PBIS at PINEBROOK POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS PARENT COFFEE PRESENTATION WITH PAUL THIESSEN, PRINCIPAL BY JENNIFER NOCITO AND HEATHER ROSS, SCHOOL COUNSELORS
PBIS Is an approach for teaching children appropriate behavior and providing the supports necessary to sustain that behavior. Is not a curriculum - it is a framework to identify needs, develop strategies, and evaluate practice toward success
PBIS Goals Strategies and systems to create common language create consistent expectations establish positive school cultures increase academic performance increase safety decrease problem behavior
Multi-tiered System of Behavioral Support Primary Prevention: School/Classroom- Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students
Intensive Targeted Anger man. Prob Sol. Continuum of Support for ALL Ind. play Adult rel. Universal Coop play Attend. Peer interac Label behavior not people
Everywhere Hallway Cafeteria Bathroom Playground * Stay on the right side * Stay in seat * Flush * Pick up equipment Be Responsible Own your behavior * Walk directly to destination * Raise hand for request * Go through the lunch line once * Wash your hands * Report Problems * Leave bathroom in a good condition * Follow all safety rules * Report Problems Be Respectful Be kind and considerate to yourself, others, and property * Walk silently * Keep hands and feet to self * Maintain place in line * Be considerate of displays * Use good manners with peers and adults * Keep your area clean * Keep hands, feet and food to self * Use indoor voices * Give others privacy * Be quick, quiet and clean * Throw away trash * Be silent * Play fairly * Use kind words * Be considerate of others * Include everyone Be Ready Be prepared to learn and lead *Pay attention *Hold materials close *Be silent *Face forward * Wait in line silently * Be prepared to order * Collect your trash * Wait for directions to be dismissed * Use the bathroom when you need to * Go back to class promptly when finished * Be alert for teacher directions * Wear appropriate clothing * Take out classroom equipment * Use restroom before recess
SHOW US YOUR PAWS! TIER 1 (GREEN) 3 R s. PUMAS ARE RESPONSIBILE PUMAS ARE RESPECTFUL PUMAS ARE READY FRIDAY MORNING PAW DRAWING & SPIN THE WHEEL
INTERVENTIONS TIER 2 (YELLOW) Check In/Check Out (CICO) Student Assistance Teams (SAT) Small groups
MORE INTERVENTIONS! TIER 3 (RED) Specialized Personalized
LCPS PBIS Outcome Data (2007-2016) LCPS has continued to show a reduction in students receiving office discipline referrals since the 2014-2015 school year demonstrating that a higher percentage of students have their behavioral needs met within school-wide and classroom support. Students with 1 violation has decreased by 1%, students with 2-5 violations has decreased by 7.6%, and students with 6 or more violations has decreased by 12.4%. When PBIS was initially implemented in 2007, the Office Discipline Referral (ODR) rate was 30.38% and as of last school year, the rate was 18.31%. As a result, 2,922 hours or 449 days of instructional time was cumulatively saved across all schools during one school year.
For example, here s how PBIS works in the cafeteria Color coded cups at the end of each table Classes to color in box on behavior chart according to the cup color at the end of lunch Monthly rewards for good behavior
Incorporating PBIS at Home HOW CAN PARENTS USE THIS PROGRAM AT HOME?
PBIS for families means: Being Proactive instead of reactive. We brainstorm where problems might occur: In the car Family room Bathroom We brainstorm when problems might occur: Transitions Meal times Academics/homework We brainstorm who might have problems: Certain children together Certain children when they are overtired If we can predict it, we can prevent it
Analyze the data: Keep track of where behavioral problems occur. Keep a diary for one week that includes place and time of day. Track your data to understand if patterns exist. Analyze the data in order to pick a problem area or two on which to focus. Once you identify the problem, then you can create a possible solution.
Implement the program: Brainstorm solutions to try; pick one and begin. Have a family meeting during which you discuss ideas. Ask your children for their ideas also (gives ownership to them). Discuss when changes will begin and how you will keep track of them (behavior chart, rewards chart, etc.) Create positive incentives and rewards! Ask your children for (reasonable!) ideas. You can create a daily reward (i.e., sticker on chart), weekly reward (i.e., extra electronics time on weekends), and monthly reward (i.e., family outing to the place of their choice like bowling, arcade, favorite restaurant, etc.) Begin! Changes take time to have an effect; be patient and give your ideas a chance.
Follow up with your family: Have a weekly family meeting. Discuss your results, and if applicable give out kudos and rewards! Discuss what is working and what is not working. Make changes where needed. Ask children for their input to keep them involved in the process. Keep going! You know your children better than anyone else; use your knowledge to help them improve their behavior as needed.
How can you catch your kids being good in the grocery store getting ready for bed in the car playing with their friends
PBIS at Home Everywhere Be Responsible Be Respectful Be Ready
Sample PBIS Home Behavior Charts
Sample PBIS Home Behavior Charts
Marble Jar Reward system
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