1. North Buncombe District Advisory Council Meeting February 19, 2014

2. What is PBIS?
Comment: This section should come before we include any data slides that have the triangle in them.

3. Positive Behavior Intervention & Support
Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve
Academically & behaviorally important outcomes for
ALL STUDENTS

4. Positive Behavior Intervention & Support
Teams
Best practice in profession development
Representative of all faculty and staff
Assessment
Guides Intervention
Used for problem-solving
Context
Fit between problem context
And best practices

5. PBIS IS… Effective Process Expectations Teaching 3-5 years
Effective professional development
Expectations
Defined by building team
Implemented by all faculty and staff
Teaching
Appropriate behavior is taught
Positive behavior is publicly acknowledged
Example: Chewing Gum: One teacher may allow it and the next teacher does not.
Effective Behavioral Support (continued)
These are more key features of PBIS/EBS.
Focuses on establishing school environments that support long term success—this effort takes commitment, leadership (administrators and team), if change is to take place in adults and the system. You may see change but universal systems will not impact tough kids.
Is implemented consistently by staff and administration—everyone. A “critical mass” of staff teaches & practices. Consistent implementation by all staff every day of school is an important concept of PBIS.
Appropriate student behavior is taught—this cannot be emphasized enough. When students do not display the expected behavior, they must be taught.
Positive behaviors are publicly acknowledged—publicly acknowledging social behavior is more than “catch them being good.” Examples include a red card to go to the front of the line, Student of the Month, etc.

6. Focuses on instruction
PBIS
Focuses on prevention
Focuses on instruction
Uses data to make decisions & develop appropriate curriculum
Collaborative process
What if we went to the doctor not for medication after we have a cold, but we went to ask for prevention medicine to ensure that we stay well?
In PBIS we do just that. We focus on what we can do to prevent problem behavior, not how do we react to problem behavior. We teach behavior the same way we teach academics. We do not wait for the student to fail. 6

7. PBIS is a school wide system that creates a positive school culture:
School environment is predictable:
Common language
Common vision (understanding of expectations)
Common experience (everyone knows)
School environment is positive:
Regular recognition for positive behavior
School environment is safe:
Violent and disruptive behavior is not tolerated
School environment is consistent:
Adults use similar expectations

8. CONTINUUM of Positive Behavior Intervention & Support
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
wide and
Classroom
wide Systems
for All Students,
Staff, & Settings
~ 80% of Students
Let’s take a closer look at constructing a continuum of support (Lewis & Sugai, 1999; Sugai et al., 2000; Walker et al., 1996):
(CLICK) Primary prevention focuses on preventing the development of new cases of problem behaviors by focusing on all students and staff, across all settings. We expect that primary/school-wide/universal implementation will result in about 80% of students gaining the necessary behavioral and social skills necessary to be successful in school.
(CLICK) Secondary prevention focuses on reducing the number of existing cases of problem behaviors by establishing efficient and rapid responses to problem behavior. Secondary prevention is only implemented after the successful implementation of S-W PBIS and should result in an additional 15% of students learning necessary skills.
(CLICK) Tertiary prevention focuses on reducing the intensity and/or complexity of existing cases of problem behaviors that are resistant to primary and secondary prevention efforts. Once SW and Secondary efforts are in place, tertiary prevention & intervention focuses on the remaining 2-5% of the population continuing to show skill deficits.
When all three levels have been successfully implemented (a 3-5 year process) the school will have created a comprehensive system of behavioral support.
Correy’s gum, microwave popcorn, coal activity here?

9. Features of a Comprehensive System of PBIS
Total staff commitment to managing behavior
Clearly defined and communicated expectations and rules
Clearly defined consequences for correcting rule-breaking behaviors and procedures for acknowledging appropriate behavior(s)
An instructional component for teaching students expected behaviors
A support plan to address the needs of students with chronic, challenging behaviors
Have a support plan for non-responders.
Give examples of clearly defined rules and expectations would be nice.
Define chronic behaviors for staff.

10. Where are we with PBIS in Buncombe County?

11. Schools Implementing PBIS for More than One Year
Avery's Creek
Black Mtn ES
Black Mtn PS
Community High
Emma ES
Enka Middle
Erwin High (9th Grade)
Erwin Middle
Estes ES
Glen Arden ES
Johnston ES
Leicester ES
TC Roberson (9th Grade)
Valley Springs MS
WD Williams ES
Enka High
Cane Creek MS
Reynolds MS
Owen MS

12. Schools that began Implementation Fall 2013
Owen HS
Koontz IS
N. Buncombe MS
N. Windy Ridge IS
Eblen IS
Oakley ES
Haw Creek ES
Weaverville ES

13. Module I Training October 2013
North Buncombe Elementary School
Sand Hill-Venable Elementary School
West Buncombe Elementary School
Woodfin Elementary School
Fairview Elementary School
Reynolds High School
North Buncombe High School

