2018 PBIS Showcase Day 2 by Jessica Root https://padlet.com/jroot4/t99na5rq428l en-us 2018-11-29 20:47:42 UTC 2026-01-05 07:32:39 UTC hello@padlet.com https://padlet-assets.s3.amazonaws.com/icons/Templeball.png Jen - Successful Implementation of PBIS https://padlet.com/jroot4/t99na5rq428l/wish/309786218
  • Use data everyday to influence their decisions - principal sends out data every three weeks (how many detentions have we given, how many ....have happened., where are these things happening and then we can be present and monitor these, ..etc., how are we improving). 
  • How are we going to show growth continuously not just one year. 
  • Student centered framework so they are part of the decisions and development. Survey for students (older grades). 
  • Data showed this school what they were doing wrong so they could make changes. Some kids were getting in trouble because they liked the consequence (getting out of class, etc) - now making changes to this and problems are going down. Vs. getting out of school for punishment - special instruction and classes for behavior. 
  • Staff training and buy-in which leads to student buy-in. Staff should be trained properly which takes time - put in this time. Worth it. First year they didn't take this time and struggled, and this year they are taking time and each time principals address staff it's in PBIS terms. Each grade level creating their own PBIS playbook.  60% staff buy-in last year, this year 91% buy-in. Buy-in with the teachers is more important that buy-in with students - students will do it, staff is harder to get buy-in. 
  • Admin or staff walk around at lunch or various times and ask students, "tell me the 3 expectation in the hallway....or tell me the 3 expectations during an assembly" and if student can, give them a coupon for a free ice cream at Wendy's or free sucker, etc.
  • Social media branding PBIS!!! Basketball game coming up - tweet, facebook expectations for that event. Surprised how many will re-share. 
  • Each week focus on one lesson plan for PBIS. Send staff all materials - video link, discussion questions, lesson plan, etc. Time built in to calendar. Word of the week. Product as an end results to hold teacher accountable. IE: this week make a teamwork poster and place outside your room - teachers that don't have one outside their room everyone knows they didn't do it. 
  • PBIS Sub groups - social media, CICO, data, staff handbook. 
  • PBIS staff handbook came as a result as first year rocky roll out with staff. Every teacher signs off that I have it and have read it - lesson plans too with google form. 10,80,10 - 10% are rock stars, 80% trying to move up to that top 10, bottom 10% no buy-in.
  • Tier 2 - works on mental health - link crew, health and wellness, general medical care, dental/vision, parent education series, older kids mentor younger kids, hope squad, 5th grade transition team to new school, outside mentors, suicide prevention, cultural playbook by department, district level PBIS align. 
  • Principal talks to staff - you have to live and love it everyday. Above the line. Some students need 99% social/emotional and 1% academic. It's about the next. PBIS great in social and emotional before you can even get to academic. Every kids knows and trust - we aren't doing our jobs if kids walk past and don't say hello. Building relationships. Admin walks around a lunch and sits with kids - small talk, getting to know kids. Encouraging the staff to do the same. 

