“If a child does not know how to read, we teach. If a child does not know how to swim, we teach. If a child does not know how to multiply, we teach. If a child does not know how to drive, we teach. If a child does not know how to behave, we… Teach?...Punish? Why can’t we finish the last sentence as automatically as we do the others?” John Herner

Establishing a System of Schoolwide Positive Behavior Supports at the Universal Level

Windham Primary School

Presenters • • • • • •

Lisa Backman Shirley Dempsey Rebecca DeSantis Deb Ledoux Jennifer Gritter Kristin Grant Windham Primary School [email protected]

Discussion Points: o Our process, including specific steps taken, using data to guide decision making, and the need for flexibility and learning from mistakes along the way o Capacity building within our staff to meet the behavioral needs of learners o Strategies for building staff, parent and student enthusiasm along with support in all areas of the school. o Tools for measuring success along the way

Discussion Goal Attendees will come away with an understanding of the process used to successfully implement school wide positive behavior supports and concrete examples of how to begin or improve the process in their home schools.

Designing School-Wide Systems for Student Success Academic Systems

Behavioral Systems

Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity

5-10%

Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response

Universal Interventions •All students •Preventive, proactive

1-5%

80-90%

1-5%

Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response

5-10%

80-90%

Universal Interventions •All settings, all students •Preventive, proactive

The 1st step in a Professional Learning Community (PLC) Building shared knowledge • Engage in collective Inquiry-Learning together • Make decisions based on the collective study of the same pool of information Increases the likelihood that all members will arrive at the same conclusion (Dufour)

Work Smarter!

Not harder

We started to ask, “What is PBIS schoolwide?”





?

Leadership team Behavior purpose statement Set of positive expectations and behaviors Procedures for teaching school wide and classroomwide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data based monitoring and evaluation

Staff Survey What we do well… • • • •

We have some data We have some interest in the process We have great classroom practice We have common expectations in some areas • We put students first • We work together and support each other

What Kids Say… Grade 2 Survey Responses

What are the Rules at WPS? • Don’t mess with the pencil container • Fallo Dereychens • Voice Off • Strate Line • Share things • Ask them to swing

• Listen to others • No taking when doing test • No running to a seat you like • Eat your Lunch • Don’t Drink on the bus

On Our Way to 80% Staff Investment

Year 1

• • • • • • • •

Monitor Training Bus Drivers Meeting and Follow up PBIS team developing Some students have been included Use of Resources Moodle Data Shared Staff Survey

Teaching and Reinforcing Expectations to all students Year 2 • Developed a diverse team that met monthly • PE teachers taught playground equipment use to monitors and students • Responsive Classroom practices • Student Skit to teach Stop Signal on stage • Direct instruction to reduce bullying • Administration student skits during lunch • Face to Face staff meetings • Parent night • Provided graphics to all staff to teach and post in all areas of school • Acknowledgement systems started school wide • Staff, student, parent surveys completed

Connectedness to School

RELATIONSHIPS

E X P E C T A T I O N S

High Expectation High Relationship

PBIS Team Make Up School Level Team • 1 Administrator • A grade level person from each grade • A specialist • A parent • A few recess monitors • Educational Technicians • Bus garage representation • Social Worker/Guidance • Psychological Examiner

District Level Team • Building level representatives • Central Office staff • Special Education coordinator • Building level administrators • Parent • School Board member • Alternative Education leader

Clarify Targets for Students and Adults

Consistent Messages 3 to 5 Positive Expectations that are: • Clear • Broad • Consistent in all school environments

Adults Must get training too… Actively supervise at all times – Move continuously

– – – –

Randomize patterns Scan continuously & overtly Interact frequently & positively Positively reinforce rule following behaviors

“Play by the Rules”

Systematic Supervision IRIS media inc.

PBIS Behavior Matrix Hallway

Playground

Cafeteria

Bus

Classroom

Safe

Walk. Stay in your line. Keep your backpack zipped and on your back.

•Follow safety rules. •Stay within boundaries.

•Eat your own food. •Have a calm body while waiting in line and eating. •Seat to seat until you are dismissed.

