Pbs Initial Presentation Final
Upcoming SlideShare
Loading in...5
×
 

Pbs Initial Presentation Final

on

  • 1,211 views

 

Statistics

Views

Total Views
1,211
Views on SlideShare
1,211
Embed Views
0

Actions

Likes
0
Downloads
17
Comments
0

0 Embeds 0

No embeds

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment
  • Introduce Self. My role in district/ school PBS Never stop doing something that work Always look for the smallest change that will create the biggest effect
  • 9000 schools in 48 states are using PBS.
  • What is positive behavior support? Already in place Don’t change things that are working
  • Before I tell you what PBS is. . . I want to first say what PBS is not. ABA: Behavior is learned there for it can be taught. Behavior is predictable. Assess and manipulate environmental factors can predictably affect behavior.
  • Teach- kids come to school not knowing how to read Post expectations in all environments- this becomes the nag
  • Merge with RTI model- Not separate. Response to Intervention (RtI) is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions” (Batsche et al., 2005).
  • IDEA stands for Individuals with Disabilities education act Students come to school with more problem behaviors than in the past; students may not have learned the appropriate, expected behaviors for the school environment
  • ODR- used to see if PBS is “working”/ used to progress monitor Over 9000 schools in 48 states use PBS
  • Posted throughout school in all settings.
  • At High Plains- teachers and staff are provided with scripts so expectations are not only taught directly and formally but also consistently
  • Urban School Example of data

Pbs Initial Presentation Final Pbs Initial Presentation Final Presentation Transcript

