WELCOME PBIS Teams Positive Behavior Interventions and Supports

1. WELCOME PBIS Teams Positive Behavior Interventions and Supports

2. 12 Angela SWT

3. 33 Brenda BALL STATE

4. 12 Janice

5. 14 Lindy SFASU

6. 40 Lynda TLU/SWT

7. 38 Mary Margaret SWT

8. 28 Albert

10. Start on Time/ End on Time Keep side conversations to a minimum Use technology respectfully Keep an open mind and a positive attitude Participate fully

11. Team Talk Review

12. Response to Intervention

13. PBIS Team • School-Wide Expectations • Common Area Rules • Active Supervision • Lesson Plans • Reinforcement System • Effective Discipline Procedures • Classroom Systems

14. Four PBIS Elements Supporting Social Competence and Academic Achievement Supporting Decision Making Outcomes Supporting Staff Behavior Supporting Student Behavior

15. PBIS is… PBIS is not… • A process • Team Driven • Data Driven • Focused on increasing positive outcomes for students in student learning and behavior • A fast, easy fix • One size fits all • About eliminating consequences • Ever FINISHED!

16. Are You Ready?

17. Developing School-wide Behavior Expectations

18. Are WE sending mixed messages to OUR students?

19. Setting Clear School-Wide Expectations • Important first step in building an effective school-wide PBIS system • Well-designed expectations: • Establish the culture and vision for the campus community • Guide student and staff behavior • Strengthen teacher monitoring and correction of behavior

20. National PBIS • Be Safe • Be Respectful • Be Responsible

21. Expectations Will Link to Rules…

22. Hot Dot Activity • Brainstorm as a team a list of character traits and that you would like for your students and teachers to posess. • Using the colored dots at your table, each person should “vote” on their top 3. • Have a discussion and come to a consensus on what your school will adopt.

23. Common Area Rules

24. Well Designed Rules… • Convey to students what teachers expect • Guide student behavior • Strengthen teacher monitoring and correction of behavior • Are positive, observable and measurable

25. EXAMPLE NON-EXAMPLE No Running Students Will Behave in the Hallway Do Not Touch Anything • Walk on the Right Side of the Hallway • Keep Hands and Feet to Yourself • Talk at a voice level “1”

26. Developing and posting school or classroom rules alone does not guarantee appropriate behavior. Staff need to… Post the rules Teach rules directly Provide frequent and positive feedback Model, Model, Model!

27. Developing Common Area Rules • Begin with the GOAL in mind! • What is the purpose of the common area? • What does the area need to look like/sound like for students and adults to be successful?

29. Ball Elementary

30. Defining School-Wide Behavior Expectations Matrix

31. Team Time… Work as a team to develop your matrix for common area rules

32. Start on Time/ End on Time Keep side conversations to a minimum Use technology respectfully Keep an open mind and a positive attitude Participate fully

33. PBIS Team • School-Wide Expectations • Common Area Rules • Active Supervision • Lesson Plans • Reinforcement System • Effective Discipline Procedures • Classroom Systems

34. Team Expectations • Mission • Meet regularly • Agenda • Norms • Roles

35. Active Supervision

36. Systematic Supervision

37. Active Supervision techniques + PBIS Strategies = Increased safety, Positive Culture and climate

38. Why Active Supervision? • Increases opportunities for high rates of positive contact • Opportunities to reinforce appropriate behavior • Opportunities to correct inappropriate student behaviors

39. Research High rates of positive contact with individuals or groups of students can be expected to significantly reduce student problem behavior for up to 90% of all students

40. A ratio of positive contacts to corrective or aversive contacts of at least… 4:1

41. “Active supervision refers to a multi-element method of student behavior support and management in common areas”

43. Expect Consistency with Consequences 1. Take the student(s) aside 2. Avoid embarrassing the student in front of others 3. Review what you saw with the student(s) in a calm, businesslike*, impersonal manner 4. Don't argue -don't allow yourself to be drawn into an argument 5. Define the Inappropriate Behavior -state the rule(s) or expectation(s) that were violated

44. Expect Consistency with Consequences 6. Ask the student to state the appropriate, expected behavior for the situation -if they can't or won't, state the appropriate, expected behavior and ask them to repeat it to you 7. Remind the student(s) what the school prescribed consequence for the particular behavior is 8. Use the least aversive consequence allowed -follow school guidelines concerning repeated or chronic violations 9. Apply the consequence immediately

45. Expect Consistency with Consequences * Pick your battles: decide which behaviors are important to target and which are not * Consistency: correct each inappropriate target behavior in the same way for each student * Fidelity: consequent each inappropriate behavior each time… Don’t blow it off!

46. Other Considerations • How will you present “Active Supervision” concepts to staff? • How will teachers be reinforced for meeting supervision expectations? • How will teachers not meeting expectations be addressed?

47. Supervision on Your Campus • What is the minimal number of staff needed to ensure expectations are maintained? (In each area) • Does your schedule encourage active supervision? • Do you need to re-look at your duty schedule/stations?

48. Team Time… Work as a team to develop your staff expectations for Active Supervision

49. Lesson Plans We must teach students what we expect of them BEFORE we can correct their behavior.

50. Teaching Expectations/Rules • Begin communicating and teaching school-wide and classroom behavior expectations on the first day of school • Continue reminding, re-teaching and reinforcing expected behavior throughout the school year