Back to back. Seat to seat. Backpack in lap. Feet on floor. Stay in your personal pace. Follow safety rules.

Stay in your personal space. Walk. Use materials or equipment appropriately.

Responsible

Go directly to where you need to be. Follow directions. Stay to the right on the stairs.

Dress appropriately for the weather. Be a problem solver. Tell an adult if you see an unsafe choice. Line up when the signal is given and use a voice level 1. Follow directions.

•Make room for all of your friends at the table. •Be a problem solver. •Clean up your space. •Follow directions.

•Get on and off bus carefully. •Follow directions. •Be a problem solver.

Clean up after yourself. Follow directions and classroom routines. Do quality work. Be a problem solver.

•Use good manners. •Raise your hand if you need an adult’s help. •Wait patiently and quietly in line. •Voice level 0 or 1.

Use kind language. Voice level 0 or 1.

•Work cooperatively. •Listen carefully while others speak. •Be considerate. •Show kindness to others. •Voice level 0, 1 or 2.

Respectful

Enjoy the artwork; look with your eyes only. Stay in your personal space. Voice level 0 or 1.

Use kind language. Take turns. Be a good sport. Respect nature. Follow game rules Voice level 0-3.

Voice level 0= Silent Voice level 1= whisper Voice level 2= normal voice

Voice level 3= outside voice

Making Connections to Choices and Consequences

e c i o Ch

el e Wh

Next Steps Team, School, District • SWIS data management system

Year 3

Collecting and Reflecting on data

• • • • •

Acknowledgement Opportunities Transition routines to and from recess Teamwork at District level, funding? Consultant support Increase teaching of appropriate behaviors and adult supervision on the playground • Building capacity at all tiers of the triangle • Tier 2 behavioral interventionist • Responsive Classroom trainings

Do you know the 3 B’s?

Parent Survey Results

How have you heard about PBIS?

Parent Survey Feedback • “I like that you randomly reward good behavior in school.” • “The 3-B’s are great!” • “Voice levels are much nicer than telling everyone to be quiet.” • “We parents appreciate the support of educators in making our children responsible and productive adults.”

Do you teach the behavior matrix expectations ?

What you do matters!

Note no detention data for April, May or June of 06-07

Note: missing April, May and June totals affects overall totals for 06-7 (they are likely higher than the chart shows).

Acknowledging Appropriate Behaviors Community, Student and Staff Celebrating Success

Soaring Eagle Parties

Ask me how I was safe, responsible, and respectful.

MY RIDE Student Name__________________ _____ I sat in my seat safely _____ I used a level 1 voice _____ I kept my personal space _____ I followed directions _____ I made good Choices!

Date________

Driver______

PBIS Games Schedule • Center 1

Fun day for Students Title One staff, Monitors Teachers to learn common game rules and social skills.

– Tag games

• Center 2 – Four square lead ups

• Center 3 – Bus Safety

• Center 4 – Ball skills (Touchdown)

• Center 5 – Cardio Kick ball

Year 4 • Downsize PBIS to “Core” team to monitor data • Vertical Teams are becoming PLC’s – School wide data reflection process

• Student acknowledgment broadening to all areas of school • Tier 1 instruction with academics and behavior

Tier 2 • Check-in, Check-out Tier 2 Behavior Interventionist • Use of SWIS data • Social skills groups • Classroom teacher observations/supports • SAT teamwork • Model for PLC team practices

Organizational Features Common Vision

ORGANIZATION MEMBERS Common Experience

Common Language

Supporting Social Competence & Academic Achievement

TA DA

Supporting Staff Behavior

OUTCOMES SY ST EM S

4 PBIS Elements

PRACTICES

This is a process! Supporting Student Behavior

Supporting Decision Making

Web Info www.windhamraymondschools.org/wsd_primary/PBIS.cfm

• • • • • •

PBIS.ORG SWIS.ORG NH.CEBIS RESPONSIVECLASSROOM.ORG PEACEFULPLAYGROUNDS.ORG STOPBULLYINGNOW.COM

Thank You Please visit or check out our website! Windham Primary School