Positive Behavior Support

1. Positive Behavior Support All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement for all students

2. Purpose Statement Provide a safe, engaging learning environment for all students and staff at Charles D. Owen High that enhances students’ Integrity, Attitude, and Maturity through high and consistent expectations of behavior allowing for the highest academic learning opportunities.

3. Starting Point…. • Educators cannot “make” students learn or behave. • Educators can create environments to increase the likelihood students learn and behave. • Positive behaviors and student expectations need to be taught to students.

4. The 3 Major Components of PBIS Teaching appropriate behavior in all settings. Recognition when behaviors are met. Interventions when behavior expectations are not met.

5. School Wide- PBIS is… • Schoolwide • Problem solving method • Created to fit the needs of our school • Targeted interventions based on students

6. SW-PBIS is not... • Not a specific practice, package or curriculum • Not limited to any particular group of students • Not time intensive

7. Universal School-Wide Features • Clearly define expected behaviors (Rules) • All Settings • All Classrooms • Procedures for teaching & practicing expected behaviors • Procedures for encouraging expected behaviors • Procedures for discouraging problem behaviors • Procedures for data-based decision making • Family awareness and involvement

8. Negative Consequences vs Positive Reinforcement Traditional Discipline: • Focuses on the student’s problem behavior • Goal is to stop undesirable behavior through the use of punishment Positive Behavior Intervention & Support: • Replaces undesired behavior with a new behavior or skill • Alters environments, teaches appropriate skills, and rewards appropriate behavior

9. How has this worked at another Buncombe County HIGH school? https://drive.google.com/a/bcsemail.org/?usp=chrome_app#my-drive https://drive.google.com/a/bcsemail.org/?usp=chrome_app#my-drive

10. Lights, camera, action… Watch our students in action! http://www.youtube.com/watch?v=kjv60b-abnM&feature=youtu.be

11. The best way for our students to learn… Is for us to be a Warhorse, too!

12. Myth or Fact?

13. Myth or Fact? We are always positive and no longer correct student misbehavior. OK to say “stop” - the challenge is to a) continue to teach appropriate behavior b) assign designated consequence c) put environmental supports in place to prevent the problem from occurring again

14. Myth or Fact? “Universals” mean we implement School Wide- PBIS exactly like all other schools. • Essential features • Reflect unique challenges • Culturally responsive to reflect Owen community • Intensity of implementation should match the intensity of challenges

15. Myth or Fact? When you think they “get it”, it is typically okay to stop teaching social expectations. • Stages of learning Acquisition Fluency Maintenance and Generalization • Students are ALWAYS learning

16. Myth or Fact? School Wide PBS simply will not work if you don’t use huge, expensive,“rewards.” Key is sincere, relevant, positive rewards!

17. Check out the video

18. Quick look at data...

19. Owen Data 2012-2013 383 Administrative conference with Parents ≈ 64 hours (10 minutes each) 562 Administrative conference with Student ≈ 94 hours (10 minutes each) 322 Detention 148 ISS (full) 219 ISS (partial) 167 OSS

20. Data Cont’d 2 Long-term suspension 26 Report to law enforcement 665 Incidents by females 1140 Incidents by males 689 – Freshmen 425 – Sophomores 312 – Juniors 397 - Seniors 1854 incidents – 10 min ea = 309 hours = 12.875 days

21. West Elementary in Alton, Illinois Benefit Analysis: Learning Time Lost to Discipline Time (Barrett & Swindell, 2002)

22. West Elementary Cont’d Learning Time Gained by Reducing Discipline Time

23. Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures 1-5% 1-5% Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response 5-10% 5-10% Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response Universal Interventions • All students • Preventive, proactive Universal Interventions • All settings, all students • Preventive, proactive 80-90% 80-90%

24. Continuum of Supports Math Science Spanish Soc skills Reading Horses

26. Myths, Misunderstandings, and Milestones in Implementing School-wide Positive Behavior Support Tim Lewis, Ph.D. University of Missouri OSEP Center on Positive Behavioral Interventions & Supports Adapted for Owen High School by the PBIS Committee