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A Schoolwide, Proactive Approach to Discipline PBIS.

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Presentation on theme: "A Schoolwide, Proactive Approach to Discipline PBIS."— Presentation transcript:

1 A Schoolwide, Proactive Approach to Discipline PBIS

2 “ We really like you guys, but you don’t run the place”

3 PBIS Expectations Let’s start this session by: Having all electronics on respect mode Being respectful (focus on presentations, have discussions during breaks, etc.) Being engaged (actively listen, ask questions, participate)

4 “The defining feature of a proactive schoolwide discipline plan is the focus on schoolwide behavior expectations” (Colvin, 2007, p.56)

5 “Students may be less likely to misbehave when expectations are clear and they understand the boundaries between acceptable and unacceptable behavior” (Protheroe, 2011)

6 What is PBIS PBIS is an approach for assisting school personnel in adopting and organizing evidence-based behavioral interventions into an integrated continuum that enhances academic and social behavior outcomes for all students.

7 PBIS MYTHS What is PBISWhat is not PBIS Prevention based Proactive Data and evidence based Targets all students to improve behavior and academics Packaged Curriculum Scripted Interventions Manualized strategies Targets one specific population

8 PRIDE DEFINED Oakland Bay Junior High School PRIDE PRODUCTIVERESPECTFULINVOLVEDDILIGENTEXCEPTIONAL Fruitful Accomplishing Generative Prolific Profitable Constructive Honor Courteous Polite Reverence Civil Considerate Intricate Concerned Committed Engaged Included Connected Constant Industrious Tireless Persevere Caring Thorough Uncommon Singular Excellent Surpassing Superior Exceeding

9 PBIS at Shelton High School Step 1 Create a schoolwide acronym that is used to support positive schoolwide expectations Completed by staff at Climber Institute Acronym will be used as both general schoolwide expectations, as well as in specific settings.

10 PBIS at Shelton High School Step 2 Create expectations of behavior in all common places throughout the school Staff will create a matrix of schoolwide behaviors today at Climber institute. General behavioral expectations were introduced to Sophomores by Climber crew Behavioral matrices will be introduced to all students through CSI and supported throughout the year

11 PBIS at Shelton High School Step 3 Learn Positive, Proactive strategies to be used schoolwide and in our classroom management practices Learned at Climber Institute and supported throughout the school year Staff will leave with a proactive toolkit to support both schoolwide and classroom strategies

12 PBIS at Climber Institute Objective: A positive schoolwide emphasis on the importance of learning and intolerance of conditions which inhibit learning. Today’s Goal: Triple A A1: Acronym A2: Attack A3: Action

13 Acronym Schoolwide statement of core expectations

14 A1: Acronym Purpose: Concise way to communicate the core expectations for our school, and the guiding principles and values. A good Acronym should be 5 letters or less Easy for all to remember Basis for schoolwide expectations (motivational) Ex. T-shirts, pencils, bracelets

15 A1: Acronym Each table needs to choose or create one acronym and select words to represent Write your acronym and corresponding words on your paper Write your group’s acronym and words on your large paper for presentation Choose one person to present your idea Staff will vote on the one to use ( Majority rules)

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17 A2: Attack Schoolwide expectations

18 A2: Attack Schoolwide expectations Using our acronym, we will create schoolwide behavioral expectations Each group will work to create expectations for a given area Classroom Electronics Language Bus Walkways Assembly Cafeteria From the completed expectations the PBIS committee will combine and refine all given expectations. The PBIS committee will report schoolwide expectations at the in-service on September 6th

19 Classroom Expectations Shelton High School Acronym word Acronym Expectation of behavior PO WE R

20 Schoolwide expectations Hand your group’s matrix to the closest PBIS member Your matrix will be used to help shape schoolwide expectations Finalized schoolwide expectations will be presented September 6th

21 ACTION Attitudes, Best Practices, Relationships & Tools

22 Expectations for Presentation Let’s start this session by: Having all electronics on respect mode Being respectful (focus on presentations, have discussions during breaks, etc.) Being engaged (actively listen, ask questions, participate)

23 AGENDA FOR SESSION Mind shift and Attitudes Best Practices Connections and Building Relationships Tools and Resources

24 PBIS Attitude and Mind shift Focus is on changing our attitudes to be more positive and welcoming to our students’ By shifting our language, environment, and expectations we can positively impact student behaviors and academics Define clear expectations that are reinforced Consistency and predictability are the keys to success (both academically and behaviorally) Best practices tie successful instruction and behavior management together

25 PBIS allows for: Fun! Gradual Change Flexibility Discipline

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27 Language Switcheroo Our words. Just phrasing things in a more positive manner can impact student behavior. Let’s look at rephrasing some basic classroom rules so they become more positive.

28 Old Way vs. New Way Classroom RulesClassroom Expectations “Don’t Be Late”“Be on time” “No points for late work”“Full points for work turned in on time”

29 GROUP ACTIVITY (10 minutes) Remember the expectations of being Respectful and Engaged! Choose a member to be your table’s recorder Look through the worksheet that has 8 class rules Brainstorm as a table ways to positively restate those rules and record your “new” expectations on the worksheet When the music stops, recorders should be ready to share your table’s “new” expectations. Hand in your completed worksheet to a PBIS team member.

