What is PBS

1. What is PBS at Hamilton Middle School? 2010-2011

2. Hamilton’s PBS Team: STAFF REPS: • Janet Pliner- PBS Coach/ 7th Grade Math Teacher • Angie Crawford- Asst. Principal • Diane Alsmo- Counselor • Jim Schneider- Counselor • Deb Struble- Learning Coordinator • Jim Rouse- Learning Coordinator • Kris Bauer- 6th Grade Teacher • Kit Rittman- 8th Grade Teacher • Stacy Klaas- 7th/8th Grade French Teacher • Colleen Shapleigh- Cross Categorical Teacher • CharmainePelliterri- Social Worker • Kristi Slovik- Applied Technology Teacher • STUDENT REPS: • Five 8th Grade Reps: Jack Niewold, Katrina Hetico, Selin Gok, Thomas Luo and Hallie Kircher-Henning • Two 7th Grade Reps: Essence Johnson and Jack Reddan • Two 6th Grade Reps: to be determined • PARENT REP: Linda McNeel • DISTRICT PBS RESOURCE: • Sara Knueve

3. HAMILTON HAWK PRIDE Hamilton Pride is based on: The 3 RE’s What are they?

4. The 3 REs are our Hamilton school wide expectations… • Respect Everyone • Respect Education • Respect Environment

5. The matrix is posted in all classrooms & areas of the school.

6. School-WideBehavioral Matrix PURPOSES: • Defines the expected behaviors for specific settings (classroom, hallway, cafeteria, playground, arrival/ dismissal areas, assemblies/ field trips, restrooms and emergencies/drills). • Creates the curriculumthat will guide the teaching of expected behaviors. • Enhances communication among staff and between students and staff.

7. PBS is a systems approach to behavior. It Emphasizes: • Prevention • Behavior skill instruction (Cool Tools) & practice • Team problem solving • Data driven decision making

8. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave,… do we …teach? …or punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner,1998)

9. Behavior Support iswhat the adults are going to do differently and how they will change the school environment surrounding the students …This helps to shape student behavior in schools.

10. How Do We Teach Behavior? • Introductory Events: • Reviewing school expectations (3 REs) and rules • Back to school rotation to areas other than the classroom during the first week • Consistently acknowledge positive behavior • PBS Kickoff Guest Speaker/ Carl Olsen (Grade Level Assemblies) at end of first quarter • On-going direct instruction (Cool Tools) • Behavior curriculum does not have to be separate. *Embed into daily curriculum when possible. *Help students see how the expectations fit into everyday life! (i.e. respect at home) *Use teachable moments and model the desired behaviors.  (i.e. “please”) *Reward appropriate behavior.

11. Acknowledging Appropriate Behavior • Ratio of positive statements to corrective statements should be high (at least 5:1). We’re not ignoring the negative, just spending more time teaching the positive expected behaviors. • Students can earn HAWK BUCKS.

12. Purposes of Acknowledgments • Reinforce the teaching of new behaviors • Encourage the behaviors we want to occur again in the future • Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not • Strengthen positive behaviors that can compete with problem behavior • Prompt for adults to recognize behavior; creates positive interactions and rapport with students • Improves our school climate TEACHERS CAN EARN TIME BACK TO TEACH AND KEEP STUDENTS IN THE CLASSROOM WHERE THEY CAN CONTINUE TO GROW AS LEARNERS!

13. Business Donations: • Swim West • Vitense GolfLand • Fast Forward • Glass Nickel • Nitty Gritty • Schwoegler’s Bowling • Burger King • Marcus Theater

14. When Addressing a Student’s Problem Behavior… • The problem behavior is named • The school wide expected behavior is stated. What expectation did they break? (i.e. talking when I’m talking...)

15. Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

16. Full implementation of PBS is a 3-5 year process. Hamilton is in year 3. • We continued our work on universal interventions last year (preventative, proactive interventions for all students- created the matrix, reinforced positive behavior with Hawk Bucks, implemented monthly Cool Tools). Secondary training occurred second semester and the check in, check out intervention began in March. • Tertiary training will occur this fall.

17. PBS Emphasizes Prevention andInstruction at Each Tier • Universal Tier • GOAL: To reduce new cases of problem behavior and increase instruction time • Secondary Tier • GOAL: To determine function and reduce current cases of problem behavior • Tertiary Tier • GOAL: To reduce complications, intensity, severity of current cases

18. Positive Behavioral Support (PBS) Tier 3 - Intensive: Specialized Individualized Systems for Students with High-Risk Behavior Designing School-Wide Systems for Student Success 1-5% Tier 2 – Supplemental: Specialized Group Systems for Students with At-Risk Behavior 5-10% Tier 1 - Universal: School- & Classroom- Wide Systems for all Students 80-90% of students

19. PBS Data Displays Office Referral Data ISS & OSS Instructional Time Analysis Tier Analysis Behavior Skill Monitoring

20. PBS – Positive Behavior Support Has been shown to work at all grade levels • MMSD – coach at every middle school now; the elementaries & high schools are also implementing Being implemented in over 10,000 schools nationwide A collaborative, assessment-based approach to developing effective interventions for problem behaviors Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes.

21. PBS has been shown to: • Reduce office discipline referrals • Reduce suspensions • Save instructional time • Save administrative time • Improve school climate • Increase staff satisfaction • Improve individual students’ behaviors

22. PBS Coach/ My Role Janet Pliner • 7th Grade Math Teacher-Room 10 (mornings) • PBS Coach-Room 159B in Student Services (afternoons) Role • Member of all 3 PBS teams (universal, secondary, tertiary) • Monthly district leadership meetings • Will lead implementation of preventative school-wide interventions • Data collection, interpretation; share out to staff • “Go to” person for PBS • Lead implementation of Cool Tools

23. www.pbis.orgwww.pbisillinois.orgwww.apbs.orghttp://flpbs.fmhi.usf.eduwww.pbis.orgwww.pbisillinois.orgwww.apbs.orghttp://flpbs.fmhi.usf.edu Resources Janet Pliner/ PBS Coach Room 159B in Student Services 204-4650 (afternoons) jpliner@madison.k12.wi.us