04/21/23

Positive Behavior Intervention and Supports

(PBIS) Walking with

“PV Pride”

Pleasant View Elementary School

2009-2010

A Day in the Life…

.

Chalk video clip

Expectations

. Expectation Behaviors

Be Ready Please:

•Ask questions

•Participate as needed

•Be at meeting on time

Be Responsible Please:

•KHFOOTY

•Bring appropriate materials to meeting

Be Respectful Please:

•Turn cell phones “off” or to “vibrate”

•Receive and make phone calls in areas outside of the meeting room

•Wait for communications with team members until team and break times or write notes

•Give your full attention to the presenter/speaker

What are your thoughts?

• What do you think are the most important variables influencing student achievement?

• What are the top three behaviors that disrupt instruction?

• Where and when do problem behaviors happen? Self-assessment survey You have five minutes

Positive Behavior Intervention and Supports Committee Action Plan

Positive Behavior Intervention and Supports Committee Action Plan (Cont’d)

Finding Good Directions . . .

Reorganizing our responses…

“Would you throw everything out or reorganize so your best resources are at your fingertips?”

Before After

Changing our approach…

“Work with what you have. Small changes make a big difference.”

Matt B.I try to lead by

example.I am detail oriented.

TWIN DAY AT PV

Changing our approach…

“Work with what you have. Small changes make a big difference.”

Before After

What you lookin’at dude!? I kinda dig your

style, but my wife won’t let me dress like that!

Mythbusters about PV Discipline System

• Has CPR been eliminated?• Is this another new thing on my plate?• Is this going to take more time?• Why should we reinforce what is already

expected?• Will there be no more consequences for students

in response to their poor behavioral choices?

• H ttp://www.esnips.com/doc/3de229bc-87e1-44ea-afcc-69d28f87a877/Mythbusters-Theme-Song

How Can WE Change Student Behavior?

• Answer: By changing the way we do business. Focus on what students should be doing

instead of what they should not be doing (look for appropriate behaviors on infraction form)

Seek to reinforce positive behavioral choices (“Panther Pride” slips)

Speak a common language Make positive connections with students

What is PBIS?

A broad range of proactive, systematic, and individualized strategies for achieving

important social and learning outcomes in safe and effective environments while preventing problem behavior with all

students (Sugai, 2007).

PBIS Research

• Four positive comments are required to negate one negative comment (Note: The number of positive comments increases to every negative comment as the student moves through school.)

• Goal is to replace inappropriate behaviors with appropriate behaviors

• Suspensions and detentions don’t change student behavior

• A majority of students comply with expectations

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Tertiary Interventions•Individual Students•Assessment-based•High Intensity

Tertiary Interventions•Individual Students•Assessment-based•Intense, durable procedures

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small Group Interventions• Some Individualizing

Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response• Small Group Interventions• Some Individualizing

Universal Interventions•All students•Preventive, proactive

Designing School-Wide Systems for Student Success

A Response to Intervention Model

Academic Systems Behavioral Systems

Adapted from “What is schoo-wide PBS?” OSEPTechnical assistance on positive behavioralInterventions and supports.Accessed at http://www.pbis.org/schoolwide.htm

Teaching

“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?”

Teaching (cont’d)

• If we understand that behavioral skills are learned, it is necessary to teach expected behaviors as we would academic skills. You don’t tell a student, “Well you should have

learned how to add in second grade. I really can’t teach you how to add now in third grade.”

Tips for Teaching Behavior

• Practice what should be conducted in actual setting whenever possible

• Use high frequency, positive acknowledgements

• Teach to all students by all adults in the building

• Lessons to be embedded into subject area curriculum

• Show examples Have students practice examples

Systems: How Things Are Done

• Procedures/Expectations for classroom and non-classroom settings (lunchroom, bus, and hallway)

• Procedures for reinforcing expected behavior

• Procedures for responding to office discipline

• Procedures for meeting the needs of all students (The Pyramid of Interventions)

Purposes of Acknowledgements

• Reinforce the teaching of new behaviors• Encourage the behaviors we want to occur again in the

future• Harness the influence of the students who are showing

expected behaviors to encourage the students who are not• Strengthen positive behaviors that can compete with

problem behavior• Improve our school climate• Create positive interactions and rapport with students• Overall, we can earn time back to teach and keep kids in

the classroom where they can learn from us!

What’s the Plan?

• We need to devise a plan that will work for Pleasant View.

• Ongoing development and support this year in terms of PBIS

Expectations at Pleasant View

• Walking with “Panther Pride” Be Ready Be Responsible Be Respectful

PV Matrix of Expectations

Behavior Reflection Form

• Student reflection form for individual student use…

Questions on the form:1. What did you do? (What was the behavior that caused you to fill out this form?)2.When you did that, what did you want?3. List four other things you could have done.4. What will you do next time? 

Recap – What do I need to do?

• No formal plan to fill out – just decide how to incorporate incentives (see list of ideas)

• Recognize positive behavior in students verbally and with paper slips

• Have students turn slips into a classroom container

• Count slips after classroom or Mr. F incentive (give totals to Jamie) One incentive/month from you and one from Jamie

(two in total)