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Positive Behavior Support. What it means for Hays High S c h o o l. Where did it come from?. Senate Bill 1196 Commissioner’s Rule TAC §89.1053 Called for a change in traditional discipline systems toward a more proactive system using research-based practices
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Positive Behavior Support What it means for HaysHighSchool
Where did it come from? • Senate Bill 1196 • Commissioner’s Rule TAC §89.1053 • Called for a change in traditional discipline systems toward a more proactive system using research-based practices • Positive Behavior Supports was offered to districts as a viable option for school improvement • 2009-2010 Hays CISD Superintendant Jeremy Lyon mandated district-wide implementation of PBS
Overarching Ideas of Positive Behavior Supports (PBS) • Systemic and individualizedstrategies based on an extensive body of research-based practices • Prevention-based approach • Focus on teaching academic, social, and behavioral expectations • Uses data to determine and analyze interventions
Critical Attributes of School-wide PBS (Each one will be considered individually) • Focus on all systems within the school • Attention to the needs of all students through a 3-tiered prevention/intervention model • Widespread commitment to improving school climate and student performance • Intervention strategies designed to meet the unique needs of each campus • Team-based planning and decision-making • Emphasis on an instructional approach to discipline and behavior management • Data-based decision making • Long-term commitment to systems change and implementation of PBS practices • Continual evaluation and refinement of PBS interventions
1. Focus on all systems within the school Classroom Setting Systems All of these systems impact each other. We will develop prevention and intervention strategies for each. Non-classroom Setting Systems Individual Student Systems School-wide Systems
2. Attention to the needs of all students through a 3-tiered prevention/ intervention model Tertiary Prevention: Specialized, Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Students who do not respond to these broad interventions will receive increasing levels of support. Most students will respond to consistent, and predictable expectations. ~80% of Students
3. Widespread commitment to improving school climate and student performance • In September 2009, 94% of HHS faculty and staff stated that discipline is a concern and should be made a priority • Long-term outlook • PBS will be implemented over time and will create long-term sustainable changes. • Commitment of necessary resources • Time, money, and human resources will be used toward implementing PBS.
4. Intervention strategies designed to meet the unique needs of each campus PBS is an operational framework to improve academic and behavioral outcomes • At HHS, we will design PBS to be exactly what we want it and need it to be to reduce disciplinary problems and increase academic outcomes. It is not a curriculum, intervention, or practice • It is not something learned at professional development but never fully implemented • It is not only a system of behavior reinforcement • It is not only for special education students
5. Team-based planning and decision-making • Campus PBS Team is formed to lead campus in developing and implementing the most effective instructional and behavioral practices and interventions possible • Team reviews school data to guide decision-making • Team shares plans, gets input from faculty and staff • Hays PBS team: • External/Internal Coach:Glenna Billingsley • Team Leader:Carol Reeves • Team Members:Damon Adams, David Pierce, Devi Puckett, Doug Ragsdale, Laura Travalini, Marianne Wensmann • Please let us know ifYOUwould like to join the Hays PBS team!
6. Emphasis on an instructional approach to discipline and behavior management • Students are actively taught the expectations for all areas of the school • Soon, you will help our school decide what the expectations for adults and students should be for common areas around campus. • Lesson plans will be developed where you will teach these expectations to your students. • Expectations are re-taught as needed • Consequences for disciplinary infractions are proactive, consistent, and tied to the school expectations • Consequences will be consistent across settings and begin in the classroom with proactive classroom management.
7. Data-based decision-making 7. Data-based decision making • ODRs (Office Discipline Referrals) • Attendance data • Report card data • Standardized test scores • Staff and student climate surveys • PBS metrics These data will be regularly analyzed, communicated to all faculty/staff and will guide interventions.
8. Long-term commitment to systems change and implementation of PBS practices 8. Long-term commitment to systems change and implementation of PBS practices • Begin implementation at the universal, or school-wide tier first • After reviewing data and learning when/where our problems are, we will begin implementing changes at the universal, or school-wide tier first. • Assistance with making positive changes to your classroom management is available. • Look at significant change 3 to 5 years in the future • Meaningful, sustainable change happens slowly over time.
9. Continual evaluation and refinement of PBS interventions • Based on data • Based on changing population • Based on changing needs PBS is only a framework; thus it is flexible, and interventions are changed as necessary. The goal of PBS is based on outcomes. If the outcomes are not what we want, we must change our responses and interventions until we see the change we want to see.
