Positive Behavior Support Clinton Middle School Positive Behavior Support

School-Wide Systems for Student Success Academic: Disruptions are minimized, students are attentive and in class Behavioral: All students know and are following established rules/routines 80-90% Universal Interventions All students All settings Preventive, proactive

Well Articulated PBIS System Expectations Defined Expectations Taught Acknowledgement System Responding to Violations Monitoring and Decision Making Management District Level Support

Critical Features of PBIS Define Teach Prompt Monitor Evaluate Sarah 4

State, Review, and Reinforce Positively Stated Expectations. Define behavioral expectations/rules. Teach rules in context of routines. Prompt or remind students of rule prior to entering natural context. Monitor students’ behavior in natural context & provide specific feedback. Evaluate effect of instruction - review data, make decisions, & follow up. Sarah 5

Behavioral Errors More often occur because: Students do not have appropriate skills- “Skill Deficits” Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context

Why Develop a System for Teaching Behavior? We can no longer assume: Students know the expectations/rules and appropriate ways to behave Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

Why Develop a System for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: For a child to learn something new, it needs to be repeated on average of 8 times For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

Once school-wide expectations have been developed, it is not enough to just post the words on the walls of the classroom… WE MUST TEACH THEM! Can’t just put them on the wall and walk away.. If you emphases it the kids will… If you model it the kids will… Consistently recognize students who are doing it.