January 30, 2024 • 17 mins
Unlock the secrets to cultivating an educational oasis where students thrive behaviorally and academically. Our esteemed guest, Danielle Hawk, the principal of Malvern Elementary, brings to light the transformative effects of building strong relationships and a Positive Behavioral Interventions and Supports (PBIS) system in the school setting. As we unpack her evolution from a middle school math teacher to a beacon of leadership, you'll learn how genuine connections with students can reshape an entire educational experience. Danielle's narrative reveals that recognizing and addressing the unique needs of each child isn't just a lofty ideal—it's a practical strategy that uplifts classrooms and invigorates learning.
In our compelling discussion, we traverse the multifaceted landscape of implementing a durable PBIS framework at Malvern Elementary. Hear how this approach weathers the storm of administrative turnover, intertwines with the 'Leader in Me' program, and brings parents into the PBIS fold with open arms. We reflect on the school's successes and gaze toward the horizon, envisioning new onboarding processes that immerse staff into a culture of positive reinforcement. Through Danielle's insights and Malvern's initiatives, we offer a blueprint for educators and parents alike to foster a nurturing environment where every student can shine and every teacher can guide with confidence and compassion.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:11):
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned.
Speaker 2 (00:36):
And today we have Danielle Hawke.
She is the principal at MalvernElementary, very close school
to us, in proximity, and we'regoing to talk to her about PBIS
today.
Oh God, how are you guys?
Speaker 1 (00:51):
Oh, we're good, we're good.
So tell us a little bit aboutyourself and why you went into
education.
Speaker 3 (00:56):
Yeah, so this is my 23rd year in education.
I was actually blessed to teachat Minerva Middle School for 18
years.
I taught eighth grade math,which I hold near and dear to my
heart.
Speaker 2 (01:08):
I was hoping you would add up that you were a
Minerva lion at one time.
Speaker 3 (01:12):
Yeah, yes, yes.
And then I went from the red Mof the street to the green M, so
now I'm a Malvern cornet.
This is my fifth year aselementary principal and I
absolutely love it.
So I love both of my roles ineducation.
So yeah, that's great.
Speaker 2 (01:30):
That's awesome, that's awesome.
So all these times, whether itbe administration or teaching,
do you have that one moment thatyou're like this is why I do
this, Something a student did orsomething that happened and
you're like this is why I keepcoming to work?
Speaker 1 (01:48):
You're aha moment.
Speaker 3 (01:50):
I reflected on that question.
I can't really think back to aspecific moment in time.
I can kind of just think oftowards the beginning of my
career and then kind of after Igot a few years under my belt.
So when I started right out ofcollege as a middle school
teacher, you know, you know atthe beginning you graduate and
you think, oh my gosh, I'm goingto touch every student's live,
(02:13):
I'm going to make a hugedifference.
I'll go into that because we'revery passionate about students,
we're passionate about making adifference, we're passionate
about education.
And so at the beginning I wasjust making myself a little
crazy, if I'm going to be honest, the first few years, trying to
figure out why I cared moreabout education than some of
these 13 and 14 year olds.
Why was I more invested intheir education than they were?
(02:36):
And so I just was constantlyreflecting on that.
You know I was gettingfrustrated because I wanted them
to care about their educationas much as they did.
So you know, you have all thesetools in your toolbox.
You learn and you know when yougo to college and you learn
from your professors or yourstudent teaching experience and
(02:57):
other respected educators, and Iwas implementing those
strategies and reaching out toothers for suggestions and you
know, giving consequences andthings like that and middle
school can really be a tough agegroup, you know, and I just
there were those few.
I just I felt like I wasn'treaching and I thought I've got
(03:17):
to figure this out.
And I can't remember exactlywhen it was in my first few
years, but I kind of had thisepiphany, if you will, that I
really shifted my approach withthose difficult students.
Instead of talking to them, whyare you not doing your homework
?
Why are you not trying on thistest?
Why are you not listening?
