Schoolwide Discipline and Positive Behavior Reinforcement

Activator Is my school focused more on discipline or positive behavior reinforcement? Please take a colored dot sticker and place it on the continuum labeled “Where is my school?”

Positive Behavior Support System Where is my school? Positive Behavior Support System Discipline

We will examine Rationale for positive behavior support system approach Elements of a positive behavior support system approach The differences between a positive behavior support system and discipline A plan for establishing a positive behavior support system at your school Available resources

How can the implementation of a positive behavior support system help my students gain independence and have productive social interactions? Griffin-Spalding County Schools in Georgia has implemented PBIS at the district level since 2009.  Since that time, the number of days students spend out of school as a result of disciplinary activities has decreased by 30%, and the number of bus referrals has decreased by 53%.  The Lee County School System in Georgia has also implemented PBIS since 2009, has experienced a 58% reduction in discipline incidents that resulted in office referrals and a 24% reduction in out-of-school suspension days. Related to the following outcomes: Reduction in problem behaviors; Improved social emotional competence Increased academic performance and student attendance Reduction in behaviors related to bullying Reduction in teacher turnover; increased teacher efficacy Improved organizational efficiency Essential Question

Effective schools strive toward becoming a community that establishes a common vision (goals & objectives), a common language (procedures & processes), and a common set of experiences (routines & outcomes). Rob Horner Professor of special education at the University of Oregon and director of the Educational Community Supports research unit

classroom managed and which behaviors are office managed. Foundational to a proactive, productive, and consistent approach to student behavior is being clear on which behaviors are  classroom managed and which behaviors are office managed. Tom Schimmer 5 Guiding Principles for Effective School-Wide Discipline

5 Guiding Principles for Effective School-Wide Discipline Every school-wide discipline plan is designed to be an instrument of support and inclusion, not removal and isolation Be clear about expected behaviors and what success can/should look like. Be reasonable, consistent, and fair when responding to inappropriate behaviors Pre-correct for anticipated behavioral errors. Respect the uniqueness of each student, each incident, and each set of circumstances. Tom Schimmer 5 Guiding Principles for Effective School-Wide Discipline

A positive behavior support system is… A system of equitable behavioral supports for all students. Focused on preventing problem behaviors, developing social skills, and data-based problem-solving for existing concerns. A research-based framework that schools continually build upon and refine to meet the changing needs of their school community. Fundamental purpose is to make schools more effective, equitable learning environments Predictable Consistent Positive Safe

A positive behavior support system is… A proactive approach to classroom management. Based on expected behaviors that are explicitly taught and modeled through out the year. Not a curriculum or a program. Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual intervention supports Implementation of the systems that support effective practices

What is the difference between a “discipline” approach to classroom management and a “positive behavior support system” approach?

Positive Behavior Support System Discipline Positive Behavior Support System School expectations are based on the district code of conduct. Classroom rules may or may not be posted and are different in each class. Teachers often do not review the rules after the first few weeks of school Reactive Focus is on inappropriate behavior and consequences School expectations, based on the code of conduct, are established and posted in all areas of the school. Classroom rules are clearly posted and based on the school-wide expectations. Teachers review and maintain expectations throughout the year. Proactive Focus is on appropriate behaviors and intervention

provides a continuum of interventions and supports based on the needs of students.   tiered prevention model is used to address the continuous needs of all students.  80% of students will respond to the structure and system provided students in need of more intensive supports receive interventions in the form of a group (Tier 2) or through a specific plan that addresses their unique needs (Tier 3)

Developing a Plan Identify 3 to 5 school-wide behavioral expectations Identify a school-wide attention signal  Identify problem areas  Create a plan to teach expectations and attention signal.  Select reinforcers for meeting school-wide expectations  Identify Teacher managed vs. administrator managed infractions

How do classroom set-up relate to a positive behavior support system? and rituals/routines relate to a positive behavior support system?

What is classroom set-up? Why is it important?

“In building a classroom conducive to learning and teaching, effective teachers have to anticipate the needs, wants, and even the unexpected from students in order for things to operate without interruption. The most important thing is that effective and efficient classrooms are deliberate places. Structure the classroom space and resources so that students are able to manage themselves and have everything available for their success.” Flood, L. A Blueprint for a Middle School Classroom

Rituals and Routines- How am I doing?

One of the greatest gifts a caring teacher can contribute to children is to help them learn to sit when they feel like running, to raise their hand when they feel like talking, to be polite to their neighbor, to stand in line without pushing, and to do their homework when they feel like playing. By introducing procedures in the classroom, you are also introducing procedures as a way of living a happy and successful life. Harry Wong First Days of School

How and when do I establish Rituals & Routines? Beginning of the year Modeling expected behaviors Rituals and Routines check-ups Signals Positive behavior reinforcement

Gallery Walk Available Resources Next Steps Got It Thoughts & Questions Power School ABE ACPSD Student Code of Conduct Student/Parent Handbook School Webpages School Celebrations Character Education Programs

Additional resources: https://www.pbis.org/school http://www.pbisworld.com/ https://www.pbisapps.org/Pages/Default.aspx

Sources Flood, L. A Blueprint for a Middle School Classroom. Retrieved from http://www.nea.org/assets/img/pubToday/0808go/setting-up-your-middle-school-classroom.pdf Ioana, D. & Mihaela, T. “Proactive Strategies for Efficient Discipline Policy”, Journal of Community Positive Practices, XIV(2) 2014, 28-36. Protheroe, Nancy. “A Schoolwide Approach to Discipline: Firmness, Fairness, And Consistency Are The Keys To An Effective Discipline Program” Principal, v84 n5 p41-44 May-Jun 2005. "5 Guiding Principles for Effective School-Wide Discipline." Tom Schimmer. N.p., 07 Feb. 2013. Web. 14 July 2016. Wong, H & R (2009). The First days of School, How to Be an Effective Teacher (4th ed.). Mountain View: Harry K. Wong Publications, Inc.