Wk2_ppt project

POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS (PBIS)

WHAT IS PBIS AND HOW CAN IT BE SHOWN?

• A K-8 program that “creates and maintains an effective learning environment by establishing and teaching behavioral expectations to create a positive social culture in order for all students to achieve social, emotional, and academic success.”

• Currently not implemented at the high school

• A school-wide program that uses five key character traits to build student’s moral, performance and civic character

• Honesty, Empathy, Advocation, Responsibility, Thinking – “HEART”

• Other key components: • Clearly defining and teaching a set of behavioral

expectations

• Consistently acknowledging prosocial behavior • Constructively addressing problem behavior

using a three-tier system

FOCUS OF CURRICULUM

• Throughout the school year, students will be taught the school-wide expectations, receiving direct instruction in what is expected behavior and what is inappropriate behavior in various school settings

• Lessons should only be 5-15 minutes during homeroom

• Lessons could be in the form of models, demonstrations, or role-play activities

• Teachers should aim to teach the behaviors in the same manner as they would teach their own curriculum

FOCUS OF CURRICULUM CONT.

• After teaching the initial lesson: • Reinforce expectations daily as

opportunities arise

• Acknowledge positive behavior when it is shown

• Make positive contacts (note, email, phone call) with parents/guardians

• Address problem behaviors in a uniform and consistent manner

PBIS INTENDED OUTCOMES

• To address behavioral needs of all students with proven, easy to implement strategies

• Helps create a positive school climate

• Results in increased time for instruction and fewer disciplinary incidents

• Ultimate Goal for EICSD: “Increase academic performance and safety, decrease problem behavior and establish positive school climates through the PBIS strategies and systems.”

PROS AND CONS FOR IMPLEMENTATION AT EASTRIDGE HIGH SCHOOL

PROS • Already used at the elementary and middle school levels

where success is being seen

• Encourages character development in performance, moral and civic domains

• Staff can rely on site-based teams to guide implementation

• Opportunities to include parents

• Evidence-based resources have already been created and can be used as a starting point

CONS • Lack of initial “buy-in” from staff, students

and parents

• Finding ways to address teenage misbehavior without sounding fake or reading from a manual

• How to implement in a hybrid school model

RESEARCH-BASED REVIEWS

• PBIS was initially funded in 1998 and recently received a new five-year funding cycle in 2018 (“About PBIS.org”, n.d.)

• Swain-Bradway et al. (2019) found that, out of 65 qualifying schools in Wisconsin using multi-level system of supports, 2,204 fewer students received out of school suspensions between 2009-10 and 2015-16

• This saved 601 days of administration time and 10,525 cumulative school days were gained for students

• In this same study, 1,058 additional students met or exceeded their state benchmark scores in reading between 2011-12 and 2014-15

• This study alone shows how much of a significant impact a PBIS program can have on both the emotional and academic domains of students

EVALUATION OF A PBIS PROGRAM FOR EASTRIDGE HIGH SCHOOL

• A PBIS program would be an effective character education to introduce at my school, especially since it is already being used at our district’s four elementary and one middle schools

• Numerous amount of resources to use created by both our district and the PBIS center, which will lesson the load on all staff

• PBIS would allow our school to build a foundation and implement a set of moral, performance, and civic characteristics that all staff and students can strive to achieve daily

• When combined with our school’s implied focus on performance character inside the classroom, the PBIS program would help achieve all “ten ways of fostering the development of performance character in the classroom,” discussed by the Character Education Partnership (2008).

REFERENCES

Character Education Partnership. (2008, April). Performance values: Why they matter and what schools can do to foster their development. https://files.eric.ed.gov/fulltext/ED505087.pdf

East Irondequoit Central School District PBIS Staff Manual (2019-2020).

(n.d.). About PBIS.org. Retrieved from https://www.pbis.org/about/about

Swain-Bradway, J., Gulbrandson K., Galston A., & McIntosh, K. (2019). Do Wisconsin schools implementing on integrated academic and behavior support framework improve equity in academic and school discipline outcomes? OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. https://assets-global.website- files.com/5d3725188825e071f1670246/5d82aa7feb813389e04fabad_Wisconsin%20Integrated%20Academic%20an d%20Behavior%20Support%20Framework.pdf