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Positive Behavior Support at the Classroom Level

Positive Behavior Support at the Classroom Level. Patty Parnell, PBS Initiative Statewide Trainer Patty.Parnell@lblesd.k12.or.us 541-812-2657. Positive Behavior Supports:. Increases academic outcomes and Decreases behavioral issues… How? That’s our conversation today!.

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Positive Behavior Support at the Classroom Level

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  1. Positive Behavior Support at the Classroom Level Patty Parnell, PBS Initiative Statewide Trainer Patty.Parnell@lblesd.k12.or.us 541-812-2657

  2. Positive Behavior Supports: • Increases academic outcomes and • Decreases behavioral issues… How? That’s our conversation today!

  3. So, What is Classroom Management? Effective Instruction Classroom Structure Behavior Management

  4. Academic Learning Time: Typical School 1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months) = 1105 Attendance Time (Time in School) - 270Non-instructional time (1.5 hrs./day for recess, lunch, etc) = 835 Allocated Time (Time scheduled for teaching) - 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour) = 626 Instructional time (time actually teaching) - 157 Time off task (Engaged 75% of time) = 469 Engaged Time (On task) - 94 Unsuccessful Engaged Time (Success Rate 80%) = 375 Academic Learning Time Efficiency Rating = 32% Education Resources Inc., 2005

  5. Critical features of PBS… • Expectations are defined, taught, monitored, reinforced and/or corrected • Positives are used to shape/maintain behavior • Consistent correction system is developed • Intervention decisions are based on data and Graduated interventions/protocols are identified at each level

  6. 3-Tiered Prevention Logic Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

  7. Classroom Expectations(Schedule, Teach, Practice, Reinforce) What you want, teach!!

  8. Classroom Routines Matrix

  9. The Use of Positives… • To create warm inviting relationships • To initiate new behaviors • To pay attention and therefore, fortify, the behaviors we want more of…

  10. Correction System • Consistent & predictable!! • Continuum of best-practice options are developed & available including: ~ Identifies Classroom vs Office managed ~ When/where to enlist parental involvement ~ etc. A Correction System is not about punishment… it is about…?

  11. Punishment works if… • … the punishing agent is available • … you can continue to up the antie • … you can carry out the threat • … and it takes relationship coin!! “Punishment doesn’t work when most everything in someone’s life is already punishing. Go figure.”Jeff Sprague

  12. And lastly: DDDM “We take data so our decisions aren’t based on our last worst day… !!George Sugai

  13. Rosenthal studies: the power of a self-fulfilling prophecy… • A group of intellectually average students • Teachers were told the students were higher than average intelligence • Results? Amazing!

  14. Why is data important? • To accurately measure progress • To inform our interventions/next steps also… • Decisions based on data are more likely to be implemented – collective agreement • Provide for professional accountability

  15. Positive Behavior Supports STUDENT PERFORMANCE EVIDENCE-BASED INTERVENTIONS DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTINUOUS PROGRESS MONITORING

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