School-Wide Positive Behavior Interventions and
JO
Published · 38 slides · 0 views
1 / 1
Description
School-Wide Positive Behavior Interventions and Supports If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to
Related Topics
Share
Embed code
Download this presentation From Below
"School-Wide Positive Behavior Interventions and" is the property of its rightful owner. Permission is granted to download and print the materials on this website for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Presentation Transcript
01
School-Wide Positive Behavior Interventions and Supports<br>
02
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… ?
Why can’t we finish the last sentence as automatically as we do the others?
(John Herner, NASDE President, 1998) Opening Thoughts<br>
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… ?
Why can’t we finish the last sentence as automatically as we do the others?
(John Herner, NASDE President, 1998) Opening Thoughts<br>
03
The Challenge Students with the most challenging behaviors in school need pro-active comprehensive and consistent systems of support.
School-wide discipline systems are typically unclear and inconsistently implemented.
Educators may not be provided with the necessary training and specialized skills to address severe problem behavior.
Traditional discipline systems,
Rarely reinforce positive behavior,
Expect that students know, or should know, how to behave, and
Utilize punishment to control behavior.<br>
School-wide discipline systems are typically unclear and inconsistently implemented.
Educators may not be provided with the necessary training and specialized skills to address severe problem behavior.
Traditional discipline systems,
Rarely reinforce positive behavior,
Expect that students know, or should know, how to behave, and
Utilize punishment to control behavior.<br>
04
Punishment may work…temporarily… It removes the student from problem situation.
It provides relief to school staff.
It alerts parents to the problem.
BUT
Office referrals, suspensions and expulsion from school have unintentional side effects:
It may exacerbate academic deterioration.
With no educational alternative, alienation, delinquency, crime, and substance abuse may ensue.
-Sprague (2014), Rodgers, D. and Salamone, K.<br>
It provides relief to school staff.
It alerts parents to the problem.
BUT
Office referrals, suspensions and expulsion from school have unintentional side effects:
It may exacerbate academic deterioration.
With no educational alternative, alienation, delinquency, crime, and substance abuse may ensue.
-Sprague (2014), Rodgers, D. and Salamone, K.<br>
05
What is the solution to this problem? PBIS is defined as a framework for enhancing the adoption and implementation of a continuum of evidence-based interventions to achieve academically and behaviorally important outcomes for all students.
(Sugai et al., 2000)<br>
(Sugai et al., 2000)<br>
06
School-Wide Positive Behavior Interventions and Support Expectations for student behavior are defined by a building-based team with all staff input.
Effective behavioral support is implemented consistently by staff and administration.
Appropriate student behavior is taught.
Positive behaviors are publicly acknowledged.
Problem behaviors have clear consequences.
Student behavior is monitored and staff receive regular feedback.
Effective Behavioral Support strategies are implemented at the school-wide, specific setting, classroom, and individual student level.
Effective behavioral support strategies are designed to meet the needs of all students.<br>
Effective behavioral support is implemented consistently by staff and administration.
Appropriate student behavior is taught.
Positive behaviors are publicly acknowledged.
Problem behaviors have clear consequences.
Student behavior is monitored and staff receive regular feedback.
Effective Behavioral Support strategies are implemented at the school-wide, specific setting, classroom, and individual student level.
