3. WHAT IF THEY MISBEHAVE? We can punish the ones who do wrong...

4. …or we can teach the expected behaviors SCHOOLWIDE and REWARD the ones who are doing the right thing.

5. At the heart of a proactive school-wide discipline plan is the notion that expected behavior needs to be taught. Simply put, “If you want good behavior, you have to teach it.” Geoff Colvin, 7 Steps for Developing a Proactive School-wide Discipline Plan, 2007

6. WPrevention and Teaching Vs. Control Disruption and/or Exclude Troubling Students WRequires Environments That Are: Predictable Positive Safe Consistent School-wide Positive Behavior Support: A New Standard of School Discipline

7. If children fail to follow the rules, we must view this as failure to learn the rules. Just as we provide a variety of ways for children to learn content, along with ample practice, we should do the same for children learning to follow school rules. As with all curriculum, we must develop formal teaching procedures for the school- wide expectations. This should be accomplished through working with all faculty to develop a sense of ownership in the development of these teaching procedures. TEACH Behavioral Expectations – TEACH Social Competence

8. SWPBS is associated with…  Reductions in Office Discipline Referrals  Increased academic gains---when combined with effective instruction  Increased Attendance  Increased perception that school is safe  Sustained implementation at criterion levels.

9. Primary Preventions Whole School, Classroom, and Non-Classroom Systems for All Students & Staff ~80% of Students Secondary Preventions Specialized Systems for Students with At-Risk Behavior ~15% Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior ~5% SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT