High School School-Wide PBIS

High School School-Wide PBIS Training 3 Word files available at www.highschoolpbis.pbworks.com Chris Borgmeier, PhD cborgmei@pdx.edu Chris Pinkney, PhD cpinkney@pdx.edu Portland State University

School-wide PBIS Acknowledgment Planning Matrix Use the two tables below to plan the acknowledgement system in your school. The first table will help plan the structure of your system with a focus on developing different levels of acknowledgment for students and staff. The second table is for brainstorming incentives for staff and students. TYPE Immediate/High Frequency (In the moment, predictable) Description (How to deliver acknowledgment) TO STUDENTS (from adults): Hand out Pride Tickets w/ genuine, personal, caring interaction, labelling positive behavior & linking to SW Rule TO ADULTS (from students or adults): Hand out Pride Tickets w/ genuine, personal, caring interaction, labelling positive behavior & linking to SW Rule Who, When & Where to acknowledge When/Who: Any time students or staff engage in positive behavior Where: All school settings Accessing Incentive Turn tickets in to one of the boxes (cafeteria, office, foyer) Drawing weekly over announcements & Monthly for School Spirit Assembly Turn tickets in to box by staff mailboxes Monthly drawing at School Spirit Assembly Intermittent/Unpredictable (monthly/quarterly) Can be group based Focus on goals/needs that arise STUDENTS: Ex: grade with cleanest hallway, fewest tardies ADULTS: Ex: Department handing out most acknowledgment tickets All students/staff can participate One group or whole group might get award Long-term School-wide Celebrations (1-2 x s/ year) STUDENTS: Ex: School wide target met for reduced referrals ADULTS: Ex: School wide target met for reduced referrals 1-2 x s per year All Students &/or Staff get to partake Ex: School-wide ice cream social, dance, game day

High School Incentive Ideas Use the Table below to Brainstorming incentives Include incentives that provide social opportunities, tangible items, and privileges. Include things that are both free-of-cost and to-be-purchased GRADE LEVELS All Students (Individually) 9 th 10 th 11 th 12 th STAFF Weekly: Weekly: Weekly: Weekly: Weekly: Monthly: Monthly: Monthly: Monthly: Monthly: Classroom Monthly: Monthly: Monthly: Monthly: Monthly: Grade or Department Quarterly: Quarterly: Quarterly: Quarterly: Quarterly: Whole School 1-2 x s/year: 1-2 x s/year: 1-2 x s/year: 1-2 x s/year: 1-2 x s/year:

PAWS Pass Goal: To reward students good performance. The basics: 1. Teachers will receive unlimited PAWS passes to give to students. 2. The paper will have a place to mark in which area they demonstrated excellence. There is also a place for the student s name, your name, and the CIM teacher s name. (Please fill this in using pen.) 3. The PAWS Pass will allow the student and a friend to go to the front of the lunch line. 4. They will have a choice of a pencil or permission to eat at a special table. Appropriate Uses: (always a surprise) Rewarding a student for (but limited to): 1. Doing homework for the first time in a long time 2. Coming to class prepared... finally 3. Going above and beyond, exemplary assignment 4. Overcoming fears, doing something uncomfortable (i.e. a speech in class) 5. Improved attendance 6. Making it to study hall regularly 7. Working after school to get caught up Inappropriate Uses: (not offered in advance) To bribe students.

Shout Outs Goal: To publicly recognize students good citizenship. The basics: 1. Teachers will receive two Shout Out certificates per week. 2. They include student s name, and a spot for you to describe the action for which they should be recognized. 3. The Shout Out will be read at that student s lunch. 4. The student will be given a Shout Out pencil. 5. The Shout Out will then be put on display on the cafeteria wall. Appropriate Uses: (always a surprise) Rewarding a student for (but not limited to): 1. Cleaning up in the cafeteria 2. Helping a peer with homework 3. Staying after school to help tutor 4. Helping students in halls (clean up, pick up binders) 5. Helping new student find classes 6. Friendly to students with special needs 7. Making positive choices (walking away from conflict) Inappropriate Uses: (not offered in advance) To bribe students (i.e. Take this to the office and you ll get a Shout Out or do your HW and you ll get one.)

A Menu of Ideas for Responding to Misbehavior Level 2 Repeated Minor behavior Unexcused tardy/ absence Cheating Defiance Intimidation/threats Inappropriate displays of affection Electronic equipment at school Staff Managed Behaviors Definition: Failure to follow school or classroom rules and expectations Behaviors Responses/ Consequences Level 1 Minor 1st minor offense Talk outs Ask student which school rule was Off task broken Failing to follow rules/directives Teach appropriate behavior Interrupting instruction Remind, redirect, reinforce Inappropriate voice level Additional practice of the correct Disruptive behavior Inappropriate language/comments Closer monitoring/ proximity Put downs/ low level teasing Ignore/ acknowledge appropriate Hands/feet/objects on others behavior Note passing Use humor Out of assigned area Complete paperwork for minor Unsafe play/ inappropriate use of behavior if necessary equipment Contact parent (as necessary) Late coming in from playground Spitting Repeated minor offense or Level 2 Running in halls behavior Not walking wheels on school Re-teach appropriate behavior w/ grounds student practice Littering Complete necessary paperwork Mild Consequences (natural, logical consequences are optimal): loss of a privilege (i.e. recess, computer time, etc.) time out write letter or a plan for change clean up duty contact parent send to another classroom stay after school to complete work missed restitution detention referral to Rule School Consult with student Conference w/ student & parent Consult w/ colleagues, behavior specialist in school Develop a plan of support

Office Managed Behaviors Definition: Serious misbehavior that endangers the safety or well-being or makes normal classroom activities difficult or impossible Behaviors Danger to others with intent to hurt Weapons Fighting/ assault/ physical aggression Serious disruption Overt defiance Harrassment/Bullying Inappropriate touching Unsafe activities Theft Use/possession of alcohol or drugs Vandalism Chronic minor behavior Responses/ Consequences Send student to office Complete office referral form Parent contact Notify law enforcement (as necessary) Consequencses Detention Suspension Restitution Loss of privileges Parental escort at school Formal behavior plan

Kenwood High School STUDENT BEHAVIOR MANAGEMENT PROCESS Observe problem behavior Problem solve with students Use classroom consequence Complete minor incident report No Is behavior office managed? Yes Write referral to office Continue teacher management until 8-10 incident slips are collected. Does student have 3-5 MIR slips for the same behavior in the same quarter? Does student have 8-10 combined MIR slips in the same quarter? Write the student a REFERRAL to the main office. Classroom Managed vs Office Managed Language Weapons Lateness Fighting or Preparedness aggressive Calling Out physical contact Put Down Chronic minor Throwing infractions Refusing to work Aggressive Minor dishonesty language Touching Threats Tone/Attitude Harassment Smoking outside of student/teacher the building Major Dishonesty (refer to SRO) Truancy Inappropriate Smoking inside comments the building Electronic Vandalism devices (significant) Dress Code Alcohol Food or Drink Drugs Gambling SIDE BAR on Minor Incident Reports Slips Administrator determines consequence Administrator follows through on consequence Administrator provides teacher feedback Issue slip when student does not respond to pre-correction, re-direction, or verbal warning. Once written, notify parent with phone call or letter. Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, clean desks). Whenever possible, have the corrective action(s) correspond to the behavior being corrected.

Scots PRIDE Correction Flow Chart Minor Offense Teacher / Staff Managed Observe Problem Behavior Is the behavior teacher / staff managed or administrator managed? Major Offense Administrator Managed Teacher / Staff Consequence or Directions Joe, please use appropriate language. Teacher / Staff Managed -Dress Code Violation Administrator Managed -Alcohol Write referral to appropriate administrator -Electronic Devices -Drugs -Failure to Serve Detention -Tobacco Student is noncompliant -Internet/Computer Misuse -Refusal to Participate -Rough Housing -Cheating -Plagiarism -Lying Administrator determines consequence Student follows direction Teacher / Staff acknowledge student cooperation Thank you, I appreciate it, Good choice Teacher / Staff re-states directions and gives student choice for compliance (oneon-one conversation) Joe, this is not respectful. Please follow directions otherwise I ll need to write a referral. -Tardy -Closed Campus Violations -Disruption in Class -Fighting -Harassment -Intimidation -Threats -Inappropriate Language -Inappropriate Gestures -Insubordination -Skipping -Truancy -Theft or Attempted Theft -Vandalism / Graffiti Administrator follows through on consequence Administrator communicates with teacher / staff regarding outcomes of referral -Weapons Student is again non-compliant or escalates situation Teacher / Staff refers student to appropriate administrator with written referral Joe, you have chosen a referral. Please report to the office. Draft

Damascus High School Office Referral Form All minor behavior issues must have been addressed using at least three interventions listed below, including a parent contact, prior to becoming an office referral. Document all interventions tried. Student: Date: Grade: 9 10 11 12 Time: Staff Member: Period: Location Gymnasium Playground Computer Lab Bus Area Hallway Restroom Classroom Media Center Cafeteria Main Office Administrative Decision Written apology Loss of privilege Time in office Conference with student Parent contact Detention: Date(s) Community Service: Date(s) In-school suspension (# days) Out-of-school suspension (# days) Other Notes: Administrator Signature / Date Chronic minor behavior Physically/verbally threatening Vandalism Extreme defiance Possession/use drugs/alcohol Theft Fighting/physical aggression Possession/use of a weapon Unsafe behavior Harrassment Other Minor Behavior Issues Abusive-aggressive Language/profanity Defiance/disrespect Disruption Teasing/taunting Tardy Bullying Unsafe behavior Vandalism Other Others Involved Major Behavior Issues (Referral to the Office) Interventions (Dates) Warning: Student/teacher conference: Detention: Parent conference: Parent phone call: Student/team meeting: Other: Possible Motivation Obtain peer attention Obtain adult attention Obtain items/activities Avoid peer(s) Avoid adult(s) Avoid task or activites Unknown Other None Peers Staff Substitute Other Directions: Please remain factual. Value judgments should not be used. Refrain from using the names of other students. Other Comments: Parent Signature: _ Date Sent to Parent: