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AGENDA

AGENDA. Welcome! 3:10 Meeting Expectations: B e Present E ngage S upport each other T eam solutions Group Activity 3:15 PBS Overview Video Slides Questions and Answers 3:50 Voting 4:00. Vermont Positive Behavior Support Services.

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AGENDA

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  1. AGENDA • Welcome! 3:10 • Meeting Expectations: • Be Present • Engage • Support each other • Team solutions • Group Activity 3:15 • PBS Overview • Video • Slides • Questions and Answers 3:50 • Voting 4:00

  2. VermontPositive Behavior Support Services A Framework for Improving Learning and Behavior

  3. What is PBS? • Positive Behavior Support (PBS) is a proven, systems-focused approach that: • decreases problem behaviors among students, • increases on-task engagement, and • raises levels of satisfaction with school climate for students, teachers, and parents. “PBS enhances the capacity of schools, districts, and states to adopt and sustain effective behavior and academic support practices.” – May Institute, Partner to the National Technical Assistance Center on PBIS http://www.pbis.org/video-SW%20PBS.html

  4. PBS is based on . . . . . • Person Centered Values – interventions designed to meet the unique goals and challenges of each individual • The Normalization/Inclusion Movement – promotes the rights of individuals with behavior disorders or disabilities to be given the same educational and social opportunities as those without • Applied Behavior Analysis – behavior is learned, serves a purpose, and can most effectively be improved through the use of personalized-intervention planning to promote positive change • Data-based Decision Making Positive Behavioral Interventions and Supports Brief, National Center for Mental Health Promotion and Youth Violence Prevention, 2006.

  5. PBS Goals • School-Based– PBS works from a framework of local control in improving school culture. Schools affirm/establish their own rules, practices and procedures, manage their own process within the context of the PBS philosophy • Resiliency and Personal Well-being – increase protective factors and reduce risk factors

  6. PBS Goals - continued • Prevention – reduce the need for more intensive interventions for students whose behavior, without intervention might escalate • Safe, Healthy, Learning Environments – a culture of learning where classroom/school disruptions, incidents, and resulting disciplinary actions and suspensions are reduced • Respectful Intervention – provide a continuum of positively focused behavioral expectations and interventions

  7. Positive Behavior Support Primary Outcomes • Improvement in the school behavioral climate: • Decrease in • office referrals • suspensions, detentions • disruptive classroom behavior • Increase in • academic performance • on-task behavior • parent, student and staff satisfaction • staff retention

  8. Positive Behavior Supports Continuum Intensive individual interventions Targeted small group, short term individual interventions Universal Application

  9. How Wide-spread is PBS? • PBS has been in existence for nearly 20 years • Currently over 41 states are engaged in a State-Wide effort for implementing PBS • Over 6600 schools have implemented PBS with fidelity • The U.S. Department of Education sponsors national PBS centers in Oregon and Connecticut, the May Institute is a National Center Partner Statewide Behavior Initiatives, National Association of State Directors of Special Education, Inc., inForum, February 2007

  10. How does it work? As part of a multi-year commitment, School Leadership Teams focus their efforts on improving 3 primary areas - • School-wide procedures for discipline and student support • Targeted interventions designed to prevent further escalation of problems • Individualized behavior support planning

  11. Universal (School-Wide) Applications • School teams review existing behavioral expectations, discipline practices, and procedures • They agree upon a common approach and make a positive statement of purpose • At least 80% of school personnel agree • Positively stated expectations for all students and staff are formed • A continuum of procedures for teaching these expectations, sustaining them, and discouraging rule violations are established and taught

  12. Acting on Information vs. Emotion Coaching, monitoring, and consistency - School-based Coaches monitor and report discipline data by student, class, time of day, and location to school teams and staff for informed decision making to improve school culture and learning. Best chance for success - Interventions are focused toward the stated behavior expectations, spanning the school, classroom, and community - changing the environment to encourage change in the behavior – giving students the best chance to succeed.

  13. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  14. PBS - What’s in it for me? School will have common purpose and approaches to discipline - expectations, rewards, and procedures for disruptive behaviors Access to team and data-based decision-making Increase in awareness of school-wide expectations of students and staff Increase in time of quality instruction Improved teacher satisfaction

  15. Cost Saving Outcomes – New Hampshire - 44 schools over 2 years Recovered: 2823 days for learning591 days for teaching 1263 days for leadership/administration

  16. PBS - What’s expected of me? Support the 3-5 school-wide behavioral expectations Participate in school roll-out activities Apply and teach school-wide expectations in classrooms Reward students for following expectations according to reward system (developed by PBS school leadership team) Use consistent approaches for addressing disruptive behaviors Review data to direct approaches around behavior change

  17. Questions and Answers

  18. PBS - What’s in it for me? PBS - What’s expected of me? Support the 3-5 school-wide behavioral expectations Participate in school roll-out activities Apply and teach school-wide expectations in classrooms Reward students for following expectations according to reward system (developed by PBS school leadership team) Use consistent approaches for addressing disruptive behaviors Review data to direct approaches around behavior change • School will have common purpose and approaches to discipline - expectations, rewards, and procedures for disruptive behaviors • Access to team and data-based decision-making • Increase in awareness of school-wide expectations of students and staff • Increase in time of quality instruction • Improved teacher satisfaction

  19. Where to Learn More About PBS • www.pbis.org • www.pbismaryland.org • www.apbs.org • www.promoteprevent.org

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