West Seattle Huskies SchoolWide Positive Behavioral Interventions and

West Seattle Huskies School-Wide Positive Behavioral Interventions and Supports Laura Bermes School Counselor labermes@seattleschools. org

PURPOSE Provide bri ef overview of SWPBIS: a s ystem to im prove school clim ate, reduce behavioral / discipline issues, and increas e academic outcomes f or Every Stu dent!

“If a child doesn’t know how to read, we teach. ” “If a child doesn’t know how to swim, we teach. ” “If a child doesn’t know how to multiply, we teach. ” “If a child doesn’t know how to drive, we teach. ” “If a child doesn’t know how to behave, we… (Horner, 1998)

Guiding Principles � Data Driven / Outcome Based � Preventative vs. Reactive � School-Wide Expectations / Procedures � Instructional (We Teach) � Universal Screeners � Fidelity in Interventions � Focus on Behavior & Academics � Overarching Aim: Increase Academic Success

Positive Behavioral Supports and Interventions Includes Framework and RTI or MTSS

SWPBIS Tier 1 (what we are doing) � Framework (3 -5 behavioral expectations) � Behavior Matrix (agreed upon procedures/expectations for entire building) � Recognition Plan (for students & staff) � Discipline Plan / Procedures (define levels of behavior, and consequences) � Evaluation / Assessment of Program � Fidelity in Curriculum (academic & behavioral) ◦ Behavioral Curriculum (Second Step & Steps to Respect) focus on social skills and anti-bullying

West Seattle Elementary Framework for Behavioral Expectations

Matrix for Behavioral Expectations / Procedures for West Seattle Elementary Husky Traits In the Halls and Stairways Prompt & Prepared Always Respectful Inside Voices Silent waving to adults & other children Bus and Bathrooms Cafeteria Waiting for the Bus Playground Classroom On-time Pass Partner when needed Line-up when teacher asks Sit up Listen Ask & Answer Nod Track the Speaker Inside voices Listen to Driver Follow directions Kind words Quiet Table manners Respect Privacy Indoor voices Use kind words Follow class rules Share Include others Appropriate voices Care for equipment Quick Wash up Clean up Back to Class Have fun Working Hard Safe Walking Feet One step at a time Signage Straight, Right, Quiet, Polite Stay Seated Body to Yourself One step at a time Walking Feet No Playing Do your Business Wash up On-time In-line Follow procedures -seat assignment -raise hand for help -clean-up -line-up Earn class a PAW Body to Yourself Food to yourself Check your SLANT Procedure Signs Be a Scholar – a person who engages in school & takes responsibility for learning Big Toy Follow class rules -slides go down Running is for the grass Woodchips stay on the ground SLANT

West Seattle Elementary Recognition Plan � Why? Because it works! � 4: 1 (the magic ratio of positive reinforcement to negative feedback) � School-Wide Student Recognition: ◦ ◦ ◦ Husky Bucks (high frequency, all staff) Lunchroom Paws (whole class support) Award Assemblies (2 -3) Scholar Awards (weekly, monthly, at assemblies) Citizenship Awards (at assemblies) ØQuestion: What should we do to recognize Staff?

West Seattle Elementary Discipline Plan � Problem Behaviors & Consequences defined � Benefits staff, students & parents � Plan created by Vicki – with team input. ◦ Level 1: Level I behaviors are minor violations. They will result in immediate verbal correction/redirection with possible consequence. ◦ Level 2: Level II behaviors are more serious in nature (or chronic level I. ) They will result in immediate verbal correction, logical consequence and written documentation ◦ Level 3: Referred to administrator.

West Seattle Elementary Evaluation / Assessment � Program Assessment ◦ EBS: Effective Behavior Support self assessment administered 9/10 & again 5/11) ◦ SET: School wide Evaluation Tool administered in November 2010 – Outside Person � Student Assessment ◦ Universal Screeners: MAP & Running Records (Academic), SSBD (Behavioral) � Discipline – SWISS (Evaluative Reports)

Next Steps… � Team still has work to do on Tier 1 ◦ Behavioral Focused ◦ Recognition Plan ◦ Teaching plan for expectations (hallway, bathrooms, playground, etc…) ◦ Staff by-in for PBIS Tier 1 plan � Tier 2 & 3 Implementation ◦ RTI – Response to Intervention or MTSS Multi-Tier System of Support (Academic & Behavioral) ◦ Will need Tier 2 Team