(03:37):
Why are you not taking notes?
I decided to shift my approachand I started being extremely
intentional about noticingpersonal things about that
student.
I see you got a haircut overthe weekend.
Oh my gosh, I love your newshoes.
I know on Friday you said aheadache.
You had a headache.
Are you feeling better today?
Or I know your grandma was sicklast week.
(03:58):
How is she feeling?
And so those were really myconversation starters with those
students and I really Right inthe beginning.
Speaker 2 (04:06):
Those PBIS clear back then because your relationship
building and saying things inpositive light Look, you were
right on ahead of the times Wayback then.
Speaker 3 (04:18):
Yeah, yeah, and I just, you know I always have
that mentality like I don't wantto always rely on sending a
student to the office.
I've got to figure this out.
I need to keep them in myclassroom because they're not
learning when they're sitting inthe office, right?
So that was just, you know, abig hurdle for me at the
beginning.
I wanted to figure out how Icould make a connection and I
was very intentional aboutalways addressing students by
(04:39):
their first name, knowing everykid by their you know, their
first naming, greeting themevery single day.
And I really started noticingsome of those challenging
students, a shift in them.
And I know, you know you hearthe quote from Theodore Rose
about a lot People don't carehow much you know until you know
how much you care about them.
And I truly just realized thatthat is definitely true in
(05:05):
education.
I still use this principle tothis day.
I have a lot of interactionswith students, teachers, parents
, and on my drive home I oftenreflect on those interactions
and make little notes, you know,in my plan or like I want to
check in with so-and-so tomorrow.
I know that they werestruggling with this or this
(05:25):
student wasn't feeling well.
Today I saw them in the clinic.
I want to touch base tomorrowor send a dojo home to that
mother and just check on youknow different things.
And so I just I keep a runninglist because I noticed that
those personal connections thenpaid huge dividends in the
classroom and once I had thatrespect of those 13 and 14 year
(05:46):
olds and the education piecejust started falling into place.
So those, those students thatwere really struggling, that
were often a behavior problem,started doing things because of
the relationship and the bondthat I had with them.
I would sometimes have thosestudents come to my classroom
and help me with things too.
(06:07):
You know if they would get introuble and get, you know, sent
out of a different classroom, Iwould often go ask that other
teacher hey, do you mind Inoticed so-and-so in the hallway
, do you mind if I pull them inmy room and have them, you know,
help me and just kind of be ateacher, aid this period instead
of sitting in the hallway and?
And so those and using thatconcept really helped me make a
connection and then thatrelationship piece certainly
(06:28):
affected their education.
So I guess I don't really havea moment, but I remember that
principle was huge for me andit's just served me well
throughout my career.
Speaker 2 (06:36):
And, like we just said, that is PBIS core.
I mean it really truly is.
And all that you just saidabout building the relationship
first and then the academicscame is the whole reasoning
behind PBIS to get that there sothat the academics come.
So that's just really awesome,daniel, that's great.
I'm so glad you shared that.
Speaker 1 (06:57):
I'm so glad you did so.
Now we fast forward to.
You are the principal at theMalvern Elementary.
Yeah, yeah, yeah.
And so kind of tell us aboutyour tier one that you have
going on there.
Ok, so You've heard of it, oryou know, I'm sorry what were
you saying, well, I just youknow, maybe when you started it,
and just things that you'redoing, what you're proud of,
(07:18):
yeah, so something that I wantedto be very again intentional
about.
Speaker 3 (07:23):
As far as PBS goes, I know, you know, schools often
experience a lot ofadministrative changes over the
years, and so I had heard youknow, through the years, as
administration had changed,there had been some PBIS things
put in place, but nothing reallythat was sustainable throughout
changing staff members, pbiscoaches, administrators, and so
(07:44):
I feel, like you know, over thecourse of the last five years,
I'm most proud of the fact thatI feel that we now have a solid,
sustainable infrastructure inplace that could withstand staff
and administrative changes.
