Positive Behavior Supports What Is It? How does it/will it look at Rudy?
Purpose The purpose of the Colorado School-wide PBS initiative is to establish and maintain effective school environments that maximize academic achievement and behavioral competence of all learners.
Competing Discipline Approaches
Durable, systemic change
Focus on Prevention
Continuum of Academic & Social Support
Focus on Negative Consequences
Focus on Correction
Encourage Alternative Placement
Two Instructional Approaches?
Practice not required
Corrections are based on how the behavior is performed
Guided & independent practice
Correction of learning errors are date driven
Remember, punishment (reactive approaches) does not teach pro-social alternatives or focus on changing the environmental conditions that support challenging behavior.
PBS Definition Positive behavior support is a general term that refers to the application of positive behavioral interventions and systems to achieve socially important behavior change. - Sugai et. Al (2000)
80-90%- 344-387 5-10% 22-43 1-5% 4 - 21
Behavioral Support Assumptions
Most school behaviors are learned
Most school problem behaviors are learning errors
Effective instruction is an excellent way to manage academic and social behavior
What Will School-wide PBS Look Like at Rudy?
Expectations for student behavior are defined
Ridgerunner 3 R;s
Apply to all students, all adults and across all settings
Linked to school mission statement
Expectations defined for each setting
Will be posted throughout building
Shared through newsletters, handbooks, etc.
Consistent message in all areas, everything under 3 R’s
Expectations are Taught
Expectations are adopted by all staff and taught to all students
Verbal presentation of skill (explaining)
Guided & independent practice of skill (doing)
Guidelines for prompting and reinforcement (Reinforcing)
Evaluations criteria (monitoring)
Student Behavior is Monitored
Adults are available across settings
Adults (and peers) prompt students to engage in expected conduct
Adults catch students “being good” or doing it the “right way”
Leadership team reviews data frequently
Decisions are Data Driven – a next step
Efficient data collection, manipulation and summarization exists
Leadership team uses data as a source of information to guide decision making
Data is shared with faculty and staff frequently
Positive Behavior is Acknowledged
Ratio of at least 4 positives to 1 correction/negative
Immediate, contingent and behavior specific
Continuous to intermittent
Celebrate PBS success as a method of reinforcing staff behavior
Remember, positive adult attention is an extremely powerful instructional strategy
Random, not intentional
Uses bland non-specific terms – global reactions
Does not focus on behavior but end result
Intrusive or disruptive to learning
Focuses on manipulation (teacher as authority) instead of instruction & accomplishment
Creates comparisons or competition
Problem Behavior has Clear Consequences
Classroom vs. office managed problem behavior is clearly defined and practiced
Behavioral expertise at the classroom level is established
Consideration is given to the function or motivation of the problem behavior
Re-teaching of the appropriate behavioral expectation is seen as one method for addressing the learning error
What is Your Role?
Where do you interact with students and staff?
What’s your current ratio of specific positive to negative
How can you create a 3 R’s environment?
What are Rudy’s next steps?
Clear definitions for what is handled in the classroom and what gets sent to the office and when (playground as well?)
Develop time efficient data collection system for behavioral problems?