Paraprofessional PBS Training

What is PBS? The application of evidence-based strategies & systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures.

What is PBS? P - Positive B – Behavior S – Support Positive Behavior Support is a proactive approach to managing behavior. Traditionally we have been reactive.

“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?” Tom Herner (NASDE President ) Counterpoint 1998, p.2

Traditional Discipline Strategies Reactive in nature (occurs after the problem behavior) Assume students know how to behave and know what is expected of them No acknowledgement of appropriate behaviors Oriented toward short-term changes (attempts to address only the immediate problem)

Traditional Discipline versus PBS Traditional Discipline: Focused on the student’s problem behavior Goal is to stop undesirable behavior through the use of punishment Positive Behavior Support: Replaces undesired behavior with a new behavior or skill Alters environments Teaches appropriate skills Rewards appropriate behavior

Definitions of Behaviors Classroom managed behaviors Inappropriate Language – Low intensity instance of inappropriate verbal messages, such as unintentional profanity or inappropriate conversation Lying/Cheating – copying another students work looking at another students test, making untrue statements Forgery/Theft – Minor incidents of forgery/theft, such as taking small classroom supplies or attempting to forge parent’s signature in agenda Physical contact – non-serious, but inappropriate physical contact, such as play fighting, poking, bumping, or bothering someone

Definitions of Behaviors Classroom managed behaviors Disruption – low-intensity actions which interrupt the learning process, such as calling out, humming, singing, talking, tapping, whining, etc. Property misuse/damage – low-intensity misuse of property such as writing on desks, breaking pencils, tearing papers off wall, unintentional tearing of book Harassment/teasing/bullying – non-derogatory name calling, insensitive comments that hurt others’ feelings, pestering others Gum chewing/candy – eating food without permission Defiance/disrespect – brief or low-intensity failure to respond to adult requests or direction Other – any other minor problem behaviors that do not fall within the above categories

Definitions of Behaviors Office Managed Behaviors Abusive language/inappropriate language/profanity – verbal messages that include intentional profanity or vulgar conversations directed towards an individual Fighting/Physical aggression – actions involving serious physical contact where injury may occur (e.g. hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc. Defiance/Disrespect/Insubordination/Non-compliance – prolonged, high-intensity refusal to follow adult directions, talking back and/or socially rude interactions (does not include refusal to complete an assignment)

Definitions of Behaviors Office Managed Behaviors Lying/Cheating – any lying or cheating the nature of which would be against the law, such as plagiarism Harassment/Tease/Taunt – derogatory sustained or intense verbal/gestural attacks based on ethnic origin, disability, race, religion, gender, age or other personal matters Disruption – high-intensity and/or sustained behavior causing an interruption in the classroom, such as yelling, screaming or throwing materials Forgery/Theft – student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission Property Damage – student deliberately impairs the usefulness of property

Definitions of Behaviors Office Managed Behaviors Use/Possession of weapons – student is in possession of knives or guns, real or look-alike, or other objects readily capable of causing bodily harm Battery – The physical use of force or violence by an individual against another

Definitions of Behaviors Office Managed Behaviors Assault/Threat/Intimidation – a threat to cause physical harm to another person with or without the use of a weapon that includes ALL of the following elements: 1. Intent (an intention that the threat is heard or seen by the person who is the object of the threat) 2. Fear (a reasonable fear or apprehension by the person who is the object of the threat that the threat could be carried out) 3. Capability (the ability of the offender to actually carry out the threat directly or by a weapon or other instrument that could be easily obtained)

Referrals As a para, you are responsible for filling out an OFFICE REFERRAL only. When a student’s behavior falls into the OFFICE MANAGED BEHAVIORS you will need to complete an office referral on that student. If a student’s behavior falls under classroom managed behaviors, it would help the teacher if you could let them know about the behavior. You could put a note in their mailbox or them.

Expectations STAR Challenger S – Safe T – Tolerant and respectful A – Active learner R – Responsible

Rules The rules are different for each area of the school: Hallway Classroom Restrooms Cafeteria Media Center Car Riders Bus Riders (includes after school care)

Expectations and Rules Expectations are the same wherever the student is, but the rules are different.

STARBUCKS The PBS team will determine the number of STARBUCKS the students must earn to be able to participate in the event at the end of each month. STARBUCKS are given out when students are “caught” being a STAR Challenger based on the expectations and rules. EVERYONE should be giving out STARBUCKS Each month the color of the STARBUCKS changes. The STARBUCKS are available in the teacher workroom.