But the last, just to give youan idea, like last month, I was
not able to attend the PBISmeeting.
It went seamlessly without mebeing there.
(08:04):
The agenda was already puttogether, sent out, follow-ups,
were sent out to the staff,those things.
We had a PBS refresher todaythat was addressed at the last
meeting.
All that just went seamlesswith and I wasn't there, you
know.
So that's what I feel I'm mostproud of is that we now have a
great team.
We all bring differentstrengths to the table.
(08:24):
We have clearly defined roles,but it can keep moving without
one or two of those, you know,if somebody in a certain role is
not there.
They're sick, they're out ofmaternity leave or something
happens that it's going tocontinue and flow without those
people there every single time.
So I feel really good aboutthat.
(08:47):
We started completing the tieredfidelity inventory and we often
reflect in brainstorm and forthe last couple of years we've
started the year off by choosingone or two things that we feel
is attainable for us to worktowards for that year, and that
kind of drives a lot of ourdecision-making in our meetings.
So this year there were two bigbuckets we wanted to work on,
(09:11):
and those were developing anonboarding process for new
students and getting a parentalinvolvement piece on our PBIS
team.
And so what we did this year iswe developed a welcome
committee for our new students.
We do have students that likewe had three that started last
week, you know, after Christmasbreak we had three new students.
(09:33):
So we interviewed a bunch offifth graders to express an
interest in being on our welcomecommittee and we put together a
small group of students, whichalso ties into our leader and me
.
When we have a new student comein, I ask their parents to come
in with them or whomever they'reliving with, and the welcome
committee greets them in thefront office, takes them on a
(09:55):
tour of the building, shows themtheir classroom, their cubby,
introduces them to their teacher, and then we bring the family
back to the office and this isstudent.
Led again by our welcomecommittee, they go over our PBIS
procedures as well as ourleader and me procedures, and
then we send them home with alittle welcome packet, a Malvern
Hornet t-shirt, and they'vealready met some students on
(10:19):
their first day.
So then on the first day, thatwelcome committee will go out to
the bus line or the car line,greet that student they're
already familiar faces Take themto breakfast, take them to
their classroom, check on themonce or twice throughout that
first day and then throughouttheir first week.
Just some touch points to makesure that they are feeling good
(10:39):
about their first week as aMalvern.
Speaker 2 (10:41):
Hornet.
That's cool.
Awesome, danielle Cause you'vegot two pieces in there.
Like you said, you're puttingleader in me and PBIS.
Your leader in me is studentled, but PBIS, that relationship
you're building with thatparent right off the bat.
I mean you've got that parenthook line and thinker already
because you've sent that extratime and to get to know them and
(11:03):
give special things for the kidand grade.
So that is a really great way.
That's awesome.
Speaker 3 (11:09):
I love it, thank you.
We've also added just veryrecently we've also had parent
component to our PBIS committee,so we just got that in place
too.
So it'll be about our secondmonth having a parent parental
involvement on PBIS.
So we've kind of implementedour two goals for this year and
we're just working to refine andkeep making gains towards
(11:29):
improvement on things we'veimplemented in previous years
and I feel really good about thedirection that we're heading.
I think we're going to go withtier one.
Speaker 2 (11:36):
That's great, thank you.
So, now that you've got this,what is your projections to like
?
Where do you feel like you wantto go next?
Yeah, what are?
Speaker 3 (11:46):
you thinking about next.
So I think really a good,attainable goal for us would be
to create a solid onboardingprogram now for our new staff
members.
We have for our new studentsand our new families, but I feel
like having a good program inplace for our new staff.
We do have a new stafforientation that the
administration does.
It's a very small setting, notso overwhelming that first week
(12:12):
of the school and we check inwith the new staff, but just
some kind of where we do talkabout PBIS and we give them
information.
We do have a handbook but Ithink, regular check-ins with
our new staff members becausethere is a lot to PBIS and every
school does it different.