Effective behavioral support strategies are designed to meet the needs of all students.<br>
07
School-Wide Positive Behavior Interventions and Support Framework to anchor all school improvement initiatives
Common language, common logic<br>
Common language, common logic<br>
08
Purpose of SWPBIS The fundamental purpose of SWPBIS is to make schools more effective learning environments.<br>
09
WHAT SWPBIS IS NOT!<br>
10
What’s in it for me? Increased quality instructional time
Less time spent setting limits
Better school climate
Ownership of school-wide system
Use of data for decision-making
Efficient use of resources and time
Community of practice<br>
Less time spent setting limits
Better school climate
Ownership of school-wide system
Use of data for decision-making
Efficient use of resources and time
Community of practice<br>
11
Pennsylvania Positive Behavior Supports (PAPBS) SWPBIS Outcome Data Schools in PA implementing SWPBIS reported general trends of:
Increases in protective factors and decreases in risk factors on the School Safety Survey
Decreases in out-of-school suspensions and expulsions
Increases in the number of students scoring Proficient or Advanced on the PSSA (Cohort 1 PBIS school compared to state averages)
As few as 0 or 1 office discipline referrals per school year for 90% of students
Decreases in out-of-school placements for elementary and secondary students
From PAPBS Executive Summary www.papbs.org<br>
Increases in protective factors and decreases in risk factors on the School Safety Survey
Decreases in out-of-school suspensions and expulsions
Increases in the number of students scoring Proficient or Advanced on the PSSA (Cohort 1 PBIS school compared to state averages)
As few as 0 or 1 office discipline referrals per school year for 90% of students
Decreases in out-of-school placements for elementary and secondary students
From PAPBS Executive Summary www.papbs.org<br>
12
The Somerset County Technology Center’s SWPBIS program is called the Tech Cash Program.
A Staff Handbook for SWPBIS has been created. In it, you will find information related to the SCTC Tech Cash Program.<br>
A Staff Handbook for SWPBIS has been created. In it, you will find information related to the SCTC Tech Cash Program.<br>
13
Prevention and Positive School Climate Focus on school-wide prevention of misbehavior, reinforcement of appropriate behavior, and building a positive school climate
Teaching school-wide PBIS rules and expectations
School-wide lessons
Frequent Acknowledgement of appropriate behavior
Tech Cash tickets
Frequent, specific praise
Tech Cash ticket exchange for weekly/quarterly/semester rewards<br>
Teaching school-wide PBIS rules and expectations
School-wide lessons
Frequent Acknowledgement of appropriate behavior
Tech Cash tickets
Frequent, specific praise
Tech Cash ticket exchange for weekly/quarterly/semester rewards<br>
14
EXPECTATIONS Be ResponSible
Be RespeCtful
Be PosiTive
Be Careful<br>
Be RespeCtful
Be PosiTive
Be Careful<br>
15
Matrix
The behavior matrix describes behavioral expectations for each area of the school building. Posters have been developed for each location and will be displayed. Handbook Page 5<br>
The behavior matrix describes behavioral expectations for each area of the school building. Posters have been developed for each location and will be displayed. Handbook Page 5<br>
16
Behavioral Expectations
In Locker rooms<br>
In Locker rooms<br>
17
Behavioral Expectations
In Transportation<br>
In Transportation<br>
18
Behavioral Expectations
In Common Areas<br>
In Common Areas<br>
19
Behavioral Expectations
On co-op<br>
On co-op<br>
20
Student Team Advisors—Angelo Codispoti, Jamie Frampton Student team members were selected after being nominated by the faculty. Tenth graders will be selected after school starts.
The student team will brainstorm, problem-solve, and help guide the Core Team. Their input is critical to the program’s success!
Members are as follows:<br>
The student team will brainstorm, problem-solve, and help guide the Core Team. Their input is critical to the program’s success!
Members are as follows:<br>
21
Lesson Plans There are six behavioral lessons for the P.R.I.D.E. Program.
All instructors will teach the lessons during “announcements” time (see the schedule on the next slide).
Announcements will take place at the beginning of 5th period for all students eating B or C lunch, and they will take place at the end of the period for all students eating A lunch.
See handbook pages 6 - 15 for lesson plans<br>
All instructors will teach the lessons during “announcements” time (see the schedule on the next slide).
Announcements will take place at the beginning of 5th period for all students eating B or C lunch, and they will take place at the end of the period for all students eating A lunch.
See handbook pages 6 - 15 for lesson plans<br>
22
Lesson Plan Schedule August 23rd—Student Launch
Students will learn about the acknowledgment system in a video that should be played 5th period.
