Administrator Quote of the YEAR:

Tier 1 or Universal SW-PBS is comprised of Seven Essential Components which are individually and collectively research based. The Seven Essential Components are applicable to classroom as well as non-classroom settings throughout all school buildings. Embedded within the Seven Essential Components are culturally responsive practices and family and community involvement. Each of the 7 Essential Components have an individual page linked below that provides underpinnings for the component and resources.

It is important to note that for schools that have developed fluency with Tier 1 SW-PBS that might be working on Tier 2 or Tier 3 interventions or supports, there is a need to develop a durable system to sustain the work at Tier 1. Without the Universal foundation of Tier 1 the success of interventions and supports at Tiers 2 or 3 is doubtful.

For more information regarding the components of each essential feature, feel free to view the document created by Dr. Mary Richter–State Director of Schoolwide-PBIS.

The following 9 Essential Features are those implemented within Columbia Public Schools:

• Commitment
• Team Process
• Communication
• Define Expectations
• Teach Expectations
• Performance Feedback
• Response to Behavior Violations
• Data

•  Accepting Differences
• Allow Others to be Different
• Allow Others to be Different (2)
• Treat Others the Way You Want to be Treated

•  Accept the Outcomes of Your Decisions
• Accept Outcomes of Your Behavior
• I Will Accept Corrective Consequences and Actions
• Accept Outcomes of Your Behavior (2)

•  Ask Permission to Leave Any Setting
• Ask Permission to Leave Any Setting (2)  

• Be a Team Player
• Be a Team Player (2)
• Work with Others

• Be Honest
• Be Honest (2)
• Be Honest (3)

• I Will Cooperate with Others

• I Will Greet Adults Appropriately

• Keep Body Peaceful
• Keep Bodies Calm in Line
• Keep Hands & Feet to Self
• Keep Hands, Body, & All Objects to Self
• Keep Hands & Feet to Oneself

• Using Manners in the Cafeteria
• Using Proper Table Manners
• Using Good Manners in the Cafeteria
• Using Good Manners in the Cafeteria (2)
• Use Appropriate Table Manners
• Use Proper Manners

• Take Turns
• Take Turns (2)
• Take Turns (3)

• I Will Maintain Personal Space

• I Will Use Polite Body Language
• I Will Use Positive Body Language (2)
• I Will Use Positive Body Language (3)

• Report Any Problems
• I Will Report Any Problems to an Adult

• I Will Follow Directions of Adults Who Are Not My Classroom Teacher   
• I am Respectful and Kind to All Adults
• I Will be Respectful to All Adults
• I Will Respect Guest Teachers and Substitutes
• I Will be Respectful to All Adults (2)
• Show Respect to All Adults
• Follow Directions the First Time

• Allow for Privacy
• Kind by Allowing Privacy

• I Will Use Kind Words to Teachers and Students
• Use Polite Words
• Use Polite Words (2)

• I Can Use Self Control
• I Will Use Self Control
• Using Self Control
• Using Self Control (2)
• Using Self Control (3)
• I Will Use Self Control With My Words & Actions
• I Use Self Control

• Be a Problem Solver (2 week lesson plan)
• I Will be a Problem Solver and Resolve Conflicts Appropriately
• Be a Problem Solver
• Solve Problems Using the High Five

• I Will Treat Others the Way I Want to be Treated
• Treat Others the Way You Want to be Treated
• Treat Others with Kindness

• Use Equipment for Intended Purposes
• Use Materials and Equipment Appropriately

• I Can Choose My Words Carefully
• I Will Use Kind Words to Teachers and Students
• I Will Use Kind Words and a Positive Body Language
• Use Polite Language
• Use Polite Language (2)

• Example PowerPoint for Teaching Voice Levels

I can accept responsibility for my behavior!

I can follow directions!

I can listen attentively!

I can manage personal and school property!

I can stay on task!

I can follow directions!

I can listen attentively!

I can manage personal and school property!

I can show respect for others!

I can stay on task!

I know how to use the Buddy Room!

I know how to use the Safe Seat!

Columbia Public Schools has numerous elementary and secondary schools that are currently implementing various levels of PBIS. To learn more about their PBIS journey,  visit individual school websites.

