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Positive Behavior Support: Creating a Culture of Respect and Responsibility

Explore the importance of high expectations, clear behavior guidelines, consistent responses, positive reinforcement, and teaching responsible and respectful behavior in schools. Discover the benefits of school-wide implementation of behavior and discipline strategies. Learn about the difference between discipline and punishment. Let's work together to create a positive and supportive environment for all students.

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Positive Behavior Support: Creating a Culture of Respect and Responsibility

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  1. 7 Questions for you!

  2. Do you believe in • high expectations for behavior?

  3. Do you believe in Clear expectations for behavior?

  4. Do you believe in Consistent responses to behavior?

  5. Do you believe in Positive reinforcement for desired behaviors?

  6. Do you believe in Teaching responsible behavior?

  7. Do you believe in Teaching respectful behavior?

  8. Do you believe in School wide implementation of behavior and discipline strategies?

  9. Discipline vs. Punishment • The word “discipine” comes from the Latin root “discere” which means to learn. • However, the word “punish” means to cause or undergo pain, loss or suffering from a wrongdoing

  10. Things to think about: • How often are we using loss of recess as a consequence? • Do we have students losing recess even though they have followed directions? (ex. Lunchroom when the whole group loses part of recess) • Is recess is a privilege? Or, is it an integral part of meeting children's basic physical and social needs?

  11. Let’s be careful! • Let’s work together to come up with a variety of natural consequences that DON’T involve the loss of recess • Let’s consider moving towards the direction of VTPBiS • So, what is VTPBiS????

  12. VTPBiS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, durable, salable, & logical for all students. (Zins&Ponti, 1990)

  13. Worry #1“Teaching” correct behaviors by Getting Tough Brian to Teacher: “I hate this school, & you’re dumb.” Teacher: “That is disrespectful language. You have just lost your recess, now you’ll learn never to be disrespectful again….starting now!”

  14. When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased loss of recess, suspension & expulsion • In-service training by expert • Alternative programming …..Predictable systems response!

  15. WAIT for New Problem REACT to Problem Behavior Expect and HOPE for non-reacurrance Set a punitive consequence Train others to react the same way Worry #2:“Train & Hope”

  16. VTPBiS is

  17. What are the areas at CES that we believe in and want to preserve, document and celebrate? What are the areas that we could improve in together as a PLC?

  18. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% SOME Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom-Wide Systems forAll Students, Staff, & Settings ALL ~80% of Students

  19. DEFINE Simply ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MODEL & Role Play PRACTICE In Setting Teaching Academics & Behaviors

  20. Effective Social & AcademicSchool Culture VTPBiS could help us develop and make transparent: Common Language VTPBiS Common Experience Common Vision/Values Success for All!

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