School-Wide Positive Behavior Support

2011 – 2012

Objectives:

• Identify Highland’s vision and shared commitment relating to our PBS System.

• Identify tier 1 interventions. • How will each grade level teach and hold students

accountable to Guidelines for Success?

ACTIVITIES• Provide teachers time to plan and review R-KIDS HANDBOOK.• Review nuts and bolts and basic procedures.

Equity and AccessSchool Action Plan: Equity and Access

District Goal # 1: Equity and AccessEach student will be valued, connected, and achieving – no barriers.

School SMART Goal(s):

All staff will develop capacity to respond in culturally appropriate ways and help students connect with learning and take ownership for their learning. This will be measured by CWT data; and SWIS data for major office referrals.

Equity and Access Strategy #2Continue implementation and update of a school-wide PBS support system which will establish an environment to support learning for all students.

“If you don’t know where you are going, you probably aren’t going to get there.”

Yogi Berra

What does PBS look like?

• >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for addressing

problem behavior.• Data- & team-based action planning & implementation are

operating.• Administrators are active participants.• Full continuum of behavior support is available to all students.

What is Positive Discipline?• It’s the foundation for Positive Behavior Support.• Recent research tells us that children are “hardwired” from birth to

connect with others, and that children who feel a sense of connection to their community, family, and school are less likely to misbehave.

• Positive Discipline is based on the understanding that discipline must be taught and that discipline teaches.

• FIVE CRITERIA FOR EFFECTIVE DISCIPLINE:1. Helps children fell a sense of connection.2. Is mutually respectful and encouraging.3. Is effective long – term.4. Teachers important social and life skills.5. Invites children to discover how capable they are.

History• First introduced by Alfred Adler in 1920’s brought to the United States in

the late 30’s. “Man is a social being and his main desire is to belong.”

• Jane Nelsen, Ed.D. wrote and self-published Positive Discipline in 1981.“We need to provide children opportunity to experience responsibility.”

• This foundation is the basis for PBS Systems adopted by school districts all over the world including Renton.

Evidence For Positive Support• A study of school-wide implementation of classroom meetings in a lower-

income Sacramento elementary school over a four-year period showed a suspension decrease from 64 to 4. (Platt 1979)

• Studies have repeatedly demonstrated that a student’s perception of being part of a school community decreases the incidence of socially risky behaviors and increases academic performance (Resnick et al, 1997; Battistich, 1999; Goodenow, 1993)

• There is significant evidence that teaching younger students social skills has a protective effect that lasts into adolescence increasing success in school (Kellam et al, 1998; Battistich, 1999).

What Discipline Is For: Connecting Students to the Benefits of Learning

- Read article - Complete Reading Log- Discuss small group- Quick share out

SMART GOAL:

All staff will develop capacity to respond in culturally appropriate ways and help students connect with learning and take ownership for their learning. This will be measured by CWT data; and SWIS data for major office referrals.

What are potential unmet needs for our students ? What can we do to impact and engage growth?

DISCIPLINE WITH LOVE &LOGIC

• The goal is to put teachers in control of instruction.• Empower students to make wise responsible choices and

decisions.• Teaches kids to think for themselves.• Increase the level of student responsibility.• Prepares students to function effectively in a society

filled with temptations, decisions, and consequences.

Nuts and Bolts

• Think Time

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

Team Time

• How will you teach the guidelines?• Plan for first community circle/class meeting.• How will you build class connection/core

values/promise?

• Please be prepared to share some of your ideas with the staff whole group closing.