Hudson Hawk Hudson Elementary School Positive Behavior Interventions and Support
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 Responsiveness to Intervention Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Circa 1996
What is P.B.I.S.? National Center for Mental Health Promotion and Youth Violence Prevention http://www.promoteprevent.org/publications/ebi-factsheets/positive-behavioral-interventions-and-supports-pbis
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 PBIS.org
The Components of P.B.I.S. PBIS is a school-wide or district-wide system of positive behavioral support, which includes the following components (http://www.pbis.org/school/what_is_swpbs.aspx): (a) A mutually agreed-upon and common approach to discipline (b) A positive statement of purpose (c) A small number of positively stated expectations for all students and staff (d) Procedures for teaching these positive expectations to all students (e) A continuum of procedures for encouraging expected positive behavior (f) A continuum of procedures for discouraging incidents of rule-violating behavior (g) Procedures for monitoring and evaluating the effectiveness of the discipline system and positive behavior supports on a regular and frequent basis
Intensive Universal – Schoolwide Character Counts, Kelso’s Choice, Olweus Bullying Prevention, Lifeskills, Good Behavior Game, Think Time, Peacebuilders, Positive Discipline, Schoolwide Behavior Expectations & Rewards FBA-PBIP, SPARK, Resource, Self-Contained Classrooms, Threat Assessments, Long Term Suspensions/Placement Tempe Elementary District PBIS Resources & Tools Target Motivation, Skillstreaming, Response to Bullying, Violence Prevention, Family Change Support, Individual & Group Therapy Classroom behavior scales & individual charts Universal – District-wide PBIS Site Plan, Applied Behavior Analysis, Second Step Curriculum Available
Excellence is the Expectation MissionFuller School is a positive environment that fosters respect for self and others. Fuller School develops well-rounded individuals through a balanced curriculum of challenging academics, which include fine arts and sciences. The Fuller School staff collaborates to creatively meet the individual needs of students. Fuller School is a place where each child is nurtured and valued by a close-knit community of parents, teachers, and elders. VisionThe Fuller School Family of students, staff, parents, and community with high expectations and commitment to success for all, collaborate together in a loving, trusting, respectful and safe environment that provides joyful, quality learning experiences, promotes the desirefor self-improvement and develops the skills necessary for continuous learning for all students.
Universal – School-wide Matrix of Behavior Expectations, PAX Leaders, Classroom Behavior Expectations Systems, Effective Classroom Management, Varying Instructional Delivery, Engagement Strategies, Kelso’s Choice, Think Time FBA-PBIP, Resource, Threat Assessment Intensive Imagery Diet/Drugs Target School PBIS Components Discipline Talks, Student Positive Behavior Charts, Individual & Group Counseling, Bullying Prevention Affect School/Sensory Interpersonal Cognitive Behaviorism
Schoolwide P.B.I.S. • Teach respectful and safe behaviors – improve school climate • Reduce incidents of inappropriate behavior • Reduce office discipline referrals and suspensions • Increase time for instruction • Help students achieve academic and social success
We Define, Teach and Support Our Pledge Be Safe Be Respectful Be Responsible Be a PAX Leader
58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations Examples 3. BEHAVIOR EXAMPLES Example from OSEP Center on Positive Behavior Interventions & Supports, 2012
Behavior Education Morning Announcements Thinking Maps Kelso’s Choice PAX Good Behavior Game Think Time Strategies Journals Stories
Interventions for Individuals • Family involvement • Functional Behavioral Assessment: What is the purpose of the behavior? • Behavior Intervention Plan: How do we intervene? • Modified daily schedule with support • Multi‐agency collaboration (wrap‐around) services • Removal to an alternate setting.
Parents & Community • Positive Behavior Support for All Families (through teachers, specialists, administration) • Frequent Positive Communication (daily (agendas, red folders, happy grams, phone calls) • Active Participation & Involvement (PTA, family nights, volunteering, fundraising) • Access to School & Community Resources (through school nurse, counselor, psychologist & district)
Information Resources • AZ PBIS http://www.pbisaz.org/ • Association for Positive Behavior Support www.apbs.org • Center for Behavior Education & Research www.cber.org • National Center for Mental Health Promotion and Youth Violence Preventionhttp://www.promoteprevent.org/publications/ebi-factsheets/positive-behavioral-interventions-and-supports-pbis • OSEP Center on Positive Behavioral Intervention & Supports www.pbis.org • OSEP Technical Assistance Center on PBIS www.pbis.org/school/what is swpbs.aspx • Sprague, J. & Golly, A. (2005). Best behavior: Building positive behavior support in schools. Longmont, CO: Sopris West Educational Services.