The Power of Teaching 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?… ignore? … remove?… punish? How do we finish this statement now?
What is PBIS? School-wide discipline program Research based behavioral interventions Consistent expectations, language and implementation throughout the building Effective discipline = maximized learning
PBIS is Data Driven… What data? -Staff survey -Data analysis of 2005-06 referrals -In house monitoring of needs -SWIS
PBIS is not, An off-the-shelf, pre-packaged program that we buy with the hope it will immediately solve all of our behavior problems with students and their parents within 180 days!
PBIS Requires Commitment… We develop our program alongside behavioral specialists to help solve our school’s unique needs. However, fundamental change takes 3-5 years to fully develop and implement.
But, what’s in it for me??? Decreased time wasted on disciplining students Increased instructional time More effective interventions with at- risk students Positive school climate Positive interactions between faculty and students
These graphs reflect baseline data… Keep in mind that not every child who may have been engaged in inappropriate behaviors last year received an office referral. And, at the same time, not every child who received an office referral was dealt with by an administrator.
Our Belief Statements: Every discipline situation presents an opportunity to teach expected behavior. Expected behavior must be communicated through direct instruction, and modeled every day. Punishment, by itself, cannot change behaviors.
Our goal is to create a “Host Environment.” A “Host Environment” is a school-wide discipline plan with an emphasis on school-wide systems of support that include proactive strategies for defining, teaching, and supporting appropriate student behaviors to create a positive school environment.
We’ll Work Smarter, Not Harder! Instead of using a patchwork of individual behavioral management plans, a continuum of positive behavior support for all students within a school is implemented throughout the school throughout the day.
Why teach positive social behaviors? In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions.
Did our efforts to manage behavior last year prove successful?
Our collective dissatisfaction with student behavior last year was primarily due to the following factors: -Inconsistency among teachers in expectations of student behavior and strategies for improvement, and/or -A lack of communication between students, teachers, administrators, and parents regarding expectations of behavior, and consequences for misbehavior.
Research has shown that… Punishment, especially when used in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important aspect of a student’s entire educational experience. Teaching behavioral expectations and rewarding students for following them is a more positive approach than waiting for misbehavior to occur before responding.
The purpose of school-wide PBIS is to establish a “Host Environment” where appropriate behavior is the norm!
Tenets of PBIS (Our Core Values) Cedarmere students are: Respectful Responsible Ready Safe
Rewarding Students and Staff… Weekly Dough-nuts with administrator Prize Cart Monthly Celebrations Monthly Staff Drawings Please reward exemplary behavior in your own classroom as often as you’d like!
Expectations In the Classroom... Direct instruction of “Core Values” Positive expectations taught, encouraged, and rewarded Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent pre-corrections for chronic errors Effective academic instruction & curriculum
In hallways, cafeteria and bathrooms... 8:20 – 8:45 Quiet Zone Talking is acceptable if quietly respectful…
Throughout the day in hallways... 8:45 – 2:55 Silent Zone Talking is not tolerated.
In hallways, cafeteria and bathrooms... 2:55 – 3:20 Quiet Zone Talking is acceptable if quietly respectful…
To Conclude… Our goal as a PBIS school is to create a “host environment” that teaches and acknowledges positive behavioral competence, while utilizing Cedarmere’s behavior data to make informed decisions.
The Power of Teaching 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.