Hope Chinese Charter School

SW-PBIS Big Ideas

Proactive is better than reactive Set students & staff up to be successful Define & Teach consistent expectations Regularly acknowledge positive behavior

Commitment to serve ALL students

Increase participation in school & academic success LIMIT LOSS OF INSTRUCTIONAL TIME

Reduce use of exclusionary & punitive strategies

School-wide Positive Behavior Intervention & Support (SW-PBIS)

Over 18,000 schools implementing SW-PBIS

Over 600 schools in Oregon

A research based intervention that improves school climate, reduces problem behavior, maximizes instructional time

For more information visit: www.pbis.org

School-wide PBIS SystemsThe Basics

1. Team-led development to fit to local culture & context

2. Define school-wide expectations & routines3. Teach expectations and social-emotional

competencies4. Monitor and acknowledge prosocial behavior5. Provide instructional consequences for

problem behavior

Team-led development to fit to local culture & context

Initially developed by team of Hope teachers, board members & parents:

Julie Rickman Felix Loo Molly Heywood Caroline Li Rupi Chris Borgmeier

Began planning in Nov. 2011

What can parents & volunteers do?

Become a part of the Wisdom Seekers team… we are looking for interested parents to become regular members of the Wisdom Seekers team.

At the end of this presentation, let us know if this is something you might be interested in.

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Developing a Common Language

3-5 positively stated SW-Rules -Easy to remember -Focus on Positive, not negative

What can parents & volunteers do?

Support the common language by using it with students & your child in school & at home….

“I like how the students at this table got right to work, that is very Responsible!”

Are you being Kind right now?... you should ask nicely to see if she is done with the crayon – try that again showing me how to be Kind.

“Wow, that was very Safe of you to put your helmet on before riding your bike.”

Define School-wide Expectations & Routines

Positively Stated Expectations:

-Focus on What TO DO… not what not to

do

What can parents do?(pp. 5-6)

Routine Be Kind Be Safe Be ResponsibleHomework-Do homework from 4:30-5:30 everyday-Do work in study area 

-Get started quickly on homework when asked-Ask respectfully when help is needed.

-Sit square in your chair with four on the floor-Use pencils and materials correctly-Work quietly 

-Turn off TV & music-Do your best work-Have all materials ready and organized-Skip difficult problems for help later 

Routine Be Kind Be Safe Be Responsible    

     

    

     

Try it at Home – Define your Expectations using the Wisdom Seeker Rules for Home routines

Remember positively

stated expectation

s!

Teach Expectations, Routines & Social/Emotional Competencies

First week of school (teaching & re-teaching):

Teaching Expectations & Routines across settings Students went to setting & were taught expectations &

routines through: Modelling/demonstration Practice Feedback

Reteaching occurs: Periodically throughout the year, usually when

returning from breaks (Winter break, Spring break) As determined necessary based on staff or parent

concerns or data

What can parents & volunteers do?

Teach WHAT TO DO – rather than what not to do Teach your expectations for your Home Matrix (pp. 5-6)

Teach expected behavior through modeling & demonstration of positive behavior

Have student/child PRACTICE What To Do

Less Talk & more demonstration & practice “Let me show you a better way to ask for your markers,

instead of yelling… look at me and say, “Could I have the markers, please?”…. Now you show me how to ask more Respectfully!”

Monitor and acknowledge prosocial behavior 5 to 1 Ratio

More attention for positive behavior than negative behavior

Focus more attention on what you want to see!

Look for positive behavior & acknowledge it!

Wisdom Tickets are 1 way to acknowledge positive behavior Verbal acknowledgement, wink,

thumbs-up, pat on the back…. Etc.

Wisdom Tickets

When Acknowledging Positive Behavior Identify the specific behavior being

acknowledged Link the behavior to one of the SW-Rules

GOOD EXAMPLE “Wow, thank you for helping to clean up

the spill, that was very Responsible of you”

NOT AS GOOD “Thank you, good job!”

Wisdom Seeker Assemblies

Every 2 weeks all students attend a brief assembly in which:

Student review Wisdom Seekers rules & expectations

Sing the Wisdom Seekers song

Celebrate positive behavior of students, classes and school Popcorn party for whole school last week! Classes win the opportunity to take care of the Wisdom

Seekers ‘owl’ Draw Wisdom Tickets students

Volunteers: When you are at the school… actively look for

student positive behavior & provide lots of attention for positive behavior

Can hand out Wisdom Tickets, but there are many ways to recognize positive behavior

Parents: Ask your kids if they’ve gotten a Wisdom Ticket….

ask them what they got it for Acknowledge your child for being Safe,

Responsible & Kind at home & in the community

What can parents & volunteers do?

What to do when problem behavior occurs

Primary Goals: Keep Environment Safe & Minimize Loss of Instructional Time

Actively supervise, scan & monitor to catch minor misbehavior early

Consistently redirect minor misbehavior through gentle correction Acknowledge positive behavior of neighbor When possible, use proximity, approach student

individually, and get on student’s level to redirect back to expected behavior

If the student follows redirection… make sure to provide positive acknowledgement, “Thank you for getting back to work, that was a good choice, very Responsible”

Provide instructional consequences for problem behavior

Problem with Punishment Punishment can teach what NOT to do…

but does not teach WHAT TO DO!

If using punishment, make sure to pair it with teaching – OR just teach the desired behavior:a) Physically demonstrate/model the

desired behaviorb) Student practice of appropriate behavior

Continuum of Responses to Problem Behavior

Volunteers Actively supervise, scan & monitor to catch minor

misbehavior early

When student/children engage in problem behavior: Maintain the group: Positively acknowledge other

students who are on task Provide gentle, verbal redirections to child When student follows redirection, make sure to

thank the student

What can parents & volunteers do?

What can parents & volunteers do?

Parents When your child engages in problem behavior

Be consistent in redirection of behavior Link to common language (Safe/Responsible/Kind)

Teach kids the desired behavior to do instead (through demonstration & practice) Prompt child to use desired behavior at earliest

signs of future problem behavior Or use PreCorrection when you can anticipate

challenging situations

Thank You for attending!

What questions or thoughts do you have?

Chris BorgmeierPortland State Universitycborgmei@pdx.edu