14. Fall 2014 Bell Elementary School Hominy Valley Elementary School
Pisgah Elementary School
Candler Elementary School
Weaverville Primary School
Barnardsville Elementary School
Buncombe County Early/Middle College
Roberson High School (10-12)

15. What Does this Look Like in Schools?
Video example from North Windy Ridge

16. Why PBIS School-Wide? Fosters a positive school climate
Focuses staff and student attention on appropriate behaviors and success
Increases the chance that desired behaviors will be repeated
Reduces the time spent correcting misbehaviors
Positive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt

17. What are School-wide Expectations?
A list of specific, positively stated behavior that is desired of all faculty and students
Should be in line with the school’s mission statement and should be taught to all faculty, students, and parents 17

18. What Is Gained by Identifying Rules?
Allows for teaching behavioral expectations in specific settings
Uniform instruction across multiple programs and settings within the school
Consistent communication among staff members and parents
Legal, ethical, and professional accountability
We need to identify more specific rules under expectations to insure uniform instruction,
consistent communication, and increase accountability 18

20. North Windy Ridge Behavior Matrix
Hallway
Cafeteria
Playground
Bathroom
Car
Riders
Bus My
Classroom
Have
   respect
Walk quietly
Patiently wait my turn
in line
Participate in a
way that is safe for
everyone
Include all students
in my activities
Enter and exit
quietly
Sit quietly
Listen and follow
directions from my bus
driver
Keep hands, feet, and
objects to myself
Raise my hand to share
ideas and
ask questions
Awesome
   attitudes
Enjoy displays
with my
eyes,  hands by
my side
Be friendly to
cafeteria staff,
teachers and my peers
Demonstrate good
sportsmanship
Wait my turn
patiently
Speak to others
in a positive
way
Be on time to my bus
stop, use appropriate
language, and remember -
SAFETY FIRST!!!!
Listen attentively as
others speak
Remember my
mistakes are an
opportunity to learn
Willing
    workers
Line up in ABC
order
Clean up after myself
by throwing trash away
Always stay where
my teacher can see me
Keep the
restroom clean
Listen carefully
for my name to
be called
Stay in my seat
Use quiet voices
Always face forward
Keep hands and objects
inside the bus
Always do my best
Be responsible for my
work
Be willing to share my
thinking
Kind
    kids
Keep personal
space between
me and my peers
Use my inside voice
Place silverware in
bins and stack trays neatly
Share equipment
and take turns
Give others
personal space
bathroom walls
clean
Keep hands and
feet to myself
Keep my
personal items
with me
Treat everybody with
integrity and respect
Keep the bus clean
Treat others as I would
like to  be treated
Find ways to be
helpful
Successful
    citizens
Walk on the third block
Clean my personal
area and then help
others
Report problems
Follow adult
instructions
Let adults know
if there is a
problem
Be where I am
supposed to be
Report concerns to the bus driver
Bring materials
with me to class
Safely handle
materials & situations
Dietra

21. North Buncombe Middle School
Expectation
Classroom
Hallway
Cafeteria
Restroom
Buses
 Have Respect
Be on time and listen and follow directions. Wait to be recognized before speaking.
 Observe personal space by keeping hands, feet, and other objects to yourself. Talk quietly.
Practice good manners (voice level, hygiene, etc.)
Respect privacy of others.
Obey the driver. Be kind and considerate. Be a role model for others.
Act Responsibly
Have learning materials prepared and organized before the bell rings.
Have a hall pass during class time. Walk down the right side of the hall.
Keep your table space clean.
Use, flush, wash, leave!
Safety 1st. Sit and remain seated.
Pact it in- Pack it out
Keep TRASH off the FLOOR
Work Together
Actively participate in learning collaborating with peers.
Walk quietly on the right side. Use appropriate communication.
Enjoy positive social time.
Take only what you need.
Take your turn, keep clean.
Use the restroom for its intended purpose.
Help others when asked.
Keep your items in your lap (NOT ON FLOOR)
Face forward at all time.
The center isle should be clear.
Be Patient
Keep On Task
Complete assignments in the time provided and actively participate.
Move promptly from place to place. Allow for continual flow of traffic.
Eat only food on your place. Clean up after yourself.
Choose appropriate time to visit and return promptly to class.
Obey ALL school and bus rules. Build healthy relationships with others. Proper language & inside voice. Never be a Bully.
North Buncombe Middle School

22. Teaching and Reinforcing Behaviors
Use your matrix to create a common language
Language must be consistent in order to create consistency
Otherwise, students will still have to learn many different definitions for each expectation
Create a common language from your matrix: Use the language of your expectations and rules to teach and reinforce behaviors
Examples:
“We show respect in the cafeteria by keeping our voices at a level 0.”
“We are safe in the hallways by walking on the right side.” 22