I think having a solidonboarding program for our new
staff is really the next stepthat we feel we need to
(12:34):
implement.
Speaker 1 (12:36):
That's great.
It's really important to youknow, make that new staff feel a
part of the building, a part ofthe culture, and then really
helping them to learn PBIS andbring them into new frameworks.
Speaker 2 (12:50):
So I think that is also a great idea because it is
a lot and when a new staff ornew teacher whether they're a
veteran teacher or you know,coming from a different district
or a brand new out of college,they're overwhelmed with a lot
of stuff and sometimes they canget that idea was like I don't
know if I have time for that,but we've heard over and over
you don't have time not to do it.
If you just, if you just listenand be a part of it.
(13:13):
So including them and orientingthem is awesome, and also to
keep your sustainability,because you want to be authentic
all the way through and youdon't want you know new teachers
to not be able to be on thesame page.
Speaker 1 (13:26):
So that's absolutely awesome so do you have any tips
for schools that might be juststarting out with PBIS, or even
teachers that maybe are in aschool that really doesn't have
much of a PBIS framework?
Speaker 2 (13:40):
Because you're the administrative support that
we've talked about.
That too.
You have to have anadministrator that's going to
put a stamp on it.
You know, because teachers cantry it in their classrooms.
You know they can try things.
But if the administrator isn'ton board then you're not going
to get the entire staff.
Right sure you were that stamp.
We can tell, and I think thatstamp.
Speaker 3 (14:03):
I think that that also sends a message of the
importance of it.
If the administrator isendorsing it or even just
standing alongside that PBIScoach, when that message is
being delivered, I think there'sthat unspoken message that this
is important too to theadministration.
I'm backing up that coach, I'mbacking these teachers up, and
so I do think that piece is isvery important.
And I would just kind of circleback to my last answer.
(14:26):
I do feel like puttingsomething solid in place that's
not just administrator driven orPBIS coach driven, because
staff changes do happen andpeople you know, new people are
going to come on.
That PBIS committee or thatadministrator may change and I
think finding a program thatfits with your school, your
(14:48):
culture, your climate, your oneplan, your goals, that it all
lines up, is really key so thatit sustains itself long term.
I really feel like that to mewould be the big takeaway or tip
for people trying to implement,implementing tier one PBIS.
Speaker 1 (15:07):
I think that's an awesome tip.
Absolutely, sustainability iseverything, because we do come
and go, and so you know, you gotall in place and it can operate
.
Then, as we move into, places.
Speaker 3 (15:19):
Oh, I'm sorry.
Speaker 2 (15:21):
No, you talk about your team.
I was just wondering what does.
Now you said you just added aparent component.
Who's on that?
What's your, what's your makeupof that?
Speaker 3 (15:32):
So we have a PBIS coach, we have the elementary
guidance counselor myself, andthen we have representation from
each grade level, so oneteacher from each grade.
We do have a PBIS handbook.
We do have a building wideSwiss major.
You know a form that we usethat gets entered into Swiss.
(15:52):
So we're all using the sameforms, we're all using class
dojo.
We all are doing some kind ofreview at every staff meeting.
Just a quick little buzz aboutPBIS, don't forget, you know, if
there's an office referral thatneeds entered in.
You know just those littletouch points and reminders
throughout the year so thatwe're all being consistent,
we're all on the same page andthat we have something in place
(16:15):
that you know is going towithstand, like I said over time
.
Speaker 2 (16:20):
Yeah, that is so important.
I like the makeup of your, ofyour group.
That's really nice.
You kind of hit also the everygrade level can be informed,
they can go back, they can talkto their people yeah, to
everybody.
And then hitting it at thestaff meetings too, just because
you know, you're sure, yeah, sothat's an elementary soul.
Speaker 3 (16:39):
I think what works for kindergarten is not going to
work for fifth grade.
So I think you need to have avoice across the board that
everybody's you know.
And we also have anintervention specialist, which I
should mention as well, on ourteam.
