a.  Establish PBIS Leadership Team with strong administrative support and school-wide representation on team.  Team attends all training - 3 to 5 year commitment.

Where we are:
Jane Pike and Carol Rock are our internal co-coaches for PBIS.  Carrie Zales, Oak Street’s Principal, is the district’s external coach.  Several faculty members have attended PBIS trainings and are involved in our Child Study Team, Building Multidisciplinary Team, Behavioral Intervention Team and Response to Intervention Team. We have completed our 5 years of training and attend the Annual Coaches Forum to share successes.

b.  Get school-wide agreement and support.  You need at least 80% staff buy in to be successful.

Where we are:
The administration and staff at Oak Street School has been very supportive in the implementation of PBIS.  All classrooms post the behavioral matrices and participate in the Annual Fall PBIS Kickoff event.  Teachers model and reteach behavioral expectations throughout the school year.  The majority of classrooms have well established incentive programs to promote positive behaviors.

a.  Develop 3-5 rules of behavior that are positively stated, easy to remember and apply to all students, staff and settings.

Where we are:
Oak Street’s rules or behavioral expectations are “Be Respectful”, “Be Responsible”, and “Be Safe”.

b.  Develop a matrix of expected behavior in target settings including classrooms, hallways, bathroom, cafeteria, playground, computer lab.

Where we are:
Behavioral Matrices are posted throughout the school in target areas as well as in every classroom.

c.  Teach expected behaviors using an instructional approach - explain, model, practice, give reminders and precorrections.  Actively supervise and positively reinforce expected behaviors.

Where we are:
During the first week of school, we have a PBIS Kick-off Day.  As a community, staff and students view a movie depicting Oak Street students demonstrating appropriate and inappropriate behaviors within the school (i.e. cafeteria, playground, hallway).  Teachers and students return to their classrooms and complete extension activities.  Teachers consistently pre-correct and reteach throughout each school day.  Booster activities are held throughout the school year based on data collected from classroom and office discipline referrals.

a.  Acknowledge expected behavior and use tangible rewards and acknowledgements (gotchas, coupons, etc.) and social recognition (ie. bulletin boards, name over intercom, name in newsletter). 

Where we are:
Oak Street School currently has 2 bulletin boards that recognize appropriate behaviors - an attendance board for students who are “Here, On Time and Ready to Learn” and a board recognizing good behavior in the cafeteria and on the playground.  Students receive different types of “Gotchas” in their classrooms, special area classes and hallways for exhibiting responsible, respectful, and safe behavior.  They can earn prizes, social recognition, and special privileges.)  Based on data collection, our Behavioral Intervention Committee developed the Jag Card reward.  This reward has become Oak Street’s most prestigious honor to earn.

Oak Street Jaguar Card I have been respectful, responsible and safe by coming to school every day, completing my homework and being a good citizen. Name:______________________ Membership has its privileges!

MEMBERSHIP HAS IT PRIVILEGES…. This Jaguar Card holder is entitled to the following privileges: go to the head of the lunch line go to recess without being called take out an extra library book earn recognition at assembly/News & Notes Eligibility for weekly drawings for: Special Table in Cafeteria Prize from Treasure Box Flag Raiser Do announcements

a. Develop an agreement about which behaviors are handled in the classroom and which result in an Office Discipline Referral (ODR).

b. Use verbal redirections, teacher consequence, and/or ODR

c.  Use pre-correction and restatement of expected behaviors (proactive stance)

Where we are:
Teachers administer consequences for classroom infractions and then re-teach the behavior in question.  For more intense or chronic behaviors, ODRs are completed and the principal becomes involved in determining consequences and reteaching behavior.  Staff members consistently take a proactive stance by pre-correction (i.e. Now remember, when you walk down the hall…..) and periodically reteaching behaviors through booster activities. Students who earn 5 office discipline referrals are automatically referred to the Child Study Team.

a.  Utilize a data management system (e.g. MS Excel)

b.  Developing procedures for ongoing monitoring and evaluation

c.  Meet regularly to review data and implement interventions

Where we are:
(Oak Street is using the SWIS database to manage data collected from Office Discipline Referrals and Classroom Discipline Referrals.  The database allows us to view graphs showing type of misbehavior, location, time, setting, etc.  By looking at the data on a monthly basis, we are able to determine where ‘hot spots’ are and plan interventions accordingly.  The PBIS team has a regular slot on the Community Meeting agendas, so data is reviewed at regular intervals.

a.  Building a strong, caring partnership takes time and effort. Many families want to help their child succeed but don’t know how to approach the schools. School staff are often hesitant to ask for a parents help.

Families/Parents/Caregivers are important parts in creating a successful program. Caregivers' involvement is essential for the child’s success.

Family involvement can be as simple as learning the schools expectations and reminding your children about them each day and showing them how it applies to your family and community. It can mean making sure your children are safe, loved and fed each morning before going to school. It can mean finding assistance in helping your child finish and understand their homework. Or it can be volunteering in some capacity at your child’s school. Family involvement need not be complicated. Parents know their children better than anyone, PBIS uses that to the children’s benefit.

Where we are:
At the beginning of each school year, parents are provided with information explaining PBIS and they are given the School-Wide Behavior Matrix.  Through our News & Notes, they are given interdisciplinary strategies as well as some ‘Cool Tools’ to help with homework .  Parenting workshops are offered to provide parents with behavioral intervention tips.  An PBIS webpage is available on our Oak Street site to keep parents up-to-date with the latest PBIS happenings.

• PBIS team trains staff about PBIS concepts
• Faculty is given samples of all cool tools and trained in their use
• (i.e. ODR, gotchas, functional behavioral assessments, behavioral contracts)
• Behaviors rules/matrices are posted in all classrooms, hallways and throughout the building.
• Gotchas are collected and reinforcement systems are implemented.
• Students are acknowledged for appropriate behavior.
• Staff is acknowledged for their support of the program.
• ODRs are logged into SWIS Database and are analyzed on regular basis to determine needed interventions.
• PBIS Team meets at least monthly to coordinate on-going implementation, analyze data and develop new interventions.
• Encourage family involvement.