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Positive Behavioral Interventions and Supports. Presented by: Veronica Denis Jackie Finch Patuxent Valley Middle School [email protected] [email protected] July 10, 2007. Getting Your Students to B.A.R.K.!. Our School’s Journey to P.B.I.S…. Critical Features. Establish Commitment - PowerPoint PPT Presentation
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Positive Behavioral Interventions and Supports
Presented by: Veronica Denis
Jackie Finch
Patuxent Valley Middle School
July 10, 2007
Getting Your Students to
B.A.R.K.!
Our School’s Journey to P.B.I.S….
PVMS Facility opened - 1989 Total Enrollment: 728 Student Mobility 7.4% Entrants 7.1% Withdrawals Ethnicity White 45.5% African American 39.1% Asian 6.9% Hispanic 7.1% Native American 0.7% Unidentified 0.7% Students Receiving Special Services 2005-06 Ltd. English Proficient 3.4% Free/Reduced Lunch 16.3% Special Education 9.2% PTA members: 300
Critical Features1. Establish Commitment2. Establish and Maintain Team3. Self-Assessment4. Establish and Teach School-Wide Expectations5. Establish On-Going System of Rewards6. Establish System for Responding to behavioral
Violations (Administrative Team)7. Establish School-wide Information System
(SWIS)8. Build Capacity for Function-Based Support 9. Build District Level Support (Howard County)
PBIS needs. . . PBIS needs. . .
☑ Enthusiastic support from administrative team
☑ Technology to support the SWIS system
☑ Alignment with the school’s strategic and school improvement plan
☑ 80% staff buy-in
☑ Enthusiastic support from administrative team
☑ Technology to support the SWIS system
☑ Alignment with the school’s strategic and school improvement plan
☑ 80% staff buy-inStart smallGather staff feedback and inputPresent data and showcase success
Obtain 80% Staff ConsensusObtain 80% Staff Consensus
Your staff will:
provide input in determining what our school’s problems are and what our goals should be
make decisions about rules, expectations, and procedures in the commons areas of the school as a school community
Follow through with all school-wide decisions, regardless of my feelings for any particular decision
Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans
Your staff will:
provide input in determining what our school’s problems are and what our goals should be
make decisions about rules, expectations, and procedures in the commons areas of the school as a school community
Follow through with all school-wide decisions, regardless of my feelings for any particular decision
Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans
1. I would like to: Offer a suggestion Volunteer my services
or time Lodge a complaint Ask a question Acknowledge a success Ask for help
2. Briefly describe feedback:
PBIS Feedback FormPBIS is a school-wide initiative. Your feedback is
very important to us.
3. If lodging a complaint, pleaseoffer a suggestion:
What do you
think? Your
opinionmatters.
PBIS team membersPBIS team members•Administrator
•School Psychologist
•Guidance Counselor
•Alternate Learning Placement Educator
•Experienced staff who deals with at-risk students
•6th, 7th, 8th grade and Related Arts representatives
•Special Educator
•Instructional Assistant
•Parent member from PTA
•Student Member from SGA, NJHS, etc.
•Administrator
•School Psychologist
•Guidance Counselor
•Alternate Learning Placement Educator
•Experienced staff who deals with at-risk students
•6th, 7th, 8th grade and Related Arts representatives
•Special Educator
•Instructional Assistant
•Parent member from PTA
•Student Member from SGA, NJHS, etc.
Attend monthly team meetings
Offer collaborative assistance in student/staff in-services
Introduce/model PBIS to students and families
Contribute to decisions regarding PBIS team
Offer regular feedback on PBIS process
Establish and maintain reward systems
PBIS team members will:
Establish School-wide Expectations
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
What PBIS looks like at PVMS…
SCHOOL SETTINGS Class Hall Bus Restroom
Be Prepared
Bring all materials
each day. Give your best
effort. Take pride in your
work.
Carry hall
pass
Arrive on
time Watch for
your stop.
Keep hall
pass visible.
Act Responsibly
Raise your hand before speaking.
Follow directions the first time given.
Accept consequences without complaining or arguing.
Return materials to the proper place.
Walk, don’t run.
Use an appropriate noise level.
Walk directly to your designated area.
Keep hands & feet inside the bus.
Talk quietly. Follow
directions the first time given.
Flush. Wash your
hands. Use trash
cans. Conserve
water and paper.
Keep walls clean.
Respect Others
Listen politely to
teachers and peers. Use appropriate
language. Ask permission to
use classroom materials.
Move quietly and promptly.
Stay to the right of the hall.
Get on/off the bus in a single file line.
Stay seated and face forward while on the bus.
Dispose of trash in proper receptacle.
Respect others’ privacy.