    • ]]>     2018-11-30 14:40:47 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309786218     ROARing at Gahanna School nmalanga https://padlet.com/jroot4/t99na5rq428l/wish/309787528 * Put naysayers on the team
    * Classroom matrix is on a whiteboard so it can change yearly
    * Roar Days first 3 days
    *Character summit conference
    * Speakers talk about the expectations
    * Booster lessons during intervention block once a week
    * Spring surveys - students, teachers, parents - set fall goals
    * PBIS handbook
    * Aligned with RTI
    * Letter sent home at beginning of year
    * Display academic awards
    * Day 1 Everybody wear name tags, sent parent letter home, Define expectations (during their intervention block)
    * Day 2 All wear name tags - during intervention block teach matrix lessons
    * Day 2 Wear nametags, Pep rally 8th graders welcome 6th graders, class cheers, 
    * Weekly Booster lessons PBIS or Character building activities
    * Spring classrooms set a goal to help improve behavior
    * Bring speakers during high peak months to encourage positive behavior for kids
    * Put sticky notes on lockers
    * Put sticker on chromebooks (good deeds)
    * Shout out notes (said on announcements) monthly drawing for student and teacher
    * Rise and Shine breakfast (community) for the shout out notes
    * Positive notes home postcard 5 notes during staff meeting
    * Student of the week - yard sign
    * Survivor teams games last 10 - 15 minutes - color and bandanas - competitions (PD days) makes staff connect (track scoring) Volunteering get points - Quarterly winning team gets lunch
    *  School culture is not posters on a wall. Those do help to 
    clarify the culture, but culture isn’t built by written 
    documents. It is built by disciplined, intentional behavior. 
    - Tim Kight, Focus 3
    * School is active on social media
    * A lot of schools say The ___ Way and not PBIS - Maybe we should say "Does that follow the Golden Bear Way?"



    ]]>     2018-11-30 14:42:42 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309787528     Token Economy jroot4 https://padlet.com/jroot4/t99na5rq428l/wish/309787825 (Franklin Schools - only have 60 students, rural community)
    • Tier 1 last year, Tier 2 this year
    • They did the ACES questionnaire with their students (most have a score of 4)
    • Tier 2:  number of consequences is similar according to Public School Works HOWEVER the severity of consequences is lessening (fewer OSS and ISS)
    • They consider their token economy Tier 2
      • Their teachers start with 25 dollars per week (5 dollars per day), teachers track negative behaviors and then take those dollars away at the end of the week, students get their amount at the end of the week on "pay day."  Students keep track on checkbook ledger.  They don't actually have real dollars, just the checking system.
      • When students go to the store, they take their checkbooks and write a check, then subtract from their ledger.  Kids don't get paid when they're not at school.
      • Items in their store are higher priced, but also include outdoor more supplies for outdoor activities - fishing gear, gardening, etc.  They also put technology items in their store for higher amounts (bluetooth headphones, etc.).  High interest girl gifts like nail polish, small hand sanitizers, etc.  
      • They survey the kids quarterly and ask them what they want to see in the store :) as well as their thoughts on the climate of the building and student interactions.
      • Analyzed the results of the survey to help guide.
      • To supply the store, staff pays $20 to wear jeans for the whole month of December.  They used this money to buy larger items - like bluetooth speakers, xbox, etc. meals at restaurants.  Kids can buy lottery tickets for $10 for a chance to win those prizes. - might be better for older students.

