School-wide Positive

Behavior Support
Name of School
Date
 What is School-wide
Positive Behavior Support?
The application of evidence-based strategies
and systems to assist schools
• to increase academic performance
• increase safety
• decrease problem behavior
• and establish positive school cultures
 Common Elementary
School Concerns
 Transitions in  Consistent rules
hallway  Consistent
 Paper in the sinks reinforcement
 Not prepared  Common language
 Lunch room noise and procedures
 Bullying  Supervision in all
areas of the school
 Common
understanding of the
rules
 PBIS Big Ideas

 Positive Behavior Support is a process for

teaching children appropriate behavior and
providing the supports necessary to sustain
that behavior.

 PBIS is not a curriculum - it is a framework

for systems to identify needs, develop
strategies, and evaluate practice toward
success
Why a School-wide Approach?

It reduces challenging student behavior

through a proactive, positive, and
consistent manner across all school
settings
and
Improves academic achievement
and social competence
Consistency Matters
Common
Vision

School
Community
Common Common
Practices Language
 Hamilton Mission Statement
• Hamilton Elementary School administration
and staff in cooperation with the home and
community shares the challenges and
responsibilities for helping each child reach
his greatest potential.

• We aspire to teach life skills that enable

children to deal positively with the complex
and rapidly changing world in which we live.
 Designing School-Wide
Systems for Student Success
Academic Systems Behavioral Systems

Intensive, Individual Interventions

Intensive, Individual Interventions
•Individual Students 1-5% 1-5% •Individual Students
•Assessment-based •Assessment-based
•High Intensity •Intense, durable procedures

Targeted Group Interventions 5-10% 5-10% Targeted Group Interventions

•Some students (at-risk) •Some students (at-risk)
•High efficiency •High efficiency
•Rapid response •Rapid response

Universal Interventions 80-90% Universal Interventions

80-90%
•All students •All settings, all students
•Preventive, proactive •Preventive, proactive
Achievement
+
Social
Behavior
 Work Smarter, Not Harder
• Use the information you have

• Identify your goal

• Determine what to do to reach your goal

• Monitor for effectiveness

 Representative Team

• Administrator
• Special & general education teachers
• Specialists (PE, Art, Music)
• Counselor
• Transportation representative
• Parent liaison
• Student?
• PBIS coach (pupil services)
 Expectations
Schools identify 3 to 5 overarching
expectations which reflect the needs of
the school community. The expectations
are stated briefly and in a positive manner.

They often address:

 Respect
 Responsibility
 Safety
Expected behaviors are visible in
all areas of the school community
Student Participation
 Teaching Matrix
Classroom Cafeteria Bus Hallway Assembly

Respect Eat your own Stay in your Arrive on time

Stay to right
Others food seat to speaker

Respect
Environ- Keep feet on Put trash in Take litter
Return trays
ment & floor cans with you
Property

Respect Wash your Be at stop on Listen to

Use your words
Yourself hands time speaker

Go directly
Respect Eat balanced Go directly to Discuss topic in
from bus to
Learning diet
class
class class w/ others
 Expectations & behavioral skills are
taught & recognized in natural context
 Discipline is….
The actions parents and teachers take
to increase student success (Charles, 1980).

Prevention
Rules, Reaction
Routines, Consequences
Arrangements
Recognize Appropriate Behaviors

Once appropriate behaviors have

been introduced and taught,
they need to be recognized on
a regular basis.
 Acknowledgements
• Natural success
• “thanks”
• Public acknowledgement
• Privileges
• Tangibles
– Small to large
 Acknowledge & Recognize
Respecting

All Self

Yields Others

Success Property
………………………………………………..
Student __________________
Staff _____________________
Location __________________
Student Recognition at Hamilton
Recognition of good decision-making and
achievements on the part of students and
adults goes far in helping one develop positive
self-worth and motivation to achieve.

• The staff at Hamilton Elementary will strive to

recognize positive behavior and achievement on
an on-going basis.

• In addition to verbal praise, children will be

recognized in a variety of ways throughout the
school year.
 Consistent Consequences
• Responding to negative behavior
– Immediate and consistent
– Try to keep with natural consequences
– Use the least amount necessary to get
desired behavior
– Pre-plan and teach
– Correction and re-teaching
• Use only with reinforcement for replacement
behavior
• Should defeat function of problem behavior
 Corrective Consequences:
Maintaining Desired/Expected Student Behavior

• Redirection • Crisis Planning

• Planned ignoring • Proximity & Movement
• Restitution • Modeling
• Re-teaching • Eye Contact
• Time-out • Cueing (verbal &
nonverbal)
• Behavior Contracts
 Sustain and Maintain Progress

• Identify trends or
areas of problem
behaviors AND
successes

• Identify needed
interventions

• Provide clarity for

staff in how to
respond to behaviors
 Next Steps
Staff ownership &
Administrative Support

Team representative of the staff

Self Assessment

Team training

Action Plan

Present to staff and students

PBIS involves the entire
staff
– you decide what your focus will be

– you decide how you will monitor and

evaluate progress

– you decide what your goals are

– you decide what you’ll do to get there

– you decide whether to keep going or

change
 Obtain 80% Staff Consensus
 A “YES” vote means that I agree to:
Provide input in determining what our school’s
priorities are and what our goals should be

Make decisions about rules, expectations, and

procedures in the commons areas of the school as
a school community

Follow through with all schoolwide decisions

Commit to positive behavior support systems for a

full year - allowing performance toward our goal to
determine future plans
 Resources
National Center on Positive Behavior
Interventions and Support
www.pbis.org
PBIS Maryland
www.pbismaryland.org
Creating a Positive Climate for
Success with School-wide PBIS