Beh
avio
rs
Keep Safe
Keep hands and
feet to self. Follow safety
procedures. Use furniture and
supplies appropriately.
In case of an
emergency, proceed to the nearest exit.
In case of a
evacuation, follow safety procedures.
Stay in seat.
Report any
problems to a teacher.
SCHOOL SETTINGS
Media Center Cafeteria Recess Mac Lab
Be Prepared
Bring all
materials to be returned each day.
Sign up for a lunch pass.
Bring
lunch or lunch $ each day.
Dress
appropriately for the weather.
At the end of recess, line up.
Bring
hall pass.
Act Responsibly
Stay on task. Return
materials to their proper place.
Walk, don’t
run. Watch the
noise level. Clean up
eating area.
Line up when
whistle is blown.
Stay in designated areas.
Use
proper computer lab log-in and password.
Respect Others
Listen to
teacher and media staff.
Sit at designated table.
No cutting
in line. Talk
quietly while in line.
Take turns
and include others.
Share
printer.
Beh
avio
rs
Keep Safe
Keep hands
and feet to self. Follow media
center rules.
Walk, don’t
run. No pushing
in line.
No horse-
playing. Keep hands
and feet to self.
Use
teacher directed websites.
Teaching Expected Behaviors
Bucks are used for
Positive interaction between staff and studentBi-weekly rafflesSchool-wide celebrationsQuarterly iPOD drawings
Next year:B.A.R.K. storeBi-weekly drawingsQuarterly iPOD drawings
Raffle Ideas
HW passes Sitting with friends at lunch Principal for the day Amusement park tickets Skating admission Bowling games Basketball tournament with
teachers Best buy certificate Pizza coupons Limousine ride Mall gift certificate
donated items baseball tickets ice cream coupons school supplies movie rentals Coupons from local
businesses School supplies Cotton
candy Snow balls Bingo “Party” with prizes Ice cream social “Popcorn Party”
Patuxent Valley Middle School Student Behavior Management Process
Observe Problem Behavior
Problem Solve With Students
N O Is Behavior YES Office
Teac her Warning Managed? Write Referral to Office
Classroom Consequence
NO YES Student
has 3 MIRÕs in same Quarter?
Teacher Managed vs. Office Managed Language Lateness Preparedness Calling Out Put Downs Refusal to Work Minor Dishonesty Tone Attitude Dress Code Food or Drink Electronic Devices Touching
Weapons Fighting Aggressive Physical
Contact Aggressive Language Threats Harassment to student
or staff Major Dishonesty Truancy Chronic Minor
infractions Smoking Vanda lism Alcohol Drugs Gambling
SIDE BAR ON : Minor Incident Report Slips (MIRÕs) Issue a MIR slip when student does not respond to pre-correction, re-
direction or verbal warning. Once written notify parent by requiring parent signature, a phone call,
email or letter. Take concrete action to correct behavior (i.e. assign detention, complete
behavior reflection writing) Whenever possible, have the corrective actions correspond to the behavior
being corrected (i.e. talking to peer near seat, move seat)
Complete Minor Incident Report
(MIR) if neccessary
Administrator Determines
Consequences
Administrator follows through with
Consequences
Administrator provides teacher
feedback
Continue teacher
management until 3 MIRÕs are collected
Write referral to office. Attach or
provide dates of MIRÕs
School Wide Information SystemsSWIS
Decide who will enter the ODR data
Gather support from teachers to include specific information on the ODR
Decide whether or not Minor Incident Reports will be entered in SWIS
Use your SWIS data to determine your PBIS goals each month
Why? . . . THE RESULTS!!
02000400060008000
10000120001400016000
Total Number
BARKbucks
Busbucks
SuperSubbucks
GRAND TOTAL: 21,000 BUCKS
# of positive interactions
689 691
352
0
100
200
300
400
500
600
700
Total Number of Office Referrals
SY 04-05SY 05-06SY 06-07
ODR data
75 74
60
0
10
20
30
40
50
60
70
80
Total Number of Suspensions
SY 04-05SY 05-06SY 06-07
Suspension Data
Time Regained Student Administrator
Minutes 5085 6780
Hours 85 113
Days 11 14
The impact of PBISBased on 691 ODR’s from ‘05-’06 and 352 ODR’s from ‘06-’07,Based on 691 ODR’s from ‘05-’06 and 352 ODR’s from ‘06-’07,
Snapshots of PBIS’ best. . .
Teachers, Parents, and Custodians donated gift cards to PBIS
Bus #129 rewarded one student with $20 and a gift basket
B.A.R.K. bucks were incorporated into a student’s BIP
Numerous stories from students and staff about the success of PBIS
Staff Reflections. . .
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