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What is PBIS? PBIS stands for Positive Behavior Interventions and Supports. It is best described as systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create positive school environments. Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented in areas including the classroom and non-classroom settings (such as hallways, restrooms). Positive behavior support is an application of a behaviorally based systems approach to enhance the capacity of schools, families, and communities to design effective learning environments. Attention is focused on creating and sustaining primary (school-wide), secondary (classroom), and tertiary (individual) systems of prevention and support that improve lifestyle results (personal, health, social, family, work, recreation) for all children and youth by making problem behavior less effective, efficient, and relevant, and desired behavior more functional. PBIS at Alamo
Alamo City School (ACS) implements PBIS school wide and also has a secondary intervention team entitled Student Support Board (SSB). ACS uses programs such as the Red Devils 200 Club, Check-in-Check-out, and Classroom Compliment Chains to reinforce positive behavior among our students. It is a systematic approach for establishing and maintaining a positive social and behavioral learning environment for all our students and staff.
The PBIS rules are taught and promoted in every classroom as well as the hallways, restrooms, and cafeteria. The PBIS rules are indicated on posters throughout the school with a BEE in three categories: BEE Ready, BEE Responsible, and BEE Respectful.
Inappropriate behavior results in either a Major or Minor discipline referral. Examples of Majors include: cursing, fighting, and cheating. Examples of Minors include: talking back, horseplay, and put-downs to others. Students recieve a Referral for both a Major and a Minor and all referrals are sent hom efor parent signature and also put into our SWIS data base to be analyzed by the PBIS team. The data analysis allows PBIS team members to create targeted interventions that improve the behavioral and social environment school wide. The Red Devil 200 Club The 200 Club is a reward system for positive behavior. When a student is "caught" being good, a staff member with a ticket may give that ticket to the student to reward them for their good behavior. The student is able to turn in the ticket that afternoon, draw from the prize bucket, and sign the Red Devils 200 Club Book. The student is then assigned a number on the ACS Red Devil 200 Club Board where they can post their ticket. Once there are 10 tickets in a row on the board, a Mystery Motivator Prize is rewarded to all 10 students. Classroom Compliment Chains
Each classroom has a paper chain hanging beside their door that the students work to grow throughout the school year. The students must "get caught" doing something good such as being qiuet in the hall or following directions. Each ACS staff members is allotted one chain link per day to give to students with good behavior. The staff member writes a compliment on the chain and tells the students what good behavior they were "caught" doing. Each class votes on the prize they want to work for such as a popcorn party, extra computer, recess, or free time. When the class's chain reaches the floor they receive the reward they voted on and a new chain is started. It is a great incentive for students in every grade level to follow the Three Bee's. Check-In Check-Out The “check-in, check-out” system is a secondary intervention designed for students that have accrued several office referrals and are primarily motivated by adult or peer attention. The system allows these students to “check-in” with a PBIS team member each morning and receive a Bee Card. The Bee Card has individual behavioral goals with sections to be rated by each teacher. Click here to see an example. The student carries the card to each class/teacher throughout the day and receives a rating of 0-2 in each of the three “Bee” areas; Bee Ready, Bee Responsible, and Bee Respectful. The student then “checks-out” at the end of the day. If the student meets his/her behavioral goal for the day they receive a chain link for their class. The system is designed to include not only the students and staff, but the parents and family as well. The students take their Bee Card home each week to be signed by their parents and to receive encouragement and feedback on their progress.
For more information about CICO visit School-Wide PBS: Secondary Prevention.
SWIS™ Data The SWIS data refers to The Shcool-Wide Information System. It is a web-based information system designed to help school personnel to use office referral data to design school-wide and individual student behavior interventions. The three primary elements of SWIS are: · an efficient system for gathering information
· a web-based computer application for data entry and report generation
· a practical process for using information for decision making These three elements give school personnel the capability to evaluate individual student behavior, the behavior of groups of students, behaviors occuring in specific settings, and behaviors occuring during specific time periods of the school day. SWIS reports indicate times and/or locations prone to elicit problem behaviors, and allow teachers and administators to shape school-wide environments to maximize students' academic and social achievements. Current Data: Average Referrals per Day per Month Referrals by Location Referrals by Problem Behavior Referrals by Time School Wide Behavior Consequences can be found HERE. School Wide Minor Displine Referral Definitions can be found HERE. School Wide Major Displine Referral Definitions can be found HERE. |
