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School-wide Positive Behavior Support

School-wide Positive Behavior Support

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School-wide Positive Behavior Support

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  1. School-wide Positive Behavior Support Name of School Date

  2. What is School-wide Positive Behavior Support? • The application of evidence-based strategies and systems to assist schools • to increase academic performance • increase safety • decrease problem behavior • and establish positive school cultures

  3. Transitions in hallway Paper in the sinks Not prepared Lunch room noise Bullying Consistent rules Consistent reinforcement Common language and procedures Supervision in all areas of the school Common understanding of the rules Common Elementary School Concerns

  4. PBIS Big Ideas • Positive Behavior Support is a process for teaching children appropriate behavior and providing the supports necessary to sustain that behavior. • PBIS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success

  5. Why a School-wide Approach? It reduces challenging student behavior through a proactive, positive, and consistent manner across all school settings and Improves academic achievement and social competence

  6. Consistency Matters Common Vision School Community Common Practices Common Language

  7. Hamilton Mission Statement • Hamilton Elementary School administration and staff in cooperation with the home and community shares the challenges and responsibilities for helping each child reach his greatest potential. • We aspire to teach life skills that enable children to deal positively with the complex and rapidly changing world in which we live.

  8. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems • Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  9. Achievement + Social Behavior

  10. Work Smarter, Not Harder • Use the information you have • Identify your goal • Determine what to do to reach your goal • Monitor for effectiveness

  11. Representative Team • Administrator • Special & general education teachers • Specialists (PE, Art, Music) • Counselor • Transportation representative • Parent liaison • Student? • PBIS coach (pupil services)

  12. Expectations Schools identify 3 to 5 overarching expectations which reflect the needs of the school community. The expectations are stated briefly and in a positive manner. They often address: • Respect • Responsibility • Safety

  13. Expected behaviors are visible in all areas of the school community

  14. Student Participation

  15. Teaching Matrix Classroom Cafeteria Bus Hallway Assembly Respect Others Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environ-ment & Property Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

  16. Expectations & behavioral skills are taught & recognized in natural context

  17. Discipline is…. The actions parents and teachers take to increase student success (Charles, 1980). Prevention Rules, Routines, Arrangements ReactionConsequences

  18. Recognize Appropriate Behaviors Once appropriate behaviors have been introduced and taught, they need to be recognized on a regular basis.

  19. Acknowledgements • Natural success • “thanks” • Public acknowledgement • Privileges • Tangibles • Small to large

  20. Acknowledge & Recognize Respecting All Self Yields Others SuccessProperty ……………………………………………….. Student __________________ Staff _____________________ Location __________________

  21. Student Recognition at Hamilton Recognition of good decision-making and achievements on the part of students and adults goes far in helping one develop positive self-worth and motivation to achieve.  • The staff at Hamilton Elementary will strive to recognize positive behavior and achievement on an on-going basis.  • In addition to verbal praise, children will be recognized in a variety of ways throughout the school year.

  22. Consistent Consequences • Responding to negative behavior • Immediate and consistent • Try to keep with natural consequences • Use the least amount necessary to get desired behavior • Pre-plan and teach • Correction and re-teaching • Use only with reinforcement for replacement behavior • Should defeat function of problem behavior

  23. Corrective Consequences: Maintaining Desired/Expected Student Behavior • Redirection • Planned ignoring • Restitution • Re-teaching • Time-out • Behavior Contracts • Crisis Planning • Proximity & Movement • Modeling • Eye Contact • Cueing (verbal & nonverbal)

  24. Sustain and Maintain Progress • Identify trends or areas of problem behaviors AND successes • Identify needed interventions • Provide clarity for staff in how to respond to behaviors

  25. Next Steps Staff ownership & Administrative Support Team representative of the staff Self Assessment Team training Action Plan Present to staff and students

  26. PBIS involves the entire staff • you decide what your focus will be • you decide how you will monitor and evaluate progress • you decide what your goals are • you decide what you’ll do to get there • you decide whether to keep going or change

  27. Obtain 80% Staff Consensus • A “YES” vote means that I agree to: • Provide input in determining what our school’s priorities are and what our goals should be • Make decisions about rules, expectations, and procedures in the commons areas of the school as a school community • Follow through with all schoolwide decisions • Commit to positive behavior support systems for a full year - allowing performance toward our goal to determine future plans

  28. Resources • National Center on Positive Behavior Interventions and Support • www.pbis.org • PBIS Maryland • www.pbismaryland.org

  29. Creating a Positive Climate for Success with School-wide PBIS