CPS Elementary Schools: 

• Benton Elementary School
• Blue Ridge Elementary School
• Cedar Ridge Elementary School
• Derby Ridge Elementary School  
• Fairview Elementary School
• Field Elementary School
• Grant Elementary School
• Lee Elementary School
• Mill Creek Elementary School  
• New Haven Accelerated School
• Parkade Elementary School  
• Paxton Elementary School  
• Ridgeway Elementary School
• Rock Bridge Elementary School
• Russell Boulevard Elementary School
• Shepard Boulevard Elementary School
• Two Mile Prairie Elementary School
• West Boulevard Elementary School 

CPS Secondary Schools: 

• Gentry Middle School
• Lange Middle School
• Smithton Middle School
• Jefferson Jr. High School
• Oakland Jr. High School
• West Jr. High School
• Douglass Sr. High School

Other CPS programs:

• Early Childhood
• Center of Response Education (Quest)

Feature Outcomes: Increasing consistency in corrective response increases predictability for ALL students. Predictability increases student initial compliance, student compliance with re-direction, and decreases the likelihood that student behaviors will escalate when they are approached by an adult for correction.

Proficient Level of Implementation is:

• We have defined and staff have reached consensus on Classroom -  managed / minor and Office -  managed / major behaviors.
• We have developed and staff have reached consensus on a flow chart and written procedures defining all staff and administrators’ roles to follow which is a teaching-focused process to respond to Classroom – managed / minor and Office -  managed / major behaviors.
• All staff consistently follow the teaching- focused process for responding to Classroom -  managed / minor and Office -  managed / major behaviors and consistently use a teaching tone, demeanor and words.
• All faculty, staff and students have been taught, have practiced and consistently follow the emergency or crisis plan that has been developed and is posted in every classroom and every nonclassroom setting.

Implementation Examples include:

• Flowcharts
• Definitions of classroom managed vs. office managed behaviors
• Procedures for referring students for disciplinary incidents
• Procedures for Safe Seat, Buddy Room & / or Think Sheets
• Referral Forms

Feature Outcomes: Establish a positive school climate in which compliance receives more attention than non-compliance. Additionally, because the feedback will be contingent upon appropriate behaviors and provide specific feedback, it will serve as ongoing formative assessment information to guide future planning and learning.

Proficient Level of Implementation is:

• We have established school-wide procedures for all teachers and staff to give students ongoing, specific, contingent, frequent and positive verbal and tangible performance feedback. We have disseminated to all staff.
• At least 80% of teachers and staff frequently (using a 4:1 ratio of positive to negative/corrective statements) recognize students who meet expectations in all settings,  fluently use school PBS language and give school wide tangible items.
• At least 80% of teachers involve students in developing class / schoolwide goals of earning tangibles and planning celebrations. Celebrations occur frequently and are varied enough to maintain student interest.

Implementation Examples include:

• Observation of teachers providing verbal feedback
• Schoolwide tangible system developed and implemented
• Schoolwide or classroom counts tied to celebrations

Literature and Supporting Articles:

• Rewarded by Punishment: Reflections on the Disuse of Positive Reinforcement in Schools (Maag)

Feature Outcomes: Lessons tied to matrix behaviors, that include the components of TELL-SHOW-PRACTICE-FEEDBACK are developed, available for dissemination to all staff when the schedule or data indicates the lessons need to be taught. Any additional resources (e.g., scripts for pre-correcting, announcement scripts, social stories, signage, etc.) are developed and easily available for use as needed in conjunction with the direct lesson materials, such that ALL staff teach social skills commensurate with their job responsibilities.

Proficient Level of Implementation is:

• We have developed social skills lessons to directly teach all school-wide expectations and rules from matrix, and all nonclassroom rules and routines and rules and routines in 80% of classrooms.
• All lesson components are clearly labeled tell/introduce, show / model / demonstrate and practice/role play. All our social skill lessons include a range of various activities, ideas and directions including numerous examples, nonexamples, precorrects, positive feedback statements, corrections and additional resources.
• Weekly and all year, we directly teach social skills lessons for all school-wide expectations and rules from matrix, and all nonclassroom rules and routines and for all classroom rules and routines in 80% or more of classrooms.
• At least 80% of our teachers and staff model social skills, practice, regularly give specific precorrects before “hot spots”, and consistently and fluently use building PBS language.

Implementation Examples include:

• Lesson Plans tied to the matrix with TELL-SHOW-PRACTICE-FEEDBACK components included
• Social stories tied to lessons and Matrix behaviors
• Schedule for school-wide teaching
• School-wide teaching indicated on individual teacher schedules
• Announcement, Pre-correct and Corrective Feedback Scripts

Teaching Social Skills with Integrity Tip Sheet – Provides teachers and school staff members with information regarding what direct teaching of social skills looks like, as well as ideas for how ALL staff members teach social skills from the first to the last day of the school year!

