PBIS: Positive Behavior Supports at Cedar Hill Elementary
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PBIS Overview
Cedar Hill Elementary
Purposes of Presentation
To provide an
overview
of Positive
Behavioral Interventions and Supports
(PBIS)
To review the Cedar Hill Matrix and
school-wide behavior expectations
To review our procedures for rewards and
consequences
What Is Positive
Behavior Support?
PBS is a broad range of
systemic
and individualized strategie
s for
achieving important
social and
learning outcomes
while
preventin
g problem behavior.
OSEP Technical Center on Positive Behavioral
Interventions & Supports www.pbis.org
In Other Words…
School-wide Positive Behavior
Support is a district or school’s
process for teaching expected
social and behavioral skills so the
focus can be on teaching and
learning.
Principles That Guide SW-PBS
Focus on discipline for academic & behavior
success
Is for all students, all staff, and all settings
Emphasizes prevention
Uses research-validated practices
Is coordinated by a SWPBS team
Emphasizes an instructional approach
Uses data to guide decisions
Cedar Hill’s PBIS Components
•
Universal procedures
•
Proactive to prevent problem behavior
•
Data
•
Fluid
•
Implementation of social skills lessons
•
A lot of teaching
•
Consistency throughout the school
Academic
Academic
Behavioral
Behavioral
Social
Social
Comprehensive, Integrated, Three-Tier Model of Prevention
(Lane, Kalberg, & Menzies, 2009)
Tertiary Prevention
(Tier 3)
Secondary Prevention (Tier 2)
Primary Prevention (Tier 1)
≈
≈
≈
PBIS Framework
Positive Action;
Social Skills
Improvement
System
Cedar Hill’s Mission Statement
Cedar Hill students, staff, and families are
committed to ensuring
high levels of
learning for all students
and providing a
positive, safe, and consistent climate
that
promotes student character
.
Cedar Hill’s Vision Statement
We are a
professional learning community
of students,
educators, and parents
recognized for the excellence
of
our safe, student-centered environment
,
the character of
our students and staff
, and
the involvement of parents and
community partnerships.
We have an
unwavering commitment
to engage in
meaningful
collaboration with peers, parents and students
to: discover and implement the
best research-based
practices
, analyze
student data
; and
make informed
decisions
about differentiated instruction and student
learning.
Students actively engage in
hands-on learning, utilize
technology
on a daily basis, and
achieve
individually at
their
highest level
as
lifelong learners
who are
prepared
for
a globally diverse society.
Positive School-wide
Expectations
Be Safe
Be Respectful
Be Responsible
Clear Set of Behavior Expectations
= School-wide Expectations Matrix
A comprehensive list of expectations
Agreed upon expectations of all
students & all staff
Based on data and behavioral
concerns
Becomes basis for consistent language
to use with students
See Matrix + weekly lesson plan!!!
What Are
Procedures & Routines?
Procedures explain the accepted
process for carrying out a specific
activity, such as:
Walking in the hallway
Riding the bus
Using the playground
Attending an assembly
Going to the restroom
Procedures form routines that help
students meet expectations.
The Science of Behavior
Students are not born with bad behaviors
Students do not learn better ways of behaving
when given aversive consequences
To
learn
better ways of behaving, students
must be
directly taught
the replacement
behaviors
To
retain
new behaviors, students must be
given
specific, positive feedback
and
opportunities to practice in a variety of
settings
Teaching Non-Classroom
Procedures & Routines
Review and/ or practice steps prior to
going to the setting
In the setting
Review steps
Have one student model while others
watch and give feedback
Have all students practice
Components of an Effective
Lesson Plan
1.
Tell
2. Show
3. Practice
4. Feedback
5. Reteach
How
to Effectively Encourage?
Clear and specific
Sincere and appropriate for
student’s age
Avoid comparison/competition
between children
When
to Effectively
Encourage?
Contingent on desired
behavior
Applied immediately
Frequent encouragement
during acquisition when
students are learning a skill
What
to Encourage
Expectations and rules from
your school-wide
expectations matrix.
Classroom Reinforcement
System 4:1
Verbal specific feedback
Classroom reward system (individual to each
teacher)
Clip Chart utilized
Skyhawk tickets (to reinforce lessons and
school-wide matrix)
School-wide
Reinforcement System
Skyhawk Star Charts
Weekly ticket drawings for
a prize
Skyhawk Spin or Plinko
Examples of Specific, Positive
Verbal Feedback
“Thank you for
walking in the
hallway
. That was being
safe
.”
“Way to go, you had your
homework finished and you
turned it in on time
. That is being
responsible
.”
“You are
using an inside voice
in
the cafeteria. That is
respectful
.”
Cedar Hill - Tier 2 Supports
More intense services for students who are
not responding to the school-wide
universals
Teacher nomination form identifies students
Interventions include: Social Skills lessons
with the counselor, Check-in / Check-out,
etc.
