OUSD PBIS

OUSD PBIS We are the PBIS Coaching team for Oakland Unified School District. Welcome! What is PBIS?

Positive Behavior Interventions and Supports (PBIS) is a nationally recognized framework for shifting school culture from punitive to culturally responsive and positively reinforcing. School communities collaborate to create and practice school-wide behavior expectations. These expectations are taught and positively reinforced throughout the school day. Minor and major disciplinary infractions are

clearly defined as well as the associated interventions and consequences designed to teach, re-teach, and reinforce the skills needed to meet the expectations. Nationwide data on schools implementing PBIS indicate an average of 50% reduction in disciplinary events. In 2017-2018, 74 OUSD schools implement PBIS as an ongoing process to address the disproportionate referral of African American students for Special Education and suspension, and to create positive, supportive school environments for all children. How does PBIS support efforts to create a positive effective school climate and culture? All PBIS practices are founded on the belief that all children can exhibit appropriate behavior. Through direct instruction, modeling, and regular practice, all staff teach a consistent set of behavior expectations across all settings within the school. When students do not meet these behavioral expectations, it is viewed as a behavioral mistake and opportunity for skill-building, instead of punishment. PBIS provides a systemic data-driven process for identifying students in need of additional support and for delivering targeted and intensive interventions before students fail or face exclusion. PBIS integrates with SEL, Restorative Justice, and Trauma Informed Practices to bring a fully-faceted, evidence-based approach to building and sustaining positive school climate and culture.

Things that [adults] model very often influence how children behave as children and adults. For example, the way that [a...
05/17/2019

Things that [adults] model very often influence how children behave as children and adults. For example, the way that [adults] discipline children is how children discipline their peers. For [adults] who are very sarcastic, a child will be very sarcastic with their peers and so on. The more a child is hit by [adults], the more a child will hit his or her peers.

For problem behavior, spanking and even time-out are a waste of time. Try this instead.

"When done right, praise primes the brain for higher performance, which means that the more we praise, the more success ...
04/03/2019

"When done right, praise primes the brain for higher performance, which means that the more we praise, the more success we create. And the more successes there are, the more there is to praise... research shows that the more you can authentically shine praise on everyone in your ecosystem, the more your potential, individually and collectively, rises."

One hint: it often ends with the letters “est.” And it can lead to competition and disappointment, says psychologist and workplace researcher Shawn Achor.

02/22/2019
This is what it’s all about.
12/13/2018

This is what it’s all about.

“A six-year-old to me is not good or bad. Every behavior “issue” is a form of communication. It is my job to figure out what they're trying to communicate, what need is not being met, to meet that need, to see the result. The behavior will change. I have an unwavering belief that every student wants to learn. I have worked with middle school, high school, elementary, and I've never met a student who didn't want to learn. I've met angry students, lonely students, sad students. But I have never met a student, when you take the time to build a relationship, didn't want to learn to read or do addition or subtraction or whatever. So, whenever I meet a student, I meet them where they're at. I generally don't ask for feedback on their history, because where I'm meeting them is where they're at. I don't care if they got kicked out of two schools or are the biggest behavior issue in their class. You’re here. I'm here. I want to give you a chance, let me know how I can help.”

-- Lori Casillas | K-5 Resource Specialist at Piedmont Elementary



Want to support Lori? and show her your love. Check out her wishlist:

https://goo.gl/forms/l4bnlIhvDcAisrtU2

"See a child differently, you see a different child."
12/07/2018

"See a child differently, you see a different child."

11/10/2018

The American Academy of Pediatrics recently issued statement recommending parents not use corporal punishment, including spanking, to discipline kids.

09/04/2018

Relationships are everything.

A big warm welcome to 2018-2019 school year from the OUSD PBIS Team!
08/13/2018

A big warm welcome to 2018-2019 school year from the OUSD PBIS Team!

07/30/2018

tipbs.com

Join the OUSD Behavioral Health team!
07/19/2018

Join the OUSD Behavioral Health team!

Behavior Specialist: (1) will provide direct services and consultation to general education students, staff and parents in order to support students who have difficulties conforming to acceptable behavior patterns with the general education setting; (2) will implement and/or oversee the implementati...

06/27/2018

Safety and security don't just happen, they are the result of collective consensus and public investment. We owe our children, the most vulnerable citizens in our society, a life free of violence and fear. -Nelson Mandela

Ultimately, the new study finds limited support for the idea that being able to delay gratification leads to better outc...
06/03/2018

Ultimately, the new study finds limited support for the idea that being able to delay gratification leads to better outcomes. Instead, it suggests that the capacity to hold out for a second marshmallow is shaped in large part by a child’s social and economic background—and, in turn, that that background, not the ability to delay gratification, is what’s behind kids’ long-term success.

Affluence—not willpower—seems to be what’s behind some kids' capacity to delay gratification.

05/05/2018

tipbs.com

05/04/2018

The purpose of this paper is to outline notable alterations occurring in the adolescent brain, and consider potential ramifications of these developmental transformations for public policy and programs involving adolescents.Developmental changes in the ...

Intentional, empathic, compassionate choices are the best!
04/25/2018

Intentional, empathic, compassionate choices are the best!

