Positive Behavior Interventions and Supports: Kent Island High School

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Positive Behavior Interventions and Supports
Kent Island High School
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Presented by Brad EngelAssistant PrincipalKent
Island High School
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Purpose

• Provide an overview of
• Positive Behavioral Interventions and Supports
  PBIS
• Review some of the features of PBIS
• Describe how to T-E-A-C-H Discipline
• Discuss implementation process for the 2007-2008
  school year.

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Positive Attitude Positive Behavior ____________ N
egative Attitude Negative Behavior
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Positive interactions are freeSugai
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Negative interactions can be very
CostlyHershberger
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Successful implementation

• Of the many multi-layered facets of PBIS
  requires a clear, systematic, and straightforward
  approach
• For our sequence of PBIS strategies we employ
  the acronym T-E-A-C-H.

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To Discipline is to T-E-A-C-H

• Teach the expectations all students, individual,
  classroom, non-classroom and school wide.
• Encourage students to make good decisions,
  redirect and pre-correct.
• Acknowledge positive behavior with positive words
  and positive messages.
• Celebrate positive choices.
• Harvest the referral data for decision-making and
  interventions.
• Engel

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T-each the Expectations

• In order for students to understand positive
  behavior .they must be taught positive
  behavior.Teach positive behavior by describing,
  demonstrating, explaining, discussing, modeling,
  listening.
• TEACH Behavior !!!
• TEACH Behavior !!!
• TEACH Behavior !!!

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T-each the Expectations

• Teach behaviors directly
• School wide Matrix of Expectations-posted
  everywhere
• Classroom Management Matrix
• Teach specific classroom rules.
• Teaching Expectations in non-classroom area by
  class.
• Lesson plans that teach respect
• Embedding the teaching of respect into the
  curriculum (Civil rights, womens movement)
• Behavioral Interventions for non-responders.
• Advisory

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E-ncourage students to make good choices

• We try to encourage positive behavior by
  helping students make positive decisions using
  the tools of redirections, pre-corrections,
  reinforcements and reminders

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E-ncourage students to make good choices

• Positive interactions are free
• Pre-corrections, Redirections Reinforcements,
  Reminders
• 5-1 positive to negative
• Reframe our own thinking if needed.
• Redirect students

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A-cknowledge the positive behavior

• If you want the positive behavior to be
  repeated you have to recognize and acknowledge
  the positive behaviorIt is essential to provide
  this acknowledgement with positive words,
  positive messages and positive referrals

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A-cknowledge the positive behavior

• Catch them being good
• Become ego-architects
• Be specific with praise
• Positive Referrals
• Phone calls home

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C-elebrate Positive Choices

• When students and are recognized and rewarded
  for making positive choices they feel valued and
  important-Rewarding students and staff with
  incentives, prizes, plaques, awards etc.can make
  a big difference in creating a more positive
  school culture

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C-elebrate Positive Choices

• Student of the month
• Prizes, gift certificates, movie passes
• Ice cream celebrations, assemblies
• Classroom celebrations
• Difference between a bribe and a reward?

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H-arvest the referral data for decision making
and behavioral interventions.

• In order to make decisions about our PBIS
  program it is critical that the discipline data
  be analyzed.

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H-arvest the referral data for decision making
and behavioral interventions.

• Referrals by location.
• Referrals by type of infraction
• Referrals by Time of day/month/year

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T-each Behavioral Expectations
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TEACH Your Staff First

• The best way get your staff on board is to give
  them a taste of the positive

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T-each the Expectations

• School wide Matrix of Expectations-posted
  everywhere
• Classroom Management Matrix
• Teach specific classroom rules.
• Teaching Expectations in non-classroom area by
  class.
• Lesson plans that teach respect
• Embedding the teaching of respect into the
  curriculum (Civil rights, womens movement)
• Advisory

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The 4 ExpectationsPBIS_at_KIHS

• Respect Others
• Respect Self
• Respect Learning
• Respect Property

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Kent Island High School has established

• Four behavioral expectations for the 2007-2008
  school year
• We at Kent Island High School believe that
  these four behavioral expectations respecting
  others, self, learning, and property are critical
  elements of a positive school environment for all
  members of our school community.

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• Directly and Formally TEACH School-wide
  Behavioral Expectations

Teach expectations in a variety of ways, e.g.,
sample multiple intelligences Embed lessons into
subject area curriculum Model with examples and
non-examples Have students practice DEMONSTRATING
the expectations until fluent Provide feedback
and positive acknowledgement for correct behavior
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Lesson Plan to Teach Behavioral Expectations
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Procedures for Classroom Settings

• Entering the Classroom
• Putting Materials Away
• Subjects
• Student led instruction
• Teacher led instruction
• Locations
• Centers
• Storytime

• Leaving the Classroom during the school day
• Returning to the Classroom
• Personal Needs
• Bathroom
• Water
• Pencil
• When a Visitor is in the Room
• Leaving to go Home

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TEACH BEHAVIOR!
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TEACH BEHAVIOR!
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TEACH BEHAVIOR!
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AGAIN !!!

• TEACH BEHAVIOR !!!
• TEACH BEHAVIOR !!!
• TEACH BEHAVIOR !!!

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Just like you would

• Science
• Math
• English
• Social Studies

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Instruction

• Teach the appropriate behavior that you want
  from the student instead of the inappropriate
  behavior.

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The 4 ExpectationsPBIS_at_KIHS

• Respect Others
• Respect Self
• Respect Property
• Respect Learning

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Once you have developed school-wide expectations,
it is not enough to just post the words on the
walls of the classroom YOU MUST TEACH THEM!
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A visitor to Kent Island High School should
understand our behavior expectations within 5
minutes of being in the building.

