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PBS TEAM TRAINING

PBS TEAM TRAINING. BRIDGEPORT PUBLIC SCHOOLS 2007-2008 www.pbis.org. SWPBS is about…. Problem Statement.

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PBS TEAM TRAINING

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  1. PBSTEAM TRAINING BRIDGEPORT PUBLIC SCHOOLS 2007-2008 www.pbis.org

  2. SWPBS is about….

  3. Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

  4. SWPBS Logic Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students (Zins & Ponte, 1990)

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

  6. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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. RtI

  8. SWPBS Subsystems School-wide Classroom Family Non-classroom Student

  9. School-wide 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

  10. Non-classroom • Positive expectations & routines taught & encouraged • Active supervision by all staff • Scan, move, interact • Precorrections & reminders • Positive reinforcement

  11. Classroom • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cuestaught & encouraged • Ratio of 6-8 positive to 1 negative adult-student interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum

  12. Individual Student • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations

  13. Family • Continuum of positive behavior support for all families • Frequent, regular positive contacts, communications, & acknowledgements • Formal & active participation & involvement as equal partner • Access to system of integrated school & community resources

  14. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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

  15. CONTINUUM of SWPBS • Tertiary Prevention • Function-based support Audit Identify existing efforts by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decision rules (RtI) ~5% ~15% • Secondary Prevention • Check in/out • Primary Prevention • Teach SW Expectations ~80% of Students

  16. Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • Planned/unplanned • Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

  17. Reinforcement Wisdom! • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate! • Natural consequences are varied, unpredictable, undependable,…not always preventive

  18. Rule Violation Guidelines • Build continuum with decision rules (RtI) • Link to positive teaching/prevention procedures • Ensure more positive interactions than negative • Engage in regular data review

  19. CLASS ROOM VS. OFFICE MANAGED REFERRALS

  20. RULE VIOLATIONS PROCEDURES FOR CLASSROOM Focus on positive behaviors. Give ROCKS coupons Inform student of rule violation and re-teach ROCKS expectation, including Class Social Contract Rule violation occurs Is this a minor rule violation (requiring classroom interventions?) Complete office referral and send to the office Debrief and re-teach expectation Review classroom discipline procedure with student, practicing it consistently Is this the 4th time for this student after 3 separate classroom interventions? Rule violation occurs again Re-teach and follow classroom discipline Procedures with appropriate interventions* * Classroom interventions should include an increasing level of intervention such as time out, non-participation in reward activities, change of student’s seat, note sent home or phone call to parent/guardian, conference with parent and student, classroom detention, peer mediation, refer to counselor, refer to SAT, etc. No Yes Yes No

  21. Teacher Managed Behavior Excessive talking Attendance tardy inform parents Off task (Disruptive) Gum/Food/Candy Drinks Missing Homework Not prepared for class Name calling Dishonesty PDA Running in Hall Passing notes Backtalk directed at Adults Cheating/Plagiarism Writing on school property Office Managed Behavior Attendance Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons Gang Representation Cutting class/school Theft Drug Violations Directed Profanity Harassment (including sexual) Controlled Substances Threats Security threat/breach Lewd notes Repeated Backtalk (3) Repeated PDA Dress Code Cutting Teacher Detention Middle School

  22. High School • Office Managed Behavior • Fighting • Attendance Tardy • Insubordination • Vandalism • Verbal/Physical Intimidation • Weapons • Gang Representation • Cutting class/school/teacher detention • Theft • Drug Violations • Directed Profanity • Arson • Harassment • Lewd notes • Controlled Substances • Threats • Repeated/Severe Offenses • Security threat/breach • Teacher Managed Behavior • Excessive talking • Attendance tardy inform parents • Off task • Drinks/Food/Gum (with clear expectation for your class) • Missing Homework • Not prepared for class • Inappropriate Language • Lying • Dishonesty • Dress code violating • PDA • Hallway Disruption • Passing notes • Cheating/Plagiarism

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