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Discover how PBIS creates a safe, consistent environment to teach students positive behavior. Learn strategies to reinforce good conduct, build relationships, and provide incentives for a successful school year.
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YES! • By creating environments that are safe, predictable, positive and consistent • By embracing the belief that ALL children can be taught to behave • And through preventing problem behavior before it begins! In the Roseburg School District we use PBIS!!
P B I S Positive Behavioral Interventions and Supports
PBIS is not a curriculum, intervention or practice! PBIS is a systems approach to establishing the behavioral supports and social culture needed for all students to achieve social, emotional and academic success.
Our ultimate goals: • Violent and disruptive behaviors are not tolerated! • Everyone has same understanding of expectations. • Everyone uses the same language. • Responses to behavior are the same. • Regular recognition of positive behavior.
Be safe Be responsible Be respectful
Students come to school with broad differences in their understanding of what is safe, responsible and respectful!.
We can’t assume students OF ANY AGE know how to behave! “They should know it by now” …but maybe they don’t!
Instead of punishing students for not automatically knowing how we want them to behave, we spend time teaching them what good behavior looks like! Instead of punishing students for not automatically knowing how we want them to behave, we spend time teaching them what good behavior looks like! “This is how to line up for the school bus.”
Be specific! “This is how to go through the lunch line.” “This is the behavior we expect at assemblies.”
“This is how to use the library.” “This is how to move through the hallway.”
Expectations shouldn’t be expressed just one time! …reteach … reteach … reteach … reteach … “Students learn appropriate behavior the same way a child learns to read - (or ride a bike… or shoot hoops…or drive…) through instruction, practice, feedback, and encouragement.”
Positives! The use of positives can help shape attitudes and behavior!
Positive relationships Positive interactions If these things are important to us, why wouldn’t they be important to students? Positive feedback Positive reinforcement
Positive interactions Positive relationships Let’s increase positives for kids! Positive reinforcement Positive feedback
Kids need (and want) positive adult attention in order to thrive!
The single most important thing wecan do to prevent student discipline problems is to build positive relationships with students!
Welcome students every day Smile, make eye contact Make it a point to use their name Have conversations, ask questions Be trustworthy. “What I say today is still going to be true tomorrow”. Be fair. If the rules are true for one person, they are true for everyone.
Try to have at least 4 positive interactions to each “negative” one “Nice to see you!” “Oh boy…” “Thanks a lot for picking that up.” “Good job of answering questions today!” “Have a great day!”
Discipline works when behavior creates more POSITIVE than NEGATIVE consequences!
Why use them? They help staff learn to look for the good in kids. They give adults an opportunity to have conversations with students and build relationships with them. They multiply the positive reinforcement. They are more effective in helping kids change habits than verbal praise alone.
Specific Praise vs. “Good Job” • Students need to be reinforced for specific behaviors you have taught and expect. • You may be trying to change long engrained behaviors in some students and maintain good behavior in others!
The most effective reward for kids is positive adult attention! “If you teach it and expect it and they DO IT, acknowledge it!” (Catch them being good!)
2% Students comply with the rules 80% of the time. However they are complimented for their behavior less than…..
Research indicates that you can significantly improve behavior just by pointing out what someone is doing correctly. Focus more attention on what kids do right than on what they do wrong!
CORRECTIONS PUNISHMENTS! Not the same thing!
Punishment doesn’t work! The most difficult students have a high tolerance for punishment. Punishment doesn’t work when most everything in someone’s life is already punishing. Jeff Sprague
“If your only tool is a hammer, every problem becomes a nail” Too often we continue to do the same thing (often punitive) and expect different results!
PBIS approach to correction: Re-teach expected behavior If student complies, acknowledge them! If student refuses to comply, generate a written referral about behavior If student STILL refuses to comply, follow progressive discipline policy.
NOTE! • Check with school/supervisor to double check how your building deals with referrals! • Some buildings prefer that individuals deal with minor behaviors themselves. Some want a written referral in order to track behavior patterns. • All MAJOR behaviors (drugs, weapons, acts of violence, etc.) should be reported to office!
Data-driven decisions To make good decisions, we need good data… so our decisions aren’t based on our last worst day!
It’s important to keep data about student behavior! Discipline referral data helps with entering incidents into SWIS (School-Wide Information System), tracking behavior patterns and making decisions regarding behavior challenges.
School PBIS teams look at the “BIG 5” in data: 1. HOW MANY referrals per day are we averaging? 2. WHO are we seeing the most of? 3. WHAT behaviors are happening? 4. WHERE are they happening? 5. At WHAT times of day?
Teams make decisions based on that data… Do we need to do a reteach of a particular expectation? Does EVERYONE need it…or just one grade level? (Or just one person?) Is there anything we can alter in the environment to prevent a reoccuranceof this behavior? Does a particular area need more supervision? Hopefully next month’s data will tell us if our decisions were good ones!