    ]]>     2018-11-30 14:43:06 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309787825     Implementing PBIS and getting Staff Buy In jroot4 https://padlet.com/jroot4/t99na5rq428l/wish/309815035 2nd full year of implementation
    •  Added to their PBIS larger team - including custodian, secretary, in addition to teaching staff.   
    • Just as many rewards and fun for teachers as the students. (This helps with teacher buy in)
    • This school didn't mess with pre-existing classroom behavior management systems (help teacher buy in).  Instead they focused on common areas like bathroom, cafeteria, and halls.
    • Funding Ideas (They do a quarterly reward):  
      • Staff Paid Jean Days
      • 50/50 drawings at Literacy Night/PTC/etc.
    • Quarterly Rewards:  students earn quarterly rewards by getting dollars for positive behavior. (Everyone goes to the first one at the start of the year to see what they'll be missing if they don't participate).
      • Names go on the back of their bucks and the bucks get stapled to the bulletin board.  At the end of the quarter, those tickets get taken off the bulletin board and names get drawn for larger prizes (kindle, bicycles, etc.) 
        • Classroom teachers have the final say because sometimes behavior varies between settings.
        • Golden tickets get to go to the Patio Party.  If they go to the patio party, then they can use their regular tickets to buy other smaller items at the patio party (squirt guns, lei necklaces, etc.)
    • Movie Theatre Experience (staff brought in lights, set up chairs in rows, provided popcorn, staff were ushers)
    • Bowling (PTO Paid to take reward winners to the bowling alley)
    • Glow Dance (Staff donated disco lights and black lights and glow necklace).  
    • End of the year patio party for kids
    • Reward kids who usually struggle while they're still in their "honeymoon" at the start of the year to be able to remind them later that they can experience those rewards again.
    Promoting Kindness:
    •  Full day of fun, kindness building activities.  
      • Wear school shirt
      • People came from the community (coaches talked about sportsmanship, police came, yoga teacher came in to do calmness, animal shelter reps come in to talk about kindness to animals)
      • Students write letters to staff members to say thank you or a positive note (letters to bus drivers, custodians, teachers, etc.)
    ]]>     2018-11-30 15:25:27 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309815035     Nikki - The Bumps Bruises, and Celebrations of a Tier 2 Program nmalanga https://padlet.com/jroot4/t99na5rq428l/wish/309821691 * 818 students (4-6), 60% free and reduced lunch, little ethnic diversity, high socioeconomic diversity, heroin/drug epidemic, lack of positive family influence, Very Positive Staff
    * 3rd year Silver status
    *#1 Focus - Relationships - tier 2 can build strong relationships because of the bumps and bruises (Check-in, Check-Out - Social Groups)
    * #2 Focus- Strong Tier 1 Supports (the good kids may be bad to get extra attention)
    * Zones of Regulation
    * Student leadership team
    * Power Tuesday (Dress up on Tuesdays)
    * Community Partnerships
    * Teachers develop clubs to build clubs come up with ideas to do what is important.
    * Students of the Week
    * Make students feel special
    * Behavior objective is posted daily and taught
    * Students of the month - during lunch cookie (teachers write them notes of affirmations
    * Tribe Time- 15 minutes daily -Zones of Regulation
    * Tier 2
    * Committee - Part of Tier 1 Meet 2 weeks, (do a lot of work outside of meeting) School Psychologist, [Guidance Counselor, Behavior Intervention Specialist, Assistant Principal. - receive data] - 1 representative for each grade level, they receive the data and then pass it to the team of teachers who has the student.
    * Tier 2 Referral Rubric constantly checking data
    * Referral form
    Referral goes to level 1, Level 2 student fills out reinforcement survey, meeting with teachers, letter home, implemented, progress monitoring
    *2 meetings, (1st - What PD, 2nd - Analyze Data)
    * Forced Choice form
    * Check-In Check out person is someone the students have a positive relationship with (Could be a past teacher, aide, custodian, secretary)
    * Check-in/ Check-Out person should not have more than 3 kids
    * Make attainable goals
    * Trusted adult can be used if can't be Check In/Check Out
    * They use Different forms (so more Tier 3)
    * Focus on no more than 3 behaviors, Keep it simple for teachers
    * Need to make sure teachers know what is expected on how to fill out the forms.]]>     2018-11-30 15:37:34 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309821691     Nikki - PBIS Family Engagement Rubrics: Tools for Deepening Partnerships with families nmalanga https://padlet.com/jroot4/t99na5rq428l/wish/309823999 * We received a Rubric Guide
     
    http://u.osu.edu/familyschoolpartnerships/pbis/ 

    * Refer to Kirkland school to ideas
    * Need to communicate with parents
    * Ask for feedback, ask for volunteers
    *Socio emotional learning is important - Need to go to the whole child approach
    *PBIS is data driven 
    *Tier 1 - all families
    *Tier 2 - Targeted kids - planning and implementation
    *Tier 3 - intensive - Provide supports
    * Resources
     
    https://u.osu.edu/familyschoolpartnerships/

    * Define purpose and best way to present it (keep in mind that the teachers use different methods of communication)
    *Parents need to hear positive too

