1. Schoolwide Discipline
and
Positive Behavior Reinforcement

2. Activator
Is my school focused more on discipline or positive behavior reinforcement?
Please take a colored dot sticker and place it on the continuum labeled “Where is my school?”

3. Positive Behavior Support System
Where is my school?
Positive Behavior Support System
Discipline

4. We will examine
Rationale for positive behavior support system approach
Elements of a positive behavior support system approach
The differences between a positive behavior support system and discipline
A plan for establishing a positive behavior support system at your school
Available resources

5. How can the implementation of a positive behavior support system help my students gain independence and have productive social interactions?
Griffin-Spalding County Schools in Georgia has implemented PBIS at the district level since 2009.  Since that time, the number of days students spend out of school as a result of disciplinary activities has decreased by 30%, and the number of bus referrals has decreased by 53%. 
The Lee County School System in Georgia has also implemented PBIS since 2009, has experienced a 58% reduction in discipline incidents that resulted in office referrals and a 24% reduction in out-of-school suspension days.
Related to the following outcomes:
Reduction in problem behaviors; Improved social emotional competence
Increased academic performance and student attendance
Reduction in behaviors related to bullying
Reduction in teacher turnover; increased teacher efficacy
Improved organizational efficiency
Essential Question

6. Effective schools strive toward becoming a community that establishes a common vision (goals & objectives), a common language (procedures & processes), and a common set of experiences (routines & outcomes).
Rob Horner
Professor of special education at the University of Oregon and director of the Educational Community Supports research unit

7. classroom managed and which behaviors are office managed.
Foundational to a proactive, productive, and consistent approach to student behavior is being clear on which behaviors are 
classroom managed and which behaviors are office managed.
Tom Schimmer
5 Guiding Principles for Effective School-Wide Discipline

8. 5 Guiding Principles for Effective School-Wide Discipline
Every school-wide discipline plan is designed to be an instrument of support and inclusion, not removal and isolation
Be clear about expected behaviors and what success can/should look like.
Be reasonable, consistent, and fair when responding to inappropriate behaviors
Pre-correct for anticipated behavioral errors.
Respect the uniqueness of each student, each incident, and each set of circumstances.
Tom Schimmer
5 Guiding Principles for Effective School-Wide Discipline

9. A positive behavior support system is…
A system of equitable behavioral supports for all students.
Focused on preventing problem behaviors, developing social skills, and data-based problem-solving for existing concerns.
A research-based framework that schools continually build upon and refine to meet the changing needs of their school community.
Fundamental purpose is to make schools more effective, equitable learning environments
Predictable
Consistent
Positive
Safe

10. A positive behavior support system is…
A proactive approach to classroom management.
Based on expected behaviors that are explicitly taught and modeled through out the year.
Not a curriculum or a program.
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports
Implementation of the systems that support effective practices

11. What is the difference between a “discipline” approach to classroom management and a “positive behavior support system” approach?

12. Positive Behavior Support System
Discipline
Positive Behavior Support System
School expectations are based on the district code of conduct.
Classroom rules may or may not be posted and are different in each class.
Teachers often do not review the rules after the first few weeks of school
Reactive
Focus is on inappropriate behavior and consequences
School expectations, based on the code of conduct, are established and posted in all areas of the school.
Classroom rules are clearly posted and based on the school-wide expectations.
Teachers review and maintain expectations throughout the year.
Proactive
Focus is on appropriate behaviors and intervention

13. provides a continuum of interventions and supports based on the needs of students.  
tiered prevention model is used to address the continuous needs of all students. 
80% of students will respond to the structure and system provided
students in need of more intensive supports receive interventions in the form of a group (Tier 2) or through a specific plan that addresses their unique needs (Tier 3)

14. Developing a Plan Identify 3 to 5 school-wide behavioral expectations
Identify a school-wide attention signal
 Identify problem areas
 Create a plan to teach expectations and attention signal.
 Select reinforcers for meeting school-wide expectations
 Identify Teacher managed vs. administrator managed infractions

15. How do classroom set-up relate to a positive behavior support system?
and
rituals/routines
relate to a positive behavior support system?

16. What is classroom set-up?
Why is it important?

17. “In building a classroom conducive to learning and teaching, effective teachers have to anticipate the needs, wants, and even the unexpected from students in order for things to operate without interruption. The most important thing is that effective and efficient classrooms are deliberate places. Structure the classroom space and resources so that students are able to manage themselves and have everything available for their success.”
Flood, L. A
Blueprint for a Middle School Classroom

18. Rituals and Routines-
How am I doing?

19. One of the greatest gifts a caring teacher can contribute to children is to help them learn to sit when they feel like running, to raise their hand when they feel like talking, to be polite to their neighbor, to stand in line without pushing, and to do their homework when they feel like playing. By
introducing procedures in the classroom, you are also introducing procedures as a way of living a happy and successful life.
Harry Wong
First Days of School

20. How and when do I establish
Rituals & Routines?
Beginning of the year
Modeling expected behaviors
Rituals and Routines check-ups
Signals
Positive behavior reinforcement

21. Gallery Walk Available Resources Next Steps Got It
Thoughts & Questions
Power School
ABE
ACPSD Student Code of Conduct
Student/Parent Handbook
School Webpages
School Celebrations
Character Education Programs

22. Additional resources:

23. Sources
Flood, L. A Blueprint for a Middle School Classroom. Retrieved from
Ioana, D. & Mihaela, T. “Proactive Strategies for Efficient Discipline Policy”, Journal of Community Positive Practices, XIV(2) 2014,
Protheroe, Nancy. “A Schoolwide Approach to Discipline: Firmness, Fairness, And Consistency Are The Keys To An Effective Discipline Program” Principal, v84 n5 p41-44 May-Jun 2005.
"5 Guiding Principles for Effective School-Wide Discipline." Tom Schimmer. N.p., 07 Feb Web. 14 July 2016.
Wong, H & R (2009). The First days of School, How to Be an Effective Teacher (4th ed.). Mountain View: Harry K. Wong Publications, Inc.