That way we're hearing from allvoices and we're considering
all groups of students wheneverwe're making decisions.
Speaker 1 (16:57):
Yeah yeah that's great Well.
Thank you for talking with ustoday.
Absolutely, You've beenlistening to episode 12.
Danielle Hawk from MalvernElementary, as she has shared
their tier one PBIS.
We hope you've enjoyed today'sepisode.
(17:18):
Please contact us atpbisjourneytogenius at gmailcom.
You can also find us onFacebook and Instagram.
Welcome to PBIS.
Journey to Genius.
Are you in the process ofimplementing PBIS?
Are you wondering where tostart?
You are in the right place.
We are here to support you.
Stay tuned.
Speaker 2 (00:36):
And today we have Danielle Hawke.
She is the principal at MalvernElementary, very close school
to us, in proximity, and we'regoing to talk to her about PBIS
today.
Oh God, how are you guys?
Speaker 1 (00:51):
Oh, we're good, we're good.
So tell us a little bit aboutyourself and why you went into
education.
Speaker 3 (00:56):
Yeah, so this is my 23rd year in education.
I was actually blessed to teachat Minerva Middle School for 18
years.
I taught eighth grade math,which I hold near and dear to my
heart.
Speaker 2 (01:08):
I was hoping you would add up that you were a
Minerva lion at one time.
Speaker 3 (01:12):
Yeah, yes, yes.
And then I went from the red Mof the street to the green M, so
now I'm a Malvern cornet.
This is my fifth year aselementary principal and I
absolutely love it.
So I love both of my roles ineducation.
So yeah, that's great.
Speaker 2 (01:30):
That's awesome, that's awesome.
So all these times, whether itbe administration or teaching,
do you have that one moment thatyou're like this is why I do
this, Something a student did orsomething that happened and
you're like this is why I keepcoming to work?
Speaker 1 (01:48):
You're aha moment.
Speaker 3 (01:50):
I reflected on that question.
I can't really think back to aspecific moment in time.
I can kind of just think oftowards the beginning of my
career and then kind of after Igot a few years under my belt.
So when I started right out ofcollege as a middle school
teacher, you know, you know atthe beginning you graduate and
you think, oh my gosh, I'm goingto touch every student's live,
(02:13):
I'm going to make a hugedifference.
I'll go into that because we'revery passionate about students,
we're passionate about making adifference, we're passionate
about education.
And so at the beginning I wasjust making myself a little
crazy, if I'm going to be honest, the first few years, trying to
figure out why I cared moreabout education than some of
these 13 and 14 year olds.
Why was I more invested intheir education than they were?
(02:36):
And so I just was constantlyreflecting on that.
You know I was gettingfrustrated because I wanted them
to care about their educationas much as they did.
So you know, you have all thesetools in your toolbox.
You learn and you know when yougo to college and you learn
from your professors or yourstudent teaching experience and
(02:57):
other respected educators, and Iwas implementing those
strategies and reaching out toothers for suggestions and you
know, giving consequences andthings like that and middle
school can really be a tough agegroup, you know, and I just
there were those few.
I just I felt like I wasn'treaching and I thought I've got
(03:17):
to figure this out.
And I can't remember exactlywhen it was in my first few
years, but I kind of had thisepiphany, if you will, that I
really shifted my approach withthose difficult students.
Instead of talking to them, whyare you not doing your homework
?
Why are you not trying on thistest?
Why are you not listening?
(03:37):
Why are you not taking notes?
I decided to shift my approachand I started being extremely
intentional about noticingpersonal things about that
student.
I see you got a haircut overthe weekend.
Oh my gosh, I love your newshoes.
I know on Friday you said aheadache.
You had a headache.
Are you feeling better today?
Or I know your grandma was sicklast week.
(03:58):
How is she feeling?
And so those were really myconversation starters with those
students and I really Right inthe beginning.
