Positive Behavior Interventions and Supports: Kent Island High School

1. Positive Behavior Interventions and Supports: Kent Island High School

2. Presented by Brad EngelAssistant PrincipalKent Island High School

3. Purpose Provide an overview of Positive Behavioral Interventions and Supports PBIS Review some of the features of PBIS Describe how to T-E-A-C-H Discipline Discuss implementation process for the 2007-2008 school year.

4. Positive Attitude Positive Behavior ____________ Negative Attitude Negative Behavior

5. “Positive interactions are free”Sugai

6. “Negative interactions can be very Costly…”Hershberger

7. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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

8. Successful implementation… Of the many multi-layered facets of PBIS requires a clear, systematic, and straightforward approach… For our sequence of PBIS strategies we employ the acronym “T-E-A-C-H.”

9. To Discipline is to T-E-A-C-H Teach the expectations all students, individual, classroom, non-classroom and school wide. Encourage students to make good decisions, redirect and pre-correct. Acknowledge positive behavior with positive words and positive messages. Celebrate positive choices. Harvest the referral data for decision-making and interventions. Engel

10. T-each the Expectations In order for students to understand positive behavior ….they must be taught positive behavior….Teach positive behavior by describing, demonstrating, explaining, discussing, modeling, listening…. TEACH Behavior !!! TEACH Behavior !!! TEACH Behavior !!!

11. T-each the Expectations • Teach behaviors directly • School wide Matrix of Expectations-posted everywhere… • Classroom Management Matrix • Teach specific classroom rules. • Teaching Expectations in non-classroom area by class. • Lesson plans that teach respect • Embedding the teaching of respect into the curriculum (Civil rights, women’s movement) • Behavioral Interventions for non-responders. • Advisory

12. E-ncourage students to make good choices We try to encourage positive behavior by helping students make positive decisions using the tools of redirections, pre-corrections, reinforcements and reminders…

13. E-ncourage students to make good choices • “Positive interactions are free” • Pre-corrections, Redirections Reinforcements, Reminders • 5-1 positive to negative • Reframe our own thinking if needed. • Redirect students

14. A-cknowledge the positive behavior If you want the positive behavior to be repeated you have to recognize and acknowledge the positive behavior…It is essential to provide this acknowledgement with positive words, positive messages and positive referrals…

15. A-cknowledge the positive behavior • “Catch them being good” • Become ego-architects • Be specific with praise • Positive Referrals • Phone calls home

16. C-elebrate Positive Choices When students and are recognized and rewarded for making positive choices they feel valued and important-Rewarding students and staff with incentives, prizes, plaques, awards etc….can make a big difference in creating a more positive school culture…

17. C-elebrate Positive Choices • Student of the month • Prizes, gift certificates, movie passes • Ice cream celebrations, assemblies • Classroom celebrations • Difference between a bribe and a reward?

18. H-arvest the referral data for decision making and behavioral interventions. In order to make decisions about our PBIS program it is critical that the discipline data be analyzed.

19. H-arvest the referral data for decision making and behavioral interventions. • Referrals by location. • Referrals by type of infraction • Referrals by Time of day/month/year

20. T-each Behavioral Expectations

21. TEACH Your Staff First • The best way get your staff on board is to give them a taste of the positive…

22. T-each the Expectations • School wide Matrix of Expectations-posted everywhere… • Classroom Management Matrix • Teach specific classroom rules. • Teaching Expectations in non-classroom area by class. • Lesson plans that teach respect • Embedding the teaching of respect into the curriculum (Civil rights, women’s movement) • Advisory

23. The 4 ExpectationsPBIS@KIHS • Respect Others • Respect Self • Respect Learning • Respect Property

24. Kent Island High School has established… Four behavioral expectations for the 2007-2008 school year… We at Kent Island High School believe that these four behavioral expectations; respecting others, self, learning, and property are critical elements of a positive school environment for all members of our school community.

25. Directly and Formally TEACH School-wide Behavioral Expectations Teach expectations in a variety of ways, e.g., sample multiple intelligences Embed lessons into subject area curriculum Model with examples and non-examples Have students practice DEMONSTRATING the expectations until fluent Provide feedback and positive acknowledgement for correct behavior

26. Lesson Plan to Teach Behavioral Expectations

27. Procedures for Classroom Settings • Entering the Classroom • Putting Materials Away • Subjects • Student led instruction • Teacher led instruction • Locations • Centers • Storytime • Leaving the Classroom during the school day • Returning to the Classroom • Personal Needs • Bathroom • Water • Pencil • When a Visitor is in the Room • Leaving to go Home

28. TEACH BEHAVIOR!

29. TEACH BEHAVIOR!

30. TEACH BEHAVIOR!

31. AGAIN !!! TEACH BEHAVIOR !!! TEACH BEHAVIOR !!! TEACH BEHAVIOR !!!

32. Just like you would • Science • Math • English • Social Studies

33. Instruction Teach the appropriate behavior that you want from the student instead of the inappropriate behavior.

34. The 4 ExpectationsPBIS@KIHS Respect Others Respect Self Respect Property Respect Learning

35. Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM!

36. A visitor to Kent Island High School should understand our behavior expectations within 5 minutes of being in the building.

37. Levels of PBIS Adapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003) School-wide – Procedures and processes intended for all students, staff, in specific settings and across campus Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms Targeted Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) Individual Student – Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

38. Specific Settings Particular times or places where supervision is emphasized Cafeteria Hallways Buses & bus loading zones Bathrooms

41. PBIS@KIHS RULES AND EXPECTATIONS 2007-2008 TEACHING MATRIX

42. E-ncouragePositiveChoices

43. E-ncourage students to make good choices • “Positive interactions are free” Sugai • “Negative Interactions can be very costly” Hershberger • 5-1 positive to negative • Reframe our own thinking if needed. • Redirect students

44. Requests and Redirects Positive phrasing Reminder of rules and Expectations “What should you be doing?” “Who are you responsible for?” Explicit redirection

45. Develop a System for Encouraging/ Reinforcing “Rule Following” Research indicates that effective teachers maintain a 5:1 ratio of acknowledgements to negative interactions. Failure to follow rules reliably indicates lack of learning.

46. “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

47. A-cknowledge PositiveBehavior

48. Acknowledge the positive behavior • “Catch them being good” • Become self-esteem builders • Be specific with praise • Positive Referrals • Phone calls home

49. Percentages of High Self-Esteem in Kids: 80% of kids entering 1st grade 20% of kids entering 5th grade 5% of kids entering high school Canfield, J., “Improving Students’ Self-Esteem.” Educational Leadership. Vol. 48,  September, 1991, pp. 48-50.

50. Attribute successto skills studentalready has Show student he/she already has what it takes