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                                   School-wide Positive Behavioral Interventions and Supports (PBIS) or (SW-PBIS)

PBIS is a framework rooted in evidence based practices to increase behavioral and academic outcomes by improving school climate, preventing problem behavior, increasing learning time, promoting positive social skills, and delivering effective behavioral interventions and supports.  PBIS supports the entire school and is being implemented across the territory.  

 

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What is PBIS?

Positive Behavioral Interventions and Supports (PBIS) when applied at the Schoolwide level is frequently called: SWPBS or SW-PBIS; SW-PBIS refers to a systems change process for an entire school or district. The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject. Furthermore it is a three-tiered model:

PBIS se refiere a un proceso de cambio de sistemas para toda una escuela o distrito. El tema subyacente es enseñar las expectativas de comportamiento de la misma manera que cualquier materia del plan de estudios básico. Además, es un modelo de tres cansados:

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Tier 1 support is significant- in that it -moves the structural framework of each educational unit from reactive approaches to proactive systems change performance. This effort cohesively unites all the adults in using 1) common language, 2) common practices, and 3) consistent application of positive and negative reinforcement. There are many caveats to the training, planning, and implementation of PBIS. Just a few of the features are listed below:

  • Behavioral Expectations
  • Labeling Appropriate Behaviors and Actions
  • Teaching Appropriate Behavioral Actions
  • Observing and praising Appropriate Behaviors

Tier 2 is focused on reducing the frequency and intensity of incidents of problem behaviors for students who are not responsive to primary intervention practices by providing more focused, intensive, and frequent small group-oriented responses in situations where problem behavior is likely.

Tier 3 focuses on reducing the intensity, frequency, and/or complexity of existing problem behaviors that are resistant to and/or unlikely to be addressed by primary and secondary prevention efforts by providing most individualized responses to situations where problem behavior is likely.

Each school in the district is implementing PBIS. Typically, a team of approximately five representative members of the school will attend a two or three day training provided by skilled trainers. This team will be comprised of administrators, counselors, paraprofessionals and regular and special education teachers.  Schools will focus on three to five behavioral expectations that are positively stated and easy to remember. In other words, rather than telling students what not to do, the school will focus on the preferred behaviors. Here is an  example from a school:

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After the SW-PBS team determines the 3-5 behavioral expectations that suit the needs of their school, the expectations are brought to the faculty, staff and students. Consistency from class to class and adult to adult is very important for successful implementation of SW-PBS. The team will then create a matrix of what the behavioral expectations look like, sound like, and feel like in all the non-classroom areas. This matrix will have approximately three positively stated examples for each area. Here is an example:

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Expectations are taught in each classroom. Lesson plans are available for teaching respect, responsibility etc.

Some schools choose to use several days at the beginning of the year to take the students around the school to stations, where the skills are taught in setting specific locations. For example, a bus may be brought to the school and the children will practice lining up, entering the bus, sitting on the bus, and exiting the bus using hula hoops to denote proper body space distance in lining up to enter the bus.

SW-PBIS also looks at the office discipline referral form. The team decides which problem behaviors are classroom managed and which are office managed. SW-PBIS focuses on developing enhanced classroom management strategies to set students up for success. Strategies include teaching and re-teaching expectations.  

Schools analyze data from Power School and SWIS to monitor and graph academic achievement, attendance, and office discipline referral data. Office discipline referral data such as behavioral incidents per day, per month, time of day, specific behaviors, location and by specific student is examined. This allows schools to drill down information to create a precise problem statement in order to come up with strategies to resolve behavioral issues.

Furthermore, SW-PBIS recognizes positive behaviors through various modalities. Schools use reward systems, token economies and “gotcha being good” programs. Additionally teachers and staff are rewarded for using positive learning strategies.

As schools progress in PBIS implementation additional resources and strategies are developed to address more difficult situations.

The above activities are just a few of the steps SW-PBIS encompasses.  For further information please visit: www.pbis.org

Using Consequences and Rewards

Consequences and Rewards

Should we use punishment? 

Imagine driving on the road and you are going 15 miles over the speed limit. In front of you, you see a police car on the side of the road. Immediately your foot touches the breaks and you slow down. Once you passed the officer, you felt grateful that you didn't get pulled over. So you start driving more slowly…for about a couple minutes and then you start speeding up again. 

Okay, now imagine the same situation, but this time you get pulled over and you get a ticket. You get a little upset that you got a ticket, but there is nothing you can do, so you put it in your glove compartment. This time you really do slow down…for a few minutes, maybe even a few days. But do you ever truly stop driving over the speed limit?