Speaker 2 (04:06):
Those PBIS clear back then because your relationship
building and saying things inpositive light Look, you were
right on ahead of the times Wayback then.
Speaker 3 (04:18):
Yeah, yeah, and I just, you know I always have
that mentality like I don't wantto always rely on sending a
student to the office.
I've got to figure this out.
I need to keep them in myclassroom because they're not
learning when they're sitting inthe office, right?
So that was just, you know, abig hurdle for me at the
beginning.
I wanted to figure out how Icould make a connection and I
was very intentional aboutalways addressing students by
(04:39):
their first name, knowing everykid by their you know, their
first naming, greeting themevery single day.
And I really started noticingsome of those challenging
students, a shift in them.
And I know, you know you hearthe quote from Theodore Rose
about a lot People don't carehow much you know until you know
how much you care about them.
And I truly just realized thatthat is definitely true in
(05:05):
education.
I still use this principle tothis day.
I have a lot of interactionswith students, teachers, parents
, and on my drive home I oftenreflect on those interactions
and make little notes, you know,in my plan or like I want to
check in with so-and-so tomorrow.
I know that they werestruggling with this or this
(05:25):
student wasn't feeling well.
Today I saw them in the clinic.
I want to touch base tomorrowor send a dojo home to that
mother and just check on youknow different things.
And so I just I keep a runninglist because I noticed that
those personal connections thenpaid huge dividends in the
classroom and once I had thatrespect of those 13 and 14 year
(05:46):
olds and the education piecejust started falling into place.
So those, those students thatwere really struggling, that
were often a behavior problem,started doing things because of
the relationship and the bondthat I had with them.
I would sometimes have thosestudents come to my classroom
and help me with things too.
(06:07):
You know if they would get introuble and get, you know, sent
out of a different classroom, Iwould often go ask that other
teacher hey, do you mind Inoticed so-and-so in the hallway
, do you mind if I pull them inmy room and have them, you know,
help me and just kind of be ateacher, aid this period instead
of sitting in the hallway and?
And so those and using thatconcept really helped me make a
connection and then thatrelationship piece certainly
(06:28):
affected their education.
So I guess I don't really havea moment, but I remember that
principle was huge for me andit's just served me well
throughout my career.
Speaker 2 (06:36):
And, like we just said, that is PBIS core.
I mean it really truly is.
And all that you just saidabout building the relationship
first and then the academicscame is the whole reasoning
behind PBIS to get that there sothat the academics come.
So that's just really awesome,daniel, that's great.
I'm so glad you shared that.
Speaker 1 (06:57):
I'm so glad you did so.
Now we fast forward to.
You are the principal at theMalvern Elementary.
Yeah, yeah, yeah.
And so kind of tell us aboutyour tier one that you have
going on there.
Ok, so You've heard of it, oryou know, I'm sorry what were
you saying, well, I just youknow, maybe when you started it,
and just things that you'redoing, what you're proud of,
(07:18):
yeah, so something that I wantedto be very again intentional
about.
Speaker 3 (07:23):
As far as PBS goes, I know, you know, schools often
experience a lot ofadministrative changes over the
years, and so I had heard youknow, through the years, as
administration had changed,there had been some PBIS things
put in place, but nothing reallythat was sustainable throughout
changing staff members, pbiscoaches, administrators, and so
(07:44):
I feel, like you know, over thecourse of the last five years,
I'm most proud of the fact thatI feel that we now have a solid,
sustainable infrastructure inplace that could withstand staff
and administrative changes.
But the last, just to give youan idea, like last month, I was
not able to attend the PBISmeeting.
It went seamlessly without mebeing there.
(08:04):
The agenda was already puttogether, sent out, follow-ups,
were sent out to the staff,those things.
We had a PBS refresher todaythat was addressed at the last
meeting.
All that just went seamlesswith and I wasn't there, you
know.
So that's what I feel I'm mostproud of is that we now have a
great team.
We all bring differentstrengths to the table.
