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Promoting Positive Behavior Support at Eustis Middle School (2012-2013)

The Eustis Middle School Positive Behavior Support (PBS) initiative aims to cultivate a positive school environment and embed strong Mustang Pride within students, faculty, and staff. By focusing on clear expectations—Be Prompt, Be Prepared, Be Polite, Be Productive, and Be Proud—PBS minimizes lost instructional time and behavioral incidents. In the 2012-2013 school year, incidents dropped significantly from 1,457 to 412, demonstrating the effectiveness of consistent reinforcement and culturally embedded practices in teaching positive behaviors.

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Promoting Positive Behavior Support at Eustis Middle School (2012-2013)

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  1. Positive Behavior Support Eustis Middle School 2012 – 2013

  2. PBS Committee • Monica Brewer • Debra Chapman • Amanda Hepp • Laura Hilding • Joseph Mabry • Erin Porter • Roberta Schneck • Sharon Taylor • Ashley Ward • Rhoda Williams

  3. PBS Mission Create a school environment and culturally embed strong Mustang Pride among students, faculty, and staff through effective use of a Positive Behavioral Support system.

  4. TERMINOLOGY • PARADIGM SHIFT • PENDULUM SWING • FOCUS ON POSITIVE • CONSISTENCY • REINFORCEMENT • CULTURALLY EMBEDDED

  5. PBS The goal of Positive Behavior Support is to: • Minimize lost instructional time • Minimize behavioral incidents on an individual and campus-wide scale • As such, the administrative and PBS teams have developed a multi-faceted approach to teaching positive behavior.

  6. Documented Incidents • 2011-2012 • 1,457total incidents • 180 days of school • 8.09 per day • 2012-2013 • 412 total incidents • 60 days of school • 6.87 per day

  7. Documented Incidents • By 11-13-12 , EMS processed 412 incidents • 6th Grade – 132 • 7th Grade – 152 • 8th Grade – 128 • 60 days of school • Average of 6.87 referrals per day

  8. PBS is… • A general approach to preventing problem behaviors by focusing on positive behaviors. • For all students • Based on a long history of behavior practices and effective instructional design strategies

  9. PBS is not… • A specific program or curriculum • Limited to any group of students • A new idea • Designed to replace currentdiscipline expectations • Designed to “reward” students for EXPECTED behaviors

  10. What Does PBS Look Like at Eustis Middle School? • A small number of clear expectations: Be Prompt; Be Prepared; Be Polite; Be Productive; and Be Proud. • All students are taught expectations. • Teachers will implement and model appropriate behavior. • Individual students are recognized for demonstrating positive behaviors.

  11. Eustis Middle School’sExpectations

  12. 5 P’s BE PROMPTBE PREPAREDBE POLITEBE PRODUCTIVEBE PROUD

  13. Prompt • On time to school • On time to each class • In class prior to tardy bell as per EMS Tardy Policy • Turn in assignments and projects on time

  14. Be Prepared • Have all supplies and materials required for class • Ready to learn • Dress out for PE • Have completed homework to turn in

  15. Be Polite • Be courteous and helpful at all times • Respect personal space of others • Respect all, regardless of ability • Be in control of yourself • Take care of school and personal property • Embrace different cultures, teaching styles, and beliefs

  16. Productive • Participate in class • Plan ahead and manage time wisely • Stay on task during classes • Do your best with everything • Assist where needed

  17. Proud • Pride in your education • Pride in your dress (EMS Spirit) • Accept consequences for actions • Participate (school & community) • Keep campus clean

  18. “Reward” System

  19. BEHAVIOR HIGH-5 CARD Students will have a 5x5 card with the one of the 5 P’s in each cell. When students demonstrate one of those desired behaviors (as going above and beyond)they will earn a faculty or staff signature in that cell until they make a “HIGH-5”!

  20. HIGH-5 PROCEDURES • Students will be issued one behavior card each month through Homeroom. • Behavior cards are to be carried by students in their binder or folder. • If the card is lost or misplaced, the student may be issued one replacement card per month (without signatures). • Faculty and staff signatures are awarded when a behavior is observed. • Students cannot ask for a signature. • When a student earns a 5 cell “HIGH-5” on his/her card, s/he will receive a TEACHER LEVEL reward. • If a student fills the entire card during a month (“Blackout”), his/her name will be placed in a drawing for an ADMINISTRATIVE LEVEL reward.

  21. Teacher Level Rewards • Lunch Line Pass • Homework Pass • 15 Minutes Out-of-Class to Go to Library • Sit With a Friend at Lunch Pass • Eat With a Favorite Teacher at Lunch • Free Entry to an EMS Sports / School Sponsored Event

  22. Administrative Level Reward • Any student receiving initials on his/herentire behavior card grid (“Blackout”) will be entered into a drawing for the following item: • iPod Shuffle

  23. Target Areas for 2012 – 2013 Classrooms Transitions Cafeteria

  24. Expectations forCLASSROOMS • Arrive on time • Be prepared with all materials ready to learn • Respect authority figures • Respect classmates • Follow classroom rules • Put forth best effort

  25. Expectations forTRANSITIONS • WALK • Move with a purpose • Be responsible with time

  26. Expectations forCAFETERIA • Sit in your assigned area unless given permission to move • Use the shortest lunch line • Talk quietly at YOUR OWN TABLE • Clean table, chair, and floor in your assigned area • Walk during dismissal procedures

  27. PBS & RTI

  28. Why Should PBS & RTI Work Together? • School environments that are positive, preventive, predictable, and effective: • a) are safer, healthier, and more caring; • b) have enhanced learning and teaching; and • c) can provide a continuum of behavior support for all students • Effective instruction incorporates research-validated methods that are designed and delivered with a high degree of fidelityover time and across settings • Effective practices are only as good as the systems that support them and the adults who use them • Data-based decisions lead to interventions that are more effective over a sustained period of time

  29. PBS and RTI

  30. Is the Behavior Teacher or Administrator Managed?

  31. Teacher/Staff Managed • Failure to be in one’s assigned place • Inappropriate language • Tardiness • Calling out • Teasing • Inattentive behavior • Invading personal space • Lying/giving false information • Minor disruption • Minor aggression – grabbing items • Pushing past someone • Unsafe or rough play • Misusing property – throwing or damaging items • Disrespectful tone • Pattern of not completing homework

  32. Administration Managed • Aggressive physical contact • Bullying/harassment • Fighting • Property Destruction • Weapons • Leaving school property • Pattern of aggressive/profane language • Cheating • Chronic dress code infractions • Credible threats • Major/chronic refusal to follow school rules • Theft • Racial/ethnic discrimination • Inappropriate use of internet • Direct refusal of authority

  33. Families Students Staff Community Teachers SAC PTO Administration

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