Scotch Pbs Initial Presentation Final
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  • Introduce Self. My role in district/ school PBS is an alternative approach to discipline. As I give you an overview today, you will recognize that you are already doing many of these things here at Scotch and in your classroom. Never stop doing something that work Always look for the smallest change that will create the biggest effect
  • 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 .
  • ALL students- every student has a consistent model of behavior expectations no matter where
  • Positive- how to use appropriate behaviors and skills instead of what we don’t want them to do. Think positively about behavior and discipline Behavior- so when you say be respectful. We are specific and expect that students are respectful by raising their hand before talking Support- teach students rules and routines to be successful
  • What is positive behavior support? Already in place Don’t change things that are working All- we all have classroom rules. But the idea behind PBS is that as soon as students leave their classroom there are inconsistencies with expectations- confusion. So PBS is a unified behavior system. The whole school is on the same page. No matter where you go- Gym, on the bus. Simple- Work smarter not harder. Not saying that anyone here is not smart or doesn’t work hard. But it involves using the resources you have to work more efficiently instead of adding anything else to your plate. And with the push for increased accountability for teachers- it is about using tools to help you collect data because we all know it is not as simple as academic data. Simple- staff and students catch on quickly. Which is great bc students with academic difficulties are not placed at a disadvantage Evidence Based- 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
  • Teach- kids come to school not knowing how to read Post expectations in all environments- this becomes the nag
  • PBS is a shift- you shift the attention that you would typically give to students with problem behaviors and you focus that attention on the students who exhibit positive behaviors. For every negative comment to a student- that student should receive at least 4 comments on what they are doing right.
  • The nuts and bolts of secondary and teritary internvention planning– don’t have time to in this presentation How do we know who gets what- data
  • Although no 2 PBS schools are alike- there are some qualities that are the same
  • Posted throughout school in all settings. Expectations Brief and to the point List Short Stated positively (what want kids to do)
  • Identify replacement behaviors (based on what teachers see as problems)
  • We can’t just state the rules and expect students to know. They need to memorize and then given feedback (rewards)
  • At High Plains- teachers and staff are provided with scripts so expectations are not only taught directly and formally but also consistently
  • Our expectations matrix clearly explains to students what is expected of them in all of the building’s common areas (i.e. classroom, bathroom, hallway, when arriving and leaving school, office, etc.).  Each week we will focus on one of these areas (see our PBS calendar) and model to students what the expectations are. 

Scotch Pbs Initial Presentation Final Presentation Transcript

  • 1. West Bloomfield School District School Wide Positive Behavior Support Renee DiGiorgio Behavior Coach [email_address]
  • 2. 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)
  • 3. 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 (or process) for making decisions
        • Based on individual school’s needs- so no two schools alike
    • Particular Groups of Student
        • It IS for ALL students
    • www.pbis.org
  • 4. Positive Behavior Support
    • POSITIVE
      • What we want students TO DO
    • BEHAVIOR
      • Specific behavior expectations
    • SUPPORT
      • Teaching expectations and rewarding students for desired behavior
  • 5. Positive Behavior Support (PBS)
    • PREVENT Challenging Behaviors
      • Proactive
      • Create Supportive Environments
    • TEACH new skills
      • Encouraging
    • Involves ALL faculty, staff, administrators, students, and parents
    • Use of Evidence- Based Practices
    • Simple
  • 6. 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)
  • 7. Teach Behaviors
    • If a student doesn’t know how to read, we teach.
    • If a student doesn’t know how to swim, we teach.
    • If a student doesn’t know how to multiply, we teach.
    • If a student doesn’t know how to behave, we punish?
    • — John Herner
  • 8. A shift in thinking . . .
    • Respond to student’s misbehavior as the student’s intention to be bad- and instead look at it as an error
        • Missing a spelling word- you wouldn’t yell and send to the office
        • You correct and re-teach
    • You give the attention that you would typically give to students with problem behaviors and you focus that attention on the students who exhibit positive behaviors.
    • Ratio 4:1
      • For every 1 negative redirection to a student- that student should receive at least 4 praises on what they are doing right.
  • 9. 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
  • 10.
    • Leadership team
    • 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
    7 Features of School Wide Positive Behavior Support www.pbis.org
  • 11. What does a PBS school look like?
  • 12. 1. School wide behavior expectations are defined Be Safe Be Responsible Be Respectful Defer Elementary School Grosse Pointe Public Schools Hi! I’m Spot. “S” stands for stay safe ! “P” stands for practice responsibility . “O” means offer respect . “T” means team up for teamwork ! Longacre Elementary School Farmington Public Schools
  • 13. Expectations are Visible
  • 14.  
  • 15. Expectations are posted in school settings Be Responsible Begin with end in mind Be a leader Keep clean Be Respectful Indoor Voices Respect wall displays Be Safe Walk! Body Behind Body Stay to right Hand to self HALLWAY
  • 16. 2. School Wide Teaching Matrix Developed
    • Clean Up Before Leaving your Table
    • Walk on the Right Side of the Hallway
    Utica Community Schools- Dresden Elementary Hallway Cafeteria Playground Restrooms Classroom Be SAFE
    • Walk Directly to destination
    • Keep Hands Feet and Objects to Self
    • 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
    • Quiet Feet and Silent Lips
    • Keep Hands and Feet to self
    • Wait quietly until table is called
    • Use Inside Voice
    • 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
    • Use inside Voice
    • Walk on Right Side of Hallway
    • Get all utensils, milk etc when first going through line
    • Clean up before leaving your table
    • 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
    • -
  • 17. School Wide Teaching Matrix Developed Farmington Public Schools- Longacre Elementary
  • 18. PBS at Scotch Elementary School
    • Foundation of Positive Behavior Support
      • Character Counts:
          • Respect
          • Responsibility
          • Fairness
          • Trustworthiness
          • Citizenship
          • Caring
  • 19.
    • Body Behind Body
  • 20. 3. Teaching Plans for Expectations Developed
    • Mark Twain School
      • Expectations
      • Matrix
      • Video to Teach
    • VIDEO CLIP
        • M = Use good manners
        • T = Think and Learn
        • S = Be Safe
  • 21. School Wide Behavior Expectations Taught Directly and Formally
    • Gretchko Elementary School
    • Teaching the Expectations
  • 22. Teaching the Expectations Angell Elementary School- Berkley School District
  • 23. 4. Acknowledge and Recognize Positive Behaviors Dragon Dollar _____________________________________________ was caught Fired Up for Success Issued By: ________________ Date _______________ Character Counts RESPECT CITIZENSHIP RESPONSIBILITY FAIRNESS TRUSTWORTHINESS CARING Name________________________________ Staff___________________________ Date_______
  • 24. 5. 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
  • 25. Consequences and Procedures for Undesirable Behaviors are Developed
    • PBS at Roosevelt Elementary
      • 1 st offense: Verbal Warning
      • 2 nd offense: 5-minute Time-Out (Thinking Time)
      • 3 rd offense: Buddy Teacher’s Room
      • 4 th offense: Reflection Room
          • On-Call Teacher
          • Re-teach behavior
          • Complete Behavior Journal- Sent home to parents
  • 26. 6. Monitor and Evaluate
  • 27. 7. Parent Involvement
  • 28. Summarize
    • PBS is an alternative approach to discipline
        • Positive
        • Teaching
        • Data
    • Questions/ Comments