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Positive Behavior Support: An Overview. Miami Trace Local MTMS/MTHS. We Get Tough…Does it Work?. Discipline and punishment don’t really mean the same thing;

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positive behavior support an overview

Positive Behavior Support:An Overview

Miami Trace Local

MTMS/MTHS

we get tough does it work
We Get Tough…Does it Work?
  • Discipline and punishment don’t really mean the same thing;
  • Getting tougher/making our punishments harsher as we react to misbehavior is not effective…does not result in calmer, more effective systems.
what is pbs
What is PBS?
  • Evidence-based practices that focus on the whole system;
  • Planning to guide practices of all staff…for all students;
  • Leads to staff consistency across all settings;
  • Is proactive and not “reactive” to “behavior.”
what is it not
What is it NOT?
  • It’s not just about using rewards/reinforcements and punishments (both are consequences)….it’s about teaching expectations;
  • Not a canned program in a box for purchase;
  • Not “throwing out the baby with the bathwater” (but does mean that we have to use our data to see what DOESN’T work, too);
  • Not just about ignoring inappropriate behavior(s).
what is it not1
What is it NOT?
  • Not a one shot-training or “spray and pray” seminar;
  • Based on a theory that students are “born with bad behavior” or that their “home lives” make them behave in “bad” ways;
  • Not a system in which the principal/assistant principal viewed as “the sole disciplinarians” of the school.
major components of pbs
Major Components of PBS

3 to 5 district/school-wide behavioral

expectations that are explicitly taught to

every student using building matrix

…addresses classroom and non-classroom

areas of the school

Treat others as you want to be treated.

Every day, come prepared to learn.

Always be respectful.

Make good choices.

major components of pbs1
Major Components of PBS
  • School-wide system of reinforcement for all students as they demonstrate behaviors related to the expectations;
  • Relies on examination of data (where, when, who);
  • Uses internal instead of external behavior “experts”…considers everyone experts;
  • Is ongoing/requires that the Building Leadership Teams (BLTs) examine data at least twice a year in order to make good decisions.
major components of pbs2
Major Components of PBS
  • Clarifies corrective consequences and increases consistency across all adults working in the school in reacting to misbehavior(s);
  • Clarifies what behaviors constitute office referrals.
major components of pbs3
Major Components of PBS
  • More active/consistent supervision for common areas;
  • Relies on both encouraging and corrective feedback;
  • Results in a reduction in # of behavioral disruptions;
  • Focuses on increased “time on task” and decreased “down time”….the #1 factor known to result in higher academic achievement.
slide10

~5%Need School-Wide + Intensive Interventions

~5% Need School-Wide + Intensive Interventions

~10% Need School-Wide + Strategic Interventions

~10% Need School-Wide + Strategic Interventions

~85% Need Only School-Wide Instruction(Core Curriculum for All Students)

~85% Need Only School-Wide Instruction (3-5 Expectations + Positive/Corrective Feedback)

Three Tiered Model

Behavioral Systems

Academic Systems

Adapted from U.S. Department of Education, OSEP Effective School-Wide Interventions

Decisions about tiers of support are data-based

wrap up
Wrap-Up
  • PBS is a school-wide umbrella under which other activities might function;
  • PBS means everyone;
  • PBS means a common vision, a common language and a common experience.

What’s the difference between the terms “discipline” and “punishment”?