26. The Power of Two Letters
Language is powerful
That’s why we define expectations -- so we can teach what they mean
Use the matrix to teach what the expectations look like using the word “by”
Expectation BY Rule 26
Mascorro, 2008

27. School Wide Behavior Expectations Matrix Thank you for Respecting
Classroom
Specials/
Resource
Hallway
Cafeteria
Play-
ground We
Respect
Ourselves
Be my best.
Be on
Task.
Be prepared.
Be on task.
Walk and move carefully.
Practice good manners.
Play safely
Respect Others
Listen and follow directions.
Share materials.
Move carefully.
Keep hands, feet and objects to myself.
Listen.
Share.
Stay on the right.
Give others proper space.
Clean up after myself.
Share equipment
Keep hands and feet to myself.
Include others.
Learning
Listen to instructions.
Give your best.
Do/Give my best effort.
Help others.
Be quiet in hallways.
Listen to adult’s directions.
Talk in quiet/
indoor voices.
Enter/Exit the building quietly.
Follow play-ground rules.
Property
Use materials properly.
Help keep room clean.
Use equipment
materials and furniture properly.
Use equipment properly.
Thank you for showing respect
for others BY…
staying on the right.
Thank you for Respecting
Property BY…
Cleaning up after
yourself. 27

28. Behavioral Correction
“By… tells me…”
By touching your neighbor, it tells me we should review where you are seated.
By putting your hands on the walls, it tells me we must review the hallway expectations again. 28

29. Corrections “What are you doing?” “What should you be doing?”
Help students to take responsibility for their own behavior:
“What are you doing?”
“What should you be doing?”
“Show me.”
By teaching this correction routine to staff members, you can create a high level of consistency among staff members. This way, students come to expect this process for correction (which lowers anxiety levels for students who are more sensitive to correction, thus reducing the chances they will react negatively). The correction script should be stated in a calm tone of voice at a conversational volume level
“What are you doing?” : we use this first question to check for the student’s awareness of their own behavior. If they are unable to answer, calmly state the behavior you observed: “You were running.”
“What should you be doing?” The second question provides an opportunity assess whether the student remembers the school rule related to the behavior error. If they aren’t sure, state the school rule: “We stay safe by walking in the halls.”
“Show me.” This step of the correction script requires the student to demonstrate the appropriate behavior skill. Coach the student through the process as necessary. “Show me walking.”
Conclude the interaction by verbally reinforcing the student when they demonstrate the appropriate behavior: “Nice work being safe by walking on the right.” 29

30. Why Develop Behavior Lesson Plans?
“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……
……….teach? ………punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
John Herner, Counterpoint (1998, p.2)
Complete reference 30

31. PBIS Lesson at WES

32. School-wide Acknowledgement Systems
Promote a safe and welcoming climate
Reinforce school-wide expectations and rules
Increase positive staff/student interactions
Prompt adults to acknowledge appropriate behaviors
Positive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt

33. Acknowledgement Guidelines
Reward demonstration of school-wide expectations
Avoid trying to motivate by withholding incentives
Avoid taking away incentives already earned
Should target all students and involve ALL staff
Keep ratios of reinforcement to correction high (4:1)
(Walker, Ramsey, & Gresham, 2004)
Positive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt

34. Goals of Acknowledgement
Create a learning environment where students are engaged and successful
Teach, support, and encourage students to be “self- managers”
Help students generalize the skills they learn in school to life experiences beyond school
Our goal is to create a learning environment where students are engaged and successful
Schools should teach, support, and encourage students to be “self-managers”
-Students should not depend on being recognized to behave well
We want students to sustain and expand the skills they learn in school to life experiences beyond school
Horner, R.H. (July 14, 2009). Using rewards within school-wide PBS. Presentation at Maryland team training. Retrieved from
(Horner, 2009) 34

35. NWR Postcard Home

36. Just some of the ways we are acknowledged as adults
Saving money
on car insurance
Frequent buyer cards
(Jersey Mike's, Car Wash, Gym, Ingles-gas)
Smiles/encouragement
from friends, family, and co-workers
Positive Evaluations

37. Acknowledging School-Wide Expectations: REINFORCERS “RATIONALE”
Humans require regular & frequent feedback on their actions
Humans experience frequent feedback from others, self, & environment
W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
Administrators need to model this as well. 37

38. What have you noticed about PBIS?
Amy Jamerson
North Windy Ridge School

39. NWR Positive Behavior Intervention
Supports
Year
A Look at Data

44. PBIS from the
Students' View

45. How Can I Help? Volunteer for Celebration Events
Monetary donations, donate teacher incentives
Reinforce School-Wide Expectations at home

46. Jayme Benfield, PBIS Coordinator
Thank you:
Dietra Garden, Amy Jamerson and NWR Students
at North Windy Ridge
Nicole Killeen
at Weaverville Elementary School
Jayme Benfield, PBIS Coordinator