Stop-think-speak. Be sure to check out Plant Love Grow. tipbs.com

Yesterday's climate and culture meeting at WOMS was incredibly productive! We reviewed student focus group data on cutti...
04/21/2018

Yesterday's climate and culture meeting at WOMS was incredibly productive! We reviewed student focus group data on cutting class to brainstorm action steps for staff. Some insights students offered: "make content interesting, include info about students' history, " be positive even if previous class was difficult," "smile more"

https://www.instagram.com/p/BhzGsj9lz1M/

Big shout out to Cleveland Elementary! Cleveland was recognized as California Distinguished School, specifically for the...
04/04/2018

Big shout out to Cleveland Elementary! Cleveland was recognized as California Distinguished School, specifically for their work on PBIS and positive school culture. They were one of only five schools called out by the state department of education in their press release about the selection!
In the words of Principal Peter Van Tassel: "We were selected as a nominee in early February and completed an extensive application to show our data and what we had accomplished through our school wide PBIS program, and the final awardees were announced Monday. We were the only school in Oakland to be selected, and one of less than 300 schools statewide." https://www.cde.ca.gov/nr/ne/yr18/yr18rel24.asp Joyce Young

State Schools Chief Tom Torlakson Announces 2018 California Distinguished Schools

03/31/2018

Today is International Transgender Day of Visibility.

"...among the eight most important qualities of Google’s top employees, STEM expertise comes in dead last. The seven top...
03/16/2018

"...among the eight most important qualities of Google’s top employees, STEM expertise comes in dead last. The seven top characteristics of success at Google are all soft skills: being a good coach; communicating and listening well; possessing insights into others (including others different values and points of view); having empathy toward and being supportive of one’s colleagues; being a good critical thinker and problem solver; and being able to make connections across complex ideas."

What skills matter? The ability to work with others, think critically and be a lifelong learner​.

03/15/2018

Student leaders at Oakland Tech are reading the names and short descriptions of people who have been lost to gun violence here in Oakland and across the country. The crowd of 2000 students is silent.

Remember the beginning of the year? You had goals, and plans, and hopes for how the year was going to go... Now is the p...
02/13/2018

Remember the beginning of the year? You had goals, and plans, and hopes for how the year was going to go... Now is the perfect time to plan a strong finish. Focus on what is possible. February is your setup month; it’s the month for reviewing the goals you set and modifying your action plan according to the data.

PBISApps is the maker of the School-Wide Information System (SWIS) Suite, PBIS Assessment, and PBIS Evaluation. Our applications have been implemented in more than 25,000 schools in the US and abroad. PBISApps has been making schools safer, more productive places for more than a decade by empowering...

Flip it! Getting students to think about behaving badly helps them arrive at positive norms—and such reverse thinking ma...
02/03/2018

Flip it! Getting students to think about behaving badly helps them arrive at positive norms—and such reverse thinking may work in other situations as well.

Putting reverse thinking to work.

Not only free, also fun, relationship enhancing and meaningful.  What are your favorites?
01/13/2018

Not only free, also fun, relationship enhancing and meaningful. What are your favorites?

"When we engage our students from the onset, we reduce negative behaviors while creating experiences that are emotion-pa...
01/05/2018

"When we engage our students from the onset, we reduce negative behaviors while creating experiences that are emotion-packed, drive curiosity, and deliver brain states of anticipation and intrigue."

Because students bring a broad variety of needs and emotions, start class with bell work that engages their working memory and sets the tone for positive, productive learning.

12/30/2017

A powerful and simple way to bring student voice into 5:1!

12/27/2017

What's in your peace corner?

Stress and anxiety affect learning, resilience, and health in students and teachers alike.  Learning how to manage stres...
12/12/2017

Stress and anxiety affect learning, resilience, and health in students and teachers alike. Learning how to manage stress is an important Tier 1 practice. Here are some fun stress reduction activities. Which do you like best?

9 brain breaks and focused-attention practices.

"Knowledge is power. When children understand what’s happening in the brain, it can be the first step to having the powe...
12/05/2017

"Knowledge is power. When children understand what’s happening in the brain, it can be the first step to having the power to make choices."

When children understand what’s happening in the brain, it can be the first step to having the power to make choices and build their emotional intelligence.

Imagine that students have radio beacons in their hearts. These beacons pour out the same basic message over and over ag...
11/17/2017

Imagine that students have radio beacons in their hearts. These beacons pour out the same basic message over and over again:
We want to learn and participate. We want to be positive. Please teach us appropriate behavior as well as content. Please know that we often want to narrate the noises in our heads, but we need you to honor our hearts at the same time. Please be compassionate, allowing us our wants as you honor our needs.

Here is how to make it happen:
http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/Assuming-the-Best.aspx

When Paul Kilkenny, a mentor teacher in East San Jose, California, works with teachers, he occasionally finds himself in the role of cheerleader. He notes,

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Parker Elementary students are building on their social emotional skills through circus arts. Now in our second year the SEL (Social Emotional Learning) Circus Program at Parker is engaging three classrooms in clowning, juggling, and theater making to build self awareness and self regulation skills to support school and life success. The SEL Circus is supported by an Arts Incentive Grant through OUSD and is building on our 16 year partnership with the Parker school community.

Circus at Parker School started in 2004, at the request of Principal Deborah Davis. Today, along with the school-day SEL Circus, we also offer a weekly afterschool program in partnership with Higher Ground NDC. We continue to be inspired by our students’ creativity and commitment to skill building. Shout Out to our partnering teachers and teaching artist, Josh Matthews, for their care and innovations to make circus education possible online! And a Shout Out for OUSD PBIS!

Here's what I wonder: What would happen if we taught behavior expectations with our best instructional practices?
What are the best next steps a district should take?
Principal Maddie Noonan of Think College Now shares her expertise!
What is your school's Tier 1? "Our schools don’t [just] need a counselor’s office where kids in apparent crisis get pulled out of class for a talk. They need a universal approach that helps all students better understand their own development, challenges, triggers, and helps them develop practical strategies to cope and prosper. Every teenager needs this. And universalizing the program destigmatizes it."