Presentation on theme: "North Buncombe District Advisory Council Meeting February 19, 2014"— Presentation transcript:
1North Buncombe District Advisory Council Meeting February 19, 2014
2What is PBIS?Comment: This section should come before we include any data slides that have the triangle in them.
3Positive Behavior Intervention & Support Framework for enhancing adoption & implementation ofContinuum of evidence-based interventions to achieveAcademically & behaviorally important outcomes forALL STUDENTS
4Positive Behavior Intervention & Support TeamsBest practice in profession developmentRepresentative of all faculty and staffAssessmentGuides InterventionUsed for problem-solvingContextFit between problem contextAnd best practices
5PBIS IS… Effective Process Expectations Teaching 3-5 years Effective professional developmentExpectationsDefined by building teamImplemented by all faculty and staffTeachingAppropriate behavior is taughtPositive behavior is publicly acknowledgedExample: 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.
6Focuses on instruction PBISFocuses on preventionFocuses on instructionUses data to make decisions & develop appropriate curriculumCollaborative processWhat 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
7PBIS is a school wide system that creates a positive school culture: School environment is predictable:Common languageCommon vision (understanding of expectations)Common experience (everyone knows)School environment is positive:Regular recognition for positive behaviorSchool environment is safe:Violent and disruptive behavior is not toleratedSchool environment is consistent:Adults use similar expectations
8CONTINUUM of Positive Behavior Intervention & Support Tertiary Prevention:SpecializedIndividualizedSystems for Students withHighRisk Behavior~5%Secondary PreventionSpecialized GroupSystems for Students withAtRisk Behavior~15%Primary PreventionSchoolwide andClassroomwide Systemsfor All Students,Staff, & Settings~ 80% of StudentsLet’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?
9Features of a Comprehensive System of PBIS Total staff commitment to managing behaviorClearly defined and communicated expectations and rulesClearly defined consequences for correcting rule-breaking behaviors and procedures for acknowledging appropriate behavior(s)An instructional component for teaching students expected behaviorsA support plan to address the needs of students with chronic, challenging behaviorsHave a support plan for non-responders.Give examples of clearly defined rules and expectations would be nice.Define chronic behaviors for staff.
11Schools Implementing PBIS for More than One Year Avery's CreekBlack Mtn ESBlack Mtn PSCommunity HighEmma ESEnka MiddleErwin High (9th Grade)Erwin MiddleEstes ESGlen Arden ESJohnston ESLeicester ESTC Roberson (9th Grade)Valley Springs MSWD Williams ESEnka HighCane Creek MSReynolds MSOwen MS
12Schools that began Implementation Fall 2013 Owen HSKoontz ISN. Buncombe MSN. Windy Ridge ISEblen ISOakley ESHaw Creek ESWeaverville ES
13Module I Training October 2013 North Buncombe Elementary SchoolSand Hill-Venable Elementary SchoolWest Buncombe Elementary SchoolWoodfin Elementary SchoolFairview Elementary SchoolReynolds High SchoolNorth Buncombe High School
14Fall 2014 Bell Elementary School Hominy Valley Elementary School Pisgah Elementary SchoolCandler Elementary SchoolWeaverville Primary SchoolBarnardsville Elementary SchoolBuncombe County Early/Middle CollegeRoberson High School (10-12)
15What Does this Look Like in Schools? Video example from North Windy Ridge
16Why PBIS School-Wide? Fosters a positive school climate Focuses staff and student attention on appropriate behaviors and successIncreases the chance that desired behaviors will be repeatedReduces the time spent correcting misbehaviorsPositive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt
17What are School-wide Expectations? A list of specific, positively stated behavior that is desired of all faculty and studentsShould be in line with the school’s mission statement and should be taught to all faculty, students, and parents17
18What Is Gained by Identifying Rules? Allows for teaching behavioral expectations in specific settingsUniform instruction across multiple programs and settings within the schoolConsistent communication among staff members and parentsLegal, ethical, and professional accountabilityWe need to identify more specific rules under expectations to insure uniform instruction,consistent communication, and increase accountability18
