Positive Behavior Support

All schools in North Carolina will implement Positive Behavior Support as an effective and proactive process for improving social competence and academic achievement for all students

Positive Behavior Support

Purpose Statement

Provide a safe, engaging learning environment for all students and staff at

Charles D. Owen High that enhances students’ Integrity, Attitude, and

Maturity through high and consistent expectations of behavior allowing for the highest academic learning opportunities.

Starting Point….

● Educators cannot “make” students learn or behave.

● Educators can create environments to increase the likelihood students learn and behave.

● Positive behaviors and student expectations need to be taught to students.

The 3 MajorComponents

of PBIS

Teaching appropriate behavior in all settings.

Recognition when behaviors are met.

Interventions when behavior expectations are not met.

School Wide- PBIS is…

● Schoolwide● Problem solving method● Created to fit the needs of our school ● Targeted interventions based on students

SW-PBIS is not...

● Not a specific practice, package or curriculum● Not limited to any particular group of students● Not time intensive

Universal School-Wide Features● Clearly define expected behaviors (Rules)

● All Settings● All Classrooms

● Procedures for teaching & practicing expected behaviors

● Procedures for encouraging expected behaviors● Procedures for discouraging problem behaviors● Procedures for data-based decision making● Family awareness and involvement

Negative Consequences vs Positive Reinforcement

Traditional Discipline:

●Focuses on the student’s problem behavior

●Goal is to stop undesirable behavior through the use of punishment

Positive Behavior Intervention & Support:

●Replaces undesired behavior with a new behavior or skill

●Alters environments, teaches appropriate skills, and rewards appropriate behavior

How has this worked at another Buncombe County HIGH school?

https://drive.google.com/a/bcsemail.org/?usp=chrome_app#my-drive

https://drive.google.com/a/bcsemail.org/?usp=chrome_app#my-drive

Lights, camera, action…Watch our students in action!

http://www.youtube.com/watch?v=kjv60b-abnM&feature=youtu.be

The best way for our

students to learn…

Is for us to be a Warhorse,

too!

Myth or Fact?

Myth or Fact?

We are always positive and no longer correct student misbehavior.

OK to say “stop” - the challenge is to a) continue to teach appropriate behavior b) assign designated consequencec) put environmental supports in place to prevent the problem from occurring again

Myth or Fact?

“Universals” mean we implement School Wide- PBIS exactly like all other schools.

●Essential features ●Reflect unique challenges●Culturally responsive to reflect Owen community●Intensity of implementation should match the intensity of challenges

Myth or Fact?

When you think they “get it”, it is typically okay to stop teaching social expectations.

●Stages of learningAcquisitionFluency Maintenance and Generalization

●Students are ALWAYS learning

Myth or Fact?

School Wide PBS simply will not work if you don’t use huge, expensive,“rewards.”

Key is sincere, relevant, positive rewards!

Check out the video

Quick look at data...

Owen Data 2012-2013

383 Administrative conference with Parents ≈ 64 hours (10 minutes each)

562 Administrative conference withStudent ≈ 94 hours (10 minutes each)

322 Detention148 ISS (full)219 ISS (partial)

167 OSS

Data Cont’d2 Long-term suspension26 Report to law enforcement665 Incidents by females1140 Incidents by males

689 – Freshmen

425 – Sophomores

312 – Juniors

397 - Seniors

1854 incidents – 10 min ea = 309 hours = 12.875 days

West Elementary in Alton, Illinois

Benefit Analysis: Learning Time Lost to Discipline Time (Barrett & Swindell, 2002)

Discipline Administrator Time Student Time Staff Time

Office Disciplinary Referral 10 minutes 20 minutes 5 minutes

Detention 20 minutes 6 hours 5 minutes

Suspension 45 minutes 6 hours 5 minutes

West Elementary Cont’d

Learning Time Gained by Reducing Discipline Time

Office Referrals (-719) | Detentions (-47) | Suspensions (-27)

 Office Disciplinary Referral

Detentions SuspensionsTotal Time Gained Back

Administration 119.8 Hours 15.7 Hours  20.3 Hours 155.8 Hours (25.9 Days)

Students 239.7 Hours 282 Hours  162 Hours 683.7 Hours (144 Days)

Staff 59.99 Hours  3.9 Hours  2.3 Hours 66.1 Hours (11 Days)

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 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

Continuum of Supports

Reading

Science

Math

Soc skills

Horses

Spanish

Myths, Misunderstandings, and Milestones in Implementing School-

wide Positive Behavior SupportTim Lewis, Ph.D.

University of Missouri

OSEP Center on Positive Behavioral Interventions & Supports

Adapted for Owen High School by the PBIS Committee