What does this scenario tell you about punishment? Punishment stops unwanted behavior, but only for a short period of time, typically when the punisher is present. Punishment does not teach new behavior or provide intrinsic motivation to change one’s behavior. 

As parents, administrators, teachers, counselors, paraprofessionals and school staff members, it is our job to shift focus from a punishment driven model to a model that emphasizes what students are doing right. We are working to spend less time on punishment and more time on what students can do to be successful. With that being said, we must first understand the principles of behavior. 

Understanding Principles of Behavior

Behaviorists did not invent positive reinforcement. They systematized and named it. Positive reinforcement is a naturally occurring process that wise teachers understand and learn how to use to promote effective management of groups and individual students (Schuermann & Hall, 2008). Behavior is strengthened or weakened by its consequences. Teachers can often accidentally reinforce the very same behaviors that disrupt the class by paying attention to them or giving the student a desired outcome (getting out of test etc.).

Once teachers develop their rules and procedures they must take action either to recognize or to correct student behavior. Such actions are referred to as consequences and rewards.  Effective consequences preserve the student’s dignity and increase his or her motivation to behave appropriately.  

     Consequences work best when they are:

                          Effective Consequences:

  • Clear and specific
  • Directly related to rules and procedures
  • Arranged in levels of intensity or a hierarchy of alternatives
  • Natural (students not wanting to sit by a child who acts out often)
  • Directly related to the behavior
  • Daily goal sheets
  • Think sheets
  • Apology letter
  • Moving seats
  • Re-teaching expectations
  • Assigned related chore

 

                  Positive Rewards List:

                   Positive Rewards to Behaviors:

  • Behavior specific verbal praise
  • Non-verbal acknowledgement (smile, pat on the back, high fives & thumbs up)
  • People (Spend time with friends, a teacher or staff of choice, bring in a guest speaker of choice)
  • Activities (Play video games, play a sport game, watch a movie, class leader)
  • Favorite snacks (popcorn, popsicles, pizza, candy)
  • Possessions (comic books, small toys)
  • Positive Note/phone call home
  • Positive Note to principal
  • Student of the day/hour/week
  • Free time
  • Other earned privileges 
  •  Used to recognize and increase the frequency of appropriate behavior (Makes appropriate behavior more likely to occur)
  • Can be used to develop self-managed behavior.
  • Effective when they target a specific behavior and are applied immediately.
  • Serves as a teaching tool by providing feedback on appropriate behavior.
  • Build positive student/teacher relationships, school climate.

Positive Rewards Levels

Level 1- Frequent (used every day in the classroom involving praise, or tokens).

Level 2- Intermittent (more powerful and can be awarded. For example, student of the week/month).

Level 3- Long Term (year-long or month-long types of recognition that students can work for. For example, FUN DAY, shadowing, lunch with their favorite teacher, counselor, and administrator). 

 

Reward Recipients (students, staff, and families):

Students:

Staff:

Families:
  • Teach how rewards will be earned.
  • Every appropriate behavior will not be rewarded.
  • Solicitations will not be result in a reward.
  • Reward for using the system.
  • Monitor fidelity of system use.
  • Signatures, color coding, assigned #s
  • Solicit ongoing feedback.
  • Reward for attending parent/teacher conferences.

Guidelines for Providing Rewards

When?:

             1. Immediately after target behavior occurs

Jane E. Tuitt Primary School

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Yoga at JET - PBIS Team Leader Incorporates PBIS into her Classes

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Mrs. Heather Saks is the Physical Education teacher and PBIS team leader at Jane E. Tuitt Primary School.

On rainy days Mrs. Saks leads every class at JET in yoga, she also leads each class in a guided relaxation period at the end of every class. Mrs. Saks has incorporated a plethora of Positive Behavioral Interventions and Supports (PBIS) strategies into her "classroom"; for example, prior to allowing students to enter her room, Mrs. Saks establishes "JET behavior" outside the door. Students are permitted to enter the room once calm and ready to learn. Students wait for one another to use the "quite signal", once the entire class is ready, students are welcomed inside with a huge smile and tons of excitement. Mrs. Saks also rewards students, by name, for using their "3 Be's" - Be Respectful, Be Responsible, Be Safe - she rewards them not only through passing out Positive Behavior Tickets but by praising specific good behaviors when she sees them!

