Positive Behavior Support Eustis Middle School 2012 – 2013
PBS Committee • Monica Brewer • Debra Chapman • Amanda Hepp • Laura Hilding • Joseph Mabry • Erin Porter • Roberta Schneck • Sharon Taylor • Ashley Ward • Rhoda Williams
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.
TERMINOLOGY • PARADIGM SHIFT • PENDULUM SWING • FOCUS ON POSITIVE • CONSISTENCY • REINFORCEMENT • CULTURALLY EMBEDDED
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.
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
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
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
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
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.
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
Be Prepared • Have all supplies and materials required for class • Ready to learn • Dress out for PE • Have completed homework to turn in
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
Productive • Participate in class • Plan ahead and manage time wisely • Stay on task during classes • Do your best with everything • Assist where needed
Proud • Pride in your education • Pride in your dress (EMS Spirit) • Accept consequences for actions • Participate (school & community) • Keep campus clean
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”!
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.
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
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
Target Areas for 2012 – 2013 Classrooms Transitions Cafeteria
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
Expectations forTRANSITIONS • WALK • Move with a purpose • Be responsible with time
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
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
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
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
Families Students Staff Community Teachers SAC PTO Administration