Thursday, August 24th—P.R.I.D.E. in the Classroom
Friday, August 25th—P.R.I.D.E. in the Cafeteria
Monday, August 28th—P.R.I.D.E. in the Restroom/Locker Room
Tuesday, August 29th—P.R.I.D.E. in the Hallway
Wednesday, August 30th—P.R.I.D.E. on the Bus
Thursday, August 31st—P.R.I.D.E. in Events<br>
Students will learn about the acknowledgment system in a video that should be played 5th period.
Thursday, August 24th—P.R.I.D.E. in the Classroom
Friday, August 25th—P.R.I.D.E. in the Cafeteria
Monday, August 28th—P.R.I.D.E. in the Restroom/Locker Room
Tuesday, August 29th—P.R.I.D.E. in the Hallway
Wednesday, August 30th—P.R.I.D.E. on the Bus
Thursday, August 31st—P.R.I.D.E. in Events<br>
23
Videos There is a video that should be shown for each lesson plan. The videos largely teach the lesson (STEP 1), so teachers only need to review expectations and guide student activities (STEPS 2 and 3).
Video links will be emailed directly to teachers.
Video Example<br>
Video links will be emailed directly to teachers.
Video Example<br>
24
Student Acknowledgments Tech Cash Tickets are the tokens that will be used to acknowledge students for demonstrating SCTC behaviors (from Matrix).
When giving a ticket-
Tell the student what he/she did to earn the ticket (specific praise)
Tell the student to hold the ticket for redemption at the Tech Cash Store to be open Mondays for a half hour after announcements.
Aim to distribute 2+ tickets per day (1 per session per guidelines below) for the first several weeks of school.
1 ticket for the first 10 students enrolled 1 additional ticket for 11+ students enrolled
You will be given tickets to get started. See Mrs. Miller for more tickets. Handbook page 16<br>
When giving a ticket-
Tell the student what he/she did to earn the ticket (specific praise)
Tell the student to hold the ticket for redemption at the Tech Cash Store to be open Mondays for a half hour after announcements.
Aim to distribute 2+ tickets per day (1 per session per guidelines below) for the first several weeks of school.
1 ticket for the first 10 students enrolled 1 additional ticket for 11+ students enrolled
You will be given tickets to get started. See Mrs. Miller for more tickets. Handbook page 16<br>
25
Student Acknowledgements, cont. Students can redeem tickets at the Store and be eligible for drawings.
Tech Cash drawing box will be located in the Resource Center.
Tech Cash Store
Open Mondays after announcements for half hour.
Tickets redeemable for multiple items.
Tickets will then be entered into the Tech Cash drawings.
Tech Tuesdays Drawings
Tech Cash tickets redeemed at the store will be entered into this drawing.
Quarterly, one or more tickets will be selected for larger rewards.
At the end of the year, a special celebration will be held for all students. Those who earned Tech Cash tickets during the school year will be eligible for rewards.<br>
Tech Cash drawing box will be located in the Resource Center.
Tech Cash Store
Open Mondays after announcements for half hour.
Tickets redeemable for multiple items.
Tickets will then be entered into the Tech Cash drawings.
Tech Tuesdays Drawings
Tech Cash tickets redeemed at the store will be entered into this drawing.
Quarterly, one or more tickets will be selected for larger rewards.
At the end of the year, a special celebration will be held for all students. Those who earned Tech Cash tickets during the school year will be eligible for rewards.<br>
26
Effective Praise In addition to giving tickets, staff should aim to provide specific praise.
The ideal ratio of praise statements to negative statements is 4:1 or higher. Research suggests that instructors who provide this level of praise have significantly fewer behavior problems than instructors who provide less praise.
Praise should be specific, such as
“I like how you used positive language today in your group.”
“I appreciate that you stayed in your seat until dismissal.”
“That was a really thorough answer!”
General praise, such as “Nice job!” or “Good work!” is still positive, but should be used less often than specific praise.
Avoid being artificially enthusiastic with students.
Don’t be discouraged if students seem to dislike praise. Look at the behavior—if positive behavior increases, then praise is working!<br>
The ideal ratio of praise statements to negative statements is 4:1 or higher. Research suggests that instructors who provide this level of praise have significantly fewer behavior problems than instructors who provide less praise.
Praise should be specific, such as
“I like how you used positive language today in your group.”
