pbs: positive behavior support “we’re all a piece of the puzzle!” august 23, 2007 “we’re...
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PBS: Positive Behavior Support
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
ObjectivesObjectives
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).
Today’s AgendaToday’s Agenda
Welcome & IntroductionPowerPoint PresentationIntroduction Lesson – RESPECTLearning Stations (rotating small
groups)Questions & AnswersJeopardy!
Welcome & IntroductionPowerPoint PresentationIntroduction Lesson – RESPECTLearning Stations (rotating small
groups)Questions & AnswersJeopardy!
PBS: The Big IdeaPBS: 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.
Research based model offers a common
approach to discipline
Behavioral
expectations
are clearly
defined and
taught
Contin
uum
of p
roce
dure
s
For s
uppo
rting
posit
ive
and
addr
essin
g
nega
tive
beha
vior
Cont
inuo
us
Mon
itorin
g
And
revi
ew fo
r
effec
tiven
ess
Data-driven Decision-making Essential Essential
FeaturesFeaturesof PBSof PBS
With the end result…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.
Organizational FeaturesOrganizational Features
Common
Vision
Common Languag
e
Common
Practices
School School CommunitCommunit
yy
Who is in Tolbert’s school community?
Primary Prevention:
School-/Classroom-
Wide Systems forAll Students,
Staff, & Settings
Secondary Prevention:
Specialized GroupSystems for
Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for
Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT
Tolbert RespectTolbert RespectAll
settingsHallway Bathroom Cafeteria Playgroun
dBus Assemblie
sComputer
LabClassroom
RespectSelf
Walk Walk
Shortest route possible
Wash hands
Be quick
Only eat your own food
Stay seated
Raise hand for help
Follow safety rules
Stay seated Stay seated on bottom in one spot
Stay seated
Stay on task
RespectOthers
Respect adults and peers
Hands and feet to self
Respect adults and peers
Hands and feet to self
Be silent
Be private Talk 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 clean Clean 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
Continuum of ReinforcementContinuum of Reinforcement
Natural SuccessNod, wink, thumbs up“Thanks”Public acknowledgementToken acknowledgementPrivilegesTangibles (small to large)
*The ultimate goal is to be towards the upper portion of the
continuum.
Natural SuccessNod, wink, thumbs up“Thanks”Public acknowledgementToken acknowledgementPrivilegesTangibles (small to large)
*The ultimate goal is to be towards the upper portion of the
continuum.
Tolbert’s ReinforcementsTolbert’s Reinforcements
Student __________________Staff ______________________Date __________________________
Congratulations!!!You were caught showingRESPECT for____ Self____ Others____ Propertyin the __________________._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Student Name _____________Staff Name ________________
Tornado TicketStudent __________________Staff ______________________Date __________________________
Congratulations!!!You were caught showingRESPECT for____ Self____ Others____ Propertyin the __________________._ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _Student Name _____________Staff Name ________________
Tornado Ticket
Consequences for Inappropriate Behavior
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.*
Report/Referral FormReport/Referral Form
Loudoun County Public SchoolsClass 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______________________
School-Wide Quiet SignalSchool-Wide Quiet Signal
“GIVE ME FIVE!”“GIVE ME FIVE!”
Our Success Depends On…
Our Success Depends On…
CONSISTENCYCONSISTENCY
Our Success Depends On…
Our Success Depends On…
Being positiveBeing positive
Our Success Depends On…
Our Success Depends On…
YOU!!!YOU!!!
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