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George Magnet School

PBIS - Positive Behavior Intervention and Support Locker

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Positive Behavior Intervention and Support

"Intervention improving student academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible." PBIS.org

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YEAR ONE - Tier 1 School/Classroom Wide Focus

The Eight Steps to Implementation 

Step 1: Establish Leadership Team Membership

Step 2: Develop Brief Statement of Behavior Purpose

Step 3: Identify Positive School-wide Behavior Expectations

Step 4: Develop Procedure for teaching School-wide Behavior Expectations

Step 5: Develop Procedure for teaching Classroom -wide Behavior Expectations 

Step 6: Develop Continuum of Procedures for Encouraging and Strengthening Student Use of School Wide Behavioral Expectations

Step 7: Divelop Continuum of Procedures for Discouraging Student Behavior Violations of School-wide Behavioral Expectations

Step 8: Develop Data-based Procedures for Monitoring Implementation of School-wide PBIS

YEAR 2 -Tier 2 Specialized Group Focus

 Data Driven Identification Process

Student Benefits:

Promotes early intervention in place of "wait to fail" (Glover& Albers, 2007)

  • Of the 20% of school-aged children who experience mental health difficulties, only 30% rececive services( US Public Health Service, 2000)

A reduction in over-representation of children of color

  • African American students are twice as likely to be identified as EBD (Emotional and Behavioral Disorder ) than White students

Addresses the issue of under-identifying gorls and students with internalizing issues (Hosp& Reschly,2004.)

Everyone Benefits:

  • Helps match students to support systems
  • Provides teams with common language
  • Strengthens behavioral expertise for all staff
  • Students are identified earlier and more efficiently
  • Help make the shift in thinking about behavioral concerns the same way we address academic concerns

 

CHECK- IN CHECK -OUT (CICO)

 

A Tier 2, group-oriented intervention, designed especially for students whose problem behaviors(a) are unresponsive to Tier 1 practices and systems, (b) do not require more immediate individualized interventions, and (c) are observered across multiple settings or contexts.

 

  • Increased positive adult contact
  • Embedded social skills training
  • Direct link to school-wide behavioral goals and expectations
  • Frequent feedback
  • Daily home-school communication
  • positive reinforcement contingent on meeting behavioral goals

 

Students will:

  1. Check in with a CICO coordinatorin the morning
  2. Carry a point card that is based on school-wide expectations
  3. Receive frequent and regular feedback on their behavior from adults throuought the day
  4. Review their goals witht the coordinator at the end of the day
  5. Take their point card home for parent signature and positive feedback

For more information contact: Kami Murphy, District PBIS Coach

760-246-4311

kami_muphy@aesd.net