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North Buncombe District Advisory Council Meeting February 19, 2014.

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Presentation on theme: "North Buncombe District Advisory Council Meeting February 19, 2014."— Presentation transcript:

1 North Buncombe District Advisory Council Meeting February 19, 2014


3 Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for ALL STUDENTS P OSITIVE B EHAVIOR I NTERVENTION & S UPPORT

4 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 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

6 PBIS  Focuses on prevention  Focuses on instruction  Uses data to make decisions & develop appropriate curriculum  Collaborative process 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 Primary Prevention Schoolwide and Classroomwide Systems for All Students, Staff, & Settings ~ 80% of Students Secondary Prevention Specialized Group Systems for Students with AtRisk Behavior ~15% Tertiary Prevention: Specialized Individualized Systems for Students with HighRisk Behavior ~5% CONTINUUM of Positive Behavior Intervention & Support

9 F EATURES OF A C OMPREHENSIVE S YSTEM 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

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 (9 th Grade) Erwin Middle Estes ES Glen Arden ES Johnston ES Leicester ES TC Roberson (9 th 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?

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 18


20 North Windy Ridge Behavior Matrix HallwayCafeteriaPlaygroun d Bathroo m Car Riders BusMy Classroom Have respect Walk quietlyPatiently 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 quietlyListen and follow directions from my bus driver Keep hands, feet, and objects to myself Raise my hand to share ideas and ask questions Awesome attitude s 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 Keep the 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

21 Expectation ClassroomHallwayCafeteriaRestroom Buses H ave 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. A ct 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 1 st. Sit and remain seated. Pact it in- Pack it out Keep TRASH off the FLOOR W ork 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 K eep 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 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 Mascorro, 2008 26

27 School Wide Behavior Expectations Matrix ExpectationClassroom Specials/ Resource HallwayCafeteria Play- ground We Respect Ourselves Be my best. Be on Task. Be prepared. Be my best. Be on task. Be prepared. Walk and move carefully. Practice good manners. Play safely We 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. Keep hands, feet and objects to myself. Share equipment Keep hands and feet to myself. Include others. We Respect Learning Listen to instructions. Give your best. Listen to instructions. 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. We Respect Property Use materials properly. Help keep room clean. Use equipment materials and furniture properly. Keep hands and feet to myself. Clean up after myself. Share. 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 Help students to take responsibility for their own behavior: “What are you doing?” “What should you be doing?” “Show me.” 29

30 “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) Why Develop Behavior Lesson Plans? 30


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 (Horner, 2009) 34

35 NWR Postcard Home

36 Just some of the ways we are acknowledged as adults

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

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

39 NWR Positive Behavior Intervention Supports Year 1 2013-2014 A Look at Data






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 271- 4520 775-2997 Thank you: Dietra Garden, Amy Jamerson and NWR Students at North Windy Ridge Nicole Killeen at Weaverville Elementary School

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