positive behavior interventions and supports: kent island high school

Positive Behavior Interventions and

Supports: Kent Island High School

Presented by Brad EngelAssistant Principal

Kent Island High School

Provide an overview of

Positive Behavioral Interventions and Supports PBIS

Review some of the features of PBIS

Describe how to T-E-A-C-H Discipline

Discuss implementation process for the 2007-2008 school year.

Positive Attitude

Positive Behavior

____________

Negative Attitude

Negative Behavior

““Positive Positive interactions are interactions are

free”free”SugaiSugai

““Negative Negative interactions can interactions can

be very Costly…”be very Costly…”HershbergerHershberger

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Successful implementation…

Of the many multi-layered facets of PBIS requires a clear, systematic, and straightforward approach…

For our sequence of PBIS strategies we employ the acronym “T-E-A-C-H.”

To Discipline is to T-E-A-C-H

Teach the expectations all students, individual, classroom, non-classroom and school wide.

Encourage students to make good decisions, redirect and pre-correct.

Acknowledge positive behavior with positive words and positive messages.

Celebrate positive choices.

Harvest the referral data for decision-making and interventions.

Engel

T-each the Expectations

In order for students to understand positive behavior ….they must be taught positive behavior….Teach positive behavior by describing, demonstrating, explaining, discussing, modeling, listening….

TEACH Behavior !!!TEACH Behavior !!! TEACH Behavior !!!

T-each the Expectations• Teach behaviors directly• School wide Matrix of Expectations-posted

everywhere…• Classroom Management Matrix• Teach specific classroom rules.• Teaching Expectations in non-classroom

area by class.• Lesson plans that teach respect• Embedding the teaching of respect into the

curriculum (Civil rights, women’s movement) • Behavioral Interventions for non-responders.• Advisory

E-ncourage students to make good choices

We try to encourage positive behavior by helping students make positive decisions using the tools of redirections, pre-corrections, reinforcements and reminders…

E-ncourage students to make good choices

• “Positive interactions are free”• Pre-corrections, Redirections

Reinforcements, Reminders• 5-1 positive to negative • Reframe our own thinking if

needed.• Redirect students

A-cknowledge the positive behavior

If you want the positive behavior to be repeated you have to recognize and acknowledge the positive behavior…It is essential to provide this acknowledgement with positive words, positive messages and positive referrals…

A-cknowledge the positive behavior

• “Catch them being good”• Become ego-architects• Be specific with praise• Positive Referrals• Phone calls home

C-elebrate Positive Choices

When students and are recognized and rewarded for making positive choices they feel valued and important-Rewarding students and staff with incentives, prizes, plaques, awards etc….can make a big difference in creating a more positive school culture…

C-elebrate Positive Choices

• Student of the month• Prizes, gift certificates, movie passes• Ice cream celebrations, assemblies• Classroom celebrations• Difference between a bribe and a

reward?

H-arvest the referral data for decision making and

behavioral interventions.

In order to make decisions about our PBIS program it is critical that the discipline data be analyzed.

H-arvest the referral data for decision making and

behavioral interventions.

• Referrals by location.• Referrals by type of infraction• Referrals by Time of

day/month/year

T-each Behavioral

Expectations

TEACH Your Staff First

•The best way get your staff on board is to give them a taste of the positive…

T-each the Expectations

• School wide Matrix of Expectations-posted everywhere…

• Classroom Management Matrix• Teach specific classroom rules.• Teaching Expectations in non-classroom

area by class.• Lesson plans that teach respect• Embedding the teaching of respect into the

curriculum (Civil rights, women’s movement)

• Advisory

The 4 ExpectationsPBIS@KIHS

•Respect Others•Respect Self•Respect Learning•Respect Property

Kent Island High School has established…

Four behavioral expectations for the 2007-2008 school year…

We at Kent Island High School believe that

these four behavioral expectations; respecting others, self, learning, and property are critical elements of a positive school environment for all members of our school community.

