AISD Positive Behavior Support Stakeholder Communications AISD Positive Behavior Support

Objectives Understand the philosophy of Positive Behavior Support. Understand the systems and levels of the AISD Positive Behavior Support framework. Discuss the campus community’s need for clear and concise structure.

Positive Behavior Support Overview

Defining PBS Positive Behavior Support is a process by which campuses implement innovative, effective, and sustainable practices that consistently result in whole child success and continual school improvement.   PBS is a systemic process that is individualized for each campus. This means that there are core elements that need to be in place for a campus to be successful; however, it is important to make those elements work for the people in that setting. A pre-k campus will have different language to talk about behavior than a middle school.)

Goal of PBS To create a more safe, civil, and productive learning environment for all students and adults on campus

Research-Based Effective behavior management techniques can increase student engagement and improve academic achievement Research shows that a positive relationship with an adult who is available to provide support when needed is one of the most critical factors in preventing school violence (Mayer, 1995; Mayer & Sulzar-Azarooff, 1991; Skiba & Perterson,1999; Borich, 2004; Cameron & Pierce, 1994; Marzanno, 2003; Brophy, 1996; Scheuermann & Hall, 2008)

Common Myths About PBS Myth: Staff members will not be allowed to address negative behaviors and/or punish students. Reality: Staff members at PBS schools do not ignore student misbehavior. On the contrary, all staff members are expected to consistently correct student misbehavior in all settings. Staff members are trained and empowered to administer a variety of corrective actions and interventions that fit the level of the negative behavior and are likely to decrease recurring negative behaviors.

Common Myths About PBS Myth: PBS uses bribes to get individuals to behave appropriately. Reality: Bribery is defined as the “inducement to do something illegal, unethical, or immoral. “ Providing rewards after students exhibit desired behavior more accurately reflects an attempt to acknowledge and celebrate student successes. Rewards are also deliberate and allow students to work toward an established goal.

Traditional Systems Views negative behaviors as inherent to the child Believes negative behavior indicates an internal flaw to the student Relies on the need for specialists and alternative setting Primary objective: control

PBS Systems Believes negative behavior serves a function (ex. to get something, lack of skills) Views all behaviors within the environmental context Empowers staff members to play an active role in supporting all students Aims to teach positive replacement behaviors Primary objective: teaching students the skills they need to manage their own behaviors behavior can and should be taught Behavior serves a function Behavior should be taken in context (crying when you haven’t gotten enough sleep vs. some one calling you a name)

PBS and Continuous School Improvement PBS contributes to overall school improvement by utilizing: A data-driven decision-making process to identify critical priorities Action planning and goal setting that results in measurable progress Systemic change to help create a culture in which academic, behavior, and social/emotional learning are linked We will be discussing these things as we move throughout today’s training. By creating a culture in which academic, behavior, and social/emotional learing are linked- we focus on the whole child. There is also more time in academic settings which will lead to greater academic success

Positive behavior support Systems

PBS Triangle AISD PBS Model PBS Campus Team Intensive Targeted Special Education & 504 Services Wrap-Around Services Campus, District, and Community Intensive Intervention Services AISD PBS Model Intensive PBS Campus Team Referral to Individual Student Team-based Problem-solving Approach Campus, District, and Community Targeted Services Targeted Classroom Interventions Referral to Individual Student SAMA Verbal De- escalation SAMA Verbal De- escalation Targeted Rewards and Corrective Actions Teaching Interaction Response Protocol Rewards and Corrective Actions Modified Common Area Expectations for Small Groups In Positive Behavior Support there are 3 levels- school-wide (refers to common areas of the building- cafeteria, hallways, etc.), classroom systems, and individual student systems. Within each level there are systems and structures that are universal, targeted, or intensive. Basically moving from structures, systems, and interventions that are more broad to more narrow- they also increase in intensity. So, within school wide we have various structures and systems at universal, targeted, and intensive, and same with classroom and individual student. Campus, District, and Community Prevention Services Early Stage Classroom Interventions Guidelines for Success Common Area Expectations Attention Signal Active Supervision Classroom Guidelines for Success Activity Expectations Attention Signal Procedures and Routines Universal School-Wide Individual Student Classroom

Elements of PBS Systems Active Supervision Activity Expectations Attention Signal Common Area Expectation Early Stage Classroom Interventions Guidelines for Success Procedures & Routines Response Protocol Rewards & Corrective Actions SPED/504 Services Targeted Classroom Interventions Teaching Interaction Team Based Problem Solving Verbal De-escalation Wrap Around Services

PBS Systems & Communication

PBS Systems School - wide Classroom Intensive Team In order to get these goals accomplished- all staff are responsible for implementing, there is a team that leads the effort, and professional development and coaching is provided by a 3 member team. All campus staff implement PBS, which means it is important for everyone to buy into decisions or at least agree to support the outcome

PBS Team – (4th System) PBS Leadership Team and administration lead PBS efforts utilizing a data-driven decision-making approach Team and administrator work to help ensure buy-in from entire campus Professional development and coaching support is provided by a 3 member zone team In order to get these goals accomplished- all staff are responsible for implementing, there is a team that leads the effort, and professional development and coaching is provided by a 3 member team. All campus staff implement PBS, which means it is important for everyone to buy into decisions or at least agree to support the outcome

PBS Team Meetings are focused on using the data based decision making process to move the work of PBS forward Team meets regularly at scheduled times and the meetings are organized, efficient, and have a clear agenda Team members regularly share information about PBS progress and activities with staff & stakeholders and work to build campus consensus

Staff Communication To provide updates on PBS processes and celebrate PBS successes Consider scheduling a 5 minute “PBS Moment” at every staff meeting To facilitate training, according to campus needs To build consensus and buy-in on campus PBS practices This could be informing staff of upcoming trainings, facilitating training for the whole staff or smaller groups,

Community Communication Collaboration with families, communities, and organizations is essential for making an overall climate change in the school (Mareky et al, 2002). The family member(s) are the most important team members as they are the ones who provide detailed information about the child’s and family’s needs, goals, preferences, characteristics, history and comfort with various intervention options. Various media are used to develop, inform and include stakeholders into the PBS process. Understanding and supporting of campus procedures is the key to stakeholder support.

Continuum of Collaboration External Coach Internal Coach/Administrator Team Campus Community

Ultimate Outcome of PBS Sustainability: the process of establishing and maintaining campus PBS systems, with fidelity, in order to support continuous school improvement through on-going problem-solving and progress monitoring

Thought for the road “A truly positive school climate is not characterized simply by the absence of gangs, violence, or discipline problems, but also by the presence of a set of norms and values that focus everyone’s attention on what is most important and motivate them to work hard toward a common purpose. “ ---Craig D. Jerald PBS strives to create these norms.

Resources http://education.wayne.edu/wholeschooling/WS /Links/WSCLX4Comm.html http://www.pbis.org/school/default.aspx http://www.familiestogetherinc.org/PDF%20FILE S/PBS1.pdf www.doe.k12.de.us/.../PositiveBehaviorSupport FactSheetFINAL.doc