The positive behavior support plan


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for Mr. Winters

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The positive behavior support plan

  1. 2. <ul><li>Advantages </li></ul><ul><ul><li>Clarity – “Official” version of policies and procedures to which staff can reference. </li></ul></ul><ul><ul><li>Consistency – Having procedures in writing increases the probability that everyone will know what is expected and how to meet the expectations. </li></ul></ul><ul><ul><li>Continuity – Procedures that are not written down have a greater likelihood of getting “lost”. </li></ul></ul>
  2. 3. <ul><li>Phase 1 – Review </li></ul><ul><ul><li>Collecting and evaluating information about the adequacy of what is currently in place, stakeholder awareness, implementation, and effectiveness. </li></ul></ul><ul><li>Phase 2 – Revise </li></ul><ul><ul><li>Add, delete, and/or modify to make improvements. </li></ul></ul><ul><li>Phase 3 – Adopt </li></ul><ul><ul><li>Staff formally adopts suggested improvements. </li></ul></ul><ul><li>Phase 4 – Implement & Maintain </li></ul><ul><ul><li>Activities to insure successful implementation. </li></ul></ul>
  3. 4. <ul><li>Guiding Principles – Goal should be to create a safe and productive school environment in which all students behave responsibly and exhibit high levels of motivation while actively engaged in meaningful activities. </li></ul>
  4. 5. <ul><li>“ At Garden Spot Middle School, we believe that every child will achieve minimally one year’s academic growth in one year’s time in a developmentally appropriate learning environment.” </li></ul><ul><li>Key Characteristics </li></ul><ul><ul><li>Short and Simple </li></ul></ul><ul><ul><li>Positive </li></ul></ul><ul><ul><li>Academic and Social Focus </li></ul></ul><ul><ul><li>Inclusive </li></ul></ul>
  5. 6. <ul><li>A school’s adults must assume ultimate responsibility for managing student behavior. </li></ul><ul><li>The responsibility for managing student behavior must be shared by all staff members, with classroom teachers taking the lead role. </li></ul><ul><li>One major goal should be to create a “productive” school environment for students and staff. </li></ul><ul><li>Behavior management practices should be proactive, positive, and instructional. </li></ul>
  6. 7. <ul><li>Staff members actively work to see that every child regardless of gender, academic ability, or level of maturity… </li></ul><ul><ul><li>Engages in meaningful activities. </li></ul></ul><ul><ul><li>Experiences success with those activities. </li></ul></ul><ul><ul><li>Receives constructive feedback about his/her social, behavioral, and academic progress. </li></ul></ul>
  7. 8. <ul><li>Administrators and teachers communicate high expectations to students and recognize excellent performance on a school-wide basis by… </li></ul><ul><ul><li>Communicating caring and warmth to all students by learning their name and something about them. </li></ul></ul><ul><ul><li>Communicating the student’s importance. </li></ul></ul><ul><ul><li>Recognizing and rewarding excellence in achievement and behavior. </li></ul></ul><ul><ul><li>Providing opportunities for all students to excel in their strengths. </li></ul></ul><ul><ul><li>Match incentives and rewards to student developmental levels. </li></ul></ul><ul><li>Research from NWREL and Kathleen Cotton </li></ul>
  8. 9. <ul><li>The Need for Recognition </li></ul><ul><li>The Need for Acknowledgment </li></ul><ul><li>The Need for Attention </li></ul><ul><li>The Need for Belonging </li></ul><ul><li>The Need for Competence </li></ul><ul><li>The Need for Nurturing </li></ul><ul><li>The Need for Purpose </li></ul><ul><li>The Need for Stimulation/Change </li></ul>
  9. 10. <ul><li>Reward the presence of positive behavior rather than the absence of negative behavior. </li></ul><ul><li>Not require students to work overly long periods of time in order to earn a reward. </li></ul><ul><li>Avoid an all or nothing incentive structure. </li></ul><ul><li>Use reinforcers that are as close to intrinsic rewards as possible but still motivate. </li></ul><ul><li>Incorporate strategies that ensure staff and students maintain their levels of excitement and interest. </li></ul>
  10. 11. <ul><li>Adult-Student Interactions </li></ul><ul><li>Positive Reports to Parents </li></ul><ul><li>Mentorship </li></ul><ul><li>Homework Room </li></ul><ul><li>Golden Tickets </li></ul><ul><li>CARE – Careful Commuting; Awesome Attitude; Responsible Leadership; Exceptional Empathy </li></ul><ul><li>Student of the Week </li></ul><ul><li>Lunch with the Principal </li></ul><ul><li>RSB System – Responsible Student Behavior </li></ul><ul><li>Principal’s Award </li></ul>