Directly and Formally TEACH School-wide Behavioral

Expectations Teach expectations in a variety of ways, e.g., sample multiple intelligencesEmbed lessons into subject area curriculumModel with examples and non-examplesHave students practice DEMONSTRATING the expectations until fluentProvide feedback and positive acknowledgement for correct behavior

Lesson Plan to Teach Behavioral Expectations

1. School Rule:

2. Observable, Positive Behavioral Expectations for Each Rule:

3. Planned Location for Teaching Rule:

4. Examples: 5. Non-Examples:

6. Activities to Check for Understanding :

7. Acknowledgements to Maintain Positive Behaviors:

Procedures forProcedures for

Classroom SettingsClassroom Settings•Entering the Classroom

•Putting Materials Away

•Subjects

•Student led instruction

•Teacher led instruction

•Locations

•Centers

•Storytime

•Leaving the Classroom during the school day

•Returning to the Classroom

•Personal Needs

•Bathroom

•Water

•Pencil

•When a Visitor is in the Room

•Leaving to go Home

TEACHTEACH

BEHAVIOR!BEHAVIOR!

TEACHTEACH

BEHAVIOR!BEHAVIOR!

TEACHTEACH

BEHAVIOR!BEHAVIOR!

AGAIN !!!

TEACH BEHAVIOR !!!

TEACH BEHAVIOR !!!

TEACH BEHAVIOR !!!

Just like you would

• Science• Math• English• Social Studies

Instruction Teach the

appropriate behavior that you want from the student instead of the inappropriate behavior.

The 4 ExpectationsPBIS@KIHS

Respect OthersRespect Self Respect PropertyRespect Learning

Once you have developed school-wide expectations, it is not enough to just post the words on the walls of

the classroom…

YOU MUST TEACH THEM!

A visitor to Kent A visitor to Kent Island High School Island High School should understand should understand

our behavior our behavior expectations within expectations within 5 minutes of being 5 minutes of being

in the building.in the building.

Levels of PBIS Adapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)

•School-wide – Procedures and processes intended for all students, staff, in specific settings and across campus•Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms•Targeted Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)•Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

Specific Settings

• Particular times or places where supervision is emphasized– Cafeteria– Hallways– Buses & bus loading zones– Bathrooms

ClassGym/ Locker

RoomCafeteria

Media/ Computer

Lab

Hallway/Stairway

Restroom

RespectSelf

RespectOthers

RespectProperty

Respect Learning

ClassGym/ Locker

RoomCafeteria

Media/ Computer

Lab

Hallway/Stairway

Restroom

RespectSelf

Stay on task. Give your best effort. Ask questions if you don’t understand.

Put personal items in secure location.

Select healthy foods.Remain in the cafeteria.

Study, read, and compute.

Walk safely up & down steps.Avoid altercations.

Use restroom privileges appropriately.Wash hands with soap.

RespectOthers

Maintain reasonable distance from others. Listen politely. Request permission to speak and to leave seat. Keep your hands, feet and objects to yourself.

Keep hands, feet and objects to yourself. Include others, share equipment, and support (encourage) each other.

Clean up after yourself, take your proper turn in line, use proper table manner, maintain inside voice. Keep your hands, feet and objects to yourself.

Whisper, return books,Enter & exit quietly.Keep your hands, feet and objects to yourself.

Maintain normal voice.Walk to the right, and maintain physical space. Keep your hands, feet and objects to yourself.

Maintain clean restroom area. Keep area a smoke & drug free environment. Keep your hands, feet and objects to yourself.

RespectProperty

Maintain clean work area.Recycle materials.Treat equipment with care and be responsible for your textbook.

Use equipment properly and with care. Put trash in trash receptacles.

Replace trays and utensils.Clean up eating area.

Push in chairs, Log off computers.Notify librarian of damaged property.Leave equipment as you found it.

Maintain a clean and untarnished environment.Pick up litter and use trash receptacles.

Use toilet paper and soap for its intended purpose.Flush toilets and urinals. Keep walls and stalls free of graffiti.

Respect Learning

Come prepared, complete assignments, enter class on time.

Come prepared, complete assignments, give your best effort, and enter class on time.

Leave cafeteria onto time to arrive in class on time.

Search only approved sites.

Move quietly to minimize distraction in classrooms.

Minimize loosing classroom time for restroom breaks(5 minute rule).

PBIS@KIHS RULES AND EXPECTATIONS 2007-2008 TEACHING MATRIX

Entering/ExitingLearning Materials

AssessmentsInternet

Computer

Whole ClassLectures,

Group Discussion

Class Celebrations

RespectSelf

RespectOthers

RespectProperty

Respect Learning

E-ncouragePositive

Choices

E-ncourage students to make good choices

• “Positive interactions are free” Sugai

• “Negative Interactions can be very costly” Hershberger

• 5-1 positive to negative • Reframe our own thinking if

needed.• Redirect students

Requests and Redirects

Positive phrasing Reminder of rules and Expectations “What should you be doing?” “Who are you responsible for?” Explicit redirection

Research indicates that effective teachers maintain a 5:1 ratio of

acknowledgements to negative interactions. Failure to follow

rules reliably indicates lack of learning.

