"The positive in Positive Behavior Support means we give out rewards" The positive refers to a change of focus from reactive, constantly pointing out what students did wrong (negatives), to proactive teaching and recognizing what children are doing right (positives). It refers to an overall change in the school climate to a learning environment where students and teachers feel appreciated, safe and respected. Rewards are used to assist staff in focusing on the positive.
"We will no longer punish children for inappropriate behavior" PBS does not ignore inappropriate behavior. Consequences are more than "punishment". They are the actions that follow the inappropriate behavior and can either help to increase or decrease inappropriate behaviors. PBS views appropriate consequences as those that are effective in changing the student's inappropriate behavior. Schools plan for inappropriate behavior by matching the level of consequences to the severity of the problem behaviors and maintaining consistency across campus.
"PBS uses bribes to get children to behave" Using a reward system is not the same as bribing a student to behave appropriately. A bribe is something offered or given to a person in a position of trust to influence that person's views or conduct. PBS acknowledges and rewards students for following school-wide expectations and rules. Appropriate behavior is acknowledged after it occurs. Rewards are earned, not offered as payoff in exchange for good behavior.
"Our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances."
Many
PBS schools experience decreases in referrals relating to tardiness,
disrespect and insubordination. Consequently, suspension and expulsion
are used less frequently as disciplinary options. PBS
involves a change of focus from reaction —constantly pointing out what
students do wrong—to proactive teaching and recognizing what children
are doing right. It establishes positive relationships between teachers
and students, and promotes a positive school climate. “Why
spend ninety-five percent of the time focusing on five percent of the
students?” asked Stephanie Martinez. “The PBS model shifts attention
away from inappropriate behavior and recognizes the
eighty-to-eighty-five percent of students acting appropriately.
Positive
Behavior Interventions and Supports (PBIS) is a proactive systems
approach to establishing the behavioral supports and social culture and
needed for all students in a school to achieve social, emotional, and
academic success.
As a Response
to Intervention model, PBIS applies a three-tiered system of support,
and a problem-solving process to enhance the capacity of schools to
effectively educate all students.
Illinois
PBIS Network, Revised May 2008. Adapted from "What is school-wide
PBS?", OSEP Technical Assistance on Positive Behavioral Interventions
& Supports. Access at http://www.pbis.org/schoolwide.htm
Data-based
decision-making aligns curricular instruction and behavioral supports
to student and staff needs. Schools applying PBIS begin by
establishing clear expectations for behavior that are taught, modeled,
and reinforced across all settings and by all staff. This provides a
host environment that supports the adoption and sustained use of
effective academic and social/emotional instruction. PBIS has proven
its effectiveness and efficiency as an Evidence-Based Practice. (Sugai
& Horner, 2007).
The principles and practices of PBIS are consistent with federal education mandates such as the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act of 2004
(IDEA 2004). PBIS integrates state school improvement initiatives
including Systems of Support, Standards Aligned Curriculum, and
Response to Intervention to assist schools in meeting Illinois’
educational goals and mandates.
Four Elements of PBIS:
The
school-wide PBS process emphasizes the creation of systems that support
the adoption and durable implementation of evidence-based practices and
procedures, and fit within on-going school reform efforts. An
interactive approach that includes opportunities to correct and improve
four key elements is used in school-wide PBS focusing on systems, data,
practices and outcomes.
Outcomes: academic and behavior targets that are endorsed and emphasized by students, families, and educators.
Practices: Curricula, instruction, interventions, and strategies that are evidence-based.
Data: information that is used to identify status, need for change, and effects of interventions.
Systems: supports that are needed to enable the accurate and durable implementation of the practices of PBS.
The Illinois PBIS Network:
The
mission of the Illinois PBIS Network is to build skills and capacity of
PBIS district and school-based leadership teams through training,
coaching and technical assistance. The focus is assisting schools in
developing structures for teaching expected behaviors and social
skills, creating student behavioral and academic support systems, and
applying data-based decision-making to discipline, academics, and
social/emotional learning at the school, district, regional, and state
levels. The Illinois PBIS Network promotes family and community
involvement at all levels of implementation.
Increase
data-based decision-making about behavior and academic instruction and
reinforcement across all school settings.
Increase
consistent use and effect of research-based behavioral and academic
instructional strategies among all school staff at school-wide,
classroom and individual student levels.
Reduce
use of reactive discipline measures in schools (e.g. office discipline
referrals, detentions, suspensions, expulsions) for all students.
Increase academic achievement levels of students.
Implement
effective intervention plans for students with the most comprehensive
behavioral/emotional needs that support and evaluate their success
across home, school, and community.
Increase
capacity of general education settings to successfully educate students
with disabilities and prevent academic/social failures of all students.
Critical Elements to Achieving PBIS Goals:
Careful
acknowledgement, consideration and achievement of outcomes (e.g.,
academic achievement, social competence, career/work opportunities)
that are valued by significant stakeholders (e.g., students, family
members, teachers, employers).
Adoption
and sustained use of research-validated practices and curricula that
maximize achievement of student and teacher outcomes.
Application
of data-based decision-making at many levels (i.e., individual,
classroom, school), with multiple individuals (i.e., student, teacher,
administrator, support staff), across contexts (e.g., general vs.
special education, school vs. home), and with multiple outcomes (e.g.,
reading, grades, attendance, discipline referrals).
Development
of systems (e.g., processes, routines, working structures,
administrative supports) that are needed to ensure consideration of
valued outcomes, research validated practices, and data-based
decision-making.
Gives an overview of the framework, implementation, what to focus on, what to be aware of, checklists, etc. to make the implementation successful and aligned with successful strategies and experience
Horner - Illinois - Link Acad Beh Support Presentation View
Same Presentation as listed above but no need to download can view immediately using SCRIBD. You may need to use your OSD log in and pw to by pass lightspeed security.
Sep 12, 2009 7:31 PM
Christopher Telfer
P1_Horner Illinois School Improvement Linking Beh and Acad Supports.ppt Download
Illinois - Linking Behavioral and Academic Supports - also includes data demonstrating success of PBIS
Behavior and Prevention PBIS Plans
