W. M. Anderson Primary: School- Wide Positive Behavior Support Plan James Carraway, Chairperson Macie Davis Debra Fulmore Pam Lee Lerlisa McKnight Gail Ragno Ms. Cora Ravenell, Asst. Principal

Welcome Anderson Primary Cub Expectations Be Respectful Be Respectful Be Responsible Be Responsible Be Productive Be Productive

Basic Structure School School –Administrator Active Endorsement & Participation –Leadership Team (“Change Agent!”) –Facilitator/Coach –Teachers –Paraprofessionals –Custodians –Cafeteria Workers –Bus Drivers –Nurses –Psychologist

Agenda Thursday (9:30-10:30 Review of School-wide Positive Behavior System Review of School-wide Positive Behavior System “Cub Eyes Are Watching!” “Cub Eyes Are Watching!”CatchThemBeingGood You Are A Role Model!

Overview of School-wide Positive Behavior Support Mr. James Carraway, Chairperson & The Behavior Management Team Anderson Primary Positive Behavior Support System

Main Message! School environments that are positive, preventive, predictable, & effective –Are safer, healthier, & more caring –Have enhanced learning & teaching outcomes –Can provide continuum of behavior support for all students –Are achievable & sustainable ٭

5 Challenges Doing more with less Doing more with less Students who are more different than similar Students who are more different than similar Separation of instructional & behavior management Separation of instructional & behavior management Over-reliance on reactive management Over-reliance on reactive management Organizational inefficiencies Organizational inefficiencies

Science of behavior has taught us that students…. Are NOT born with “bad behaviors” Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences Do NOT learn when presented contingent aversive consequences ……..Do l earn better ways of behaving by being taught directly & receiving positive feedback ٭

“Positive Behavior Support” PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students. Positive Behavior System + Anderson Behavior System = School-Wide Behavior Success ٭

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES Social Competence & Academic Achievement ٭

Positive Behavior Support Is: Not specific practice or curriculum…it’s general approach to preventing problem behavior Not specific practice or curriculum…it’s general approach to preventing problem behavior Not limited to any particular group of students…it’s for all students Not limited to any particular group of students…it’s for all students Not new…its based on long history of behavioral practices & effective instructional design & strategies Not new…its based on long history of behavioral practices & effective instructional design & strategies

Implementation Levels Student Classroom School State District

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems ٭

Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ٭

Academic SystemsBehavioral Systems 1-5% 5-10% 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

Character Education Easy to change moral knowledge difficult to change moral conduct Easy to change moral knowledge difficult to change moral conduct To change moral conduct... To change moral conduct... –Adults must model moral behavior –Students must experience academic success –Students must be taught social skills for success

Nonclassroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems School-wide Positive Behavior Support Systems

School-wide & Classroom-wide Systems 1.Common purpose & approach to discipline 2.Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4.Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation

Classroom Management Systems Behavior & classroom management Behavior & classroom management –Classroom-wide positive expectations taught & encouraged –Teaching classroom routines & cues taught & encouraged –Ratio of 6-8 positive to 1 negative adult-student interaction –Active supervision –Redirections for minor, infrequent behavior errors –Frequent precorrections for chronic errors

Anderson Positive Management Instructional management Instructional management –Selection –Modification & design –Presentation & delivery Environmental management Environmental management

Non-classroom Systems Positive expectations & routines taught & encouraged Positive expectations & routines taught & encouraged Active supervision by all staff Active supervision by all staff –Scan, move, interact Precorrections & reminders Precorrections & reminders Positive reinforcement Positive reinforcement

Individual Student System Behavioral competence at school & district levels Behavioral competence at school & district levels Function-based behavior support planning Function-based behavior support planning Team- & data-based decision making Team- & data-based decision making Comprehensive person-centered planning & wraparound processes Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Targeted social skills & self-management instruction Individualized instructional & curricular accommodations Individualized instructional & curricular accommodations

4. Arrange for High Fidelity Implementation Team-based leadership & implementation Team-based leadership & implementation Use of research-validated practices Use of research-validated practices Active administrator support & participation Active administrator support & participation Overt supports for staff implementation Overt supports for staff implementation –Natural & systematic staff development –Instructional scripts/prompts Continuous monitoring & modification for maximum efficiency & effectiveness Continuous monitoring & modification for maximum efficiency & effectiveness Positive reinforcement Positive reinforcement

5. Conduct formative data- based monitoring “Good” data for input “Good” data for input Efficient data manipulation & summarization Efficient data manipulation & summarization – SWIS.org Guided data-based decision making Guided data-based decision making Catch Them Being Good

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. >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 Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Data- & team-based action planning & implementation are operating. Administrators are active participants. Administrators are active participants. Full continuum of behavior support is available to all students Full continuum of behavior support is available to all students

Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paperReturn trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others