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The relaxation strategies that Mrs. Saks uses in her room are forward thinking, evidence-based and effective! Students, even as young as 5, are able to sit for a period of 5 minuets without moving, talking or opening their eyes. Mrs. Saks works with her students on being able to utilize self-control in this way on a daily basis, therefore the students continually improve. Learning relaxation and self-control skills like mediation and deep breathing helps not only adults but children; students are faced with stressors on a daily basis, having a sense of calm and a strategy to fall back on helps students navigate through difficult times.

 

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In the coming month, Mrs. Saks plans to incorporate additional strategies, such as progressive muscle relaxation, belly breathing and guided imagery, into her class's daily yoga relaxation period. These strategies also teach students ways to manage anger, frustration, sadness, hyperactivity and more. Mrs. Saks and Jane E. Tuitt Primary School are implementing PBIS with fidelity, they are continually working on creating a safe, education and welcoming environment.
 

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Bully Prevention - PBIS at JET

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Matrix and Values

Jane E. Tuitt's School Values:

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Jane E. Tuitt Behavioral Expectation Matrix:

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PBIS Student Roll Out 2017-2018

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Jane E. Tuitt Primary School rolled out PBIS to their students on December 8, 2017, for the first time this school year! Students were reminded of the Positive Behavior Sticker Program and of their expected behaviors. Students were led by cheerleaders as they chanted and sang about the 3 Be’s at JET: Be Responsible, Be Respectful and Be Safe!

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The positive behavior school store has been stocked and is open for business. Students collect stickers for demonstrating positive behaviors and spend them on rewards. Evidence shows that when positive behaviors are rewarded consistently and meaningfully, those behaviors are more likely to occur more often. Rewards include positive, behavior specific praise, small toys and non-tangibles (homework pass, line leader pass etc.).

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The PBIS team student advisors were also chosen and rewarded at the roll out! These two students will attend PBIS meetings and provide input from the student perspective. They were chosen based on their continued positive behaviors and the way they represent the 3 Be’s!

PBIS Parent Orientation 2017

On November 10, 2017 Jane E. Tuitt rolled out PBIS to parents at the parent orientation! Parents were able to walk around the school campus, meet teachers, observe classrooms and ask question. A PBIS booth was set up to inform parents about positive behavioral interventions and supports. Informational pamphlets were handed out in English and Spanish to provide follow up information on how PBIS can be used at home!

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Mr. & Miss Jane E. Tuitt - PBIS Student Winners 2016-2017

Congratulations to all the Jane E. Tuitt students who participated in Mr. and Miss. Jane E. Tuitt this year! Below features the winners of the Jane E. Tuitt PBIS awards: "Most Responsible", "Most Respectful" and "Most Safe Behaviors".

Mr. Be Safe 2017!

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Miss Be Respectful 2017!

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Miss Be Responsible 2017!

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PBIS Student Roll Out 2016-2017

On February 6, 2017, Jane E. Tuitt Primary School (JET) rolled out PBIS to their students! Positive Behavioral Interventions and Supports (PBIS) is an adaptable framework to address behavioral challenges and improve social skills, school climate and school culture. The PBIS team at JET, along with administration and staff, have been working hard to implement PBIS this year. The recent roll out celebration included skits, PBIS chants, cheers, a parade, a dance party in the yard and a sneak peek of the new school store. It was all topped off with take home treats and a take home message, “Be Responsible, Be Respectful and Be Safe!”

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Over the next several days teachers will work with students on learning the new behavioral expectation matrix and how the 3 B’s are relevant all over school. JET will follow up with monthly PBIS celebrations, student and teacher awards for positive behavior, secondary behavioral supports and enhanced data collection systems. Students and staff will benefit from evidence-based practices that support positive behaviors and learning initiatives.

 

Furthermore, students will begin earning Positive Behavior Stickers for using the 3 B’s; stickers will be handed out for positive behaviors and placed on student cards. Stickers will be redeemed for prizes at the school store as a way to reward appropriate and expected behaviors.

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JET is teaching positive social skills and improving school climate through constructive, encouraging and progressive teaching methods incorporated with PBIS. Teachers, staff and students are instructed to focus on the positive, on what is going well and on expected behaviors, rather than on problem behaviors. They are shifting away from problem focused environments and moving towards problem solving and setting students up for success through teaching expectations and supporting behavioral growth.

 

Over the next several months, as the PBIS language and methods spread across the school, JETs will “soar to excellence”!    

PBIS Valentine's Day

On Valentine's Day, February 14, 2017, JET students, faculty and staff dressed up in red, pink and white. Each person choosing to dress up donated a dollar to the PBIS school fund! That is showing JET spirit!

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