(08:24):
We have clearly defined roles,but it can keep moving without
one or two of those, you know,if somebody in a certain role is
not there.
They're sick, they're out ofmaternity leave or something
happens that it's going tocontinue and flow without those
people there every single time.
So I feel really good aboutthat.
(08:47):
We started completing the tieredfidelity inventory and we often
reflect in brainstorm and forthe last couple of years we've
started the year off by choosingone or two things that we feel
is attainable for us to worktowards for that year, and that
kind of drives a lot of ourdecision-making in our meetings.
So this year there were two bigbuckets we wanted to work on,
(09:11):
and those were developing anonboarding process for new
students and getting a parentalinvolvement piece on our PBIS
team.
And so what we did this year iswe developed a welcome
committee for our new students.
We do have students that likewe had three that started last
week, you know, after Christmasbreak we had three new students.
(09:33):
So we interviewed a bunch offifth graders to express an
interest in being on our welcomecommittee and we put together a
small group of students, whichalso ties into our leader and me
.
When we have a new student comein, I ask their parents to come
in with them or whomever they'reliving with, and the welcome
committee greets them in thefront office, takes them on a
(09:55):
tour of the building, shows themtheir classroom, their cubby,
introduces them to their teacher, and then we bring the family
back to the office and this isstudent.
Led again by our welcomecommittee, they go over our PBIS
procedures as well as ourleader and me procedures, and
then we send them home with alittle welcome packet, a Malvern
Hornet t-shirt, and they'vealready met some students on
(10:19):
their first day.
So then on the first day, thatwelcome committee will go out to
the bus line or the car line,greet that student they're
already familiar faces Take themto breakfast, take them to
their classroom, check on themonce or twice throughout that
first day and then throughouttheir first week.
Just some touch points to makesure that they are feeling good
(10:39):
about their first week as aMalvern.
Speaker 2 (10:41):
Hornet.
That's cool.
Awesome, danielle Cause you'vegot two pieces in there.
Like you said, you're puttingleader in me and PBIS.
Your leader in me is studentled, but PBIS, that relationship
you're building with thatparent right off the bat.
I mean you've got that parenthook line and thinker already
because you've sent that extratime and to get to know them and
(11:03):
give special things for the kidand grade.
So that is a really great way.
That's awesome.
Speaker 3 (11:09):
I love it, thank you.
We've also added just veryrecently we've also had parent
component to our PBIS committee,so we just got that in place
too.
So it'll be about our secondmonth having a parent parental
involvement on PBIS.
So we've kind of implementedour two goals for this year and
we're just working to refine andkeep making gains towards
(11:29):
improvement on things we'veimplemented in previous years
and I feel really good about thedirection that we're heading.
I think we're going to go withtier one.
Speaker 2 (11:36):
That's great, thank you.
So, now that you've got this,what is your projections to like
?
Where do you feel like you wantto go next?
Yeah, what are?
Speaker 3 (11:46):
you thinking about next.
So I think really a good,attainable goal for us would be
to create a solid onboardingprogram now for our new staff
members.
We have for our new studentsand our new families, but I feel
like having a good program inplace for our new staff.
We do have a new stafforientation that the
administration does.
It's a very small setting, notso overwhelming that first week
(12:12):
of the school and we check inwith the new staff, but just
some kind of where we do talkabout PBIS and we give them
information.
We do have a handbook but Ithink, regular check-ins with
our new staff members becausethere is a lot to PBIS and every
school does it different.
I think having a solidonboarding program for our new
staff is really the next stepthat we feel we need to
(12:34):
implement.
Speaker 1 (12:36):
That's great.
It's really important to youknow, make that new staff feel a
part of the building, a part ofthe culture, and then really
helping them to learn PBIS andbring them into new frameworks.
Speaker 2 (12:50):
So I think that is also a great idea because it is
a lot and when a new staff ornew teacher whether they're a
veteran teacher or you know,coming from a different district
or a brand new out of college,they're overwhelmed with a lot
of stuff and sometimes they canget that idea was like I don't
know if I have time for that,but we've heard over and over
you don't have time not to do it.