“I appreciate that you stayed in your seat until dismissal.”
“That was a really thorough answer!”
General praise, such as “Nice job!” or “Good work!” is still positive, but should be used less often than specific praise.
Avoid being artificially enthusiastic with students.
Don’t be discouraged if students seem to dislike praise. Look at the behavior—if positive behavior increases, then praise is working!<br>
27
Adult Acknowledgements Staff members will also have an opportunity to receive rewards for participating in the SCTC program.
Monthly, a teacher’s name will be pulled from the tickets that are turned into the office. Possible rewards are:
School merchandise
Free lunch in Culinary
Quarterly, staff could be rewarded with doughnuts or pastries.<br>
Monthly, a teacher’s name will be pulled from the tickets that are turned into the office. Possible rewards are:
School merchandise
Free lunch in Culinary
Quarterly, staff could be rewarded with doughnuts or pastries.<br>
28
Intervention and Discipline Traditional discipline techniques are only implemented
After instruction in positive behavior and expectations
After minor misbehavior (instructor-managed) is managed in the classroom at least three times
For major misbehavior (office-managed)
Behavior management guidance
Teacher-Managed vs. Office-Managed behaviors and definitions
Flow chart with suggested interventions
Minor infraction form
Office Discipline Referral form<br>
After instruction in positive behavior and expectations
After minor misbehavior (instructor-managed) is managed in the classroom at least three times
For major misbehavior (office-managed)
Behavior management guidance
Teacher-Managed vs. Office-Managed behaviors and definitions
Flow chart with suggested interventions
Minor infraction form
Office Discipline Referral form<br>
29
Teacher Managed vs. Office Managed Behaviors Handbook page 18<br>
30
Teacher-Managed and Office-Managed Behavior Definitions Teacher-Managed Behaviors Office-Managed Behaviors Handbook page 19 - 21<br>
31
Flow Chart Handbook page 22<br>
32
Minor Infraction Form Handbook
page 23 Each teacher can find 20 forms in his or her binder. Feel free to make copies as needed.
The minor infraction form should be sent to the office with any Office Discipline Referral if the referral is for chronic teacher-managed behaviors.<br>
page 23 Each teacher can find 20 forms in his or her binder. Feel free to make copies as needed.
The minor infraction form should be sent to the office with any Office Discipline Referral if the referral is for chronic teacher-managed behaviors.<br>
33
Office Discipline Referral Handbook page 24<br>
34
Analysis and Adjustment Discipline infractions will be analyzed regularly
Collection of specific data on each Office Discipline Referral (ODR)
Monthly data analysis team meetings by Core PRIDE teacher team
Program will be adjusted based on data
Focus areas or problem areas may be discovered
Need for increases or decreases in ticket distribution
Changes in acknowledgments or incentives
Teacher input will be considered as well! Please provide your input to any Core team member.<br>
Collection of specific data on each Office Discipline Referral (ODR)
Monthly data analysis team meetings by Core PRIDE teacher team
Program will be adjusted based on data
Focus areas or problem areas may be discovered
Need for increases or decreases in ticket distribution
Changes in acknowledgments or incentives
Teacher input will be considered as well! Please provide your input to any Core team member.<br>
35
Speech Bubble Activity When we seek to discover the best in others, we somehow bring out the best in ourselves.
William Arthur Ward<br>
William Arthur Ward<br>
36
Quiz What do students need to do to receive a P.R.I.D.E. ticket?
How many tickets should be distributed weekly?
When will the lesson plans be taught?
Where can you find the videos for lessons?
What should teachers do with the ticket stubs?
What does the P stand for in P.R.I.D.E.?
How many interventions should a teacher try (at a minimum) before sending a referral to the office for a teacher-managed behavior?<br>
How many tickets should be distributed weekly?
When will the lesson plans be taught?
Where can you find the videos for lessons?
What should teachers do with the ticket stubs?
What does the P stand for in P.R.I.D.E.?
How many interventions should a teacher try (at a minimum) before sending a referral to the office for a teacher-managed behavior?<br>