice each expectation in ALL settings with positive reinforcement & immediate feedback  We integrate teaching of self-control and social skill strategies within academic instruction  We continue to develop reward systems that use creative and individualized rewards earned for meeting expectations  We involve all school employees in implementing the school-wide plan  We monitor improvement in multiple areas 3 School-Wide Expectations We are: Respectful Responsible Ready to Learn

11. Good Choice Pledge I am RESPECTFULI am RESPONSIBLE I am READY TO LEARN All Classroom Settings  Raise your hand and wait to be called upon.  Speak kindly to others.  Ask permission to use things.  Listen politely when others are talking.  Follow directions the first time they are given.  Participate in classroom activities.  Accept consequences without arguing.  Take care of school property.  Complete homework and class work on time.  Have materials ready for work.  Do your best work. Hallways  Keep voice quiet.  Keep your feet quiet but moving.  Keep hands by your side.  Keep hallways neat and clean.  Follow directions the first time they are given.  Stay with your class.  Have a pass when you are alone.  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.  Speak kindly.  Use indoor voices.  Ask permission to get up from the table.  Follow directions the first time they are given.  Know your pin number.  Turn in lunch money before school starts.  Eat first, talk later. Bathrooms  Use a quiet voice.  Respect privacy.  Flush the toilet.  Turn off the faucet when you finish washing your hands.  Use one paper towel and throw used towels in trash can.  Walk quietly to and from the bathroom.  Always take a pass.  Wash your hands when you are finished using the bathroom.  Return to class 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. Playground  Treat others like you want to be treated.  Include everyone in games.  Follow directions from all adults.  Take care of our recess equipment.  Use a pass to leave playground.  Stay in recess areas.  Line up promptly with your class. Arrival  Follow adult directions.  Use indoor voices in halls and cafeteria.  Arrive at school between 8:15 and 8:40.  Line up in assigned location or go to cafeteria for breakfast.  Have all materials you will need for school. Dismissal  Follow adult directions from crossing guards and adults on duty.  Follow directions from patrols.  Walk only on sidewalks.  Take all materials needed for homework.  Go directly to your destination.  Use the crosswalks.  Know how you are getting home. Highland Elementary School-Wide Expectations

12. Academic SystemsBehavioral Systems Intensive, Individual Interventions Special Education processes Tutoring (Linkages, Sat. School) Linkages to Learning Parent-Community Coordinator & Family Involvement Committee Targeted Group Interventions Rdg & Math interventions Teacher/para trainings to improve differentiation Words Their Way leveled groups ESOL leveled support Universal Interventions Student data notebooks Co-teaching models Readers’ notebooks Data Dialogues Effective Effort rubrics Intensive, Individual Interventions Behavior Intervention Plans (BIPs) Counselor’s mentoring program Wii Rewards Linkages mental health services Alternative instructional setting After-school “work study” Targeted Group Interventions Lunch Bunch/Morning Mtgs. Wii Rewards Girls On The Run Basketball Club Universal Interventions Recognition Events Monthly Celebrations Saturday Soccer Parent Involvement activities Hawk Bill/School Store system Consistent Consequence plan 1-5% 5-10% 80-90% 5-10%

13.  Hawk Bills are given in all settings as positive daily reinforcement  Teachers are free to design their own classroom systems for awarding Hawk Bills  Students track their total earned to “buy” privileges, attend celebrations, or School Store items  Each class sends the entire week’s Hawk Bills to office for weekly grade-level “Student of the Week” drawings  Each class visits School Store monthly  Monthly events are held for students who consistently demonstrate the 3 R’s of behavior  Weekly staff awards and/or drawings are held

14. PBIS Team provided Salad Bar Lunch for 1 st day Back to School Coupons given at start of year for teacher supplies PBIS treats placed in mailboxes periodically Prize drawing for Staff Member of the Week who gets $5.00 gift card Highland gear with Hawk logo sold through Lands End Lottery held to give away baseball game tickets, etc. Prize drawings for those who donate to our Bake Sales Event plans assign “jobs” for everyone who is available Staff Softball & Kickball teams (Highland families attending games)

15.  Three levels of behaviors and consequences have been identified in chart format for distribution to staff, parents, and students: LEVEL ONE- disruptive; does not require administrator or completion of form unless chronic LEVEL TWO- defiant; requires completion of classroom documentation (Student Action Report) LEVEL THREE- MCPS violation; requires administrative decision/documentation and completion of documentation (Office Referral Form)

16. Office Referral Form Student Action Report Minor problem behavior Dealt with by teacher/staff Give 3 consequences before completing SAR form Major problem behavior Dealt with by administrator Complete 3 SARs before completing Office Referral Form

17.  Number of problem behaviors has declined  Number of office referrals has been significantly reduced  Academic engagement and performance continue to improve as a result of increased instructional time  Administrators have increased time for instructional support  Parent participation is increasing

20. Hawk Bills generate support Student-of-Week program generates parent pride Buy-in Monthly gain in # of volunteers PBIS funds gifts & supplies for our Parent Volunteers Volunteers Parent Coordinator runs Parent Teams using PBIS methods Teams earn points for rewards Classes

21. PublicizeDelegate Work Together Just Ask Listen & Share

23. For more information contact Scott Steffan, assistant principal Scott_steffan@mcpsmd.org