Day 10 Giveaway and Spark Student Motivation {PBIS}!!!

Last day to win our favorite friends' products! And, it's another amazing day! Wait 'til you see what you can win!!!

 

Congratulations to Kelli O.!! 

She won yesterday's Rafflecopter of products!

Be sure to check out these blogs to learn more about how they use these products in their classrooms!

Jivey from Ideas by Jivey is donating her Let It Snow! Math Activities for Upper Elementary Kids-super fun math games/activities-so perfect for the season!!

Amelia (the one who designed our amazing giveaway button) from Where the Wild Things Learn is donating her Jump Start January ELA Centers-wouldn't these be engaging at center time??!!

Mary from Fit to be Fourth is donating her Winter Word Work Resource-build your students' vocabulary with this adorable set!!

 Tara from 4th Grade Frolics is donating her Love Letter Math Centers your students will "LOVE" these activities!

AND, she's donating her Take a Ticket-You've Earned It-a motivational reward system for your kiddos!

Last day to enter for the $50 Amazon Gift Card and Classroom Friendly Pencil Sharpener is tomorrow! Good Luck!

  a Rafflecopter giveaway

a Rafflecopter giveaway

Since it's Saturday, I'm linking up with my giveaway partner and BBB for her weekly Spark Student Motivation linky!  Each week there are so many motivating strategies for students shared on Joanne's blog.  Be sure to go back and check it out!

How many districts out there are implementing PBIS (positive behavioral interventions & supports)?  Our district really started using this framework last year and the PBIS team has implemented various behavioral modification incentives in our elementary school.

From the PBIS Website:

What is School-Wide Positive Behavioral Interventions & Supports?

1. “What is School-Wide PBIS?”

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. SWPBS provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

2. “What Does School-Wide PBIS Emphasize?”

In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

Behavioral Expectations

The primary prevention of positive behavioral interventions and supports (PBIS) consists of rules, routines, and physical arrangements that are developed and taught by school staff to prevent initial occurrences of behavior the school would like to target for change.  For example, a school team may determine that disrespect for self, others, and property is a set of behaviors they would like to target for change.  They may choose the positive reframing of that behavior and make that one of their behavioral expectations.  Respect Yourself, Others, and Property would be one of their behavioral expectations.  Research indicates that 3-5 behavioral expectations that are positively stated, easy to remember, and significant to the climate are best. At the end of the year, a researcher should be able to walk into the school and ask ten random students to name the behavioral expectations and 80% or better of the students should be able to tell the researcher what they are and give examples of what they look like in action.

Core Principles of PBIS

1. We can effectively teach appropriate behavior to all children.  All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior.  As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior.  We then must determine the means and systems to provide those resources.
2. Intervene early.  It is best practices to intervene before targeted behaviors occur.  If we intervene before problematic behaviors escalate, the interventions are much more manageable.  Highly effective universal interventions in the early stages of implementation which are informed by time sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
3. Use of a multi-tier model of service delivery.  PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need.  To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity.  To efficiently differentiate behavioral instruction for all students.  PBIS uses tiered models of service delivery.
4. Use research-based, scientifically validated interventions to the extent available. No Child Left Behind requires the use of scientifically based curricula and interventions.  The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting.  Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
5. Monitor student progress to inform interventions.  The only method to determine if a student is improving is to monitor the student's progress.  The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended.  Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
6. Use data to make decisions.  A data-based decision regarding student response to the interventions is central to PBIS practices.  Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data.  This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
7. Use assessment for three different purposes.  In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.

One behavioral incentive our elementary school has implemented recently with the assistance of the PBIS team is what I call the "fuzzies incentives" (sorry, I forgot to take pictures of my fuzzies!).

  Each teacher has a container in their room to keep "fuzzies" collected by students for following one of the three PBIS traits:

1.  Be Responsible

2. Be Respectful

3. Be Safe

Any teacher can give out a fuzzy to an individual student, class, or groups of students when they witness these behaviors but students can never "ask" for a fuzzy.  The students put any fuzzies back in their homeroom containers.  We are using 2 liter pop bottles with the tops cut off.  Then, every week or so, the teachers dump their fuzzies into a big "Culligan" water jug in the main hall by the atrium.  

Grades 3-4 have a combined jug.  Grades 5-6 and grades 1-2 also have combined jugs.  We are waiting to see who can collect the most fuzzies and watch the jugs fill up.  On Monday, we had an assembly to review the PBIS character traits and students demonstrated different positive behaviors on stage.  I think the students are really taking it in and I noticed some great efforts in positive behaviors this week!

I would love to hear about your school district's PBIS incentives if you use this framework!