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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

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

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