Get ready to “hit” it! 20132014!!
Learning Targets:
• I can understand the meaning of and role
of PBIS at Sullivan.
• I can understand my role in the PBIS
model.
• I can review data from previous years and
discuss its implications.
• I can set up personal expectations for my
classroom.
Think about your worst and best days at
school? What BUGS you??
Most of what PBIS aims to do
is all about being…
POSITIVE!
The more positive you are the
more positive you will feel!!
So then what is PBIS?
• Positive Behavior Interventions and Supports.
• In general, PBIS emphasizes four integrated
elements: (a) data for decision making (office
referrals, suspensions), (b) measurable
outcomes supported and evaluated by data
(how to reduce problem behaviors around a
specific piece of data), (c) practices with
evidence that these outcomes are achievable,
and (d) systems that efficiently and effective
support implementation of these practices.
Universal School-Wide Features
• Clearly define expected behaviors (Rules)
– All Settings
– Classrooms
• Procedures for teaching & practicing expected
behaviors
• Procedures for encouraging expected behaviors
• Procedures for discouraging problem behaviors
• Procedures for data-based decision making
• Family Awareness and Involvement
Starting Point….
• Educators cannot “make” students
learn or behave
• Educators can create environments to
increase the likelihood students learn
and behave
• Environments that increase the
likelihood are guided by a core
curriculum and implemented with
consistency and fidelity
The Challenge
• The “core curriculum” is often “punishment”
to try and reduce problem behavior in school
• However, “punishing” problem behaviors
(without a proactive support system) is
associated with increases in (a)
aggression, (b) vandalism, (c) truancy, and
(d) dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff,
1991, Skiba & Peterson, 1999)
What is our goal??
• Schools that establish systems with the capacity to implement PBIS
with integrity and durability have teaching and learning
environments that are:
• Less reactive, aversive, dangerous, and exclusionary
• More engaging, responsive, preventive, and productive
• Address classroom management and disciplinary issues (e.g.,
attendance, tardies, antisocial behavior),
• Improve supports for students whose behaviors require more
specialized assistance (e.g., emotional and behavioral disorders,
mental health), and
• Most importantly, maximize academic engagement and
achievement for all students.
• Doesn’t that sound nice??
Ah! The beauty is…
• We already have this
wonderful system IN
place and running at
Sullivan!!! All we need to
do is review what we
have in place and work
towards the goal:
• Positively
keeping students
academic
engaged time at
the maximum!
What we have:
• School wide expectations firmly
established. In other words our Positively
stated school “rules” (see matrix)
• We need to continue to put forth a strong
effort to teach and model all our
expectations for our new, returning, and
late enrolling students. We will put a
strong emphasis on the “positive” way in
which we do this
Sullivan Expectations
Expectations
Arrival/Dismissal
Hallway
Lunch
Playground
Bus
Assemblies
Bathroom
Classroom
* Arrive on time
*Walk at all times
*Use an indoor voice
*share equipment
*Follow driver's instructions
*Use appropriate audience manners
*Flush
*
* Wait in lobby on the tiled area until the bell rings
*Keep hands and feet to yourself
*treat adults and students kindly
*No fighting, swearing, or yelling
*Sit still (when appropriate)
*Wash hands (use soap)
*
* Walk on sidewalks only
*Eat your own lunch
*use appropriate language
*Use appropriate language and volume
*Be silent (with mouth and hands)
*Place your own trash in the garbage
*Line up quickly when called in the appropriate area
*Be on time
*Sit with your class
*Use only what you need
*
* Go immediately to class after breakfast
*Eat what you take
*go directly to playground area only
*No eating or drinking
*Keep your hands and feet to yourself
*Use it only when you NEED to
*
* Go to breakfast to EAT
*Use your time to eat
*cooperate with all children
* Younger children are first
*Follow "Give me 5" signal
*Leave school grounds immediately after school
* ALL food and drink stay in the lunchroom
*Eat healthy
*Have fun
*Stay out of the danger zone
*Pay attention and listen
* Go to breakfast before you go to class
*Use polite language
*treat others kindly
*wait patiently in line
*Leave school with everything you need
*Use your manners
*follow game rules
*Safe hands, feet and body at all times
Be Respectful
* Follow crossing guards directions at all corners
Be responsible
*walk quietly (teachers please monitor your whole line)
*
*
* Follow "Give me 5" signal
* Get to class on time
Be Your Best
*Keep hands to yourself
*Keep the bathroom clean
*
*Return to class promptly
*
*
*take turns
*try to include everyone
*make new friends
* Use the appropriate hallway when walking to class
*
*Follow all directions
*Keep hands and feet to yourself
*Report unsafe behaviors
*Keep the bus clean
*Always have a pass or be with an adult
*Keep food where it belongs
*Nice touch Nice words
All students to be escorted to out the door and to busses
*Walk on the right
*Stay at your table
* If you get picked up go directly to parking lot
*walk up or down the correct set of stairs
*Walk
*
*Be courteous
*Open doors slowly
*
*Safe hands, feet & body
*Enjoy your ride and friends
*Report any unsafe behaviors or problems to an adult
immediately
*
*Use equipment as intended
*Stay seated at ALL times
*Watch where you are going
* Use your seatbelt (sp.ed)
Be Safe
*Respect young children's playground time
*Play only in assigned areas
* M.S. teachers are to drop off/ pick up students in
lunchroom or at recess
*When directed, enter and exit in an orderly manner
I hope you’re ready to hang on!
