Positive Behavior Intervention and Supports (PBIS) Walking with “PV Pride”

1. Positive Behavior Intervention and Supports (PBIS) Walking with “PV Pride” Pleasant View Elementary School 2009-2010

2. A Day in the Life… . Chalk video clip

3. Expectations .

4. What are your thoughts? • What do you think are the most important variables influencing student achievement? • What are the top three behaviors that disrupt instruction? • Where and when do problem behaviors happen? • Self-assessment survey • You have five minutes

5. Positive Behavior Intervention and Supports Committee Action Plan

6. Positive Behavior Intervention and Supports Committee Action Plan (Cont’d)

7. Finding Good Directions . . .

8. Reorganizing our responses… “Would you throw everything out or reorganize so your best resources are at your fingertips?” Before After

9. Changing our approach… “Work with what you have. Small changes make a big difference.” Matt B. I try to lead by example. I am detail oriented. TWIN DAY AT PV

10. Changing our approach… “Work with what you have. Small changes make a big difference.” What you lookin’ at dude!? I kinda dig your style, but my wife won’t let me dress like that! Before After

11. Mythbusters about PV Discipline System • Has CPR been eliminated? • Is this another new thing on my plate? • Is this going to take more time? • Why should we reinforce what is already expected? • Will there be no more consequences for students in response to their poor behavioral choices? • H ttp://www.esnips.com/doc/3de229bc-87e1-44ea-afcc-69d28f87a877/Mythbusters-Theme-Song

12. How Can WE Change Student Behavior? • Answer: By changing the way we do business. • Focus on what students should be doing instead of what they should not be doing (look for appropriate behaviors on infraction form) • Seek to reinforce positive behavioral choices (“Panther Pride” slips) • Speak a common language • Make positive connections with students

13. What is PBIS? A broad range of proactive, systematic, and individualized strategies for achieving important social and learning outcomes in safe and effective environments while preventing problem behavior with all students (Sugai, 2007).

14. PBIS Research • Four positive comments are required to negate one negative comment (Note: The number of positive comments increases to every negative comment as the student moves through school.) • Goal is to replace inappropriate behaviors with appropriate behaviors • Suspensions and detentions don’t change student behavior • A majority of students comply with expectations

15. Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings • All students • Preventive • Proactive Designing School-Wide Systems for Student SuccessA Response to Intervention Model Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Adapted from “What is schoo-wide PBS?” OSEP Technical assistance on positive behavioral Interventions and supports.Accessed at http://www.pbis.org/schoolwide.htm

16. Teaching “If a child does not know how to read, we teach If a child does not know how to swim, we teach If a child does not know how to multiply, we teach If a child does not know how to drive, we teach If a child does not know how to behave we teach?…punish?”

17. Teaching (cont’d) • If we understand that behavioral skills are learned, it is necessary to teach expected behaviors as we would academic skills. • You don’t tell a student, “Well you should have learned how to add in second grade. I really can’t teach you how to add now in third grade.”

18. Tips for Teaching Behavior • Practice what should be conducted in actual setting whenever possible • Use high frequency, positive acknowledgements • Teach to all students by all adults in the building • Lessons to be embedded into subject area curriculum • Show examples • Have students practice examples

19. Systems: How Things Are Done • Procedures/Expectations for classroom and non-classroom settings (lunchroom, bus, and hallway) • Procedures for reinforcing expected behavior • Procedures for responding to office discipline • Procedures for meeting the needs of all students (The Pyramid of Interventions)

20. Purposes of Acknowledgements • Reinforce the teaching of new behaviors • Encourage the behaviors we want to occur again in the future • Harness the influence of the students who are showing expected behaviors to encourage the students who are not • Strengthen positive behaviors that can compete with problem behavior • Improve our school climate • Create positive interactions and rapport with students • Overall, we can earn time back to teach and keep kids in the classroom where they can learn from us!

21. What’s the Plan? • We need to devise a plan that will work for Pleasant View. • Ongoing development and support this year in terms of PBIS

22. Expectations at Pleasant View • Walking with “Panther Pride” • Be Ready • Be Responsible • Be Respectful

23. PV Matrix of Expectations

24. Behavior Reflection Form • Student reflection form for individual student use… • Questions on the form: • 1. What did you do? • (What was the behavior that • caused you to fill out this form?) • When you did that, what did you • want? • 3. List four other things you could • have done. • 4. What will you do next time?

25. Recap – What do I need to do? • No formal plan to fill out – just decide how to incorporate incentives (see list of ideas) • Recognize positive behavior in students verbally and with paper slips • Have students turn slips into a classroom container • Count slips after classroom or Mr. F incentive (give totals to Jamie) • One incentive/month from you and one from Jamie (two in total)