Torrant and Kit Young Positive Behavior Intervention and Supports

http://www.pbis.org/swpbs_videos/pbs_vide o-discovering_swpbs.aspx

PBIS is a proactive, team-based framework for creating and sustaining safe and effective schools. Emphasis is placed on prevention of problem behavior, development of pro-social skills, and the use of data-based problem solving for addressing existing behavior concerns. School-wide PBIS increases the capacity of schools to educate all students utilizing research-based school-wide, classroom, and individualized interventions.

Addresses the behavioral needs of all students with proven, easy to implement strategies Allows the school to create the right fit for them, so that practices are appropriate to the context and sustainable over time. Is doable and does not have to overwhelm staff given the limited time and resources that schools generally experience. Is affordable. Helps to create a positive school climate. Results in increased time for instruction and fewer disciplinary incidents.

Who is Involved?

Kitchen

Whats in it for me?

-Faculty & Staff become more positive, proactive & instructional with all students. -All staff involved reinforce the same areas of focus. -Continuity from room to room due to common language.

Whats in it for me?

-Students learn to perceive all staff as equal -Students will be rewarded for positive behavior -Prevents problems before they occur.

5%

15%

80%

http://www.pbis.org/swpbs_videos/pbs_vide o-creating_the_culture.aspx

Set of universal expectations for behavior, positively stated, are established for all students in all locations of the school.

R- Responsible O- On Task A- Always Safe R- Respectful

B- Be Responsible A- Always Safe R- Respectful K- Kind

Direct Instruction in expected student behaviors

Generous quantities of positive attention Rule of thumb- 4:1 What you focus on, you get more of Predictable consequences for behavior infractions that are delivered consistently by all staff in a professional manner throughout the entire school. They are an opportunity for the student to learn from his or her mistakes and accept responsibility for the choices that he or she made. Getting on the same page with other adults when it comes to enforcing rules, addressing behavior infractions, and administering appropriate consequences.

Visuals with the expectations are developed for all classroom and non-classroom settings. Visuals serve as: Teaching tools. Reminders or pre-corrections for everyone throughout the day. A communication to parents, visitors, and the community.

Staff provide frequent trials/lessons using visuals All adults in the school should be aware of the behavior expectations and take every opportunity to model those behaviors at all times Adults can use simple corrective responses with students (positive practice) when errors are observed.

Positive adult attention: Verbal acknowledgements Thumbs up High Five/Fist Bump Eye contact Smile Use the 4:1 Rule

ROAR Bucks

Paw Pride Monthly Assemblies

Staff Recognition

Cards Nominations

Parent Brochure

Participants: Intervention Team and Classroom Staff

After the 3-week follow up meeting, the concerned staff will meet with the Intervention Team for a Staffing.
All behavioral data is brought to the meeting

An action plan is developed with strategies

Data collection options are discussed and copied for implementation A follow up meeting will be made with the Intervention Team Members after 3 weeks of documented strategy trials, unless the situation requires immediate attention.

Should be considered when problem behavior is: Chronic/frequent Dangerous Impeding learning Highly disruptive Resulting in social or educational exclusion

Participants: Intervention Team, ALL staff involved with the student, parents, outside agencies ALL behavioral data is brought to the meeting FBA and BIP will be created based on the provided data

A follow up meeting will be scheduled for 4-6 weeks from the date of the BIP meeting.

Participants: Intervention Team, All involved staff, parents Purpose is to follow up on the effectiveness of the BIP All behavioral data is brought to the meeting Any necessary changes are made to the plan Review meeting is held every 4-6 weeks

Picture of Planning Team

Picture of Intervention Team

Individualized monitoring system that provides frequent positive adult contacts, reminders to the student of the expectations, and feedback on performance. Basic daily cycle of CICO: 1)Morning check in. 2) Give form to each teacher or supervisor. 3) End of day check out. 4) Points tallied. 5) Reward. 6)Copy of daily progress from taken home and signed. 7) Return signed copy next morning.