1 / 15

Positive Behavior Support at the Classroom Level

Positive Behavior Support at the Classroom Level. Patty Parnell, PBS Initiative Statewide Trainer Patty.Parnell@lblesd.k12.or.us 541-812-2657. Positive Behavior Supports:. Increases academic outcomes and Decreases behavioral issues… How? That’s our conversation today!.

ivi
Télécharger la présentation

Positive Behavior Support at the Classroom Level

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Positive Behavior Support at the Classroom Level Patty Parnell, PBS Initiative Statewide Trainer Patty.Parnell@lblesd.k12.or.us 541-812-2657

  2. Positive Behavior Supports: • Increases academic outcomes and • Decreases behavioral issues… How? That’s our conversation today!

  3. So, What is Classroom Management? Effective Instruction Classroom Structure Behavior Management

  4. Academic Learning Time: Typical School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

  5. Critical features of PBS… • Expectations are defined, taught, monitored, reinforced and/or corrected • Positives are used to shape/maintain behavior • Consistent correction system is developed • Intervention decisions are based on data and Graduated interventions/protocols are identified at each level

  6. 3-Tiered Prevention Logic Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  7. Classroom Expectations(Schedule, Teach, Practice, Reinforce) What you want, teach!!

  8. Classroom Routines Matrix

  9. The Use of Positives… • To create warm inviting relationships • To initiate new behaviors • To pay attention and therefore, fortify, the behaviors we want more of…

  10. Correction System • Consistent & predictable!! • Continuum of best-practice options are developed & available including: ~ Identifies Classroom vs Office managed ~ When/where to enlist parental involvement ~ etc. A Correction System is not about punishment… it is about…?

  11. Punishment works if… • … the punishing agent is available • … you can continue to up the antie • … you can carry out the threat • … and it takes relationship coin!! “Punishment doesn’t work when most everything in someone’s life is already punishing. Go figure.”Jeff Sprague

  12. And lastly: DDDM “We take data so our decisions aren’t based on our last worst day… !!George Sugai

  13. Rosenthal studies: the power of a self-fulfilling prophecy… • A group of intellectually average students • Teachers were told the students were higher than average intelligence • Results? Amazing!

  14. Why is data important? • To accurately measure progress • To inform our interventions/next steps also… • Decisions based on data are more likely to be implemented – collective agreement • Provide for professional accountability

  15. Positive Behavior Supports STUDENT PERFORMANCE EVIDENCE-BASED INTERVENTIONS DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTINUOUS PROGRESS MONITORING

More Related