WHAT IS PBIS?

Starting Point…. We cannot “make” students learn or behave We can create environments to increase the likelihood students learn and behave Environments that increase the likelihood are guided by a core curriculum and implemented with consistency and fidelity

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

Children who struggle to meet academic goals are more likely to present behavioral challenges. Children with behavioral challenges are more likely to have difficulty in meeting academic goals. (Hinshaw, 1992; Walker, Ramsey & Gresham, 2004) One of the ‘Big Ideas’ driving this dissertation was investigating the interaction b/w reading and behavior support. Although seemingly simple, it’s established in the literature that… …the issues are intertwined, and that an integrated approach to intervention may be required.

Early Reading and Behavior Below benchmark in reading skills performance standards at the end of kindergarten is a strong predictor variables for later problem behavior in 5th grade. At or above benchmark in reading skills at the end of kindergarten has a Clear and significant correlation with meeting/exceeding in Reading/Literature in 5th grade. (McIntosh, Horner, Chard, Boland, & Good, 2006; McIntosh & Sadler, in press ) Results from both studies indicated that the variables for both reading and behavior significantly predicted the number of discipline referrals received in 5th grade.

Designing Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures RTI PBS 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90% Universal Interventions All students Preventive, proactive

RESEARCH PROVEN PROGRAM If a school uses a RESEARCH PROVEN PROGRAM AND DOES IT THE WAY IT WAS INTENDED (fidelity) 80% OF THE STUDENTS SHOULD BE SUCCESSFUL

Independent Contractors Common Vision around Best Practice

Consistency With classrooms Across the school Across the district

Teach kids what you want, and pay more attention to them School Rules Teach kids what you want, and pay more attention to them when they are doing it than when they are not.

Pass out matrix examples. Model a quiet work time expectation lesson Pass out matrix examples. Model a quiet work time expectation lesson. Do a little cooperative work. – Brainstorm the different kinds of situations you have in your classroom (Direct Instruction, co-op, lab, tests, story time, seat work, etc. Use flip chart to remind students of expected behavior.

Find a way to reinforce the behaviors you have taught and expect. Titan Bucks You were absent yesterday – we missed you.

Purpose of Positives Build Positive Relationships Who they are What they do Create a positive, inviting environment Encourage & reinforce desired behaviors Starting new behaviors (the rookies) Maintaining mastery behaviors (the veterans) Kid at Starbucks

Why use tangibles? They help you learn to look for the good in kids. Gotcha! Why use tangibles? *Safe *Respectful *Responsible They help you learn to look for the good in kids. They give you an opportunity to build relationships with kids. They multiply the positive reinforcement. It is more effective in helping kids change habits than verbal praise alone. (but remember - is has to be genuine.)

Good things might come your way if you're doing the right thing. Bigger isn’t better. Intermittent random reinforcement is most effective in changing behavior. Good things might come your way if you're doing the right thing.

Relationships – Why??? For the students you are NOT connecting with it likely isn’t happening naturally - in your class, in school, or anywhere else. Often the relationships they do have with adults are not good, stable role models.

Maslow's Hierarchy of Needs Learning Self Esteem Belonging Safety How critical is school climate & culture? Physical Needs (Food, Shelter)

Lack of belonging often looks more like… I'm tough. Bring it on.

I hate everyone - especially this school.

This is stupid.

Leave me alone.

What do we most often do about these situations? Lunch Detention Suspended Lost Recess Failing Grades

“How’s that working for you?” Punishment “How’s that working for you?”

We have few resources and they are stretched thin. While consequences are essential, it is not our most effective tool. We have few resources and they are stretched thin. It’s not the biggest bang for our buck. In School… Or in Society

The most difficult students have a high tolerance for your punishments.

Consequences…

Proactive Systems

The Process of Building PBS What are your rules? Clarify your expectations (How does it look?) Create lesson plans. Design feedback/reinforcement system. Collect data. Is this working?

Often, you will never know the impact you had on a students life.