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Triangle’s Positive Behavior Plan2012 - 2013 Home of the Manatee STAR
ADDRESSING THE NEEDS OF SCHOOLS USING POSITIVE BEHAVIOR SUPPORT Brief Faculty Introduction
School-widePositive Behavior Support • The application of evidence-based strategies and systems to assist schools to increase academic performance, increase safety, decrease problem behavior, and establish positive school cultures.
Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003) • School-wide/Universal – intended for all students and staff in all settings across campus • Classroom –school-wide expectations for student behavior coupled with pre-planned strategies for classrooms setting • Target Group –addresses behavioral issues of groups of students with similar problem behavior or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) • Individual Student –school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students
What will PBS look likein our school? • Data will be used to help track progress and identify areas to target for intervention • Discipline referral Processes & Procedures will be Consistent throughout the school • The school will continue to use school-wide Expectations & Rules in settings across campus to Teach students appropriate behavior • A Reward System will be used to encourage and model appropriate behavior and Effective Consequences will be developed and used to discourage inappropriate behavior.
How Do Schools TypicallyRespond to Problem Behavior? • Reactive/Consequence Strategies • Office referral, detention, suspensions, etc. • Consequences will not teach the “right way” • Consequences may actually reinforce the behavior of concern • Restrictive and segregated settings • Individual counseling and therapy • Implement packaged programs
Impact of School-Wide PBS School-wide PBS should be effective for 80% of your students 1-5% A small percentage of students will still need targeted, classroom or individual supports 10-15% 80%
Do We Need PBS • Is there an active school-wide behavior • management program in place? If so, is it working? • Is there a high rate of positive feedback to our students? 4 positives to 1 negative? • Are consequences based on school rules and are they delivered consistently across campus? • Does our school have a high rate of office discipline • referrals? Is there room for improvement? • Do staff anticipate problems and intervene early? • Is behavior taking away from your teaching time?
Questions for Individual Staff • Am I open to change in order to reach academic and behavior goals? • Am I committed to learning new strategies and participating in implementing them across campus?
Show Positive Attitude • Think Safety First • Always Try Your Best • Respect Yourself and Others
PBS VOCABULARY LESSONS PBS needs to be in everylessonplan M-F for the FIRST TWO WEEKS of school. • WEEK ONE • Aug. 20 – Manatee STAR, TABLES, and WALKS overview • Aug. 21 – Focus on TABLES • Aug. 22 – Focus on TABLES • Aug. 23 – Focus on WALKS • Aug. 24 – Focus on WALKS • WEEK TWO - Review Manatee STAR Expectations • EACH DAY THIS WEEK • Aug. 27 – Focus on Show Positive Attitude • Aug. 28 – Focus on Think Safety First • Aug. 29 – Focus on Always Try Your Best • Aug. 30 – Focus on Respect Yourself and Others • Aug. 31 – Review ManateeSTAR, TABLES, and WALKS
Reward suggestions Prizes/trinkets Free Computer time Outdoor time ( supervised) Media Aide time * Custodian aide time * Media time to read magazines, play games Game time Credit on quizzes No Homeroom pass Radio time (with headphones) Go to the head of the line pass Pencils/bookmarks Arts & Crafts Homemade goodies Chill Out Gift Certificates * *Some prizes would be worth more points than others. Pix from book Pirate Don’t Change Diapers by David Shannon
Teachers need to poll their homeroom students asking for suggestions for SCHOOL WIDE REWARDS Please turn suggestions for School-Wide rewards in to Ms. Ingersoll by September 7th.
Talk Quietly • Allow for PersonalSpace • Be Sure to Use Table Manners • Leave Your Area Clean • Eat Within the TimeLimits • Silent When Lights are Out
Walk Silently • Allow for Personal Space • Look Forward • Keep Hands Behind Back • Straight Line
CRISIS INCIDENTS • Weapons • Combustibles • Arson • Bomb threat • Fighting – brawl involving a group of students
HELP!! OFFICE-MANAGED INCIDENTS These behaviors will warrant a referral: • Alcohol • Arson • Battery • Breaking and Entering • Bullying/ harassment • Cursing directed at teachers and students • Defiance/Disrespect that turns physical and disrupts the • classroom environment • Disruption on campus / major • Dress Code violation • Drug Sale/Distribution excluding alcohol • Drug Use/ Possession excluding Alcohol • Fighting • Forgery • Gang affiliation • Larceny/ Theft page 1
OFFICE-MANAGED INCIDENTS • Property misuse more severe than casual • Robbery • Sexual Battery • Sexual Harassment • Sexual Offenses • Skipping class • Technology Violation • Threat/intimidation • Tobacco • Trespassing • Vandalism • Weapons possession • Other major page 2
TEACHER-MANAGED INCIDENTS p.1/2 Teacher managed incidents are a teaching-team decision. Classroom suggestions of interventions in lieu of a referral are as follows: • Tardies • Award on time behavior • 3 tardies/early pickups equal one absence • Inappropriate Language • Redirect • Parent contact • Find history of the word • Automatic Referral IF PROFANE LANGUAGE IS DIRECTED AT STAFF • Inappropriate bodily contact • Separate
TEACHER-MANAGED INCIDENTS p.2/2 • Defiance/disrespect/ non-compliance • Parent contact • Property Misuse • Parent Contact • Disruption • Redirect • Separate • Parent contact • Cheating • ZERO on grade, no make up • Technology Violation • Loss of technology privileges • * Many of these are also in Office-Managed Behaviors in more severe forms. • ****Lunch and/or after school detention is also an intervention option for teacher managed incidents
“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)