  • West Bloomfield School District School Wide Positive Behavior Support Renee DiGiorgio Behavior Coach [email_address]
  • Michigan State Board of Education
    • “It is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies” (September, 2006)
  • Main Message
    • Supporting social behavior is central to achieving academic gains.
    • School-wide PBS is an evidence-based practice for building a positive social culture that will promote both social and academic success.
  • Context
    • Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.
    • Problem Behaviors
        • Vary in intensity
        • Exist in every home, school and community context
        • Place individuals at risk physically, emotionally, academically and socially
  • Positive Behavior Support (PBS)
    • PREVENT Challenging Behaviors
      • Proactive/ Frontloading
      • Create Supportive Environments
    • TEACH new skills
      • Encouraging
    • Involves ALL faculty, staff, administrators, students, and parents
    • Use of Evidence- Based Practices
  • What PBS is NOT . . .
    • New
        • It IS founded in the science of Applied Behavioral Analysis/ Learning Theory
    • Brand, Model, Intervention Package or Cookbook
        • It IS a FRAMEWORK for making decisions
    • Particular Groups of Student
        • It IS for ALL students
    • www.pbis.org
  • Focus of PBS
    • Teaching appropriate, functional skills that will promote success in the school environment and provides a context for practice and reinforcement of skills (Lewis et al., 2002)
  • Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW
  • PBS and RTI (Positive Behavior Support and Response To Intervention)
    • RTI promises to change the way schools support students with learning and behavior problems by systematically delivering a range of interventions based on demonstrated levels of need .
      • Same as PBS
    • Three Tiered Model of Supports
      • universal (Tier 1)
      • targeted group (Tier 2)
      • individual (Tier 3)
    • Hallmarks
      • Prevention and early intervention
      • Universal screening
      • Continuum of evidence-based practices
      • Data-based decision making
      • Implementation with fidelity
      • Continuous progress monitoring
  • Why?
    • Time efficient
    • Language in IDEA (2004) calls for “whole-school interventions”
    • Surgeon General’s Report on Youth Violence (2001) requested the use of evidence-based practices to dismantle antisocial networks by increasing academic success, developing positive school climates , and subscribing to a primary prevention model .
    • Evidence Based
      • Individual supports are more effective when implemented within integrated, school-wide systems of prevention (Horner, 2009).
  • Success of PBS
    • School-wide PBS is “evidence-based”
      • Reduction in problem behavior
      • Increases in academic outcomes
        • Horner et al., 2009
        • Bradshaw et al., 2006; in press
    • Behavioral and Academic gains are linked
        • Amanda Sanford, 2006
        • Jorge Preciado, 2006
    • School-wide PBS has benefits for teachers and staff as well as students.
        • Scott Ross, 2006
    • Sustaining School-wide PBS efforts
        • Jennifer Doolittle, 2006
    • Leadership team
    • Behavior purpose statement
    • Set of positive expectations & behaviors
    • Procedures for teaching School Wide & classroom-wide expected behavior
    • Continuum of procedures for encouraging expected behavior
    • Continuum of procedures for discouraging rule violations
    • Procedures for on-going data-based monitoring & evaluation
    • Family/Home Involvement
    8 Features of School Wide Positive Behavior Support www.pbis.org
  • What does a PBS school look like?
    • Example 1
      • Cherry Elementary School
    • Example 2
      • High Plains Elementary School
  • 3 to 5 school wide behavior expectations are defined
    • Be Safe
    • Be Responsible
    • Be Respectful
    Be Safe Be Responsible Be Respectful Be an Achiever Be Positive High Five Behaviors For High Plains
  •  
  • Behavior/ Philosophy Statement
    • At Cherry Elementary School,
    • we treat each other with respect ,
    • take responsibility for our learning
    • and strive for a safe
    • and positive school for all!
  • School Wide Teaching Matrix Developed Hallway Cafeteria Playground Restrooms Classroom Be SAFE
    • Walk
    • Stay to the right
    • Allow others to pass
    • Keep all food to self
    • Sit with feet on floor, bottom on bench, and facing table
    • Walk to and from the playground
    • Stay within playground boundaries
    • Keep feet on floor
    • Keep water in sink
    • Wash hands
    • Keep hands and feet to yourself
    • Sit with feet on floor, bottom on seat, and facing table
    • Walk
    • -
    Be RESPECTFUL
    • use quiet voices
    • Hold the door open for person behind you
    • Wait your turn in lunch line
    • Use quiet voices
    • Ask before you borrow
    • Take turns with playground equipment
    • Play fair & Follow rules
    • Include everyone
    • Knock on stall door
    • Give others privacy
    • Use quiet voices
    • Use quiet voices
    • Wait your turn
    • -
    • -
    Be RESPONSIBLE
    • Keep the hallways clean
    • Go directly to your location
    • Get all utensils, milk etc when first going through line
    • Clean up after yourself
    • Keep playground free of trash
    • Line up when bell rings
    • Flush toilet after use
    • Return to class promptly
    • Report problems to an adult
    • Return borrowed items
    • Be on time
    • Take care of your property
    • -
  • Teaching Plans for Expectations Developed
    • Video Clip
  • School Wide Behavior Expectations Taught Directly and Formally
    • High Plains High Five
    • Teaching the Expectations
    • Cafeteria
    Introduce Go to the cafeteria. SAY: “Remember, in the cafeteria, just like everywhere else in the school, we need to remember the High Plains High 5. Can anyone tell me what they are? (Answer: Be safe, Be Respectful, Be Responsible, Be an Achiever, Be Positive) SAY: “Great, Now we need to talk about what that looks like in the cafeteria. Teach and Model BE SAFE SAY: “In the cafeteria, being safe means you stay seated while eating, you eat your own food, and you push in your chair when done”. SAY: “Who can show me how we sit safely at our table while eating?” (A child demonstrates) SAY: “ Good. Who can show me what eating your own food looks like?” (another student demonstrates) SAY: “Good. Who can show me how we push in our chair s when we are done?” (another child demonstrates) SAY: “Good.” Practice BE SAFE SAY: “Let’s all practice being safe in the cafeteria. Let’s sit safely in our seats, eat our own food, and push in our chair when we are done.” (The whole class does this together) SAY: “Good. Now we all know how to be safe in the cafeteria.”
  • System in Place to Acknowledge/ Reward School Wide Expectations Sweet Job! Be Safe Be Respectful Be Responsible (Circle One) Student ________________ Staff ________________ Date ________________ High Five Stickers
  • Acknowledge & Recognize
  • Clearly Defined & Consistent Consequences and Procedures for Undesirable Behaviors are Developed Observe Problem Behavior Confer with student and determine: Is behavior MAJOR? YES NO Complete referral form and escort student to office Administrator determines action taken Administrator files necessary documents Administrator provides teacher with feedback Conference with student and/or have student complete reflection sheet. Keep in student file. Teacher determines action taken and records on minor tracking sheet. Keep in student file. Does student have 3 minor referrals for the same behavior in the same quarter? If yes, write student a referral to the main office using the Office Referral Form Classroom Managed: MINOR Office Managed: MAJOR Preparedness Weapons Calling Out Physical Fighting Refusal to Follow Request Aggressive Physical Contact Inappropriate tone or attitude Chronic Minor Infractions Inappropriate Language High Plains Elementary School Procedures for Referral of Behavior Problems
  • PBS @ Roosevelt
  • Procedures for On-Going Data-Based Monitoring and Evaluation
  • Levels of behavior risk in schools implementing PBS were comparable to widely-accepted expectations and better than those in comparison schools not systematically implementing PBS. Non-PBS Comparison Dr. Bob Algozzine
  • Thank you!
    • Questions??