20North Windy Ridge Behavior Matrix HallwayCafeteriaPlaygroundBathroomCarRidersBusMyClassroomHave respectWalk quietlyPatiently wait my turnin lineParticipate in away that is safe foreveryoneInclude all studentsin my activitiesEnter and exitquietlySit quietlyListen and followdirections from my busdriverKeep hands, feet, andobjects to myselfRaise my hand to shareideas andask questionsAwesome attitudesEnjoy displayswith myeyes, hands bymy sideBe friendly tocafeteria staff,teachers and my peersDemonstrate goodsportsmanshipWait my turnpatientlySpeak to othersin a positivewayBe on time to my busstop, use appropriatelanguage, and remember -SAFETY FIRST!!!!Listen attentively asothers speakRemember mymistakes are anopportunity to learnWilling workersLine up in ABCorderClean up after myselfby throwing trash awayAlways stay wheremy teacher can see meKeep therestroom cleanListen carefullyfor my name tobe calledStay in my seatUse quiet voicesAlways face forwardKeep hands and objectsinside the busAlways do my bestBe responsible for myworkBe willing to share mythinkingKind kidsKeep personalspace betweenme and my peersUse my inside voicePlace silverware inbins and stack trays neatlyShare equipmentand take turnsGive otherspersonal spacebathroom wallscleanKeep hands andfeet to myselfKeep mypersonal itemswith meTreat everybody withintegrity and respectKeep the bus cleanTreat others as I wouldlike to be treatedFind ways to behelpfulSuccessful citizensWalk on the third blockClean my personalarea and then helpothersReport problemsFollow adultinstructionsLet adults knowif there is aproblemBe where I amsupposed to beReport concerns to the bus driverBring materialswith me to classSafely handlematerials & situationsDietra
21North Buncombe Middle School ExpectationClassroomHallwayCafeteriaRestroomBuses Have RespectBe 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 ResponsiblyHave 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 outKeep TRASH off the FLOORWork TogetherActively 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 PatientKeep On TaskComplete 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
22Teaching and Reinforcing Behaviors Use your matrix to create a common languageLanguage must be consistent in order to create consistencyOtherwise, students will still have to learn many different definitions for each expectationCreate a common language from your matrix: Use the language of your expectations and rules to teach and reinforce behaviorsExamples:“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
26The Power of Two Letters Language is powerfulThat’s why we define expectations -- so we can teach what they meanUse the matrix to teach what the expectations look like using the word “by”Expectation BY Rule26Mascorro, 2008
27School Wide Behavior Expectations Matrix Thank you for Respecting ClassroomSpecials/ResourceHallwayCafeteriaPlay-groundWeRespectOurselvesBe my best.Be onTask.Be prepared.Be on task.Walk and move carefully.Practice good manners.Play safelyRespect OthersListen 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 equipmentKeep hands and feet to myself.Include others.LearningListen 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.PropertyUse materials properly.Help keep room clean.Use equipmentmaterials and furniture properly.Use equipment properly.Thank you for showing respectfor others BY…staying on the right.Thank you for RespectingProperty BY…Cleaning up afteryourself.27
28Behavioral 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
29Corrections “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
30Why 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 reference30
32School-wide Acknowledgement Systems Promote a safe and welcoming climateReinforce school-wide expectations and rulesIncrease positive staff/student interactionsPrompt adults to acknowledge appropriate behaviorsPositive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt
33Acknowledgement Guidelines Reward demonstration of school-wide expectationsAvoid trying to motivate by withholding incentivesAvoid taking away incentives already earnedShould target all students and involve ALL staffKeep ratios of reinforcement to correction high (4:1)(Walker, Ramsey, & Gresham, 2004)Positive Reinforcement: Will Work for Coffee, Johns and Patrick, ppt
34Goals of Acknowledgement Create a learning environment where students are engaged and successfulTeach, support, and encourage students to be “self- managers”Help students generalize the skills they learn in school to life experiences beyond schoolOur goal is to create a learning environment where students are engaged and successfulSchools should teach, support, and encourage students to be “self-managers”-Students should not depend on being recognized to behave wellWe want students to sustain and expand the skills they learn in school to life experiences beyond schoolHorner, R.H. (July 14, 2009). Using rewards within school-wide PBS. Presentation at Maryland team training. Retrieved from(Horner, 2009)34
36Just some of the ways we are acknowledged as adults Saving moneyon car insuranceFrequent buyer cards(Jersey Mike's, Car Wash, Gym, Ingles-gas)Smiles/encouragementfrom friends, family, and co-workersPositive Evaluations
37Acknowledging School-Wide Expectations: REINFORCERS “RATIONALE” Humans require regular & frequent feedback on their actionsHumans experience frequent feedback from others, self, & environmentW/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviorsAdministrators need to model this as well.37
38What have you noticed about PBIS? Amy JamersonNorth Windy Ridge School
39NWR Positive Behavior Intervention SupportsYearA Look at Data