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Positive Behavioral Interventions and Supports Developing Expectations

Positive Behavioral Interventions and Supports Developing Expectations. Northwest AEA September 7, 2010. Major portions of the following material were developed by: George Sugai and Rob Horner OSEP Funded Technical Assistance Center www.pbis.org In conjunction with

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Positive Behavioral Interventions and Supports Developing Expectations

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  1. Positive Behavioral Interventions and SupportsDeveloping Expectations Northwest AEA September 7, 2010

  2. Major portions of the following material were developed by: George Sugai and Rob Horner OSEP Funded Technical Assistance Center www.pbis.org In conjunction with The Iowa Department of Education

  3. Establishing a School-wide Discipline System • Define School-wide Behavioral Expectations • Teach School-wide Behavioral Expectation • Monitor and Acknowledge Appropriate Behavior • Use a Continuum of Consequences for Inappropriate Behavior

  4. Goals • Review reasons for discipline problems across school settings • Determine what “Common Areas” need clearly defined expectations • Develop 3-5 positively stated expectations. • Develop the School-Wide Behavioral Expectations Matrix

  5. Instructional Discipline • “When it comes to discipline, it does not make sense for educators to use the criminal justice model first, before employing what they were professionally prepared to use-educational and mentoring approaches.” Father Gathercoal, Judicious Discipline, 1993

  6. Instructional Discipline • “ Social Skills should be taught to children using the same strategies that are used to teach academic skills- direct instruction, practice, feedback.” Colvin and Sugai, 1988

  7. Tertiary Prevention: Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS and SUPPORT ~5% Secondary Prevention: Targeted Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-wide/Classroom/ Non-classroom Systems for All Students, Staff, & Settings This is about a school-wide strategy. ~80% of Students

  8. “Phoenix Experience”

  9. Orange County, CA

  10. School-Wide Systems Non Classroom Setting Systems Classroom Systems Individual Student Support Systems

  11. What is a non-classroom (common) area? • Any area of the school not under the direct and consistent supervision of one adult.

  12. Classroom Teacher directed Instructionally focused Small # of predictable students Non-classroom Student focused Social emphasis Large # of unpredictable students Classroom vs. Non-classroom

  13. Non-classroom areas What are some common areas in your school?

  14. Common areas - Did you miss any? • Lunchroom • Playground • Bus stops • Hallways • Restrooms • Dismissal/arrival areas • Parking lots

  15. Why are common areas often a problem? • Unclear expectations, • Insufficient supervision, • Inconsistent supervision, • Ineffective supervision, • Insufficient menu of consequences, • Lack of recognition of positive behavior, • Expectations have not been taught.

  16. Non-classroom Settings • Events in non-classroom settings affect classroom activities • Administrators must be continuously diligent • Active supervision by all staff is key • All staff should be involved

  17. Establish School-wide Discipline System - Developing Expectations Develop Expectations Matrix Using Your 3-5 Positively Stated Expectations State specific expectations for each location Not too many, not too few Stated positively Get input and feedback from staff Get input from students as appropriate

  18. Expectation By Settings Matrix

  19. At Park Avenue, we are people of character. We are respectful. We are responsible. We care.

  20. RAH – at Adams City High School(Respect – Achievement – Honor)

  21. RAH – Athletics

  22. IIntegrityAdherence to an agreed upon code of behavior • Be responsible• Do your own work• Be trustworthy and trust others PPerseveranceHolding to a course of action despite obstacles • Stay positive• Set goals• Learn from mistakes RRespectTo show consideration, appreciation, and acceptance • Respect yourself• Respect others• Demonstrate appropriate language and behavior DDisciplineManaging ones self to achieve goals and meet expectations • Strive for consistency• Attend class daily; be on time• Meet deadlines; do your homework EExcellenceBeing of finest or highest quality • Do your personal best• Exceed minimum expectations• Inspire excellence in others NEHS website, Oct. 26, 2004

  23. Expectation Matrix - Work Time • Begin to develop the matrix for your school. • Use Blank Matrix to Brainstorm • Final Product - Include in PBIS Products Book

  24. References • Father Gathercoal, Judicious Discipline, 1993 • Colvin and Sugai, 1988

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