    ]]>     2018-11-30 15:41:36 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309823999     Jen - Implementing PBIS and getting Staff Buy In https://padlet.com/jroot4/t99na5rq428l/wish/309837716
  • Putting the Fun in Funding - coming up with money we didn't have. $1.00 every Friday to wear jeans - $10.00 to wear jeans everyday in December and money goes towards helping kids. Jan. $30.00 to wear jeans rest of year. 
  • Community willing to help a lot but don't have the funds so helping in time. 
  • Literacy night - free to families. 
  • PTO funds PBIS activities. 
  • Quarterly reward - end of the year patio party, movie day (kids got tickets, created rows with holidays lights, popcorn, whole gym a movie theatre, water, ushers), bowling, glow dance (sound system, staff dj, black lights/disco, every student got a glow necklace). Upper level 45 minute dance in gym, lower level 45 minutes in gym. 
  • KFC has donated bicycles, Dollar General donated swimming pools. 
  • Keep is positive but keep it fair. Homeroom teacher has final say if that student gets to go to quarterly party. Another teacher gives them a reward for being good one day, but student has been acting up with another for past 9 weeks - teacher gets say if he can go or not. 
  • Student of the month. Building on relationships with kids. Every month teacher selects via google form. PBIS collects and selects one female and one male - social media photo, gift card for area, etc. 
  • Promoting kindness: started a "Pro Kindness" team. Every students get a shirt - "dude be kind" "believe there is good - be the good". Inviting community leaders to talk about kindness - police, 4h, sportsmanship via coaches, yoga for relaxation, animal shelter comes in to talk about being nice to animals.  
  • Or a kindness week. Doing simple things that isn't extra work for teachers. Monday - thank a Veteran. Tues - write a thank you letter to custodian or bus driver. Wed. peer day - write kindness note to a friend. Thurs. - staff. etc. 
  • Tier 2 - slow roll out - invisible teacher mentors for a few kids right now - starting tier 2 coming up - just working with small cases right now as they perfect tier 1. 


    • ]]>     2018-11-30 16:04:38 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309837716     PBIS is more than Trinkets and Toys for older kids jroot4 https://padlet.com/jroot4/t99na5rq428l/wish/309840008 Piqua Schools
    •  How to get buy in from older students and staff members
    • Review Matrix at the beginning, middle, and as needed with the whole school.  Each department is responsible for teaching behavior for each setting on the matrix.  
    • Their Matrix is the same throughout the district!
    • Staff and students put their name on the cards/dollars.  
      • This might help us track who is giving Bear Bucks out!
      • Paired with Behavior Specific Praise!
      • Has nothing to do with academics.
      • Secretaries, cooks, custodians, and bus drivers also give them out!
    • Reward Ideas:
      • Food Rewards (nacho bar, Ice Cream, Pizza Party, etc.)
      • End of the year field day with raffle
      • Handwritten notes to students with positive affirmations.
    • Use Problem Behavior Flow Charts to help teachers with behavior
    • Teachers have an intervention menu for Tier 1, 2, 3 behavior management strategies (embedded in their IAT Process)
    • Analyze Public School Works Data monthly to write SMART goals about locations, time of day, etc.
      • This helps target Tier 2 students
      • Issues can be addressed by sharing information during announcements about consequences
      • Daily Character Education lessons with mixed grade levels for all students
        • Each month has a different emphasis.
          • Study Skills
          • Organizational Skills
          • Conflict resolution
      • Individual teacher weekly drawings for admin supplied rewards instead of store (teachers supplement).  Rewards include sports tickets, small items, and coupons.
        • Those cards go into a larger quarterly raffle (itunes gift cards, visa gift cards, tv)

