The document provides information about PBIS (Positive Behavioral Interventions and Supports) implementation at multiple schools over multiple years. It includes: - Demographic and student data about each school. - The behavioral expectations and lessons taught to students at each school. - The impact of PBIS on things like discipline referrals, teacher and student culture. - Quotes from teachers and students about how PBIS is working at their school.

1. 2011-2012

2. 24% African American, 16% Hispanic,, 6% Asian, 50% Poverty,1600
students

4. •P ersonal Responsibility
•R espect
•I ntegrity
•D etermination
•E xcellence

5.  LANCER LESSONS are delivered in homeroom once
per month
 Students who “make PRIDE” by reaching
attendance, behavior and grade criteria earn a special
breakfast
 Students who earn office discipline referrals may go to
“Youth Court”, once they admit responsibility, and take
part in Restorative Justice.
 Students say, “When you come into LaFollette, you are
given a set of values that you are expected to take on.”

6. 15% African American and Hispanic, 40% Poverty, 1600 Students

8. • BE READY, BE RESPONSIBLE, BE RESPECTFUL
• Goals: Regain lost instructional time, boost student achievement by
reducing office referrals
• 63 fewer student referrals compared to last year (Sept-Dec.)
• “Kickoff”: Staff, then students viewed Video Behavioral Lesson
Plans at pertinent locations
• Transient students view all Video Behavioral Lesson Plans as part
of orientation
• Daily Advisory time (homeroom) used for Video Behavioral Lesson
Plans on a monthly basis
• Teachers create Cougar Code matrix for classroom
• Students report that they appreciate the consistency and structure
that the code brings
• Staff morale is higher overall

10. 12 % African American, 10 % Hispanic, 30 % Poverty, 1500 Students

12. • VALUE SELF, RESPECT
OTHERS, HONOR OUR SCHOOL
•Behavioral lesson videos shown
during advisory time.
•Teachers create matrix for Viking
Values in their classrooms
•Viking Vouchers go into box for
weekly drawings

13. • IMPACT ON • IMPACT ON
TEACHERS STUDENTS
• Positive environment • School feels safer
• Feels like a different • Positive, more cohesive
culture feeling within student
• Less stress despite body
more documentation of • Sense of community
behaviors because • Appreciate the
behaviors are better consistent message
• A “family culture” from all teachers
• Underclassmen are • Drawings are exciting;
better with PBIS than they reward students
they were without who do behave
appropriately

15. •Be Responsible
•Be Respectful
•Be Safe
•Be On Time

18. • “You can’t assume; you have to TEACH.”
• PBIS is not an initiative; it is a framework.
• You can’t be afraid to fail.
• Why does Fondy do PBIS?
• We are not reaching every student.
• We lose instructional time as a result of behavioral referrals.
• It is everybody’s responsibility to teach ALL expectations.
• PBIS is not about changing kids; it is about changing
ADULT behavior
• Provide CLEAR expectations
• EVERYBODY teaches what is expected – teachers, monitors,
custodians, paras, administrators

19. STUDENTS TEACHERS
• Student PBIS team gives • Teachers create their own
students a voice. department and
• Students get Cardinal classroom expectations.
Cash for meeting • Students sign an
schoolwide and classroom expectations sheet.
expectations. • Last year, Fondy had
• Students save their cash approximately 3200
for big rewards. behavioral referrals.
• Two big drawings/year for • This year for first
a $500 savings bond. semester, they have 802.
• Can earn a Golden Ticket. • It’s a “work in progress.”
• “Students take it seriously
here”

20.  The school provides an atmosphere where every student can
succeed.
I believe that teaching behavior is as important as teaching
reading and math.
I believe that reading and math skills can be improved when
behavior skills are improved.
I believe student achievement can increase through the use
of common language by staff and teaching shared
expectations.
I believe student learning can increase through use of
student achievement data.
The structure of PBIS at this school is effective for reaching
the school’s PBIS goals.
I remain committed to the PBIS process.

21.  Not all students “know better” and
natural consequences are not sufficient
to change behavior.
 Social skill fluency and generalized use
should not be assumed.
 Peer social culture must be considered
in any implementation.
 Not all students are self-motivated by
academic and social success.

22.  Schools who have implemented
Response to Intervention (RtI)
after they implement PBIS feel
that they had a smoother RtI
implementiaton as a result of
having PBIS in place.
 RtI is mandated to be in place
by December 1, 2013 in the
state of Wisconsin.