Sullivan Expectation Matrix
• Please look at your Matrix
• Decide how you will teach and model each of
the expectations. It is best practice to teach in
the environment that you are expecting the
students to behave (ie, go to the lunchroom
and teach/model the expectations)
• Posters!!! (Fun starts NOW) With your team
you will be assigned ONE non classroom
setting. You need to take pictures with the
camera provided and “show” the expectation !!
These will be posted around the building
PBIS Project Management Team
(what we do)
• PBIS Team to plan and coordinate the
Sullivan STAR program AND to review the
data to effect change!
• Last year we worked hard at reinforcing
students who made positive choices via
STAR STUDENT and Caught in The Act..
As always we work hard to address ways
to improve behavior and engagement
WITHIN the classrooms remember…
Sometimes you will have to
adjust to be successful
More positives
• Caught in the ACT incentives, once a week a
student from each classroom is recognized as
following the school expectations and is invited
to the office for a prize. This is done over the
PA. (Students earn tickets from adults in the
building that are turned in and then are drawn by
the classroom or homeroom teachers)
More…
• Proactively and explicitly teaching our
expectations 3 times each school year.
We teach our expectations right away in
the fall, after winter break and before and
after spring break! **Remember you need
to teach what you want the students to do
before you can expect them to do it or
punish them for doing it wrong.
More…
• In classroom use of positive to negative
feedback. 5:1 That is use 5 positive
forms of feedback to every 1 EVEN if
you have to start small (good job
breathing) Try it! You’ll like it! You will be
surprised to see how the students
respond! It can and will be a day
changer
Consider…
•Label the behaviors
NOT the people…
Math
Intensive
Targeted
Continuum of
Supports
Science
Spanish
Soc skills
Universal
Reading
English
Horses
What do we know: Sullivan data
School year:
Reason for Referrals:
Assault
Attendance
Bullying
Computer
Disruptive/Disorderly/Insubordination
Fighting
Harassment
Hazing
Illegal Drugs
Other
Theft
Threat/Intimidation
Tobacco
Vandalism/Property Related
Verbal Abuse
Weapon
Cyber bullying
Alcohol
Extortion
Terroristic threats
08-09 (690) 09-10 (650) 10-11 (617) 11-12(650+) 12-13 (907)
Number of Referrals
38
0
29
0
57
0
1
0
665 882
69 105
35
0
1
0
1
0
64 80
3
24
35
24
1
0
1
8
43
49
2
6
12
11
NA
NA
5
0
4
5
795
720
67
46
3
2
NA
NA
1
1
127 ** 159
12
11
33
27
NA
2
4
11
22
25
6
2
2
0
3
1
1
More Data
• The Triangle
Ideal world: 5% will be red
10-15% yellow
80% green
Our data: 5% 8 % red (9)
12% 9 % yellow (12)
83% 83 % green (79)
Thoughts??
• How do we assess, support and decrease
the amount of “red” or “repeat” students.
• This is the focus of the behavior team,
make sure to communicate with this team
if you have input or to stay informed of
what may be happening with one of your
“red” or PRO-actively start talking about
your yellow kids (get them before they turn
red).
• Also note: any student entering into Sullivan
mid year will come WITH behavior data from
Referrals by location:
2008-2009 2009-2010 2010-2011 2011-2012 12-13
•
•
•
•
•
•
•
•
Classrooms- 751
Hallways133
Bus131
Other outdoor- 69
Gym58
Restroom28
Lunchroom27
Other Indoor-
• Off Campus/Parking Lot-
694 643
161 176
157 107
59
89
72 100
12
21
17
35
4
717
138
74
70
38
16
17
7
6
Totals: Referrals and days of
suspension
• Year total for 2009-2010 : 1,178
2010-2011: 1,185
2011-2012: 1,083
* Total DAYS of suspension for
2009-2010: 209
2010-2011: 157
2011-2012: 115
** Fighting (13 days), DDI (32 days), and Other
(25 days) were they three main reasons for
suspensions.
WOW! Data rush…
• Turn and talk to your team… what do you
see that is…
• 1. on the positive track, keep it going
• 2. something(s) that is/are of concern AND
what suggestions do you have.
Remember to bring the kids along
Next steps..
• Review the levels of behavior in your staff handbook. Be
familiar with what is expected to be handled in
classroom.
• Make positive contact with your families EARLY and as
often as possible. (see family contact log)
• Challenge: Try to make ONE positive phone call a day!
Can you imagine the affect this would have on our
families
• If you need to fill out a behavior referral, please do so
accurately and BEFORE (when posible) you call
behavior support. Our data drives our decisions so it
needs to be accurate!
• Please refer to your referral form.
Even the best will have set backs!
You need to keep trying
Assignment
• Working with your team, come up with
your classroom expectations based on the
4 Be’s. What do you expect in your
classrooms? What have you done well
and want to continue, what needs to be
changed?
• What are your action steps if expectations
that are taught are not met??
• (I’ll hand out a template, please turn in
before you leave)
No matter how tempting….. Stay
Positive!
Thank you and remember your
happy place!!
• Your time and
dedication to the
students and staff
here at Sullivan
makes our learning
and working
environment a
GREAT one to be in!
• Have a
WONDERFUL year!