1. Welcome to the 2014-2015 School Year!!

2. Middle School Students are inherently well-behaved!

3. …until they aren’t!

4. Can we really manage student behavior?!?

5. P ositive B ehavioral B ehavioral I nterventions and I nterventions and S upports S upports P B I S

6. It’s all about Prevention! How can we decrease the likelihood that certain behaviors will occur (and others won’t) ? By creating environments that are safe, predictable, positive and consistent.

7. Our ultimate goals: oViolent and disruptive behaviors are not tolerated! oEveryone has same understanding of expectations oEveryone uses the same language. oResponses to behavior are the same. oRegular recognition of positive behavior

8. Four critical features

9. Clear expectations

10. o Be safe o Be responsible o Be respectful

11. Students come to school with broad differences in their understanding of what is safe, responsible and respectful!.

12. We can ’ t assume students OF ANY AGE know how to behave! “ They should know it by now ” “ They should know it by now ” … but maybe they don ’ t! … but maybe they don ’ t!

13. Instead of punishing students for not automatically knowing how we want them to behave, we spend time teaching them what good behavior looks like! Instead of punishing students for not automatically knowing how we want them to behave, we spend time teaching them what good behavior looks like!

14. Be specific! “This is how we wait our turn to get on the bus.” “This is how we wait our turn to get on the bus.” “This is how we go through the lunch line.” “This is how we go through the lunch line.”

15. Expectations shouldn’t be expressed just one time! …reteach … reteach … reteach … reteach … “Students learn appropriate behavior the same way a child learns to read – through instruction, practice, feedback, and encouragement.” “Students learn appropriate behavior the same way a child learns to read – through instruction, practice, feedback, and encouragement.”

16. Positives

17. Positives! The use of positives can help shape attitudes and behavior!

18. Positive interactions Positive feedback Positive relationships Positive reinforcement If these things are important to adults, why wouldn’t they be important to students?

19. Many students get an abundance of negatives at home.

20. Kids need (and want) positive adult attention in order to thrive!

21. The single most important thing you can do to prevent student discipline problems is to build a relationship with students !

22. o Welcome students every day o Smile, make eye contact o Make it a point to use their name o Have conversations, ask questions o Be trustworthy. “What I say today is still going to be true tomorrow”. o Be fair. If the rules are true for one person, they are true for everyone.

23. “Nice to see you!” Try to have at least 4 positive interactions to each “ negative ” one “Thanks a lot for picking that up.” “Good job of staying in your seat today!” “Have a great day!” “Oh boy…”

24. Incentives!

25. Why use them? o They help you learn to look for the good in kids. o They give you an opportunity to build relationships with kids. o They multiply the positive reinforcement. o It is more effective in helping kids change habits than verbal praise alone…but it needs to be meaningful and sincere!

26. PLEASE NOTE: The most effective reward for kids is positive adult attention! If you teach it If you teach it and expect it and expect it and they DO IT, and they DO IT, acknowledge it! acknowledge it! (Catch them being good!)

27. Children comply with the Children comply with the rules 80% of the time. However rules 80% of the time. However they are complimented for their they are complimented for their behavior less than….. behavior less than….. 2%

28. Research indicates that you can significantly improve behavior just by pointing out what someone is doing correctly. Focus more attention on what kids do right than on what they do wrong!

29. Corrections

30. CORRECTIONSPUNISHMENTS! Not the same thing!

31. Punishment doesn’t work! The most difficult students have a high tolerance for our punishments. Punishment doesn’t work when most everything in someone’s life is already punishing. Jeff Sprague

32. “If your only tool is a hammer, every problem becomes a nail” Too often we continue to do the same thing (often punitive) and expect different results!

33. PBIS approach to correction:   Re-teach expected behavior   If student complies, acknowledge them!   If student refuses to comply, generate a written referral about behavior   If student STILL refuses to comply, follow progressive discipline policy.

34. Data driven decisions

35. Data-driven decisions To make good decisions, we need good data … so our decisions aren ’ t based on our last worst day! #!*+!#($*%)! !

36. It’s important to keep data about student behavior! Discipline referral data helps with entering incidents into SWIS (School-Wide Information System), tracking behavior patterns and making decisions regarding behavior challenges.

37. ( SAMPLE)

38. School PBIS teams look at the “BIG 5” in data: HOW MANY referrals per day are we averaging? WHO are we seeing the most of? WHAT behaviors are happening? WHERE are they happening? At WHAT times of day?

39. Teams make decisions based on that data… Do we need to do a reteach of a particular expectation? Does EVERYONE need it…or just one grade level? (Or just one person?) Is there anything we can alter in the environment? Does a particular area need more supervision? Etc. Hopefully next month’s data will tell Hopefully next month’s data will tell us if our decisions were good ones! us if our decisions were good ones!

40. 80% 15% 5% It pays to put the majority of effort and attention into PREVENTION!! 80% of students will respond to instruction; no problem! 15% of students may need some “tier two” interventions to help them with behavior. 5% of students may require “tier three” helps to manage chronic problems with behavior.

41. BIG QUESTION! Now the BIG QUESTION! “Does it work?” “Does it work?”

42. o o 17,000 schools across the Nation are implementing PBIS o o It is used in Juvenile Detention centers and Mental Health facilities o o Other Nations have adopted it o o PBIS is fast becoming the “gold standard” of behavior management

43. Adults need to work together to: ss tay “on the same page” kk eep their agreements cc ommunicate uu se the same language dd eliver the same message …consistency, consistency, consistency… It takes time, effort and practice!

44. Everyone involved with students is an Educator!

45. Thank you for doing your part to make sure school is the best part of every kids day!

46. Sue Ann Moore, BA, CPS PBIS Coach, Roseburg Public Schools samoore@roseburg.k12.or.us