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WELCOME PBIS Teams Positive Behavior Interventions and Supports. 12. Angela. SWT. 33. Brenda. BALL STATE. 12. Janice. 14. Lindy. SFASU. 40. Lynda. TLU / SWT. 38. Mary Margaret. SWT. 28. Albert. Start on Time/ End on Time Keep side conversations to a minimum
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WELCOME PBIS Teams Positive Behavior Interventions and Supports
12 Angela SWT
33 Brenda BALL STATE
12 Janice
14 Lindy SFASU
40 Lynda TLU/SWT
38 Mary Margaret SWT
28 Albert
Start on Time/ End on Time Keep side conversations to a minimum Use technology respectfully Keep an open mind and a positive attitude Participate fully
PBIS Team • School-Wide Expectations • Common Area Rules • Active Supervision • Lesson Plans • Reinforcement System • Effective Discipline Procedures • Classroom Systems
Four PBIS Elements Supporting Social Competence and Academic Achievement Supporting Decision Making Outcomes Supporting Staff Behavior Supporting Student Behavior
PBIS is… PBIS is not… • A process • Team Driven • Data Driven • Focused on increasing positive outcomes for students in student learning and behavior • A fast, easy fix • One size fits all • About eliminating consequences • Ever FINISHED!
Setting Clear School-Wide Expectations • Important first step in building an effective school-wide PBIS system • Well-designed expectations: • Establish the culture and vision for the campus community • Guide student and staff behavior • Strengthen teacher monitoring and correction of behavior
National PBIS • Be Safe • Be Respectful • Be Responsible
Hot Dot Activity • Brainstorm as a team a list of character traits and that you would like for your students and teachers to posess. • Using the colored dots at your table, each person should “vote” on their top 3. • Have a discussion and come to a consensus on what your school will adopt.
Well Designed Rules… • Convey to students what teachers expect • Guide student behavior • Strengthen teacher monitoring and correction of behavior • Are positive, observable and measurable
EXAMPLE NON-EXAMPLE No Running Students Will Behave in the Hallway Do Not Touch Anything • Walk on the Right Side of the Hallway • Keep Hands and Feet to Yourself • Talk at a voice level “1”
Developing and posting school or classroom rules alone does not guarantee appropriate behavior. Staff need to… Post the rules Teach rules directly Provide frequent and positive feedback Model, Model, Model!
Developing Common Area Rules • Begin with the GOAL in mind! • What is the purpose of the common area? • What does the area need to look like/sound like for students and adults to be successful?
Team Time… Work as a team to develop your matrix for common area rules
Start on Time/ End on Time Keep side conversations to a minimum Use technology respectfully Keep an open mind and a positive attitude Participate fully
PBIS Team • School-Wide Expectations • Common Area Rules • Active Supervision • Lesson Plans • Reinforcement System • Effective Discipline Procedures • Classroom Systems
Team Expectations • Mission • Meet regularly • Agenda • Norms • Roles
Active Supervision techniques + PBIS Strategies = Increased safety, Positive Culture and climate
Why Active Supervision? • Increases opportunities for high rates of positive contact • Opportunities to reinforce appropriate behavior • Opportunities to correct inappropriate student behaviors
Research High rates of positive contact with individuals or groups of students can be expected to significantly reduce student problem behavior for up to 90% of all students
A ratio of positive contacts to corrective or aversive contacts of at least… 4:1
“Active supervision refers to a multi-element method of student behavior support and management in common areas”
Expect Consistency with Consequences 1. Take the student(s) aside 2. Avoid embarrassing the student in front of others 3. Review what you saw with the student(s) in a calm, businesslike*, impersonal manner 4. Don't argue -don't allow yourself to be drawn into an argument 5. Define the Inappropriate Behavior -state the rule(s) or expectation(s) that were violated
Expect Consistency with Consequences 6. Ask the student to state the appropriate, expected behavior for the situation -if they can't or won't, state the appropriate, expected behavior and ask them to repeat it to you 7. Remind the student(s) what the school prescribed consequence for the particular behavior is 8. Use the least aversive consequence allowed -follow school guidelines concerning repeated or chronic violations 9. Apply the consequence immediately
Expect Consistency with Consequences * Pick your battles: decide which behaviors are important to target and which are not * Consistency: correct each inappropriate target behavior in the same way for each student * Fidelity: consequent each inappropriate behavior each time… Don’t blow it off!
Other Considerations • How will you present “Active Supervision” concepts to staff? • How will teachers be reinforced for meeting supervision expectations? • How will teachers not meeting expectations be addressed?
Supervision on Your Campus • What is the minimal number of staff needed to ensure expectations are maintained? (In each area) • Does your schedule encourage active supervision? • Do you need to re-look at your duty schedule/stations?
Team Time… Work as a team to develop your staff expectations for Active Supervision
Lesson Plans We must teach students what we expect of them BEFORE we can correct their behavior.
Teaching Expectations/Rules • Begin communicating and teaching school-wide and classroom behavior expectations on the first day of school • Continue reminding, re-teaching and reinforcing expected behavior throughout the school year