2. Welcome to the 2015-2016 School Year!!

4. Students are inherently well-behaved!

5. …until they aren’t!

6. Can we really manage student behavior?!?

7. YES! By creating environments that are safe, predictable, positive and consistent By creating environments that are safe, predictable, positive and consistent By embracing the belief that ALL children can be taught to behave By embracing the belief that ALL children can be taught to behave And through preventing problem behavior before it begins! And through preventing problem behavior before it begins! In the Roseburg School District In the Roseburg School District we use PBIS!! we use PBIS!!

8. P ositive B ehavioral B ehavioral I nterventions and I nterventions and S upports S upports P B I S

9. PBIS is not a curriculum, intervention or practice! PBIS is a systems approach to establishing the behavioral supports and social culture needed for all students to achieve social, emotional and academic success.

10. Our ultimate goals: oViolent and disruptive behaviors are not tolerated! oEveryone has same understanding of expectations. oEveryone uses the same language. oResponses to behavior are the same. oRegular recognition of positive behavior.

11. Four critical features

12. Clear expectations

13. o Be safe o Be responsible o Be respectful

14. Students come to school with broad differences in their understanding of what is safe, responsible and respectful!.

15. We can ’ t assume students OF ANY AGE know how to behave! “ They should know it by now ” “ They should know it by now ” … but maybe they don ’ t! … but maybe they don ’ t!

16. Instead of punishing students for not automatically knowing how we want them to behave, we spend time teaching them what good behavior looks like! Instead of punishing students for not automatically knowing how we want them to behave, we spend time teaching them what good behavior looks like! “This is how to line up for the school bus.” “This is how to line up for the school bus.”

17. Be specific! “This is how to go through the lunch line.” “This is how to go through the lunch line.” “This is the behavior we expect at assemblies.” “This is the behavior we expect at assemblies.”

18. “This is how to use the library.” “This is how to use the library.” “This is how to move through the hallway.” “This is how to move through the hallway.”

19. Expectations shouldn’t be expressed just one time! …reteach … reteach … reteach … reteach … “Students learn appropriate behavior the same way a child learns to read - (or ride a bike… or shoot hoops…or drive…) through instruction, practice, feedback, and encouragement.”

21. Positives

22. Positives! The use of positives can help shape attitudes and behavior!

23. As adults, we know how well positives work for us!

24. Positive interactions Positive feedback Positive relationships Positive reinforcement If these things are important to us, why wouldn’t they be important to students?

25. Positive interactions Positive feedback Positive relationships Positive reinforcement Let’s increase positives for kids!

26. Many students get an abundance of negatives at home.

27. Kids need (and want) positive adult attention in order to thrive!

28. The single most important thing we can do to prevent student discipline problems is to build positive relationships with students !

29. o Welcome students every day o Smile, make eye contact o Make it a point to use their name o Have conversations, ask questions o Be trustworthy. “What I say today is still going to be true tomorrow”. o Be fair. If the rules are true for one person, they are true for everyone.

30. “Nice to see you!” Try to have at least 4 positive interactions to each “ negative ” one “Thanks a lot for picking that up.” “Good job of answering questions today!” “Have a great day!” “Oh boy…”

31. Discipline works when behavior creates more POSITIVE than NEGATIVE consequences!

32. Incentives!

33. Why use them? o They help staff learn to look for the good in kids. o They give adults an opportunity to have conversations with students and build relationships with them. o They multiply the positive reinforcement. o They are more effective in helping kids change habits than verbal praise alone.

34. Specific Praise vs. “Good Job” Students need to be reinforced for specific behaviors you have taught and expect. Students need to be reinforced for specific behaviors you have taught and expect. You may be trying to change long engrained behaviors in some students and maintain good behavior in others! You may be trying to change long engrained behaviors in some students and maintain good behavior in others!

35. The most effective reward for kids is positive adult attention! “If you teach it “If you teach it and expect it and expect it and they DO IT, and they DO IT, acknowledge it!” acknowledge it!” (Catch them being good!)

37. Students comply with the Students comply with the rules 80% of the time. However rules 80% of the time. However they are complimented for their they are complimented for their behavior less than….. behavior less than….. 2%

38. Research indicates that you can significantly improve behavior just by pointing out what someone is doing correctly. Focus more attention on what kids do right than on what they do wrong!

39. Corrections

40. CORRECTIONSPUNISHMENTS! Not the same thing!

41. Punishment doesn’t work! The most difficult students have a high tolerance for punishment. Punishment doesn’t work when most everything in someone’s life is already punishing. Jeff Sprague

42. “If your only tool is a hammer, every problem becomes a nail” Too often we continue to do the same thing (often punitive) and expect different results!

43. PBIS approach to correction:   Re-teach expected behavior   If student complies, acknowledge them!   If student refuses to comply, generate a written referral about behavior   If student STILL refuses to comply, follow progressive discipline policy.

44. NOTE! Check with school/supervisor to double check how your building deals with referrals! Check with school/supervisor to double check how your building deals with referrals! –Some buildings prefer that individuals deal with minor behaviors themselves. Some want a written referral in order to track behavior patterns. –All MAJOR behaviors (drugs, weapons, acts of violence, etc.) should be reported to office!

45. Data driven decisions

46. Data-driven decisions To make good decisions, we need good data … so our decisions aren ’ t based on our last worst day!

47. It’s important to keep data about student behavior! Discipline referral data helps with entering incidents into SWIS (School-Wide Information System), tracking behavior patterns and making decisions regarding behavior challenges.

48. ( SAMPLE)

49. School PBIS teams look at the “BIG 5” in data: 1. HOW MANY referrals per day are we averaging? 2. WHO are we seeing the most of? 3. WHAT behaviors are happening? 4. WHERE are they happening? 5. At WHAT times of day?

50. Teams make decisions based on that data… Do we need to do a reteach of a particular expectation? Does EVERYONE need it…or just one grade level? (Or just one person?) Is there anything we can alter in the environment to prevent a reoccurance of this behavior? Does a particular area need more supervision? Hopefully next month’s data will tell Hopefully next month’s data will tell us if our decisions were good ones! us if our decisions were good ones!

51. 80% 15% 5% It pays to put the majority of effort and attention into PREVENTION!! 80% of students will respond to instruction with no problem! Matrix lessons, incentives, corrections 15% of students may need some “tier two” interventions to help them with behavior. CICO (Check in, Check Out) 3 X 3 Small groups 5% of students may require “tier three” supports to manage chronic problems with behavior. FBA/BSP (OIS)

52. BIG QUESTION! Now the BIG QUESTION! “Does it work?” “Does it work?”

53. o o 17,000 schools across the Nation are implementing PBIS o o It is used in Juvenile Detention centers and Mental Health facilities o o Other Nations have adopted it o o PBIS is fast becoming the “gold standard” of behavior management

54. Adults need to work together to: ss tay “on the same page” kk eep their agreements cc ommunicate uu se the same language dd eliver the same message …consistency, consistency, consistency… It takes time, effort and practice!

55. Everyone involved with students is an Educator!

56. Thank you for doing your part to make sure school is the best part of every kids day!

57. Sue Ann Moore, BA, CPS PBIS Coach, Roseburg Public Schools samoore@roseburg.k12.or.us