1. PBS: Positive Behavior Support “We’re ALL a piece of the puzzle!” August 23, 2007 “We’re ALL a piece of the puzzle!” August 23, 2007

2. Objectives Tolbert staff will: Understand and support the PBS approach in order to effectively and consistently implement on a daily basis. Define the three anchors. Use common language. Give examples and non-examples of expected behavior in all areas. Actively participate in example lessons and discussions (both whole and small group). Tolbert staff will: Understand and support the PBS approach in order to effectively and consistently implement on a daily basis. Define the three anchors. Use common language. Give examples and non-examples of expected behavior in all areas. Actively participate in example lessons and discussions (both whole and small group).

3. Today’s Agenda Welcome & Introduction PowerPoint Presentation Introduction Lesson – RESPECT Learning Stations (rotating small groups) Questions & Answers Jeopardy! Welcome & Introduction PowerPoint Presentation Introduction Lesson – RESPECT Learning Stations (rotating small groups) Questions & Answers Jeopardy!

4. PBS: The Big Idea Positive Behavior Support is an approach for teaching children appropriate behavior and providing the supports necessary to sustain that behavior. PBS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success. Positive Behavior Support is an approach for teaching children appropriate behavior and providing the supports necessary to sustain that behavior. PBS is not a curriculum - it is a framework for systems to identify needs, develop strategies, and evaluate practice toward success.

5. Research based model offers a common approach to discipline Behavioral expectations are clearly defined and taught Continuum of procedures For supporting positive and addressing negative behavior Continuous Monitoring And review for effectiveness Data-driven Decision- making EssentialFeatures of PBS

6. With the end result… Reducing challenging student behavior through a proactive, positive, and consistent manner across all school settings and Improving academic achievement and social competence. Reducing challenging student behavior through a proactive, positive, and consistent manner across all school settings and Improving academic achievement and social competence.

7. Organizational Features Commo n Vision Common Language Common Practices School Community Who is in Tolbert’s school community?

8. Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

9. Tolbert Respect All settingsHallwayBathroomCafeteriaPlaygroundBusAssembliesComputer Lab Classroom Respect Self Walk Shortest route possible Wash hands Be quick Only eat your own food Stay seated Raise hand for help Follow safety rules Stay seatedStay seated on bottom in one spot Stay seated Stay on task Respect Others Respect adults and peers Hands and feet to self Respect adults and peers Hands and feet to self Be silent Be privateTalk only to your tablemates Take turns Include others Follow drivers directions Active listening Appropriate applause Talk softly Respect Property Monitor volume Clean up after yourself Keep hallways clean Be cleanClean up your table Use equipment properly Pick up classroom equipment Obey bus rules Feet on floor Backpack on lap Clean up your area Keep chairs still Use equipment properly

10. Continuum of Reinforcement Natural Success Nod, wink, thumbs up “Thanks” Public acknowledgement Token acknowledgement Privileges Tangibles (small to large) *The ultimate goal is to be towards the upper portion of the continuum. Natural Success Nod, wink, thumbs up “Thanks” Public acknowledgement Token acknowledgement Privileges Tangibles (small to large) *The ultimate goal is to be towards the upper portion of the continuum.

11. Tolbert’s Reinforcements Tornado Ticket Student __________________ Staff ______________________ Date __________________________ Congratulations!!! You were caught showing RESPECT for ____ Self ____ Others ____ Property in the __________________. _ _ _ _ _ _ _ _ _ Student Name _____________ Staff Name ________________ Tornado Ticket Student __________________ Staff ______________________ Date __________________________ Congratulations!!! You were caught showing RESPECT for ____ Self ____ Others ____ Property in the __________________. _ _ _ _ _ _ _ _ _ Student Name _____________ Staff Name ________________ Tornado Ticket

12. Consequences for Inappropriate Behavior Non Verbal Cues General Reminders & Corrections (Re- teaching) Warning Homeroom Teacher Notification / Teacher-Student Conference Office Referral / Parent Notification *Parents may be notified at any level depending on the severity of the situation or problem.* Non Verbal Cues General Reminders & Corrections (Re- teaching) Warning Homeroom Teacher Notification / Teacher-Student Conference Office Referral / Parent Notification *Parents may be notified at any level depending on the severity of the situation or problem.*

13. Report/Referral Form Loudoun County Public Schools Class Report or Office Referral (Circle one) Date_________ Grade_______ Teacher/Team___________ Time____________ Day of Week: M T W R F (circle one) Student(s) Involved________________________________ Reporting Staff Person_____________________________ Incident: (check one) ____Disrespect (D1C) ____Defiance/Refuses Request (D2C) ____Disruptive Behavior (D5C) ____Inappro Lang/Gesture (D6C) ____Lying/Cheating (S2V) ____Frequent Tardiness (A1T) ____Other _____________________________________________ Location: ____Bus Stop (BST)____Hallway (HWY) ____Bus (BUS)____Library (LIB) ____Cafeteria (CAF)____Office (OFF) ____Classroom (CRM)____Playground (PLG) ____Computer Lab (LAB)____Restroom (RRM) ____Field Trip (FT)____Stairwell (STW) ____Gym (GYM)____Other _______________ Teacher Action: _____Proximity ____Time-out in class _____Redirection ____Counselor Contact _____Re- teach Rule ____Parent Contact _____Reminders When__________ _____Reprimand/Warning How___________ _____Modifications ____Other_____________ _____Conference with Student Possible Motivation: Trying to Access/Obtain___________________________________ Trying to Avoid/Escape____________________________________ Staff Comments: Administrative Response: ____Counsel/Mediate ____In School Restriction ____Student Conference____Out of School Suspension ____Parent Phone Call____Bus Suspension ____Parent Conference____Write Apology ____Loss of Privilege____Restitution ____Detention____Other____________ Administrative Signature______________________

14. School-Wide Quiet Signal “GIVE ME FIVE!”

15. Our Success Depends On… CONSISTENCY

16. Our Success Depends On… Being positive

17. Our Success Depends On… YOU!!!