positive behavior support
DESCRIPTION
Positive Behavior Support. All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement for all students. Purpose Statement. - PowerPoint PPT PresentationTRANSCRIPT
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All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement for all students
Positive Behavior Support
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Purpose Statement
Provide a safe, engaging learning environment for all students and staff at
Charles D. Owen High that enhances students’ Integrity, Attitude, and
Maturity through high and consistent expectations of behavior allowing for the highest academic learning opportunities.
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Starting Point….
● Educators cannot “make” students learn or behave.
● Educators can create environments to increase the likelihood students learn and behave.
● Positive behaviors and student expectations need to be taught to students.
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The 3 MajorComponents
of PBIS
Teaching appropriate behavior in all settings.
Recognition when behaviors are met.
Interventions when behavior expectations are not met.
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School Wide- PBIS is…
● Schoolwide● Problem solving method● Created to fit the needs of our school ● Targeted interventions based on students
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SW-PBIS is not...
● Not a specific practice, package or curriculum● Not limited to any particular group of students● Not time intensive
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Universal School-Wide Features● Clearly define expected behaviors (Rules)
● All Settings● All Classrooms
● Procedures for teaching & practicing expected behaviors
● Procedures for encouraging expected behaviors● Procedures for discouraging problem behaviors● Procedures for data-based decision making● Family awareness and involvement
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Negative Consequences vs Positive Reinforcement
Traditional Discipline:
●Focuses on the student’s problem behavior
●Goal is to stop undesirable behavior through the use of punishment
Positive Behavior Intervention & Support:
●Replaces undesired behavior with a new behavior or skill
●Alters environments, teaches appropriate skills, and rewards appropriate behavior
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How has this worked at another Buncombe County HIGH school?
https://drive.google.com/a/bcsemail.org/?usp=chrome_app#my-drive
https://drive.google.com/a/bcsemail.org/?usp=chrome_app#my-drive
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Lights, camera, action…Watch our students in action!
http://www.youtube.com/watch?v=kjv60b-abnM&feature=youtu.be
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The best way for our
students to learn…
Is for us to be a Warhorse,
too!
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Myth or Fact?
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Myth or Fact?
We are always positive and no longer correct student misbehavior.
OK to say “stop” - the challenge is to a) continue to teach appropriate behavior b) assign designated consequencec) put environmental supports in place to prevent the problem from occurring again
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Myth or Fact?
“Universals” mean we implement School Wide- PBIS exactly like all other schools.
●Essential features ●Reflect unique challenges●Culturally responsive to reflect Owen community●Intensity of implementation should match the intensity of challenges
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Myth or Fact?
When you think they “get it”, it is typically okay to stop teaching social expectations.
●Stages of learningAcquisitionFluency Maintenance and Generalization
●Students are ALWAYS learning
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Myth or Fact?
School Wide PBS simply will not work if you don’t use huge, expensive,“rewards.”
Key is sincere, relevant, positive rewards!
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Quick look at data...
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Owen Data 2012-2013
383 Administrative conference with Parents ≈ 64 hours (10 minutes each)
562 Administrative conference withStudent ≈ 94 hours (10 minutes each)
322 Detention148 ISS (full)219 ISS (partial)
167 OSS
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Data Cont’d2 Long-term suspension26 Report to law enforcement665 Incidents by females1140 Incidents by males
689 – Freshmen
425 – Sophomores
312 – Juniors
397 - Seniors
1854 incidents – 10 min ea = 309 hours = 12.875 days
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West Elementary in Alton, Illinois
Benefit Analysis: Learning Time Lost to Discipline Time (Barrett & Swindell, 2002)
Discipline Administrator Time Student Time Staff Time
Office Disciplinary Referral 10 minutes 20 minutes 5 minutes
Detention 20 minutes 6 hours 5 minutes
Suspension 45 minutes 6 hours 5 minutes
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West Elementary Cont’d
Learning Time Gained by Reducing Discipline Time
Office Referrals (-719) | Detentions (-47) | Suspensions (-27)
Office Disciplinary Referral
Detentions SuspensionsTotal Time Gained Back
Administration 119.8 Hours 15.7 Hours 20.3 Hours 155.8 Hours (25.9 Days)
Students 239.7 Hours 282 Hours 162 Hours 683.7 Hours (144 Days)
Staff 59.99 Hours 3.9 Hours 2.3 Hours 66.1 Hours (11 Days)
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions●Individual Students●Assessment-based●High Intensity
Intensive, Individual Interventions●Individual Students●Assessment-based●Intense, durable procedures
Targeted Group Interventions●Some students (at-risk)●High efficiency●Rapid response
Targeted Group Interventions●Some students (at-risk)●High efficiency●Rapid response
Universal Interventions●All students●Preventive, proactive
Universal Interventions●All settings, all students●Preventive, proactive
Designing School-Wide Systems for Student Success
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Continuum of Supports
Reading
Science
Math
Soc skills
Horses
Spanish
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Myths, Misunderstandings, and Milestones in Implementing School-
wide Positive Behavior SupportTim Lewis, Ph.D.
University of Missouri
OSEP Center on Positive Behavioral Interventions & Supports
Adapted for Owen High School by the PBIS Committee