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PBIS: Beyond the Code of Conduct

PBIS: Beyond the Code of Conduct. Presenters: Tricia McCarthy and Kasi Klingbiel. What Has Been Schools “Common” Response to Behavior Problems?. Clamp down on Rule violators Review Rules and Code of Conduct Extend continuum of aversive consequences Improve consistency for use of punishments

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PBIS: Beyond the Code of Conduct

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  1. PBIS: Beyond the Code of Conduct Presenters: Tricia McCarthy and Kasi Klingbiel

  2. What Has Been Schools “Common” Response to Behavior Problems? • Clamp down on Rule violators • Review Rules and Code of Conduct • Extend continuum of aversive consequences • Improve consistency for use of punishments • Establish “bottom line”, Get Tough

  3. Negative Teaching of Behavior • Don’t Wear Hats • Don’t Run in Hallways • Don’t Be Rude • Don’t Yell • Don’t Arrive Late Deliver Consequences

  4. Science of behavior has taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn better behaviors when presented with aversive consequences ...Do learn better ways of behaving by being taught directly & receiving positive feedback

  5. PBIS “BIG IDEAS” • Establish and sustain a positive school climate • Maximize academic engagement & achievement • Minimize rates of rule violating behavior • Explicit instruction and modeling of expected behaviors in specific settings (cafeteria, bathrooms, etc.) • Encourage Respectful, Responsible, and Safe behaviors • Emphasize importance of data-based decision making

  6. PBIS is NOT… A program or a curriculum • It IS a team-based process for systemic problem solving, planning, and evaluation. It is an approach to creating an environment within which school-based teams of educators are trained: • Systems change • Effective behavior management principles and practices; and • Applications of research-validated instruction and management practices.

  7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Continuum of School-Wide Instructional & Positive Behavior Support ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  8. Where do you start?

  9. Classroom Managed Language/cursing Preparedness Calling out Throwing things Work refusal Minor dishonesty Inappropriate touching Tone/attitude Inappropriate comments Sleeping Refusal to follow directions Verbal insults Office Managed Fighting/aggression Weapons Physical contact Aggressive language threats Harassment Theft Chronic minor violations Classroom Accountability

  10. Teacher Accountability • Teaching the 3 B’s • Teach behaviors in each of the areas (hallways, classrooms, cafeteria, assembly, bus, bathroom) • Create your own rules of what the 3 B’s look like in each class using a matrix • What does it look like and sound like? • This should be done in related arts as well

  11. Teacher Accountability • Positive Behavior Interventions • Positive communication home-note or call • Beaver Bucks (daily) • Beaver Cart (bi-weekly) • Beaver Clubs (monthly) • Green Days (quarterly) • Kids With Character (weekly)

  12. Teacher Accountability Minor Incident Reports (MIRs) • Stop lights in classroom (preK-5) • Restart on green after lunch/half way through day • Teachers Follow Hierarchy • All students start on green • 1 individual student warning = no movement • 2nd individual warning = move to yellow • 3rd individual warning = move to red = MIR • 4th = move to another teacher (<20 min.) • 5th = office referral • After 3 unreturned MIRs = phone call home • Retain teacher copy of MIR for report card grade

  13. Student Accountability • Every day students will record where they end up at end of each day • 1st-2nd grades record on a calendar (color day) • 3rd-5th record in agenda book (write at bottom) • If color differs from AM and PM, the area can be split

  14. Parent Accountability • Parents expected to check their child’s agenda book every night • Parents asked to return MIRs as soon as possible • Parents told at the beginning of the school year (B2SN) that the number of MIRs their child receives not only affects their participation in Beaver Clubs but also their child’s grades.

  15. Staff to Staff Make Their Day BEAVER Award Parking Spot Admin to Staff Magic Eight Ball Staff Awards What’s in it for the Staff?

  16. What about the “Frequent Flyers”?

  17. Wendel Club • Daily Check-In Check-Out • Characteristics of “Wendelers”: • Educationally • Disorganized • Fail to complete assignments • Can’t get started • Socially • Physically Aggressive • Like to entertain • Can’t Self-Regulate • “Unmotivated and Disruptive” Insert pix of wendel cart here

  18. Goal Setting Daily Graphing Progress Data driven decisions Relationships Support Systems Staff Mentoring Peer Role Models Organizational Support Planners Folders/Charts Home School Plans Contracts Wendel Club

  19. What Has Wendel Club Done For You?

  20. How Has PBIS Impacted BBES?

  21. ODRs and Suspensions

  22. Thank You! Questions…?

  23. Need More Info….? Tricia_mccarthy@hcpss.org Kasi_klingbiel@hcpss.org

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