PRIDE 2 O Boswells School Wide Positive Behavioral

PRIDE 2. O Boswell’s School Wide Positive Behavioral Interventions and Support (PBIS)

PIONEER PRIDE

ABOVE THE LINE THINKING v Above the Line behavior is intentional, on purpose, and skillful. Below the Line behavior is impulsive, in autopilot mode, and resistant. v Getting and Staying Above the Line does not come naturally it must be taught and learned. v The people and teams who produce exceptional results are trained to perform intentionally, on purpose, and skillfully.

How was PBIS developed ? In the 1980’s researchers at the University of Oregon researched and developed interventions for use with students with emotional behavioral disorders. They wanted to do the followings: § § § Prevent unwanted behaviors Use evidence-based practices to teach new behaviors § Teach new behaviors explicitly and step-by-step § Track progress toward meeting social skills goals

How was PBIS developed ? § In 1997, Congress renewed IDEA (Individuals with Disabilities Act and secured funding to establish the National Center on Positive Behavioral Interventions and Supports (www. pbis. org) § IN 2004, Rob Horner and George Sugai, with support from the U. S. Department of Education’s Office of Special Education Programs (OSEP) wrote the PBIS Blueprints. § PBIS is incorrectly referred to as the behavioral side of RTI.

What is PBIS? PBIS is a research based, data-driven, systems approach to school wide improvements in campus culture, overall academics, and student behavior § § PBIS is a flexible and ongoing process that is unique to the campus’s need in the how to teach social-emotional learning skills § PBIS is a focus on teaching clear and consistent implementation and expectations for students and staff § PBIS is a proactive solution to common behavioral problems

What is PBIS? § Ultimately, PBIS is an organizing framework for schools to determine how they want to operate as a community.

Not one rule we have at the beginning of school will cause good choices, good grades, or good behavior by May. However, EVERY strong relationship you make will!

Why PBIS? Consistently implemented PBIS systems improve the following: § § Safe and Secure Learning Environment § § The Number of Discipline Referrals § § Attendance Common Areas Behaviors Student and Staff Accountability and Responsibility

Who is Involved with PBIS? § PBIS is a school wide initiative § This means that every adult on staff who encounters students during the day from hall monitors to teachers to administrators-is trained in using PBIS practices.

PBIS Leadership Team Analyze referral data Develop interventions to address referral data Deployment of interventions

General and Special Educators Behavior Specialists Counselors Librarians Students (Principal’s Council) Athletic Coaches Administrators

2015 -2016 PRIDE 2. 0 Regulators Sargent at Arms – Clay Blackburn Responsible for meeting room setup Agenda is followed and complete Maintains order and that Norms are followed Ensures sign in sheets are accurate and collected Record Keeper – Gayle Creed Maintain accurate minutes of each meeting Data Specialist – Wayne Cross Retrieve and compile referral data Present referral data findings in excel and/or chart format Administrative Coach – Nika Davis Campus Relations Specialist – Kayla Livingston Communicate to stakeholders in a manner that promotes collaboration, input, and implementation Promote two-way communication Survey stakeholders as to gain insight on “perception” of PRIDE 2. 0 initiative Interventionists – Ken Sooter, Dayna Gilbreath, Carrie Anderson, Chandra Turrentine, Chris Ah-Leong To develop and promote campus interventions Provide PD to all stakeholders

BOSWELL’S PRIDE 2. 0 Objectives in 2015 -2106 § Create clearly defined behavioral expectations that will be implemented campus wide § The Main focus now will be to create common expectations for common areas and classrooms that focus on RESPECT, SAFETY, and RESPONSIBILITY! (developed a new campus common areas/classroom poster) § Plan to deploy next Semester - a platform during campus PD or Faculty Meeting

CAMPUS PBIS GOALS TIER 1: To modify and update current PBIS Campus signage to reflect current technology policy and implement the Good News Referral Campaign and It Pays to be on Time. This campaign will recognize Students and Staff that are demonstrating Pioneer Pride at Pep Rallies, Sporting Events, Campus Announcements/Social Media, and students will receive positive Parent phone calls. TIER 2: Develop Campus Staff and Student Cadre to gain insight on classroom management and behavioral issues ({Principal’s Counsel) – while addressing tardiness (teachers being in the doorways/hallways and greeting students), attendance (rate is higher), low campus tutorials participation, and other systemic behaviors indicated by referral data. This will help us to provide targeted “Champs” Interventions to teachers (Respect Agreements). Review other incentives. TIER 3: Developing a Mentorship Program to promote positive relationships with Staff and students.

2016 -2017 PRIDE 2. 0 Regulators Sargent at Arms – Clay Blackburn Responsible for meeting room setup Agenda is followed and complete Maintains order and that Norms are followed Ensures sign in sheets are accurate and collected Record Keeper – Gayle Creed Maintain accurate minutes of each meeting Data Specialist – Wayne Cross Retrieve and compile referral data Campus Relations Specialist – Kayla Livingston Communicate to stakeholders in a manner that promotes collaboration, input, and implementation Promote two-way communication Survey stakeholders as to gain insight on “perception” of PRIDE 2. 0 initiative Present referral data findings in excel and/or chart format Interventionists – James Harter, Dayna Gilbreath, Carrie Anderson, Chandra Turrentine, Jason Giles, Jennifer Brown, Katie Keyes, Virginia Gonzales, Mark Miller, Michael Netherland, and Samantha Bailey. To develop and promote campus interventions Administrative Coach – Nika Davis Provide PD to all stakeholders

Data Results

“Every child deserves a champion: an adult who will never give up on them, who understands the power of connection and insists they become the very best they can possibly be. ”