Biography of Primary Presenter

Regennia Lynn Walker: I am an Assistant Principal at Tallapoosa Primary, a small rural county school. I have spent my last 11 years of my 22 years of teaching at this school. I moved from third grade at a neighbor school to TPS a Pre-K-2school as an Literacy Coach and then soon to an Academic Coach which included math instruction. When I began this position coaches were unheard of in our area. This was the most difficult but also rewarding job I have had. This job lead to administration where I still work with students and instruction. Implementing PBIS has been a very rewarding effort for all our school. It has been positive and productive.

Highest Degree of Primary Presenter

Specialist Degree

Presentation Abstract

Real Life Account of PBIS at the Primary/Elementary Level: Implementation and Sustainability of Tier I Behavior Support

PBIS implementation began with administrative support. Coach and PBIS team were formed and action plan was created. A tentative action plan was introduced to all school staff. Staff input was needed for a successful implementation. Timeline was created and everyone was given an opportunity to take an active role with implementation.

Schoolwide expectations and positive reinforcements were developed: PBIS language, lesson plans, tickets, celebrations… Collected data soon guided the instruction and adjusted the re-teaching of school expectations. We found it very important for students to receive immediate feedback of expected behavior. Negative behavior was addressed with a positive statement or correction (re-teaching of expectation). A specific plan was developed to guide teacher managed/office managed behavior schoolwide.

PBIS instruction was data driven through the SWISS data system with documentation and accountability. PBIS team analyzed data and developed a plan for future behavioral success. The plan addressed the problem areas in the building, days of the week, and times of the day. Data and plan was shared with staff for schoolwide implementation.

We expanded our expectations through media with a school TV show and face book postings. PBIS expectations were also shared with parents and the community. Family nights and other community events focused on expanding our goal of positive behaviors. We connected all projects and school efforts to PBIS: café and outdoor area, community luncheon… We found that persistence was the key for both students and faculty. Creating a PBIS school by using the state guidelines was a important but sustainability happened when we made it “our own.” We are very proud to be a PBIS school and we encourage staff to be positive, proud, personable, and to always SMILE!

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Real Life Account of PBIS at the Primary/Elementary Level

Real Life Account of PBIS at the Primary/Elementary Level: Implementation and Sustainability of Tier I Behavior Support

PBIS implementation began with administrative support. Coach and PBIS team were formed and action plan was created. A tentative action plan was introduced to all school staff. Staff input was needed for a successful implementation. Timeline was created and everyone was given an opportunity to take an active role with implementation.

Schoolwide expectations and positive reinforcements were developed: PBIS language, lesson plans, tickets, celebrations… Collected data soon guided the instruction and adjusted the re-teaching of school expectations. We found it very important for students to receive immediate feedback of expected behavior. Negative behavior was addressed with a positive statement or correction (re-teaching of expectation). A specific plan was developed to guide teacher managed/office managed behavior schoolwide.

PBIS instruction was data driven through the SWISS data system with documentation and accountability. PBIS team analyzed data and developed a plan for future behavioral success. The plan addressed the problem areas in the building, days of the week, and times of the day. Data and plan was shared with staff for schoolwide implementation.

We expanded our expectations through media with a school TV show and face book postings. PBIS expectations were also shared with parents and the community. Family nights and other community events focused on expanding our goal of positive behaviors. We connected all projects and school efforts to PBIS: café and outdoor area, community luncheon… We found that persistence was the key for both students and faculty. Creating a PBIS school by using the state guidelines was a important but sustainability happened when we made it “our own.” We are very proud to be a PBIS school and we encourage staff to be positive, proud, personable, and to always SMILE!