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Positive Behavior Supports

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  1. Positive Behavior Supports Lea Ann Pasquale Jamie Wolfe

  2. As a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough...-- Jean Medick social

  3. Kansas Multi - Tiered System of Support (MTSS) Kansas Multi - Tiered System of Support (MTSS) Behavior Academics Behavior Academics • Student centered planning • More intense supplemental targeted skill interventions • Customized function - based interventions • Customized interventions • Frequent progress monitoring to guide intervention • Frequent progress monitoring to guide intervention design design 1 - 5% • Supplemental targeted skill interventions • Supplemental targeted function - based interventions • Small groups • Small groups or individual support • Frequent progress monitoring to guide intervention • Frequent progress monitoring to guide intervention design 10 - 15% design • All students, All settings • Positive behavioral expectations • All students explicitly taught and reinforced • Evidence - based core curriculum & instruction 80 - 90% • Consistent approach to discipline • Assessment system and data - based decision • Assessment system and data - based making decision making KSDE - July 2007 Draft

  4. “Positive Behavior Support” PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior “EBS” = “PBS” = “PBIS” etc. OSEP Center on PBIS

  5. What is PBS? SW-PBS is a systems approach to establishing the social culture & behavioral supports needed for all students in a school to achieve both socialand academic success. Emphasizes data based decision making, evidence based practices, & on-going staff development & support

  6. SW PBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  7. . . . it is NOT A specific practice or curriculum…it’s a general approach that defines core elements that can be achieved through a variety of strategies. Limited to any particular group of students…it’s for all students New…it’s based on long history of behavioral practices & effective instructional design & strategies

  8. Why look at SW-PBS? Problem behavior is increasing School-wide discipline systems are typically unclear and inconsistently implemented Educators often rely on reactive and crisis management interventions to solve chronic problem behavior Educators often lack specialized skills to address severe problem behavior Teachers are being asked to do more with less Students have limited opportunities to learn school-based social skills and to receive feedback on their use

  9. Focus: Students not at benchmark with marked difficulty • Time: + 60 min./ 5 times per week • Grouping: Smaller groups <3 • Program: Intensified and possibly customized targeted skill interventions • Kaleidoscope, Early Intervention in Reading, Passport • May be an intensified and customized use of standard protocol • interventions • Assessment: Weekly DIBELS Schoolwide Academic Support • Focus: Students not at benchmark with marked difficulty • Time: + 60 min./ 5 times per week • Grouping: Smaller groups <3 • Program: Intensified and possibly customized targeted skill interventions • Kaleidoscope, Early Intervention in Reading, Passport • May be an intensified and customized use of standard protocol • interventions • Assessment: Weekly DIBELS • Focus: Students not at benchmark • Time: + 30 min./ 3-5 times per week (during workshop time) • Grouping: Small groups < 5 • Program: Supplemental targeted skill interventions • K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally • Assessment: 2x month DIBELS • Focus: All students • Time: K 70 min. of core • 1-3 90 min. of core + 30 min. workshop • 4-6 60 min. of core + 30 min. workshop + 30 min. LA • Program: Evidence-based core curriculum & instruction: Open Court Reading - including workshop • Assessment: • DIBELS K-6 Fall/Winter/Spring • MAP 3-6 Fall/Spring

  10. School-Wide Social Behavior Support Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral Grouping: Individual or small group Program: Individualized plan (GEI or BIP) developed from FBA Assessment: Direct observation of measureable outcomes and office referrals Focus: Students needing additional behavior support 2-5 Office referrals or SIT referral Grouping: Small group or individual Program: Function-based interventions/supports Daily check-in/check-out Assessment: Teacher/student ratings and office referrals Focus: All students All settings Program: 3-5 defined, positively stated, and explicitly taught expectations Continuum of consequences for appropriate behaviors Continuum of consequences for problematic behaviors Assessment: SWIS – Schoolwide Information System KANDIS – Kansas Discipline System

  11. Universal Support Defined (Emphasis on Prevention) • “The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.” (Turnbull, et al., 2002)

  12. Tier One Behavior Interventions Tier One Strategies: Require the least amount of attention and interruption to instruction and are used by teachers to reduce occurrences of the problem behavior. Requires front-loading: planning, organizing, teaching, practicing. Are incorporated into daily instruction and provided to all students All students benefit and receive Tier One Interventions Must be discretely taught and retaught as needed throughout the year.