Consequences
Reminders
Clip Down on clip chart
Safe Seat and Buddy Room
Think Sheets- take accountability
Office referral
Any Questions?
Explore the Positive Behavioral Interventions and Supports (PBIS) program at Cedar Hill Elementary through an informative presentation covering the program overview, purposes, principles, components, and mission statement. Discover how PBIS fosters a positive school environment by promoting expected behaviors, teaching social skills, and utilizing a three-tiered prevention model. Learn how Cedar Hill students, staff, and families are dedicated to achieving academic and behavioral success through a proactive and data-driven approach.
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Presentation Transcript
PBIS Overview Cedar Hill Elementary
Purposes of Presentation To provide an overview of Positive Behavioral Interventions and Supports (PBIS) To review the Cedar Hill Matrix and school-wide behavior expectations To review our procedures for rewards and consequences
What Is Positive Behavior Support? PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior. OSEP Technical Center on Positive Behavioral Interventions & Supports www.pbis.org
In Other Words School-wide Positive Behavior Support is a district or school s process for teaching expected social and behavioral skills so the focus can be on teaching and learning.
Principles That Guide SW-PBS Focus on discipline for academic & behavior success Is for all students, all staff, and all settings Emphasizes prevention Uses research-validated practices Is coordinated by a SWPBS team Emphasizes an instructional approach Uses data to guide decisions
Cedar Hills PBIS Components Universal procedures Proactive to prevent problem behavior Data Fluid Implementation of social skills lessons A lot of teaching Consistency throughout the school
Comprehensive, Integrated, Three-Tier Model of Prevention (Lane, Kalberg, & Menzies, 2009) Goal: Reduce Harm Specialized Individual Systems for Students with High-Risk Tertiary Prevention (Tier 3) Goal: Reverse Harm Specialized Group Systems for Students At-Risk Secondary Prevention (Tier 2) PBIS Framework Goal: Prevent Harm School/Classroom-Wide Systems for All Students, Staff, & Settings Positive Action; Social Skills Improvement System Primary Prevention (Tier 1) Social Academic Behavioral
Cedar Hills Mission Statement Cedar Hill students, staff, and families are committed to ensuring high levels of learning for all students and providing a positive, safe, and consistent climate that promotes student character.
Cedar Hills Vision Statement We are a professional learning community of students, educators, and parents recognized for the excellence of our safe, student-centered environment, the character of our students and staff, and the involvement of parents and community partnerships. We have an unwavering commitment to engage in meaningful collaboration with peers, parents and students to: discover and implement the best research-based practices, analyze student data; and make informed decisions about differentiated instruction and student learning. Students actively engage in hands-on learning, utilize technology on a daily basis, and achieve individually at their highest level as lifelong learners who are prepared for a globally diverse society.
Positive School-wide Expectations Be Safe Be Respectful Be Responsible
Clear Set of Behavior Expectations = School-wide Expectations Matrix A comprehensive list of expectations Agreed upon expectations of all students & all staff Based on data and behavioral concerns Becomes basis for consistent language to use with students See Matrix + weekly lesson plan!!!
What Are Procedures & Routines? Procedures explain the accepted process for carrying out a specific activity, such as: Walking in the hallway Riding the bus Using the playground Attending an assembly Going to the restroom Procedures form routines that help students meet expectations.
The Science of Behavior Students are not born with bad behaviors Students do not learn better ways of behaving when given aversive consequences To learn better ways of behaving, students must be directly taught the replacement behaviors To retain new behaviors, students must be given specific, positive feedback and opportunities to practice in a variety of settings
Teaching Non-Classroom Procedures & Routines Review and/ or practice steps prior to going to the setting In the setting Review steps Have one student model while others watch and give feedback Have all students practice
Components of an Effective Lesson Plan 1. Tell 2. Show 3. Practice 4. Feedback 5. Reteach
How to Effectively Encourage? Clear and specific Sincere and appropriate for student s age Avoid comparison/competition between children
When to Effectively Encourage? Contingent on desired behavior Applied immediately Frequent encouragement during acquisition when students are learning a skill
What to Encourage Expectations and rules from your school-wide expectations matrix.
Classroom Reinforcement System 4:1 Verbal specific feedback Classroom reward system (individual to each teacher) Clip Chart utilized Skyhawk tickets (to reinforce lessons and school-wide matrix)
School-wide Reinforcement System Skyhawk Star Charts Weekly ticket drawings for a prize Skyhawk Spin or Plinko
Examples of Specific, Positive Verbal Feedback Thank you for walking in the hallway. That was being safe. Way to go, you had your homework finished and you turned it in on time. That is being responsible. You are using an inside voice in the cafeteria. That is respectful.
Cedar Hill - Tier 2 Supports More intense services for students who are not responding to the school-wide universals Teacher nomination form identifies students Interventions include: Social Skills lessons with the counselor, Check-in / Check-out, etc.
Consequences Reminders Clip Down on clip chart Safe Seat and Buddy Room Think Sheets- take accountability Office referral
