Hope
Chinese
Charter
School
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
 Increase
success
 LIMIT
to serve ALL students
participation in school & academic
LOSS OF INSTRUCTIONAL TIME
 Reduce
use of exclusionary & punitive strategies
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
School-wide PBIS Systems
The Basics
1.
2.
3.
4.
5.
Team-led development to fit to local culture &
context
Define school-wide expectations & routines
Teach expectations and social-emotional
competencies
Monitor and acknowledge prosocial behavior
Provide instructional consequences for
problem behavior
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
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.
Common
Language
MEMBERSHIP
Common
Experience
Common
Vision/Values
Developing a Common
Language
3-5 positively stated SW-Rules
-Easy to remember
-Focus on Positive, not negative
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.”
Define School-wide
Expectations & Routines
Positively Stated
Expectations:
-Focus on What TO DO…
not what not to do
What can parents do?(pp. 5-6)
Try it at Home – Define your Expectations using the
Wisdom Seeker Rules for Home routines
Routine
Homework
-Do homework
from 4:30-5:30
everyday
-Do work in
study area
Routine
Be Kind
-Get started quickly
on homework when
asked
-Ask respectfully
when help is
needed.
Be Kind
Be Safe
Be Responsible
-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
Be Safe
Be Responsible
Remember
positively
stated
expectations!
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
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!”
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

Wisdom Tickets
Verbal acknowledgement, wink, thumbsup, pat on the back…. Etc.
When Acknowledging Positive
Behavior
 Identify
the specific behavior being
acknowledged
 Link the behavior to one of the SW-Rules
 GOOD

“Wow, thank you for helping to clean up
the spill, that was very Responsible of you”
 NOT

EXAMPLE
AS GOOD
“Thank you, good job!”
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

What can parents &
volunteers do?
 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 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”

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)
b)
Physically demonstrate/model the desired
behavior
Student practice of appropriate behavior
Continuum of
Responses to
Problem
Behavior
What can parents &
volunteers do?
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?
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
Thank You for attending!
What questions or
thoughts do you have?
Chris Borgmeier
Portland State University
[email protected]