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Positive Behavioral Support

Positive Behavioral Support. Shawnee Mission Horizons Alternative High School Year 1. Expected outcomes from today’s presentation. Learn the process used to get PBS “off the ground” at Horizons. See examples of signage used throughout the building.

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Positive Behavioral Support

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  1. Positive Behavioral Support Shawnee Mission Horizons Alternative High School Year 1

  2. Expected outcomes from today’s presentation • Learn the process used to get PBS “off the ground” at Horizons. • See examples of signage used throughout the building. • Learn how PBS ideas were adapted to an alternative school setting. • Hear where Horizons will be going…

  3. Overview of Horizons and why PBS would work • Kids feed off of positive energy. • Much of their lives are spent in a negative mindset. • Negative language is a part of their daily vocabulary. • Motivation is a key to academic performance. • Positive language fosters positive relationships. • Hoping to lower negative interactions and discipline slips.

  4. In the beginning… • Way back in the fall of 2008… • Fall 2009 – Development and display of basic common language “pass policy” • Spring 2010 – New Mission and Vision statements developed

  5. Staff Introduction Process • Initial training and PBS team coordination – Sept./Oct. 2010 • Met with staff to “officially” introduce concept and idea – Oct. 2010 + Focus on consistency with school wide expectations + Positive rather than punitive results + Removal of emotion from discipline, which enhances relationships with students + Message was “Slow and steady implementation” No rushing into anything

  6. What have you done for me lately…? • Spring 2010 – Agreed to be a PBS school • September 2010 – Initial PBS team formation and Tier 1 training • October 2010– Development of Positive Expectation Slogan and adoption of school-wide expectations matrix by Horizons staff

  7. “BE REAL…” R - Respect Self and Others E - Expect Success A - Act Safely L - Live Responsibly And GET REAL if you are not…

  8. R.E.A.L. Definitions Respect Self and Others • Treat yourself and others with kindness, consideration and acceptance. Expect Success • Prepare yourself and do your best to set and achieve your goals. Act Safely • Act so that others feel safe and secure. Live Responsibly • Take care of your obligations and be helpful to others.

  9. School Wide Expectations

  10. What have you done for me lately…? (con’t.) • November 2010- Develop signage for building, begin to “teach” staff about common language and positive expectations + Positive Language Dictionary and school announcements • December 2010- School-wide “practice” of common language and positive expectations • January 2011- Posting of all positive expectations signage in building • February 2011- Begin work on staff and student recognition • March 2011- Begin re-evaluation of school discipline form and finalize major/minor infractions list • April/May 2011- Discuss staff development options for fall, finalize staff and student recognition, finalize discipline forms.

  11. Positive Language Dictionary • Positive Language Expectations • Classroom • “Do not come to my room in a bad mood!” “Have a positive attitude.” • “Leave their stuff alone!” “Respect Others’ Property” • “Get to work and give some effort!” “Do Your Best” • “Don’t talk trash to others” “Be Kind to Others” • “No sleeping/Pay attention” “Be Involved” • “Get off my back/Leave me alone” “Maintain Personal Space” • “It’s not my fault!” “Accept consequences of your behavior” • “Stop talking” “Listen without interruptions” • “Quit disturbing others/get to your seat” “Be Where you are Supposed to Be”

  12. PBS in the alternative setting… Initial Thoughts… • “These slogans and statements are too much like elementary school.” • “Our kids won’t buy into it… they are too negative.” • “Another new program to implement… too much stuff!” Reaction and course of action… • Design a more mature, real-life slogan that fits our kids and will benefit them outside the walls of our building • “If you expect it, they will rise to it.” • Continual re-enforcement of positive expectations and usage of positive common language • Development of matrix from their point of view. What would they want to hear. • Take it slow- At-risk students tend to be very resistant to change. Feed them a little at a time so they don’t even realize the culture is changing. • Emphasize the positive language to enhance the positive relationships

  13. Where do we go from here…? • Continue staff training and teaching • Increase and implement student and staff motivators • Cross over to new discipline expectations and recording system • Continue to raise expectations for staff and students • Continually re-evaluate to keep program fresh. “If you aren’t moving forward, you are losing ground.”

  14. What have we learned…? • The implementation process needs to be slow and steady, with constant evaluation. Stay the course even if it appears to not be working. • Plan ahead well before the implementation of new processes and include your staff in the “planning ahead” process. There will be much more willingness and buy-in if they are helping develop the plan and not just hearing what it will be. • Be creative with your signage. The bigger it is and the easier it is to read, the fewer questions students and staff alike will have. • Adapt what others have already done to fit your building needs. Why re-invent something that has already been shown to work. • Be willing to change in mid stream. Evaluate as you go and do what is best for your students and your building climate.

  15. Questions Michael Orr Associate Principal S.M. Horizons High School 913.993.9506 hzorr@smsd.org

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