    ]]>     2018-11-30 16:08:30 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309840008     Jen - PBIS Family Engagement Rubrics: Tools for Deepening Partnerships with families. https://padlet.com/jroot4/t99na5rq428l/wish/309909092
  • Family is key. 
  • 5 year state plan - each child is our future. Social emotional learning is now at the core. Whole child approach. Involving families more. 
  • 10 state priorities and PBIS is one of those. 
  • You don't "just do PBIS" it's something that continues to grow and keeps going. 
  • CICO kids, social skills group - how are we checking in with those families? Tier 2 families. How do we meet their needs?
  • Epstein's 6 types of involvement - helping families in the job of being parents and supporting learning from home. Listen as well as we inform. 
  • Add PBIS info. to facebook - parent newsletters. 
  • Focus on one area using data (say playground is an issue) post reminders on how to be respectful, responsible, safe on playground to parents/facebook/etc. 
  • Newspaper article about PBIS and how community can help, what we are doing and more. 
  • Adding more at home learning - how to deal with mindfulness.
  • "caught being good" photo of student with bear buck on facebook. 
  • Resource parent night through PBIS. 
  • Always speak in PBIS terms - BE...
  • Parents invited in for PBIS classroom meetings - making posters together, giving feedback, parents participate with the class. 

    • ]]>     2018-11-30 18:17:21 UTC https://padlet.com/jroot4/t99na5rq428l/wish/309909092     Sarah svashaw https://padlet.com/jroot4/t99na5rq428l/wish/310381588 Day 2/Session 1 
    ROARing at Gahanna South 

    Gahanna South MS houses ED and  autistic students of the district 

    Pulled in naysayers into the team

    Classroom matrixes are “white boards” that can be written by the teacher with the students at the beginning of the year. 

    ROAR Days first three days of school 

    Attained student and staff feedback surveys

    Revisited expectations throughout the year through booster sessions

    Moved athletic awards from the fron entry way and put the accademic/character awards there instead.  Also put large screens up that display recognitions, too. 


    Roar Days
    • First three days of school
    • Every kid and adult wears a name tag so you can call everyone by name
    • Random checks of name tags  to make sure they are wearing them and then reward with pep rally on 3rd day
    • Send PBIS parent letter home and had it returned signed 
    • Teachers are teaching parts of the matrix at certain periods during the day 
    • Students physiclaly practice the skills
    • Pep rally on 3rd day, 8th grade students welcome 6th grade shools 

    How do you keep this excitement up throughout the year? 

    Intervention period, on Mondays they do booster lessons 
    Example: goal setting lesson, how you treat a substitute, empathy, grattitude 
    Will have a lesson in march to reveiw data around discipline issues.  Ea class sets goals for the rest of the year 

    SSA Student Staff Advisory
    • IDentify students who are falling through the cracks
    • Adults are matched with kids who need support 
    • Adult can follow same kid 6-8



    Teachers fill out recognition slips for kids
    Submit for drawings for students and teachers
    Stickers to put on chrome books

    Send positive notes home on post cards 
    Yard signs sent home for “student of the week”

    Survivor Teams for staff 
    Each team has color 
    Survivor competitions at meetings or staff days
    Winning team at teh end of quarter wins lunch


    PE Classes have takend ROAR and used it to come up with teams in teh classroom and the teams each have a job:
    Conflict resolution
    Hype captain
    Sergeant of arms 
    Commissioner 


    ]]>     2018-12-03 13:18:27 UTC https://padlet.com/jroot4/t99na5rq428l/wish/310381588     Sarah Day 2/Session 2Enhancing Behavioral Health Supports within Tier 2 and Tier 3 Programs svashaw https://padlet.com/jroot4/t99na5rq428l/wish/310391439 1 in 6 of school aged person has a MH problem that impairs functioning 

    About 50% of onset of MH issues occurs in school age 

    About half the youth who need MH svs get MH svs 

    Haven’t found a school sys that is adequately collecting data on T2&3 students
    Who are they? 
    How many? 
    What issues do they have? 
    What happens to them when they have been identified?

