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Edgewood ISD PBIS

Edgewood ISD PBIS. PBIS 5 Guiding Principles. DEFINE the Behavior you want ..what does it look and sound like? TEACH the behavior to staff and students. ENCOURAGE the behavior you want.. From STAFF and STUDENTS. SUPERVISE student behavior. Protect, expect connect!

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Edgewood ISD PBIS

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  1. Edgewood ISDPBIS

  2. PBIS 5 Guiding Principles • DEFINE the Behavior you want ..what does it look and sound like? • TEACH the behavior to staff and students. • ENCOURAGE the behavior you want.. From STAFF and STUDENTS. • SUPERVISE student behavior. Protect, expect connect! • CORRECT student behavior. Calm, brief, respectful!

  3. Three Tiered Model of PBIS

  4. School-wide Systems(All students all settings all times) Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

  5. Why should we be committed to implementation of SW-PBIS? • SW-PBIS benefits children • Reduction in problem behavior • Office discipline referrals • Suspensions • Expulsions • Improved effectiveness for intensive interventions • Increased student engagement • Risk and protective factors improve • Students perceive school as a safer, more supportive environment • Improved academic performance • When coupled with effective instruction • Improved family involvement

  6. Year 1Focus Areas • Team – meetings, jobs, data, artifacts • School Wide Expectations – Procedures, processes, intended for all students, staff, in specific settings, and across the campus • Guidelines for Success • Data –parent, student, and teacher surveys used to prioritize and make decisions • PBIS Handbooks Developed • Campus rep. attended CHAMPS

  7. Year 2 Focus Areas • Continue with school wide procedures • Data • CHAMPS Overview • Classroom/Individual Teachers – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms • Tier Teachers

  8. Year 3 Focus Areas • Maintenance Plan for School Wide • Common Area Observation • Update Handbook • Review Tier Students’ Information • Data, Data, Data • FBA/BIPs and 25 minute meetings

  9. The CHAMPS Approach • Conversation: Can students talk to each other during this activity/transition? • Help: How can students ask questions during this activity/transition? How do they get your attention? • Activity: What is the task/objective of this activity/transition? What is the expected end product? • Movement: Can students move about during this activity/transition? Can they sharpen their pencil? • Participation: What does appropriate student work behavior for this activity/transition look/sound like?

  10. You play a part! • Get to know PBIS • Review previous school-wide procedures with your team • Ask for CHAMPS Training • You are an important part of the success of PBIS at your campus!

  11. Why should we be committed to implementation of SW-PBIS? SW-PBIS benefits children Reduction in problem behavior Office discipline referrals Suspensions Expulsions Improved effectiveness for intensive interventions Increased student engagement Risk and protective factors improve Students perceive school as a safer, more supportive environment Improved academic performance When coupled with effective instruction Improved family involvement

  12. Team Tasks • Determine Roles • Set Meeting Dates and Times and Commit to them • What kinds of Data can you look at? • Sharing with Staff – what will that look like?

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