1. School-Wide Positive Behavior Support 2011 – 2012

2. Objectives: Identify Highland’s vision and shared commitment relating to our PBS System. Identify tier 1 interventions. How will each grade level teach and hold students accountable to Guidelines for Success? ACTIVITIES Provide teachers time to plan and review R-KIDS HANDBOOK. Review nuts and bolts and basic procedures.

3. Equity and Access School Action Plan: Equity and Access District Goal # 1: Equity and Access Each student will be valued, connected, and achieving – no barriers. School SMART Goal(s): All staff will develop capacity to respond in culturally appropriate ways and help students connect with learning and take ownership for their learning. This will be measured by CWT data; and SWIS data for major office referrals. Equity and Access Strategy #2 Continue implementation and update of a school-wide PBS support system which will establish an environment to support learning for all students.

4. “If you don’t know where you are going, you probably aren’t going to get there.” Yogi Berra

5. What does PBS look like? >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students.

6. What is Positive Discipline? It’s the foundation for Positive Behavior Support. Recent research tells us that children are “hardwired” from birth to connect with others, and that children who feel a sense of connection to their community, family, and school are less likely to misbehave. Positive Discipline is based on the understanding that discipline must be taught and that discipline teaches. FIVE CRITERIA FOR EFFECTIVE DISCIPLINE: 1.Helps children fell a sense of connection. 2.Is mutually respectful and encouraging. 3.Is effective long – term. 4.Teachers important social and life skills. 5.Invites children to discover how capable they are.

7. History First introduced by Alfred Adler in 1920’s brought to the United States in the late 30’s. “Man is a social being and his main desire is to belong.” Jane Nelsen, Ed.D. wrote and self-published Positive Discipline in 1981. “We need to provide children opportunity to experience responsibility.” This foundation is the basis for PBS Systems adopted by school districts all over the world including Renton.

8. Evidence For Positive Support A study of school-wide implementation of classroom meetings in a lower- income Sacramento elementary school over a four-year period showed a suspension decrease from 64 to 4. (Platt 1979) Studies have repeatedly demonstrated that a student’s perception of being part of a school community decreases the incidence of socially risky behaviors and increases academic performance (Resnick et al, 1997; Battistich, 1999; Goodenow, 1993) There is significant evidence that teaching younger students social skills has a protective effect that lasts into adolescence increasing success in school (Kellam et al, 1998; Battistich, 1999).

9. What Discipline Is For: Connecting Students to the Benefits of Learning - Read article -Complete Reading Log -Discuss small group -Quick share out SMART GOAL: All staff will develop capacity to respond in culturally appropriate ways and help students connect with learning and take ownership for their learning. This will be measured by CWT data; and SWIS data for major office referrals.

10. What are potential unmet needs for our students ? What can we do to impact and engage growth?

11. DISCIPLINE WITH LOVE & LOGIC The goal is to put teachers in control of instruction. Empower students to make wise responsible choices and decisions. Teaches kids to think for themselves. Increase the level of student responsibility. Prepares students to function effectively in a society filled with temptations, decisions, and consequences.

12. Nuts and Bolts Think Time

13. Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

14. Team Time How will you teach the guidelines? Plan for first community circle/class meeting. How will you build class connection/core values/promise? Please be prepared to share some of your ideas with the staff whole group closing.