PBIS

 

As a student at APPLe Digital Academy,

I pledge to

Act Responsible and Safely.

Demonstrate a Positive Attitude.

Achieve Excellence.

• Increase desirable behaviors in all school-related settings.
• Help students develop self-discipline.
• Recognize positive contributions of students and staff.

 

 

3 Tiers of PBIS

Tier 1 – Universal

School building

All classrooms

Tier 2 – Supplemental Support

Support for interventions

Small groups

Tier 3 – Intensive Intervention

Special education

Wrap-around

 

1. Provide common approaches to discipline.
2. Provide positively stated expectations for all students and staff.
3. Provide procedures for teaching these expectations to students.
4. Provide a continuum of procedures for encouraging demonstrations and maintenance of these expectations.
5. Provide a continuum of procedures for discouraging rule-violating behavior.
6. Provide procedures for monitoring and evaluating the effectiveness of the discipline system on a regular and frequent basis.

• PBIS Store-thrift store that sells new and barely used donated merchandise.
• APPLe bytes-school money used to purchase items from PBIS Store.
• “Say my Name Monday”-brag reports read during Monday morning announcements for students who ended the week on pace and passing in Edgenuity.
• “Goodbye Friday”-brag reports read during Friday morning announcements for students who will successfully exit the program this day.
• End of the Month PBIS Event-Halloween movie, basketball tournaments, Fall Festival, nachos, hot dogs, music, raffle, etc.
• Special Activities-Drug-Free Month, Breast Cancer Awareness, “Jolly December” Christmas Calendar, Dress-down activities, Christmas door decorating contest, Christmas treats, Secret Santa, etc.

• PBIS Store-thrift store that sells new and barely used donated merchandise.
• Teacher APPLe bytes-school money used to purchase items from PBIS Store.
• Early Leave Pass-reward can used to leave school 30 minutes early without requesting Nova Time.
• Lunch Pass-reward can be used to leave school premises for 30 minutes to get lunch.

1. Teach school-wide positive expectations
2. Teach classroom routines & cues
3. Active supervision
4. 5 to 1 ratio of positive to negative interactions between adult to student.
5. Redirections for minor, infrequent behavior errors
6. Frequent pre-corrections for chronic errors
7. Effective academic instruction & curriculum

1. Model positive school expectations in the presence of your child.
2. Talk to your child about his or her day.
3. Frequently ask about rewards he or she may have received.
4. Review school expectations often with your child.
5. Encourage your child to use appropriate language and tone.
6. Keep open communication with your child’s teachers throughout the school year.
7. Try implementing your own PBIS reward system at home!

A.P.P.L.e Digital and Career Training – Discipline System and Procedures

Use PBIS Procedures – Teach/ Re-teach rules & expectations, use Apple Bytes to recognize appropriate behavior, allow students to use them for classroom incentives, make referrals to counselors, make referrals for behavior coaching, discuss within APPLE Cluster.

 

Incident or Problem Behavior occurs                                                 

  >> Decision Point for Teacher                                         

  <<MINOR or MAJOR (A OR B)?                                                

  Goal: Behavior Ceases ~ Reinforce Appropriate Behavior

 

MINOR

1st Offense- No Minor Referral Needed

•Verbal Feedback & Reteach expectation [Teachable moment]

•Students remains in classroom

•Clarify consequences

 

2nd Offense - Minor Referral

•Send mR form to Mr. Bryant as soon as possible.

•Student remains in classroom

•Time-out may be used {notify Mr. Bryant}

•Intervention & Consequences

•Contact Parent/Student conference/ APPLE Cluster discussion

•*Student will return to classroom after de-escalation/ problem solving

 

3rd Offense - Minor Referral 

•Send mR form to Mr. Bryant as soon as possible.

•Student remains in classroom.

•Time out may be  used (notify Mr. Bryant}

•Intervention & Consequences

•Contact Parent/ Student conference/ APPLE Cluster discussion

•*Student will return to classroom after de-escalation/ problem solving

 

4th Offense - Minor Referral  [3rd]

•Send mR form to Mr. Bryant as soon as possible.

•Student remains in classroom.

•Time out may be used [notify]

•*Student will return to classroom after de-escalation/problem solving.

•Mr. Bryant to complete MAJOR for 3 minors - Conference (in- person or by phone) with parent to discuss behaviors and possible interventions/ solutions.

 

MAJOR

Major Referral Form

•Notify front office of major & send MR form to office

•Notify Mr. Bryant & Send student to ISSP

•Mrs. Griffin will call ISSP to make sure that student has arrived.

 

Student held in ISSP pending investigation by admin

•Admin will follow - up with course of action.

 

Admin Follow - up

•Parent contacted

•Copies of MR to reporting teacher and Advisory teacher.

•Incident recorded in data management system.

• Sleeping- head down
• Not prepared- computer not charged, no paper or pencil
• Inappropriate language-incidental cursing, drug/alcohol references
• Verbal arguments- teasing, taunting, altering names
• Horseplay- wrestling, bumping into others
• Disturbance-noise making, outside talk, silly answers
• Misuse of technology-inappropriate site
• Disrespect- offensive remarks, putdowns
• Academic disobedience- not completing work, slow response to request
• Willful disobedience-noncompliance, not following directions
• Property damage- damaging borrowed items, borrowing without asking, not returning items
• After four (4) cumulative mRs, MR written by Bryant and processed through MR flowchart.

• Threat-swearing to hurt or have someone harmed
• Fighting-physically hitting or kicking, encouraging others to retaliate
• Leaving classroom or premises-walk away after being directed not to
• Drugs/alcohol/tobacco-under the influence or possession of drugs/drug paraphernalia
• Weapons-the use of a gun, knife, or any object as a weapon
• Theft-taking property of significant value
• Vandalism-damaging or defacing building property
• Harassment/Bullying-documented cases of repetitious instances
• Academic dishonesty-copying answers, submitting work as if your own
• Student removed by staff/escorted to ISS or office → Staff writes MR → Student held in ISS or office until referral is processed → Parent notified → Referral processed → Copies given to referring teacher, office, and Robert → MR documented for month.

Reviews of over 600 studies on how to reduce school discipline problems indicate that the least effective response to school violence are:

• Counseling (talking therapies)
• Psychotherapy
• Punishment

Gottfredson, 1997

Lipsey, 1991; 1992

Tolan & Guerra, 1994

Elliott, Hamburg, Williams, 1998

The same research reviews indicate that the most effective responses to school violence are:

• Social Skills Training
• Academic Restructuring
• Behavioral Interventions

Gottfredson, 1997

Elliot, Hamburg, & Williams, 1998

Tolan & Guerra, 1994

Lipsey, 1991; 1992