PBIS Day 2 Feb. 2, 2017 1:00-3:00

“The root for the word discipline is to teach “The root for the word discipline is to teach. Build discipline systems that focus on prevention, build appropriate behaviors and help kids to be competent. With some kids it will take more time than others.” -Dr. Rob Horner Video recorded with the Orange County Department of Education “Kick Off” Tier I Team Trainings Discussion Method (process to craft your questions found in 4 Square) can be used in conjunction with PUNISHERS slide as a debrief.

https://www.youtube.com/watch?v=fLJsdqxnZb0

MYTH BUSTERS: Common Myths Educators Have About Correcting Mythological CORNERS MYTH BUSTERS: De-Bunking the Discipline Myths Common Myths Educators Have About Correcting Misbehaviors Facilitators: Activity Place Myth charts around the room, allowing for enough room for participants to stand around each chart for a CHAT Divide the group evenly to each myth-use a dividing strategy Review the following myth slides so everyone sees what is up for discussion Then give final directions: Take myth sheet out of WB and bring to your myth chat-the chat is about how the FACTS DEBUNK THE MYTH-5-10 minutes each If time, allow groups to move clockwise around the room for additional Myth Chats Return to team, popcorn the room debrief-”any of the myths you couldn’t debunk?”

Mythological CORNERS Re-teaching appropriate behavior takes more time than punishing misbehavior. Teachers don’t have time to teach appropriate behavior. Albeto & Troutman, 1995

We must punish misbehavior to provide an example to other students. Mythological CORNERS We must punish misbehavior to provide an example to other students. Shores, Gunter & Janck, 1993

Mythological CORNERS Students should admit what they have done wrong so they can accept responsibility for their behavior. Students should apologize for their misbehavior to teach students to be empathetic. Johns & Carr, 1995

If we get tough early we will prevent future misbehavior. Mythological CORNERS If we get tough early we will prevent future misbehavior. Surgeon General's Report, 2001

Zero tolerance policies make our school safer. Mythological CORNERS Zero tolerance policies make our school safer. Mayer,1995

Older students should have learned how to behave in school. Mythological CORNERS Older students should have learned how to behave in school. Facilitator: Then give final directions: Take myth sheet out of WB and bring to your myth chat-the chat is about how the FACTS DEBUNK THE MYTH-5-10 minutes each If time, allow groups to move clockwise around the room for additional Myth Chats Return to team, popcorn the room debrief-”any of the myths you couldn’t debunk?” Walker & Horner, 1996

The goal of PBIS is to change behavior The goal of PBIS is to change behavior. Achieving that goal means changing the environment to focus on student success. Both socially and behaviorally which requires shifting our beliefs about discipline. Facilitators: Activity Place Myth charts around the room, allowing for enough room for participants to stand around each chart for a CHAT Divide the group evenly to each myth-use a dividing strategy Review the following myth slides so everyone sees what is up for discussion Then give final directions: Take myth sheet out of WB and bring to your myth chat-the chat is about how the FACTS DEBUNK THE MYTH-5-10 minutes each If time, allow groups to move clockwise around the room for additional Myth Chats Return to team, popcorn the room debrief-”any of the myths you couldn’t debunk?”

A Shift in how we think, feel and act TO Positive FROM Negative Positive Behavioral Interventions & Supports A Shift in how we think, feel and act The fundamental purpose of PBIS is to make schools more effective and equitable learning environments through establishing safe, positive and predictable behaviors. To make this happen, there must be a personal shift in our thinking, feelings and actions. From looking for what they are doing wrong to looking for what they are doing right

A Shift in how we think, feel and act TO Inclusion FROM Exclusion Positive Behavioral Interventions & Supports A Shift in how we think, feel and act The fundamental purpose of PBIS is to make schools more effective and equitable learning environments through establishing safe, positive and predictable behaviors. To make this happen, there must be a personal shift in our thinking, feelings and actions. From consequences that remove a student from the learning environment to consequences that teach the social skill to be successful in the environment

goal is to include all students, not have them change their behavior to fit into our circle, but to widen the circle to include then diverse needs of more students

A Shift in how we think, feel and act TO Prevention FROM Reactionary Positive Behavioral Interventions & Supports A Shift in how we think, feel and act The fundamental purpose of PBIS is to make schools more effective and equitable learning environments through establishing safe, positive and predictable behaviors. To make this happen, there must be a personal shift in our thinking, feelings and actions. From responding to a misbehavior to explicit teaching, prompting, precorrecting, and acknowledging expected behaviors

A Shift in how we think, feel and act TO Disciplinary FROM Punitive Positive Behavioral Interventions & Supports A Shift in how we think, feel and act The fundamental purpose of PBIS is to make schools more effective and equitable learning environments through establishing safe, positive and predictable behaviors. To make this happen, there must be a personal shift in our thinking, feelings and actions. From expecting kids to “learn” not to do something because it will hurt, humiliate or “teach them a lesson” to teaching new skills or using existing skills across environments/situations. Move from hurting to teaching

A Shift in how we think, feel and act TO “What we do with them.” FROM “What we do to them.” Positive Behavioral Interventions & Supports A Shift in how we think, feel and act The fundamental purpose of PBIS is to make schools more effective and equitable learning environments through establishing safe, positive and predictable behaviors. To make this happen, there must be a personal shift in our thinking, feelings and actions. From creating dependency to autonomy

A Shift in how we think, feel and act TO Changing the Environment FROM Changing the Student Positive Behavioral Interventions & Supports A Shift in how we think, feel and act The fundamental purpose of PBIS is to make schools more effective and equitable learning environments through establishing safe, positive and predictable behaviors. To make this happen, there must be a personal shift in our thinking, feelings and actions. From the student being the problem to the environment not supporting the needs of the student

Establish School-wide expectations Positive Behavioral Interventions & Supports Establish School-wide expectations SW-Positive Behavioral Expectations reflect the values of the community and the schools they represent. Use of your Behavioral Statement of Purpose will guide in the development of your school-wide expectations. Creating positive expectations not only creates a common language across the community, it also “institutionalizes” the behaviors students and adults need to be successful in the world. Homework: What behaviors do we expect our students to demonstrate in a positive social culture? Please bring your list of 3-5 behaviors to the March 1st staff development.