Social Skill Lessons

The lessons linked below were developed through collaborative efforts of teachers and administrators from across the district during summer 2007 work sessions.  The lessons are aligned with the district Personal Growth and Work Habits, and in many cases directly align with matrix rules from individual buildings (although the wording may be slightly different). These lessons are provided to all district personnel in “word” format so that each school can personalize or tweak the rule wording or scenarios provided to best fit the building matrices, as well as individual school characteristics and populations.

Elementary Social Skill Lesson Examples

Middle School Social Skill Lesson Examples

Tools to Support Teaching Social Skills With Integrity

Literature and Supporting Articles:

• Teaching the Social Curriculum (Skiba and Peterson)

Web Based Resources for Teaching Social Skills:

CPS PBIS Websites

Derby Ridge Elementary

Rock Bridge Elementary

Blue Ridge Elementary

Quest

K-12 Resources

• For a Better Life : video Public Service Announcements (PSA), Billboards from the ad campaign, bookmarks, audio files, and much more. 
  
• Teaching Tolerance This web page includes web based versions of their twice yearly journal, links to lessons, resources and much more. Many resources available free for educators! Check this page out when planning weekly lessons, daily activities and special school events.
• Social Stories have been written for use whole class at the beginning of the year to teach and/or review the exemplars of the school PBS Expectations in a variety of settings. These Social Stories are also an excellent resource for re-teaching to small groups or individual students as needed.
  
• Character Counts!
  
• A To Z Teachers Stuff
  
• Operation Respect
• Random Acts of Kindness   teacher resources related to kindness

Elementary Resources

• Character Education Partnership
  
• Good Character K-5

Secondary Resources

• Good Character, Middle School
• Social Skill Lesson Plans for Middle School Students
• Good Character, High School

Feature Outcomes: This means that building first identifies 3-5 broad expectations for all staff and students and then identifies replacement behaviors for typically occurring inappropriate or problem behaviors. These expectations are stated in clear, specific, positive language, that are setting specific. These expectations and replacement behaviors become the focus for all preventive as well as corrective interactions between adults and students.

Proficient Level of Implementation is:

• We have created a matrix of 3-5 positively stated, school-wide expectations with specific descriptions of what students and staff are expected to do in all specific settings, based on input. We review our matrix annually.
• We have developed routines for all nonclassroom settings based on staff input. We review annually.
• We have developed specific classroom rules tied to school-wide expectations and for all routines, based on student input in 80% or more of our classrooms. We review periodically.
• We have posted school-wide expectations& rules in 80% of settings, non-classroom routines in 80% of settings and classroom rules and routines in 80% of classrooms. Signs are big, bold, beautiful and within student eye level.
• We have developed and 80% of staff follow adult expectations (using our building PBS language, teaching, giving feedback, responding to misbehavior, active supervision and data collection in nonclassroom and classroom settings).

Implementation Examples include:

• PBS School Matrix with broad expectations and setting specific behaviors listed
• Routines for non-classroom areas developed and posted
• Rules and routines for individual classrooms developed and posted

Positive Behavior Support Teams gather input from staff (both certified and non-certified staff) and in some cases from students (this is vital at the secondary level) in order to develop their school-wide matrix of expected behaviors. The process begins by discussing the broad expectations (e.g., Kind, Safe, Respectful, Responsible, etc.). Then the building identifies the persistent problem behaviors exhibited by students, and develops lists of replacement behaviors for each setting as appropriate. 

Elementary School Matrices

• Alpha Hart Lewis Elementary
• Benton Elementary
• Blue Ridge Elementary
• Cedar Ridge Elementary
• Derby Ridge Elementary
• Fairview Elementary
• Grant Elementary
• Mill Creek Elementary
• New Haven Elementary
• Parkade Elementary
• Paxton Keeley Elementary
• Rock Bridge Elementary
• Ridgeway Elementary
• Russell Boulevard Elementary
• Shepard Elementary
• Two Mile Prairie Elementary
• West Boulevard Elementary

Secondary School Matrices

• Gentry Middle School
• Lange Middle School
• Smithton Middle School
• Jeff Junior High School
• Oakland Junior High School
• West Junior High School
• Douglas High School
• Hickman High School
• Rock Bridge High School
• C.O.R.E. (QUEST) 

Guidelines that many teams have used to either draft or revise their matrices have included:

1. Expectations must be stately positively,  must be specifically stated, and must be an observable school behavior!

2. Rules should be appropriate for the setting.

3. For teachers the expectations must be behaviors that teachers are willing to consistently TEACH and MODEL, as well as behaviors they are willing to give pre-corrects, positive feedback and corrective feedback for, to any and all students anywhere, at any time.

Check back soon for matrix examples from various schools within our district!