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Scotch Pbs Initial Presentation Final
- 1. West Bloomfield School District School Wide Positive Behavior Support Renee DiGiorgio Behavior Coach [email_address]
- 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
- 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
- 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
- 17. School Wide Teaching Matrix Developed Farmington Public Schools- Longacre Elementary
- 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
- 26. 6. Monitor and Evaluate
Editor's Notes
- 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.