welcome to the 2015-2016 school year!! students are inherently well-behaved!
TRANSCRIPT
Welcome to the 2015-2016 Welcome to the 2015-2016
School Year!!School Year!!
Students are inherently well-behaved!
……until they aren’t!until they aren’t!
Can we really manage student Can we really manage student behavior?!?behavior?!?
YES! YES! By creating environments that are safe, By creating environments that are safe,
predictable, positive and consistentpredictable, positive and consistent By embracing the belief that ALL children By embracing the belief that ALL children
can be taught to behavecan be taught to behave And through preventing problem behavior And through preventing problem behavior
before it begins!before it begins!
In the Roseburg School DistrictIn the Roseburg School District
we use PBIS!!we use PBIS!!
PPositive ositive
BBehavioral ehavioral
IInterventions nterventions andand
SSupportsupports
P B I S
PBIS is not a curriculum, PBIS is not a curriculum, intervention or practice!intervention or practice!
PBIS is a systems approach to PBIS is a systems approach to establishing the behavioral supports establishing the behavioral supports
and social culture needed for all and social culture needed for all students to achieve students to achieve socialsocial, ,
emotionalemotional and and academic successacademic success. .
Our ultimate goals:Our ultimate goals:
o Violent and disruptive behaviors are not Violent and disruptive behaviors are not tolerated! tolerated!
o Everyone has same understanding of Everyone has same understanding of expectations.expectations.
o Everyone uses the same language.Everyone uses the same language.
o Responses to behavior are the same.Responses to behavior are the same.
o Regular recognition of positive behavior.Regular recognition of positive behavior.
Four critical featuresFour critical features
Clear expectationsClear expectations
o Be safe Be safe o Be responsible Be responsible o Be respectfulBe respectful
Students come to school with broad differences in their understanding of what is
safe, responsible and respectful!.
We can’t assume students OF ANY AGE
know how to behave!
““They should know it by nowThey should know it by now”” ……but maybe they donbut maybe they don’’t!t!
Instead of Instead of punishingpunishing students for not students for not automatically knowing how we want them to automatically knowing how we want them to
behave, we spend time teaching them what good behave, we spend time teaching them what good behavior looks like!behavior looks like!
Instead of Instead of punishingpunishing students for not students for not automatically knowing how we want them to automatically knowing how we want them to
behave, we spend time teaching them what good behave, we spend time teaching them what good behavior looks like!behavior looks like!
“ “This is how to line up for the school bus.”This is how to line up for the school bus.”
Be specific!Be specific!
“ “This is how to go This is how to go through the lunch line.”through the lunch line.”
“ “This is the behavior we This is the behavior we expect at assemblies.”expect at assemblies.”
“ “This is how to use the This is how to use the library.”library.”
“ “This is how to move This is how to move through the hallway.”through the hallway.”
Expectations shouldn’t be expressed just one time!
……reteach reteach …… reteach reteach …… reteach reteach …… reteach reteach ……
“Students learn appropriate behavior the same way a child
learns to read - (or ride a bike… or shoot hoops…or drive…)
through instruction, practice, feedback, and encouragement.”
PositivesPositives
Positives!Positives!
The use of positives can help
shape attitudes and behavior!
As adults, we know how well As adults, we know how well positives work for positives work for usus!!
Positive interactions
Positive feedback
Positive relationships
Positive reinforcement
If these thingsare important
to us,why wouldn’t
they be important to students?
Positive interactions
Positive feedback
Positive relationships
Positive reinforcement
Let’s increase positives for kids!
Many students get an abundance of Many students get an abundance of negatives at home.negatives at home.
Kids need (and want) positive adult Kids need (and want) positive adult attention in order to thrive!attention in order to thrive!
The single most important thing weThe single most important thing wecan do to prevent student discipline can do to prevent student discipline
problems is to build positive problems is to build positive relationships with studentsrelationships with students!!
o Welcome students every dayWelcome students every dayo Smile, make eye contactSmile, make eye contacto Make it a point to use their nameMake it a point to use their nameo Have conversations, ask questionsHave conversations, ask questionso Be trustworthy. Be trustworthy. “What I say today is “What I say today is
still going to be true tomorrow”.still going to be true tomorrow”.o Be fair. Be fair. If the rules are true for one If the rules are true for one
person, they are true for everyone.person, they are true for everyone.
“Nice to see you!”
Try to have at least 4 positive Try to have at least 4 positive interactions to each interactions to each ““negativenegative”” one one
“Thanks a lot for picking that up.”
