pbsis climate assessment summary your school name

PBSIS Climate Assessment Summary

Your School Name

PBSIS Team MembersUniversal Team Members• Insert your team member list

Support MembersMeeks

We welcome your involvement…Please contact a PBSIS member if you would like to be more involved

“Stepping onto a brand-new path is difficult….”

Maya Angelou

Survey Says…..

• What factors do you think are the strongest predictors of academic achievement and positive behaviors?

– Supportive teacher behaviors (e.g., caring, helpfulness, quality of interactions, listening, etc.)

– Positive relationships with teachers (e.g., trust, support, sense of being valued and welcomed)

– Having positive relationships with peers (e.g., sense of belonging to a group, confidants, encouragement, meaningful time spent together)

Our Task, Is to Create Environments That Foster School Connectedness

• Encourage positive relationships between students and adults

• Encourage positive interactions between students• Display caring• Create forums for students to be heard• Provide lots of social praise• Have clear expectations and routines• Provide help, support, and intervention quickly

School-wide Positive Behavior SupportThe Means to Achieving a Positive Climate

• Is a multi-tiered intervention model• Offers a continuum of intervention to address

all students’ needs• Emphasizes shifting the point of intervention

from reactive to proactive• Based on an extensive body of evidence

School-Wide Positive Behavior SupportA National Intervention Model

• 44 states with training initiatives• A Federally funded data-base and website:

www.pbis.org• More than 18,000 schools implementing• Newly formed Regional PBIS Northeast Network• A dedicated journal: Journal of Positive Behavioral

Interventions• A national association: Association for Positive

Behavior Support (www.apbs.org) with an annual national conference

All staff will:•Use consistent expectations•Increase giving positive feedback•Consistently apply the Office Conduct Referral procedures•Effectively redirect occurrences of behavior•Use function based problem solving to

•Constructively reflect on behavior incidents•Independently problem solve to address emerging behavior issues

Universal Intervention Tier

Secondary Intervention

Tier

Early intervention for at risk students:•Articulate at-risk indicators•Link Office conduct decisions & intervention planning•Use function based problem solving to guide intervention development

Comprehensive individualized planning using function based problem solving to result in students being successful in general education programs

Tertiary Intervention

Tier

GOALS - What We Want to Accomplish by Implementing School-wide PBSIS:

• Promote a positive climate for students & staff

• Be more proactive so we can prevent behavior issues

• Increase consistency in what we expect from students and how we communicate those expectations

• Be more constructive in the types of interventions we are using with students who engage in repeated problem behaviors

We Want Your Input and Participation

• The PBSIS team will be asking for your feedback at every stage of the planning process:– We will show you proposals and ask for you input– We will survey your opinion– We will involve you in small group discussions &

activities to influence planning decisions

• Please contact [insert name] if you would like to be more involved

“Judging is preventing us from understanding a new truth. Free yourself

from the rules of old judgments and create the space for new understanding.”

Steve Maraboli

Purpose of the Self Assessment

To develop a profile of our school’s strengths and planning needs related to climate and

student behavior

To engage students, staff and parents in providing input

To use data inform our decision making process

Data Sources:

• [Insert] # completed staff surveys• [Insert] # completed parent surveys• [insert] # completed student surveys• Benchmarks of Quality Indicator Checklist• Building Walkthrough• Review of Office Conduct Referral and

Suspension Data

Overall PBSIS Implementation Profile

• To insert graphs:– Click on the graph in excel– Right click – copy– Click on the powerpoint slide and paste– Adjust the size of the graph by clicking on the

edge of the graph and pulling on the corner handles

Welcoming Atmosphere

• Insert graph from excel template

Social & Conduct Expectations

• Insert graph from excel template

Teaching School-Wide Expectations

• Insert graph from excel template

Recognition and Positive Feedback

• Insert graph from excel template

Supervision & Conduct

• Insert graph from excel template

Routines & Procedures

• Insert graph from excel template

Data Based Decision Making

• Insert graph from excel template

Communication & Professional Development

• Insert graph from excel template

Strengths & Planning Needs

Gallery Walk Activity

• Divide into your groups• Go to your assigned planning area (e.g.,

welcoming atmosphere)• You have 4 minutes to generate a list of

strengths and planning needs • Document your list on the worksheet• Listen for the cue to move to the next graph

Our Next StepsFebruary - March

• Attend Day 2 of Universal Intervention training

• Develop an overarching school-wide expectations framework

• Define the framework using positive & actionable language for each area of the building

• Solicit input from staff and students about how to frame expectations in our building