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Saddleback High School

Saddleback High School

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Saddleback High School

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  1. Saddleback High School The College majors School 2802 South flower Street Santa Ana, ca 92707 PBIS Introduction

  2. What is PBIS? A decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

  3. Four Integrated Elements Data Outcomes Practices systems

  4. Supporting Social Competence, Academic Achievement and Safety School-wide PBIS OUTCOMES Supporting Student Behavior Supporting Decision Making PRACTICES DATA SYSTEMS Supporting Staff Behavior

  5. “Good instruction in a behaviorally chaotic environment will fail!”Horner, 2006 Annual ASWPBS conference

  6. Six Important Principals Develop a continuum of scientifically based behavior and academic interventions and supports Use data to make decisions and solve problems Arrange the environment to prevent the development and occurrence of problem behavior Teach and encourage pro-social skills and behaviors Implement evidence-based behavioral practices with fidelity and accountability Screen universally and monitor student performance & progress continuously

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

  8. Why do schools need to do this? Some intriguing facts…

  9. Why do schools need to do this? Historically, schools have tried to “control” students with punishment. Punishment is a reactive strategy (misbehavior has to happen first). Reactive strategies require educators to use negative and exclusionary practices. Exclusionary practices (time-out, removal from class, ISS, OSS, etc.) remove students from instructional contact. Reactive practices don’t work to prevent studentmisbehavior and often don’t work to stop inappropriate behavior.

  10. Why do schools need to do this? Instead of using punishment as a method of changing behavior, PBS schools focus on preventingmisbehavior. Students who misbehave will still receive consequences; consequences however will match the misbehavior. There will be a greater focus on teaching students the expected behaviors and then encouraging those by acknowledging students who make good choices.

  11. WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE? Surgeon General’s Report on Youth Violence (2001) Coordinated Social Emotional & Learning (Greenberg et al., 2003) Center for Study & Prevention of Violence (2006) White House Conference on School Violence (2006) Positive, predictable school-wide climate High rates of academic & social success Formal social skills instruction Positive active supervision & reinforcement Positive adult role models Multi-component, multi-year school-family-community effort

  12. National Data: Pre Post www.pbis.org

  13. Why do schools need to do this? • Rewards and acknowledgement are natural. In the real world, everyone works for something. Adults work for recognition and money. • Students enjoy being recognized for the good job they are doing. • Acknowledging students more often when they do something well or right than when they misbehave leads to more students behaving well.

  14. Irvine High School Attendance Data

  15. Why do schools need to do this? PBIS schools define behavioral expectations for all areas of the school and then teach them to all students. Because PBIS is for all students in all school settings, everyone benefits from using a common language to define expectations. Because less time is spent on punishing and correcting, there is more time to teach academics. Nationally and in OC, there is data to show that schools using PBIS have higher academic scores

  16. Why do schools need to do this? ODR AdministrativeBenefitSpringfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Administrative time

  17. Why do schools need to do this? ODR Instructional BenefitSpringfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instructional time

  18. Why do schools need to do this? Research tells us that the rate of behavior is matched to the rate of reinforcement. Punishment is also “reinforcing” for some of our students and can actually lead to increases in their inappropriate behaviors.

  19. Why do schools need to do this? Schools that focus more on recognizing appropriate behavior see increases in students making good choices and a reduction in students demonstrating inappropriate behaviors. Nationally and in OC, there is data that indicates reductions in office referrals as well as reductions in suspensions in schools implementing PBIS.

  20. What is gained in a Chicago PBIS H.S. Significant drop in Office Referrals Year 1-2 Year 2-3 an additional drop in Office Referrals by 20% 26.63 dress code referrals per every 100 students drops to 8.39 during year 3 Serious Defiance went from 1.64 per every 100 students in Year 2 to .05 per every 100 in year 3 Drops in ODR’s noted in 7/10 months April intervention brought 28% reduction in ODR’s September data indicated a 66% reduction in ODR’s

  21. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values