  13. Tier One Build Consensus and Consistency Among Staff: Establish Expectations Create Building Matrix Teach/Practice (Lesson Plans) Systems of Positive Recognition Major/Minor Behaviors Revise Discipline Referral Form Data Systems (Monitor, Evaluate, Modify)

  14. McAuliffe ElementaryReach for the Stars Kind Safe Responsible Respectful Peaceful

  15. APACHE EXPECTATIONS

  16. Establish expectations & rules Hocker Grove

  17. OVERLAND PARK EXPECTATIONS

  18. WESTRIDGE EXPECTATIONS

  19. Develop Lesson Plans & Teach The SAFE way Stay on the RIGHT side of the hall WALK Tardy Song

  20. Weekly Lesson Plan

  21. Develop Lesson Plans & Teach The SAFE way Stay on the RIGHT side of the hall WALK Tardy Song

  22. Lesson Plan Calendar

  23. Reinforcements and Reminders for Students and Staff

  24. SOAR CARDS Apache Eagles are ready to SOAR!!! The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event. Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, “Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.”

  25. Positive Behavior Support Flow Chart Observed Positive Behavior Observed Problem Behavior Classroom School-Wide Minor Major Give SOAR card to students showing expected SOAR behaviors. Identity specific behavior expectations. Behavior Continues Redirect Ensure Safety of all Escort student to office w/behavior sheet(s) Safe Seat/Yellow Sheet *when appropriate / Process-Reteach/Think Sheet Student returns to task Student puts name and grade/class on SOAR card and drops into their classroom SOAR container Does Student have 3 Yellow Sheets on Same Behavior? Buddy Room/ Yellow Sheet Follow-Up with Student/Parent + - - Daily *Teacher draws one name and winner chooses from list of privileges. *Send rest of SOAR cards to be put in office container No Document Yes Send to office with 3 yellow sheets Weekly School wide drawing for prize winning student(s) Work Backwards Follow Major Procedures

  26. MAJOR/MINOR Definitions

  27. _____ Bus Loading Zone _____ Parking lot _____ ISS _____ Office _____ School Activity Other Major Behaviors ____ Dress Code ____ Forgery/Theft ____ Harassment/Bullying ____ Lying/Cheating ____ Out of Bounds ____ Inappropriate PDA ____ Possession of Alcohol ____ Arson ____ Bomb Threat/False Alarm ____ Use/Possession of Combustibles ____ Drugs ____ Tobacco ____ Weapons _____ Avoid work _____ Avoid peers _____ Avoid adults _____ Unclear/don’t know

  28. _____ Detention _____ Individualized instruction _____ SIT referral _____ ISS ______ days _____ OSS ______ days

  29. PBIS teams CONSISTENTLY review the following data/graphs: “The Big 5” The average number of referrals: Per day per month By type of behavior By location By time of day By student

  30. How Decisions Are Made Use data to decide on the following: • Behavioral expectations (classroom and non-classroom settings) • Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals) • Supervision procedures for non-classroom settings

  31. PBIS teams CONSISTENTLY review the following data/graphs: “The Big 5” The average number of referrals: • Per day per month • By type of behavior • By location • By time of day • By student

  32. Office Discipline Referrals by Month by Year # ODR per day per month per 100 students per average daily enrollment Sept Oct Nov Dec Jan Feb March April May June Months

  33. 'I was born excited' Mark Twain