Mattoon Middle School PBIS
PBIS School-Wide Systems Positive Behavioral Non Classroom Classroom Interventions Setting Systems Systems Supports Individual Student Support Systems
What is it? Philosophy: Teaching children a set of expectations, modeling those expectations, reinforcing positive behaviors will create a successful student, classroom, and school. A system that reminds us that growth must occur for children even in situations of misbehavior A system that shows us that behavior and academics ARE relative.
Purpose & History The existing point system wasn’t working for us. Needed a model we could manipulate to fit our needs. Needed data collection to make proactive decisions. In our 4 th year as a “PBIS” school
Universal Level The GREEN level. 85-90% of MMS kids exist here Our attention was to begin focusing on the kids who come to school and do things right. All Leadership Team members have Universal Training
Secondary and Tertiary Levels These would be Yellow and Red students. These make up the remaining 10-15%. Tertiary level students comprise the top 2-3% (Roughly 15-20 students) We have a Targeted Intervention Team in place for Yellow students. We have a Problem Solving Team to address a number of the Red issues.
Rew ard System Our goal is to move students to accepting more of the intrinsic value. Daily rewards Monthly reward activities Semester reward activity PTSA support Parent volunteers
Major Focal Points Sixth Grade Discovery Day BASIC Training Systems of Support and Intervention (See pyramid and flowchart) All staff opportunity for inclusion DDDM
Data SWIS data collection Univ. of Oregon Data input allows breakdowns by: � Time � Location � Problem behavior � Gender � Grade � Ethnicity � Indiv. Student � Suspension/Expulsion
PBIS & RtI What is to occur BEFORE a special ed. referral when a student displays difficulty with the general ed. curriculum RtI May lead to earlier identification By January 2009 each district must develop a plan for transition to RtI.
Parallel Plan Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. Batsche, G. M., Elliott, J., Graden, J., Grimes, J., Kovaleski, J. F., Prasse, D., et al. (2005). Response to intervention: Policy considerations and implementation . (2005). Response to intervention: Policy considerations and implementation . Alexandria, VA: National Association of State Directors of Special Education, Alexandria, VA: National Association of State Directors of Special Education, Inc . Inc .
Our Latest Addition Team STORM (Students Teaching Others by Reinforcing the Matrix) NCA and AIMS:STW encouraged greater student leadership Trained by staff; Nominated by teams Assist during BASIC Training, Reward Days, Student Mentoring, Extracurricular Activities,
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