30 BEST PRACTICES Preventative and Proactive Work to prevent undesired behaviors by defining and promoting positive ones Send the Message of “We Care” Doing things like greeting kids at the door, allowing kids to save face, having students see us at school events

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32 AND YET BEHAVIOR IS NO LAUGHING MATTER….. Lack of discipline is viewed as one of the most serious challenges facing public schools National Education Goals Report (1995) U.S. Surgeon General’s Report (2002) Teachers report that problem behavior is increasing and is a threat to effective learning Skiba and Peterson, (2000)

33 BEST PRACTICE COMPONENTS acknowledgement corrections 1. Define--Clear & concise definition of behavior expectations 2. Teach--Direct teaching of behavior expectations 3. Remind--Daily reminders & supervision – “The Positive Nag” and Management By Walking Around (MBWA) 4. Celebrate--Consistent acknowledgement of the expected behaviors 5. Correct--Consistent corrections of the problem behaviors

34 PBIS organizes adults and students to create a social-culture in schools that will encourage positive behavior and interactions, while discouraging problem behaviors. This social-culture will lead to a safer environment where students achieve academically and build positive relationships with each other and with adults…….preventing this………

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36 CLASSROOM SELF-ASSESSMENT A simple tool to help focus on and implement Best Practices in the classroom Includes a tally area to record positive and negative student contacts Includes the 10 core classroom management areas to use in creating an effective classroom environment

37 SELF-ASSESSMENT ACTIVITY Without putting your name on the copy of the Classroom Management Self Assessment, take 5 minutes to rate yourself on each of the areas. When the music stops, fold your paper in half, and put in the center of the table. The PBIS team will use these to identify needed areas of training.

38 TOOLS & STRATEGIES Prevention TierCore Elements Primary (Level 1) Behavioral Expectations Defined Behavioral Expectations Taught Reward system for appropriate behavior Continuum of consequences for problem behavior Continuous collection and use of data for decision-making Secondary (Level 2) Universal screening Progress monitoring for at risk students System for increasing structure and predictability System for increasing contingent adult feedback System for linking academic and behavioral performance System for increasing home/school communication Collection and use of data for decision-making Tertiary (Level 3)Functional Behavioral Assessment Team-based comprehensive assessment Linking of academic and behavior supports Individualized intervention based on assessment information focusing on (a) prevention of problem contexts, (b) instruction on functionally equivalent skills, and instruction on desired performance skills, (c) strategies for placing problem behavior on extinction, (d) strategies for enhancing contingence reward of desired behavior, and (e) use of negative or safety consequences if needed. Collection and use of data for decision-making (Sugai & Horner, 2010) This is our focus!!

39 OUR FOCUS: TIER 1 Affects ALL students Prevention Tier Core Elements Primary (Level 1) Behavioral Expectations Defined Behavioral Expectations Taught Reward system for appropriate behavior Range of consequences for problem behavior(s) Continuous collection and use of data for decision-making (Sugai & Horner, 2010)

40 17 EFFECTIVE CLASSROOM MANAGEMENT STRATEGIES 1. Increase ratio of Positive to Negative Teacher /Student interaction 4:1 or higher Positive Interactions every 5 minutes (goal!) Follow rule correction with positive reinforcer when rule is followed 2. Actively Supervise Move continuously Scan continuously & overtly Interact frequently and positively Positively reinforce rule following behaviors

41 17 Strategies Cont. 3. Positively Interact with most students during lesson Physical, verbal, and visual contact Group vs. individual Instructional and social 4. Manage Minor Problems Positively and Quickly Signal the occurrence State correct response/action Ask student to demonstrate correct response/action Disengage and quickly & early, move on

42 17 Strategies Cont. 5. Follow School Procedures for Chronic Problem Behaviors Be consistent & business-like (It’s not personal though it feels like it!) Precorrect (remind/reteach ahead of activity) for next occurrence 6. Conduct Smooth & Efficient Transitions Between Activities Taught routine Engage students immediately 7. Be Prepared for Activity Prepare backup or extension activities Know desired outcomes Have all materials ready Practice presentation fluency

43 17 Strategies Cont. 8. Begin With Clear Explanations of Outcomes Use advance organizers Have a Point of reference 9. Allocate Most Time to Instruction Fill day with instructional activities Maximize teacher-led engagement 10. Engage Students in Active Responding Write Verbalize Participate

44 17 Strategies Cont. 11. Give Each Student Multiple Ways to Actively Respond Individual vs. choral responses Written vs. gestures Peer-based 12. Regularly Check for Understanding Questioning Affirmative gestures Written Action Rephrasing in students OWN words 13. End Activity With Feedback Academic vs. Social Individual vs. Group

45 17 Strategies Cont. 14. Provide Specific Details About What Happens Next Homework New Activity Next Class 15. Know How Many Students Met Outcomes Oral Written Sample Other 16. Provide Extra Time/Assistance for Unsuccessful Students More practice More instruction 17. Plan for Next Time the Activity is Conducted Firm up/Adjust Outcome(s) Create New Outcome Test/Quiz/Project to demonstrate knowledge

46 TOOLKIT Your “Toolkit” packet includes the following resources: More “Effective Teaching Strategies” (Lewis, 2007) “Promoting Positive & Effective Learning Environments” (Lewis, 2007) “Effective Classroom Plan” Worksheet (Lewis, 2007) “Environmental Inventory” (Lewis, 2007) “Basics of Classroom and Behavior Management” (Sugai and Simonson, 2008) 120 Free or Inexpensive Incentives and Rewards

47 ACTION REVIEW Focus is on changing our attitudes to be more positive and welcoming to our students’ By shifting our language, environment, and expectations we can positively impact student behaviors and academics Define clear expectations that are reinforced Consistency and predictability are the keys to success (both academically and behaviorally) Best practices tie successful instruction and behavior management together

48 Thank you!


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