Develop a System for Encouraging/ Develop a System for Encouraging/ Reinforcing “Rule Following”Reinforcing “Rule Following”

“Good morning, class!”

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

A-cknowledge Positive

Behavior

Acknowledge the positive behavior

• “Catch them being good”• Become self-esteem builders• Be specific with praise• Positive Referrals• Phone calls home

Percentages of High Self-Esteem in Kids:

80% of kids entering 1st grade

20% of kids entering 5th grade

5% of kids entering high schoolCanfield, J., “Improving Students’ Self-Esteem.” Educational Leadership. Vol.

48,  September, 1991, pp. 48-50.

Attribute success

to skills student

already has

Show student he/she already has what it takes

“Catch” Students Being Good!

• Individual Students–Systematic–Randomly

•Whole Group–Systematic–Randomly

Positive Referral

• To reward and acknowledge positive behavior and positive decisions.

• Teacher will write referral and turn into administration.

• Positive Referral will be recorded in their discipline file.

Positive Referrals

•At Kent Island High School for the 2007-2008 school year staff handed out 1,032 positive referrals…Our goal next year is …?

C-elebrate Positive

Behavior

Celebrate Positive Choices

• Student of the month

• Prizes, gift certificates, movie passes

• Ice cream celebrations, assemblies

• Classroom celebrations

Incentive IdeasIncentive Ideas

School Store discountsSchool Store discounts Ice cream partyIce cream party Free slushie from the cafeteriaFree slushie from the cafeteria Free concert in auditoriumFree concert in auditorium Free passes to athletic eventsFree passes to athletic events Free Homecoming ticketsFree Homecoming tickets Free lunchFree lunch RaffleRaffle

Why Develop aSchool-wide Reward

System?• Increases the likelihood that

desired behaviors will be repeated

• Focuses staff and student attention on desired behaviors

• Fosters a positive school climate

• Reduces the need for engaging in time consuming disciplinary measures

Rewarding Staff

• Keeping staff motivated is just as important to the PBIS process as motivating students

• Utilize community resources and local businesses

• Incentives for staff that have worked at other schools include:– After School Ice Cream Social– Leave early pass– Special Parking Spots– Recognition at faculty meetings

“Golden Plunger”

• Involves custodians• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

H-arvest

the Data

Harvest the data

• Referrals by location.

• Referrals by type of infraction.

• Referrals by time of day/month/year

Classroom Managed vs. Office Managed

• Discipline Hierarchy• Level 1’s handled by teacher (Minor

incidents)• Level 2’s handled by administration

(Major Incidents.• 3 Level 1’s = Level 2• Minor referrals are kept by teacher

and when a third referral is written referral is sent to the office…

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No YesDecision

Flowchart

Discipline Referral Form• Student______________________________ Referring Staff ______________________________

Room#_____ • Grade Level_______ Date________ Time____________• Location:• _____Classroom _____Cafeteria _____Media Center _____Hallway _____Special Event _____Other

__________________• Problem Behavior: Level 1 (Minor) • _____Cell phone _____Class Cutting _____Disrespect/Defiance __________Disruptive Behavior

_____Inappropriate Language _____Non-compliance of school rules _____Physical Contact _____Portable Listening Device ____Property Misuse _____Tardy

• _____Other ____________________________• Staff Decision• _____Conference with Student _____Seat Change ______Parent Contact (Circle): Phone call/Email

/Conference Requested• _____Guidance Contact _____Teacher Detention _____After-School Detention

_____Other_______________________ • Detention Assigned Date ________________• Parent/Teacher Communication for assigned detention• _____I talked to____________________________________________________ Date: ______________• _____I have left a message on voicemail Date: ______________• _____I have called twice with no answer Date: ______________ • Description of

Incident:______________________________________________________________________________________

• Problem Behavior: Level 2 (Major) • 3 Level 1’s (Continued Non-compliance)_____Abusive Language ____Alcohol _____Combustibles _____ Drugs • _____ Fighting_________ Harassment/Bullying _____Insubordination (Overt) _____Physical Attack

Student/Staff • _____Sexual Assault /Harassment/Activity _____Theft _____Threat Student/Staff _____Tobacco _____Truancy

_____Vandalism• _____Other _______________________________