    Linking with effective services is key
    What are our systems the support this? 
    Those systems go beyond the resources of the school 
    Schools can not do it themselves-- they need to be embedded in community

    Coordination and knowing what is in the community 

    Services are highly relational

    Think about outcomes you are looking for-- eg. what are the outcomes you are looking for in suicide prevention? IDing students who need help connected to caring helpful adult for a positive connection 

    How do you id youth with the most common d/os that impair function

    School Mental Health Referral Pathways Toolkit 
    Project Aware: How to plan out T2&3  on SAMHSA 

    Hope Squad and Sources of Strength for suicide prevention 

    Traumaawareschools.org 

    Coping Cat that focuses on anxiety type issues 

    T3
    Multisystemic Therapy

    Functional Family Therapy 
    Support for Students Exposed to Trauma (SSET) http://tsaforschools.org 

    Data needs to be 
    Recent
    Reliable
    Representative 

    Looking at risk and protective factors 

    Evidence Based Practice Registries 

    Considerations for Implementation
    Who will impl. 
    What is buy in of staff
    How much professional Dev is needed 
    How much classr tim is necessary 
    Will school coordinator or coach for the EBP need to be hired
    Cost 
    Monitoring fidelity
    What was the pop it was designed for 
    What are we trying to achieve 


    How do we make sure kids are not slipping through the cracks? 
    • Use emis data 
    • Look at the high offenders and make sure they are connected to services 


    Implementation Science- Are you implementing a program the way it was intended to be. Monitor and make sure we are achieving the results we wanted? 

    Outcomes should be tied to reason for referral. Measure! 

    Tracking referrals 

    Tier 2 strengths and difficulties questionnaire www.sdqinfo.com 

    SBMH Ohio Scales measure problem severity and social functioning mha.ohio.gov/funding/outcomes 

    mlr17@case.edu 

    ]]>     2018-12-03 13:39:46 UTC https://padlet.com/jroot4/t99na5rq428l/wish/310391439     Day 2/Session 3 Helke Elementary School Tier 2 Tips and Tools svashaw https://padlet.com/jroot4/t99na5rq428l/wish/310392148 Suburban district 
    K-3
    398 students
    House SEL and MH population
    37% FRL

    Use google forms for behavior documentation 
    On desktop and phone 
    Staff put in own email address to get copy of form
    Very specific aboou the location of the event 
    Create an email document that goes to parents 


    Did a home matrix 
    Teachers created their own classroom matrix 

    Outcomes for Tier II
    • Make sure you know what you want to happen
    • Match the student with the correct intervention
    • Monitor the intervention
    • Monintor implementation

    Practice Time - Happens in recess (Tier 1 practice) 
    Students are sent to the practice time teacher for practice wiht the expectation they are having a difficult time meeting to give thema chance to improve behavior 
    Get a green, yellow, red ticket at the end which indicates how the child did in practice 

    [Made their own videos about each expectation in each of the different areas of the school ]


    Tier II rererral form 
    • Email the person to set up a meeting to the person who coordinates that 
    • What is the big issue that student has
    • Meets weekly to dicuss referred students
    • Offers supports to teachers
    • Helps to reveiw behavior data to id possible antecedents 
    • Partners with the teacher to develop a plan of action 

    PBIS Tool Box (teachers sign out materials)
    • Behavior charts
    • Punch cards
    • Stickers
    • Timers 
    • Tracking forms
    • Emotional supports 
    • Sensory items 
    • Social stories 
    • Information for teachers about behavior intervention 

    Teacehrs need to track plan of action for 6 weeks 
    Teacher collects data throughout implementation 
    Brings it back to Tier 2 meeting 

    Next steps: 
    Implementing distric level cmmittee
    Considering YMHFA and Trauma Informed Care training
    Implementation of sustainability practices 

    ]]>     2018-12-03 13:41:21 UTC https://padlet.com/jroot4/t99na5rq428l/wish/310392148