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PBS: Positive Behavior Support

PBS: Positive Behavior Support. “We’re ALL a piece of the puzzle!” August 23, 2007. Objectives. Tolbert staff will: Understand and support the PBS approach in order to effectively and consistently implement on a daily basis. Define the three anchors. Use common language.

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PBS: Positive Behavior Support

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  1. PBS: Positive Behavior Support “We’re ALL a piece of the puzzle!” August 23, 2007

  2. Objectives Tolbert staff will: • Understand and support the PBS approach in order to effectively and consistently implement on a daily basis. • Define the three anchors. • Use common language. • Give examples and non-examples of expected behavior in all areas. • Actively participate in example lessons and discussions (both whole and small group).

  3. Today’s Agenda Welcome & Introduction PowerPoint Presentation Introduction Lesson – RESPECT Learning Stations (rotating small groups) Questions & Answers Jeopardy!

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

  5. Research based model offers a common approach to discipline Behavioral expectations are clearly defined and taught Data-driven Decision- making Essential Features of PBS Continuous Monitoring And review for effectiveness Continuum of procedures For supporting positive and addressing negative behavior

  6. With the end result… Reducing challenging student behavior through a proactive, positive, and consistent manner across all school settings and Improving academic achievement and social competence.

  7. Organizational Features Common Vision School Community Common Practices Common Language Who is in Tolbert’s school community?

  8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  9. Tolbert Respect

  10. Continuum of Reinforcement • Natural Success • Nod, wink, thumbs up • “Thanks” • Public acknowledgement • Token acknowledgement • Privileges • Tangibles (small to large) *The ultimate goal is to be towards the upper portion of the continuum.

  11. Tornado Ticket Tornado Ticket Tornado Ticket Student __________________ Staff ______________________ Date __________________________ Congratulations!!! You were caught showing RESPECT for ____ Self ____ Others ____ Property in the __________________. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Student Name _____________ Staff Name ________________ Student __________________ Staff ______________________ Date __________________________ Congratulations!!! You were caught showing RESPECT for ____ Self ____ Others ____ Property in the __________________. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ Student Name _____________ Staff Name ________________ Tolbert’s Reinforcements Tornado Ticket

  12. Consequences for Inappropriate Behavior • Non Verbal Cues • General Reminders & Corrections (Re-teaching) • Warning • Homeroom Teacher Notification / Teacher-Student Conference • Office Referral / Parent Notification *Parents may be notified at any level depending on the severity of the situation or problem.*

  13. Report/Referral Form Loudoun County Public Schools Class Report or Office Referral (Circle one) Date_________ Grade_______ Teacher/Team___________ Time____________ Day of Week: M T W R F (circle one) Student(s) Involved________________________________ Reporting Staff Person_____________________________ Incident: (check one) ____Disrespect (D1C) ____Defiance/Refuses Request (D2C) ____Disruptive Behavior (D5C) ____Inappro Lang/Gesture (D6C) ____Lying/Cheating (S2V) ____Frequent Tardiness (A1T) ____Other _____________________________________________ Location: ____Bus Stop (BST)____Hallway (HWY) ____Bus (BUS)____Library (LIB) ____Cafeteria (CAF)____Office (OFF) ____Classroom (CRM)____Playground (PLG) ____Computer Lab (LAB)____Restroom (RRM) ____Field Trip (FT)____Stairwell (STW) ____Gym (GYM)____Other _______________ Teacher Action: _____Proximity ____Time-out in class _____Redirection ____Counselor Contact _____Re- teach Rule ____Parent Contact _____Reminders When__________ _____Reprimand/Warning How___________ _____Modifications ____Other_____________ _____Conference with Student Possible Motivation: Trying to Access/Obtain___________________________________ Trying to Avoid/Escape____________________________________ Staff Comments: Administrative Response: ____Counsel/Mediate ____In School Restriction ____Student Conference____Out of School Suspension ____Parent Phone Call____Bus Suspension ____Parent Conference____Write Apology ____Loss of Privilege____Restitution ____Detention____Other____________ Administrative Signature______________________

  14. School-Wide Quiet Signal “GIVE ME FIVE!”

  15. Our Success Depends On… CONSISTENCY

  16. Our Success Depends On… Being positive

  17. Our Success Depends On… YOU!!!

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