Positive Behavior Interventions & Supports (PBIS) in Charles County Public Schools

Mrs. Carrie Akins, Principal, Milton M. Somers Middle School

Mr. Bradley Snow, Principal, Maurice J. McDonough High School

Ms. Sandra Taylor, Principal, William A. Diggs Elementary School

Goals of a PBIS Program

• Improve general classroom and school climate creating a true school community.

• Decrease dependence on reactive disciplinary measures.

• Maximize impact of instruction to affect academic achievement (decrease in behaviors and referrals)

• Improve supports for students with various challenges to overall school success including academic, behavioral, social, and emotional.

• Improve efficiency of behavior-related initiatives

OSEP Center for SWPBIS at Uconn, October 2007

How a PBIS school meets these goals• Create schoolwide expectations for daily behavior across all school settings.

Once established, schools work to maintain through constant education of student body and staff on these expectations.

• Enforce consistent disciplinary measures that recognize “human nature” of children and teens while also ensuring school safety and sound academic environment and positive school culture.

• Utilize positive interventions, rewards, and incentives to encourage students to “make good decisions.”

• Consistently and constantly analyze various school data available: referrals and suspensions (SWIS), testing, attendance (student and staff), and climate surveys in order to influence decision making and positive school change.

• Make changes and adaptations on a continuing basis as needs change or problems arise, according to the data.

Tier 3/Tertiary Interventions 1-5%

•Individual students

•Assessment-based

•High intensity

1-5% Tier 3/Tertiary Interventions

•Individual students

•Assessment-based

•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%

•Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

• Some individualizing

5-15% Tier 2/Secondary Interventions

•Some students (at-risk)

•High efficiency

•Rapid response

•Small group interventions

•Some individualizing

Tier 1/Universal Interventions 80-90%

•All students

•Preventive, proactive

80-90% Tier 1/Universal Interventions

•All settings, all students

•Preventive, proactive

PBIS – The Tiered Approach

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008.

Adapted from “What is school-wide PBS?”OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

School Wide

Discipline Model

William A. Diggs Elementary School

3-Tiered PBIS Program

• Individual Student

• Classroom

• School-wide

Individual Rewards &

Incentives• Classroom and special area teachers distribute

DIGGS DOLLARS to students who demonstrate the HAWKS Rule focus for the week.

• Students collect their DIGGS DOLLARS and use them to cash in using their grade-level catalog on Thursdays.

• Reward Day is every Friday.

2nd Grade Classroom Catalog

Student Choice – Bring a game from home

4th Grade Classroom Catalog

Behavior Data Tracking System

• Based off of referrals (SWIS)

• Monitored and recorded weekly

• Football field is displayed for students to see

• Helmets move when classes meet their goal

• End Zone = School-wide Reward

Football Fields

••

School-wide Rewards & Incentives

Extra (1 hr.) Recess

MILTON Somers

Seahawks “rise”!

RESPECT…INDIVIDUALS,

SELF and

ENVIRONMENT

Today is a new day and the most important day there is.

I am committed to growing as a person today by using mybest thoughts, best decisions, and best actions.

I will RISE today! I will treat others as I would like to be treated.

I will ask for and give help today when needed because I am not alone.

I will believe in myself today even when things are tough.

I AM A SEAHAWK!

I WILL GROW TODAY!

DA

ILY

SEA

HA

WK

PLE

DG

E

Rise lessons & data analysis

• Focus on data review (SWIS) to find “problem” areas/areas to improve.

• The PBIS team focuses monthly lessons and reinforcement of expectations on problem areas or other areas of known need.

• Lessons take place in a different subject classroom each month and often tie in to curriculum in that content area.

PROMOTING POSITIVE SCHOOL

CLIMATE THROUGH POSITIVE

RECOGNITION

• Recognizing Students –• Student postcards

• Quarterly Recognition Assemblies

• Principal’s Honor Roll Breakfast

• Exemplary Attendance Awards

• Character Education Awards• Monthly focus such as “Compassion,”

“Responsibility”

• Recognizing Staff –• “Seahawk Call” from teacher to teacher

• “Golden Seahawk”

POSITIVE INCENTIVES & REWARDS

• RISE BUCKS

• SCHOOL “RISE BUCK STORE” – Staffed by parent/PTSO volunteers

• RISE Holiday Shop

• End of year 8th Grade Picnic/6th-7th

“Carnival”

• QUARTERLY RISE ASSEMBLIES• Students who have displayed positive

behavior throughout the marking period• RISE redemption form for students

(encourages & promotes restorative practices and cognitive behavioral development)

“Level 1” and “Level 2”: Students have chances to improve and learn

before disciplinary consequences.

Focus on documenting classroom interventions.

What is the possible cause or function of the

behavior?

Involving parents as important parts in helping improve student behavior

before “consequences.” The goal is student improvement:

not “gotcha!”

Focus on documenting classroom interventions to monitor what is helping a

student or what has already been tried.

PBIS is aligned with our new Code of Conduct to ensure standards of

conduct and safe learning environment while giving students

chances, opportunities, and environments in

which to be successful.

Documenting where/when an issue occurred is

important data that can be reviewed and addressed. For example, several incidents in one hallway: is there a need

for additional adult supervision in that area?

TIER II INTERVENTIONS & SUPPORTS

• Starts with Data Analysis• Administration, Team Leaders, School Counselors, PBIS Committee, PPW

• Academic, Behavior, Attendance, Social/Emotional data and information

• Looks at overall school trends, but also individual students

• TCYSB Counseling/School Counselor Lunch Groups

• Peer Mentoring Homeroom

• Because of Your Success (BOYS) Club

• Check-in/Check-out Mentoring Program

• Tier II System – RFA (Request for Assistance) Process

PBIS SCHOOL YEAR 15-16

MAURICE J. MCDONOUGH HIGH SCHOOL

RAM

• Respectful

• Accountable

• Motivated

Individually Proud, Collectively Strong

STUDENT INCENTIVES

• Battle of the Classes

• VIP RAM Events – Acknowledging success

• 75% Club (Rising RAMS) – Encouraging success

STUDENT INCENTIVES

• Department Student of the Week

• Each department will be assigned a month to acknowledge students who embody RAM

characteristics (one from each grade level) – students chosen at dept. meetings

• Students will be announced on Wednesday each week and receive a certificate of

recognition, be posted on the bulletin board, and a small incentive

• Students are not to be repeated from month to month

STUDENT INCENTIVES

• RAM Bucks

• Weekly drawing from the grade level box in the main lobby

• Weekly winners receive a gift certificate

• RAMS Den, Cafeteria, and Library incentives to be revamped

• Need 3 RAM Bucks to enter the gym during H.E.R.D. time

STAFF INCENTIVES

• At least one RAM Buck a month will be drawn (from the student drawings that

month and RAM Bucks utilized in the classrooms) to determine staff monthly

winner – announced at staff meeting

• Golden Apple

• PROPS

Summary/Closing Thoughts• PBIS is about much more than just

“school discipline” and “student behavior.” PBIS is about developing positive schoolwide culture.

• PBIS schools focus on root cause analysis and are data driven. What is the “function of the behavior?”

• It is important to note that PBIS is not a “manualized program.” Therefore, the goals of a PBIS program can be met by each school implementing measures designed to address those goals without each school’s PBIS program looking the same. When being done well, there are similarities between schools, but no two school programs will be identical.