PBIS in FOUR WISCONSIN HIGH SCHOOLS2011-2012

24% African American, 16% Hispanic,, 6% Asian, 50% Poverty,1600 students

MADISON LAFOLLETTE HIGH SCHOOL

MADISON LAFOLLETTE EXPECTATIONS

LANCER PRIDE•P ersonal Responsibility

•R espect

•I ntegrity

•D etermination

•E xcellence

LANCER P.R.I.D.E.

LANCER LESSONS are delivered in homeroom once per month

Students who “make PRIDE” by reaching attendance, behavior and grade criteria earn a special breakfast

Students who earn office discipline referrals may go to “Youth Court”, once they admit responsibility, and take part in Restorative Justice.

Students say, “When you come into LaFollette, you are given a set of values that you are expected to take on.”

15% African American and Hispanic, 40% Poverty, 1600 Students

JANESVILLE CRAIG HIGH SCHOOL

PBIS at JANESVILLE CRAIG

= RTI-B

THE COUGAR CODE

• BE READY, BE RESPONSIBLE, BE RESPECTFUL• Goals: Regain lost instructional time, boost student

achievement by reducing office referrals• 63 fewer student referrals compared to last year (Sept-

Dec.)• “Kickoff”: Staff, then students viewed Video Behavioral

Lesson Plans at pertinent locations• Transient students view all Video Behavioral Lesson Plans

as part of orientation• Daily Advisory time (homeroom) used for Video Behavioral

Lesson Plans on a monthly basis• Teachers create Cougar Code matrix for classroom• Students report that they appreciate the consistency and

structure that the code brings• Staff morale is higher overall

The Code is found in multiple environments

12 % African American, 10 % Hispanic, 30 % Poverty, 1500 Students

JANESVILLE PARKER HIGH SCHOOL

THE VIKING VALUES

THE VIKING VALUES

• VALUE SELF, RESPECT OTHERS, HONOR OUR SCHOOL•Behavioral lesson videos shown during advisory time.•Teachers create matrix for Viking Values in their classrooms•Viking Vouchers go into box for weekly drawings

THE VIKING VALUES: JANESVILLE PARKER

• IMPACT ON TEACHERS• Positive environment• Feels like a different culture• Less stress despite more documentation of behaviors because behaviors are better• A “family culture”• Underclassmen are better with PBIS than they were without

• IMPACT ON STUDENTS• School feels safer• Positive, more cohesive feeling within student body• Sense of community• Appreciate the consistent message from all teachers• Drawings are exciting; they reward students who do behave appropriately

FOND DU LAC HIGH SCHOOL

Fond du Lac Cardinals Commons Expectations:•Be Responsible•Be Respectful•Be Safe•Be On Time

Cardinal Cash Earns These Seats at Basketball Games

Expectations Found in the Restroom

PBIS AT FOND DU LAC HIGH SCHOOL• “You can’t assume; you have to TEACH.”• PBIS is not an initiative; it is a framework.• You can’t be afraid to fail.• Why does Fondy do PBIS?• We are not reaching every student.• We lose instructional time as a result of behavioral

referrals.• It is everybody’s responsibility to teach ALL expectations.

• PBIS is not about changing kids; it is about changing ADULT behavior• Provide CLEAR expectations• EVERYBODY teaches what is expected – teachers,

monitors, custodians, paras, administrators

What’s In It For Students and Teachers?

STUDENTS• Student PBIS team

gives students a voice.• Students get Cardinal

Cash for meeting schoolwide and classroom expectations.

• Students save their cash for big rewards.

• Two big drawings/year for a $500 savings bond.

• Can earn a Golden Ticket.

• “Students take it seriously here”

TEACHERS• Teachers create their

own department and classroom expectations.

• Students sign an expectations sheet.

• Last year, Fondy had approximately 3200 behavioral referrals.

• This year for first semester, they have 802.

• It’s a “work in progress.”

BELIEF STATEMENTS The school provides an atmosphere where every

student can succeed. I believe that teaching behavior is as important as

teaching reading and math. I believe that reading and math skills can be

improved when behavior skills are improved. I believe student achievement can increase

through the use of common language by staff and teaching shared expectations.

I believe student learning can increase through use of student achievement data.

The structure of PBIS at this school is effective for reaching the school’s PBIS goals.

I remain committed to the PBIS process.

Examining PBIS Beliefs

Not all students “know better” and natural consequences are not sufficient to change behavior.

Social skill fluency and generalized use should not be assumed.

Peer social culture must be considered in any implementation.

Not all students are self-motivated by academic and social success.

Schools who have implemented Response to Intervention (RtI) after they implement PBIS feel that they had a smoother RtI implementiaton as a result of having PBIS in place.

RtI is mandated to be in place by December 1, 2013 in the state of Wisconsin.