1. AISD Positive Behavior Support
Stakeholder Communications
AISD Positive Behavior Support

2. 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.

3. Positive Behavior Support Overview

4. 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.)

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

6. 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)

7. 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.

8. 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.

9. 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

10. 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)

11. 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

12. Positive behavior support Systems

13. 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

14. 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

15. PBS Systems & Communication

16. 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

17. 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

18. 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

19. 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,

20. 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.

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

22. 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

23. 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.

24. Resources
/Links/WSCLX4Comm.html
S/PBS1.pdf
FactSheetFINAL.doc