“Good job of answering questions today!”
“Have a great day!”“Oh boy…”
Discipline works when behavior Discipline works when behavior creates more POSITIVE than creates more POSITIVE than NEGATIVE consequences!NEGATIVE consequences!
Incentives!Incentives!
Why use them?Why use them?
o They help staff learn to look for the good in kids. They help staff learn to look for the good in kids. o They give adults an opportunity to have They give adults an opportunity to have
conversations with students and build conversations with students and build relationships with them.relationships with them.
o They multiply the positive reinforcement.They multiply the positive reinforcement.o They are more effective in helping kids change They are more effective in helping kids change
habits than verbal praise alone.habits than verbal praise alone.
Specific Praise vs. “Good Job”Specific Praise vs. “Good Job”
Students need to be reinforced for Students need to be reinforced for specificspecific behaviors you have taught and expect.behaviors you have taught and expect.
You may be trying to You may be trying to changechange long engrained long engrained behaviors in some students and behaviors in some students and maintainmaintain good good behavior in others!behavior in others!
The most effective reward for kids is positive adult attention!
“ “If you If you teachteach it it
and and expectexpect it it
and they and they DO ITDO IT,,
acknowledgeacknowledge it!” it!”
(Catch them being good!)
Students comply with theStudents comply with the
rules 80% of the time. However rules 80% of the time. However
they are complimented for theirthey are complimented for their
behavior less than…..behavior less than…..
2%
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!
CorrectionsCorrections
CORRECTIONS
PUNISHMENTS!PUNISHMENTS!
Not the same thing!
Punishment doesn’t work!Punishment doesn’t work!
The most difficult students have a The most difficult students have a high tolerance for punishment. high tolerance for punishment.
Punishment doesn’t work when most
everything in someone’s life
is already punishing.
Jeff Sprague
““If your only tool is a hammer, every If your only tool is a hammer, every problem becomes a nail”problem becomes a nail”
Too often we continue to do the same thing (often punitive)
and expect different results!
PBIS approach to correction: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.
NOTE!NOTE!
Check with school/supervisor to double check Check with school/supervisor to double check how your building deals with referrals!how your building deals with referrals!
– Some buildings prefer that individuals deal with Some buildings prefer that individuals deal with minor behaviors themselves. Some want a written minor behaviors themselves. Some want a written referral in order to track behavior patterns.referral in order to track behavior patterns.
– All MAJOR behaviors (drugs, weapons, acts of All MAJOR behaviors (drugs, weapons, acts of violence, etc.) should be reported to office! violence, etc.) should be reported to office!
Data driven decisionsData driven decisions
Data-driven decisionsData-driven decisions
To make good decisions, we need To make good decisions, we need good datagood data …… so our decisions aren so our decisions aren’’t t based on our last worst day!based on our last worst day!
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.
(SAMPLE)
School PBIS teams look at School PBIS teams look at the “BIG 5” in data:the “BIG 5” in data:
1. HOW MANY referrals per day are we averaging?
2. WHO are we seeing the most of?
3. WHAT behaviors are happening?
4. WHERE are they
happening?
5. At WHAT times
of day?
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 to prevent a reoccurance of this behavior?
Does a particular area need more supervision?
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!
80%
15%
5%
It pays to put the majority of effort and attention into
PREVENTION!!
80% of students will respond to instruction
with no problem!Matrix lessons,
incentives, corrections
15% of students may need some “tier two” interventions to help them with behavior.
CICO (Check in, Check Out)
3 X 3Small groups
5% of students may require “tier three” supports to manage
chronic problems with behavior.
FBA/BSP (OIS)
Now the BIG QUESTION!BIG QUESTION!
“ “Does it work?”Does it work?”
o 17,000 schools across the Nation are implementing PBIS
o It is used in Juvenile Detention centers and Mental Health facilities
o Other Nations have adopted it o PBIS is fast becoming the “gold
standard” of behavior management
Adults need to work together to:stay “on the same page”keep their agreementscommunicateuse the same languagedeliver the same message
…consistency, consistency, consistency…
It takes time, effort and practice!It takes time, effort and practice!
Everyone involved with students is an Educator!
Thank you for doing your part to make sure school is the best part of every kids day!
Sue Ann Moore, BA, CPSSue Ann Moore, BA, CPS
PBIS Coach, Roseburg Public SchoolsPBIS Coach, Roseburg Public Schools
[email protected]@roseburg.k12.or.us