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POSITIVE BEHAVIOR SUPPORT
Eustis Middle School
2012 – 2013
PBS Committee
Monica Brewer
Debra Chapman
Amanda Hepp Laura Hilding Joseph Mabry
Erin Porter Roberta
Schneck Sharon Taylor Ashley Ward Rhoda
Williams
PBS Mission
Create a school environment and culturally embed strong Mustang Pride among students, faculty, and staff through effective use of a Positive Behavioral Support system.
TERMINOLOGY
PARADIGM SHIFT PENDULUM SWING FOCUS ON POSITIVE CONSISTENCY REINFORCEMENT CULTURALLY EMBEDDED
PBSThe goal of Positive Behavior Support is to:
Minimize lost instructional time
Minimize behavioral incidents on an individual and campus-wide scale
As such, the administrative and PBS teams have developed a multi-faceted approach to teaching positive behavior.
Documented Incidents
2011-2012 1,457 total
incidents 180 days of school 8.09 per day
2012-2013 412 total incidents 60 days of school 6.87 per day
Incidents Per Day1
2
3
4
5
6
7
8
9
10
2011-20122012-2013
Documented Incidents
By 11-13-12 , EMS processed 412 incidents 6th Grade – 132 7th Grade – 152 8th Grade – 128
60 days of school Average of 6.87
referrals per day
Referrals100
110
120
130
140
150
160
6th Grade7th Grade8th Grade
PBS is… A general approach to preventing
problem behaviors by focusing on positive behaviors.
For all students Based on a long history of
behavior practices and effective instructional design strategies
PBS is not… A specific program or curriculum Limited to any group of students A new idea Designed to replace current
discipline expectations Designed to “reward” students
for EXPECTED behaviors
What Does PBS Look Like at Eustis Middle School?
A small number of clear expectations: Be Prompt; Be Prepared; Be Polite; Be Productive; and Be Proud.
All students are taught expectations. Teachers will implement and model
appropriate behavior. Individual students are recognized for
demonstrating positive behaviors.
Eustis Middle School’s
Expectations
5 P’s BE PROMPT
BE PREPAREDBE POLITE
BE PRODUCTIVEBE PROUD
Prompt On time to school On time to each class
In class prior to tardy bell as per EMS Tardy Policy
Turn in assignments and projects on time
Be Prepared
Have all supplies and materials required for class
Ready to learn Dress out for PE Have completed homework to turn in
Be Polite Be courteous and helpful at all times Respect personal space of others Respect all, regardless of ability Be in control of yourself Take care of school and personal property Embrace different cultures, teaching
styles, and beliefs
Productive
Participate in class Plan ahead and manage time
wisely Stay on task during classes Do your best with everything Assist where needed
Proud
Pride in your education Pride in your dress (EMS Spirit) Accept consequences for actions Participate (school & community) Keep campus clean
“Reward” System
BEHAVIOR HIGH-5 CARD
EMS PBS BEHAVIOR HIGH-FIVE CARD
Date: _________________
Name: ____________________________ HR Teacher: _______________________ Grade: ___________
Polite Prompt Prepared Productive Proud
Proud Polite Prompt Prepared Productive
Productive Proud Polite Prompt Prepared
Prepared Productive Proud Polite Prompt
Prompt Prepared Productive Proud Polite
Students will have a 5x5 card with the one of the 5 P’s in each cell. When students demonstrate one of those desired behaviors (as going above and beyond)they will earn a faculty or staff signature in that cell until they make a “HIGH-5”!
HIGH-5 PROCEDURES
Students will be issued one behavior card each month through Homeroom.
Behavior cards are to be carried by students in their binder or folder.
If the card is lost or misplaced, the student may be issued one replacement card per month (without signatures).
Faculty and staff signatures are awarded when a behavior is observed.
Students cannot ask for a signature. When a student earns a 5 cell “HIGH-5” on his/her card, s/he
will receive a TEACHER LEVEL reward. If a student fills the entire card during a month
(“Blackout”), his/her name will be placed in a drawing for an ADMINISTRATIVE LEVEL reward.
Teacher Level Rewards
Lunch Line Pass Homework Pass 15 Minutes Out-of-Class to Go to
Library Sit With a Friend at Lunch Pass Eat With a Favorite Teacher at Lunch Free Entry to an EMS Sports / School
Sponsored Event
Administrative Level Reward
Any student receiving initials on his/her entire behavior card grid (“Blackout”) will be entered into a drawing for the following item:
iPod Shuffle
Target Areas for 2012 – 2013
ClassroomsTransitionsCafeteria
Expectations forCLASSROOMS
Arrive on time Be prepared with all materials ready to
learn Respect authority figures Respect classmates Follow classroom rules Put forth best effort
Expectations forTRANSITIONS
WALK Move with a purpose Be responsible with time
Expectations forCAFETERIA
Sit in your assigned area unless given permission to move
Use the shortest lunch line Talk quietly at YOUR OWN TABLE Clean table, chair, and floor in
your assigned area Walk during dismissal procedures
PBS & RTI
Why Should PBS & RTI Work Together?
School environments that are positive, preventive, predictable, and effective: a) are safer, healthier, and more caring; b) have enhanced learning and teaching; and c) can provide a continuum of behavior support for all
students Effective instruction incorporates research-validated
methods that are designed and delivered with a high degree of fidelity over time and across settings
Effective practices are only as good as the systems that support them and the adults who use them
Data-based decisions lead to interventions that are more effective over a sustained period of time
PBS and RTI
Tier 3 5% of students
Intensive, Individualized
Interventions and SupportsTier 2
15% of studentsTargeted,
Supplemental Interventions and
Supports Tier 1
80% of StudentsCore Curriculum and Universal
Instruction and Supports
Is the Behavior Teacher or
Administrator Managed?
Teacher/Staff Managed
Failure to be in one’s assigned place
Inappropriate language Tardiness Calling out Teasing Inattentive behavior Invading personal
space Lying/giving false
information
Minor disruption Minor aggression –
grabbing items Pushing past someone Unsafe or rough play Misusing property –
throwing or damaging items
Disrespectful tone Pattern of not
completing homework
Administration Managed
Aggressive physical contact
Bullying/harassment Fighting Property Destruction Weapons Leaving school
property Pattern of
aggressive/profane language
Cheating
Chronic dress code infractions
Credible threats Major/chronic refusal
to follow school rules Theft Racial/ethnic
discrimination Inappropriate use of
internet Direct refusal of
authority
Students
Staff
Teac
he
rs
Administration
Families
Communit
y
SAC
PTO
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