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!!!