If you just, if you just listenand be a part of it.
(13:13):
So including them and orientingthem is awesome, and also to
keep your sustainability,because you want to be authentic
all the way through and youdon't want you know new teachers
to not be able to be on thesame page.
Speaker 1 (13:26):
So that's absolutely awesome so do you have any tips
for schools that might be juststarting out with PBIS, or even
teachers that maybe are in aschool that really doesn't have
much of a PBIS framework?
Speaker 2 (13:40):
Because you're the administrative support that
we've talked about.
That too.
You have to have anadministrator that's going to
put a stamp on it.
You know, because teachers cantry it in their classrooms.
You know they can try things.
But if the administrator isn'ton board then you're not going
to get the entire staff.
Right sure you were that stamp.
We can tell, and I think thatstamp.
Speaker 3 (14:03):
I think that that also sends a message of the
importance of it.
If the administrator isendorsing it or even just
standing alongside that PBIScoach, when that message is
being delivered, I think there'sthat unspoken message that this
is important too to theadministration.
I'm backing up that coach, I'mbacking these teachers up, and
so I do think that piece is isvery important.
And I would just kind of circleback to my last answer.
(14:26):
I do feel like puttingsomething solid in place that's
not just administrator driven orPBIS coach driven, because
staff changes do happen andpeople you know, new people are
going to come on.
That PBIS committee or thatadministrator may change and I
think finding a program thatfits with your school, your
(14:48):
culture, your climate, your oneplan, your goals, that it all
lines up, is really key so thatit sustains itself long term.
I really feel like that to mewould be the big takeaway or tip
for people trying to implement,implementing tier one PBIS.
Speaker 1 (15:07):
I think that's an awesome tip.
Absolutely, sustainability iseverything, because we do come
and go, and so you know, you gotall in place and it can operate
.
Then, as we move into, places.
Speaker 3 (15:19):
Oh, I'm sorry.
Speaker 2 (15:21):
No, you talk about your team.
I was just wondering what does.
Now you said you just added aparent component.
Who's on that?
What's your, what's your makeupof that?
Speaker 3 (15:32):
So we have a PBIS coach, we have the elementary
guidance counselor myself, andthen we have representation from
each grade level, so oneteacher from each grade.
We do have a PBIS handbook.
We do have a building wideSwiss major.
You know a form that we usethat gets entered into Swiss.
(15:52):
So we're all using the sameforms, we're all using class
dojo.
We all are doing some kind ofreview at every staff meeting.
Just a quick little buzz aboutPBIS, don't forget, you know, if
there's an office referral thatneeds entered in.
You know just those littletouch points and reminders
throughout the year so thatwe're all being consistent,
we're all on the same page andthat we have something in place
(16:15):
that you know is going towithstand, like I said over time
.
Speaker 2 (16:20):
Yeah, that is so important.
I like the makeup of your, ofyour group.
That's really nice.
You kind of hit also the everygrade level can be informed,
they can go back, they can talkto their people yeah, to
everybody.
And then hitting it at thestaff meetings too, just because
you know, you're sure, yeah, sothat's an elementary soul.
Speaker 3 (16:39):
I think what works for kindergarten is not going to
work for fifth grade.
So I think you need to have avoice across the board that
everybody's you know.
And we also have anintervention specialist, which I
should mention as well, on ourteam.
That way we're hearing from allvoices and we're considering
all groups of students wheneverwe're making decisions.
Speaker 1 (16:57):
Yeah yeah that's great Well.
Thank you for talking with ustoday.
Absolutely, You've beenlistening to episode 12.
Danielle Hawk from MalvernElementary, as she has shared
their tier one PBIS.
We hope you've enjoyed today'sepisode.
(17:18):
Please contact us atpbisjourneytogenius at gmailcom.
You can also find us onFacebook and Instagram.
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