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    Pbs Slideshow. Pbs Slideshow. Presentation Transcript

    • 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
      • Proactive
      • Durable, systemic change
      • Teach Expectations
      • Focus on Prevention
      • Continuum of Academic & Social Support
      • Behavior Support
      • Reactive
      • Zero Tolerance
      • Focus on Negative Consequences
      • Focus on Correction
      • Encourage Alternative Placement
      • Behavior Management
    • Two Instructional Approaches?
      • Social/Behavioral
      • Assume
      • Punish
      • Practice not required
      • Corrections are based on how the behavior is performed
      • Reactive
      • Academics
      • Teach
      • Reinforce
      • Guided & independent practice
      • Correction of learning errors are date driven
      • Proactive
    • 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
      • Respectful
      • Responsible
      • Resourceful
    • Expectations Defined
      • 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
      • Lessons include
        • 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
    • Effective Reinforcement
      • Contingent
      • Immediate
      • Student Specific
      • Behavior Specific
      • Credible
      • Varied
    • Ineffective Reinforcement
      • 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?
      • Make counting Rudy bucks more efficient?
      • Individual Rudy bucks reward system?
      • Staff recognition?