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Levels of PBIS Adapted from Levels and
Descriptions of Behavior Support(George,
Harrower, Knoster, 2003)

• School-wide Procedures and processes intended
  for all students, staff, in specific settings and
  across campus
• Classroom Processes and procedures that reflect
  school-wide expectations for student behavior
  coupled with pre-planned strategies applied
  within classrooms
• Targeted Group Processes and procedures
  designed to address behavioral issues of groups
  of students with similar behavior problems or
  behaviors that seem to occur for the same reasons
  (i.e. attention seeking, escape)
• Individual Student Processes and procedures
  reflect school-wide expectations for student
  behavior coupled with team-based strategies to
  address problematic behaviors of individual
  students

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Specific Settings

• Particular times or places where supervision is
  emphasized
• Cafeteria
• Hallways
• Buses bus loading zones
• Bathrooms

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PBIS_at_KIHS RULES AND EXPECTATIONS 2007-2008
TEACHING MATRIX
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E-ncouragePositiveChoices
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E-ncourage students to make good choices

• Positive interactions are free Sugai
• Negative Interactions can be very costly
  Hershberger
• 5-1 positive to negative
• Reframe our own thinking if needed.
• Redirect students

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Requests and Redirects

• Positive phrasing
• Reminder of rules and Expectations
• What should you be doing?
• Who are you responsible for?
• Explicit redirection

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Develop a System for Encouraging/ Reinforcing
Rule Following
Research indicates that effective teachers
maintain a 51 ratio of acknowledgements to
negative interactions. Failure to follow
rules reliably indicates lack of
learning.
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Good morning, class!

• Teachers report that when students are greeted
  by an adult in morning, it takes less time to
  complete morning routines get first lesson
  started.

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A-cknowledge PositiveBehavior
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Acknowledge the positive behavior

• Catch them being good
• Become self-esteem builders
• Be specific with praise
• Positive Referrals
• Phone calls home

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Percentages of High Self-Esteem in Kids

• 80 of kids entering 1st grade
• 20 of kids entering 5th grade
• 5 of kids entering high school
• Canfield, J., Improving Students Self-Esteem.
  Educational Leadership. Vol. 48,  September,
  1991, pp. 48-50.

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Attribute successto skills studentalready has
Show student he/she already has what it takes
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Catch Students Being Good!

• Individual Students
• Systematic
• Randomly
• Whole Group
• Systematic
• Randomly

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Positive Referral

• To reward and acknowledge positive behavior and
  positive decisions.
• Teacher will write referral and turn into
  administration.
• Positive Referral will be recorded in their
  discipline file.

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Positive Referrals

• At Kent Island High School for the 2007-2008
  school year staff handed out 1,032 positive
  referralsOur goal next year is ?

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C-elebrate Positive Behavior
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Celebrate Positive Choices

• Student of the month
• Prizes, gift certificates, movie passes
• Ice cream celebrations, assemblies
• Classroom celebrations

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Incentive Ideas

• School Store discounts
• Ice cream party
• Free slushie from the cafeteria
• Free concert in auditorium
• Free passes to athletic events
• Free Homecoming tickets
• Free lunch
• Raffle

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Why Develop aSchool-wide Reward System?

• Increases the likelihood that desired behaviors
  will be repeated
• Focuses staff and student attention on desired
  behaviors
• Fosters a positive school climate
• Reduces the need for engaging in time consuming
  disciplinary measures

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Rewarding Staff

• Keeping staff motivated is just as important to
  the PBIS process as motivating students
• Utilize community resources and local businesses
• Incentives for staff that have worked at other
  schools include
• After School Ice Cream Social
• Leave early pass
• Special Parking Spots
• Recognition at faculty meetings

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Golden Plunger

• Involves custodians
• Procedure
• Custodian selects one classroom/ hallway each
  week that is clean orderly
• Sticks gold-painted plunger with banner on wall

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H-arvest the Data
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Harvest the data

• Referrals by location.
• Referrals by type of infraction.
• Referrals by time of day/month/year

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Classroom Managed vs. Office Managed

• Discipline Hierarchy
• Level 1s handled by teacher (Minor incidents)
• Level 2s handled by administration (Major
  Incidents.
• 3 Level 1s Level 2
• Minor referrals are kept by teacher and when a
  third referral is written referral is sent to the
  office

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Decision Flowchart
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• Discipline Referral Form
• Student______________________________ Referring
  Staff ______________________________ Room_____
• Grade Level_______ Date________
  Time____________
• Location
• _____Classroom _____Cafeteria _____Media
  Center _____Hallway _____Special Event
  _____Other __________________
• Problem Behavior Level 1 (Minor)
  
  
• _____Cell phone _____Class Cutting
  _____Disrespect/Defiance __________Disruptive
  Behavior _____Inappropriate Language
  _____Non-compliance of school rules _____Physical
  Contact _____Portable Listening Device
  ____Property Misuse _____Tardy
• _____Other ____________________________
• Staff Decision
• _____Conference with Student _____Seat Change
  ______Parent Contact (Circle) Phone call/Email
  /Conference Requested
• _____Guidance Contact _____Teacher Detention
  _____After-School Detention _____Other____________
  ___________
• Detention Assigned Date ________________
• Parent/Teacher Communication for assigned
  detention
• _____I talked to__________________________________
  __________________ Date ______________
• _____I have left a message on voicemail
  
  Date ______________
• _____I have called twice with no answer
  
  Date ______________
• Description of Incident__________________________
  __________________________________________________
  __________
• Problem Behavior Level 2 (Major)