Davidson Elementary Positive Behavior Support Plan

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Davidson ElementaryPositiveBehavior SupportPlan
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• To be good is noble, but to teach others how to
  be good is nobler and less trouble.
• Mark Twain

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Over 5,000 schools across the country are
implementing Positive Behavior Support (PBS)

• It can coexist with most other school wide
  programs.
• It is consistent with researched-based principles
  of behavior

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POSITIVE BEHAVIOR SUPPORT

• Framework for establishing a continuum of
  effective behavioral practices and systems that
• Prevent the development or worsening of problem
  behavior.
• Encourage the teaching and reinforcement of
  pro-social expectations and behavior across all
  school settings.
• (George Sugai, Brandi
  Simonsen , and Robert Horner, 2008)

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Why are we doing this?

• The social culture of a school affects academic
  outcomes.
• Real change in schools is done through teams
  operating at the whole-school level.
• Effective practices are seldom implemented well
  and sustained for long periods without strong
  administrative, teacher and parent support.

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Research says we have to

• Teach
• Model
• Practice
• Reward..if we want to see changes in behavior.
  

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Carnegie Council Task Force on Education of Young
Adolescents

• School systems are not responsible for meeting
  every need of their students but when the
  need directly affects learning, the school must
  meet the challenge.

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How will we ensure fidelity?

• Were making a video to show the kids the right
  way to show HIP behaviors.
• Teachers will teach what HIP
• expectations look like in each of the areas of
  the school.
• Parents will be told what HIP means.
• Well teach it, model it, give the kids
  opportunities to practice it and.

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Most Important

• We will catch our students being good instead of
  being inappropriate.

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Teaching Behavioral Expectations An
Instructional Approach

• DEFINE expectations for behavior
• TEACH the expected behavior
• REVIEW expectations regularly
• MONITOR performance of expected behaviors
• RECOGNIZE individuals when expected behaviors are
  demonstrated

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How will we teach our students????
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Support our efforts to teach the expectations in
the MATRIX below. Pg.19
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Expectations behavioral skills are taught
recognized in natural context
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Kids want two things.

• To GET
• Attention from
• Adults
• Peers
• Access to materials
• Sensory Input
• Control

• To GET OUT of
• Work
• Interactions
• Sensory Overload
• Painful situations

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How can we give kids more attention?

• By pointing out what they are doing correctly
• 4 strokes for every poke
• Teach kids what we are looking for in behavior
• When we point out what they are doing wrong we
  are teaching others how to get our attention

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Are You HIP? will be our school behavior plan
again this year.
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Examples

• Billy, I love the way you showed respect and
  pride for your school by taking off your hat when
  you entered the building. I am proud of you.
  Heres a HIP Paw.
• Susie, I love the way you showed cooperation by
  bringing your signed permission slip back a day
  early. I can count on you. Heres a HIP paw.
• Mark, I love the way you were so helpful when you
  stopped to help a Kindergarten student who was
  lost. I can depend on you. Heres your HIP paw.

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Were not giving away bicycles

• Kids dont really want tangible rewardsof course
  they are nicebut they really want attention so
  heres what weve come up with so far..

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Drawings

• Extra computer time with cool adult
• Invitation to an ice cream social or popcorn
  treat with a cool adult
• A cool adult will read to students
• Extra outside time with a cool adult
• Visit to the eco-trail with a cool adult

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Your Mission is to.
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MODEL
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PRACTICE
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REWARD
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We can work together to accomplish our goals!!!