7/29/2014 1 P ISD’s Model of Behavior Management Positive Behavioral Interventions and Supports (PBIS) Presented by District’sBehaviorResponseTeam (BRT) BRT/Special Programs Modules/Objectives • Module 1: Explain PISD’s model of behavioral management and teach you a very basic brain state model that we use to positively respond and intervene with students • Module 2: Provide interventions and strategies that promote safety and connection that build a positive socio-emotional climate • Module 3: Teach you how to use the STOIC concept and CHAMPS approach to structure your classroom for success BRT/Special Programs PISD implements PBIS • PBIS stands for Positive Behavioral Interventions and Supports • We focus on providing students with physical and social/emotional safety and connection through proactive, positive, and preventative methods. • We believe that most students (almost 80 % of your students) will succeed when a positive school culture is promoted. • The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject. BRT/Special Programs
Transcript
7/29/2014
1
P ISD’s Model of Behavior Management
Positive Behavioral Interventions and Supports (PBIS)
Presented by District’s Behavior Response Team (BRT)
BR
T/S
pecia
l P
rogra
ms
Modules/Objectives
• Module 1: Explain PISD’s model of behavioral management and teach you a very basic brain state model that we use to positively respond and intervene with students
• Module 2: Provide interventions and strategies that promote safety and connection that build a positive socio-emotional climate
• Module 3: Teach you how to use the STOIC concept and CHAMPS approach to structure your classroom for success
BR
T/S
pecia
l P
rogra
ms
PISD implements PBIS
• PBIS stands for Positive Behavioral Interventions and Supports
• We focus on providing students with physical and social/emotional safety and connection through proactive, positive, and preventative methods.
• We believe that most students (almost 80 % of your students) will succeed when a positive school culture is promoted.
• The underlying theme is teaching behavioral expectations in the same manner as any core curriculum subject.
BR
T/Sp
ecia
l P
rogr
ams
7/29/2014
2
A collection of practical materials designed to help schools
improve safety and civility across all school settings through
positive and proactive methods.
• FOUNDATIONS: School-wide discipline plan
• CHAMPs: Classroom management plan
BR
T/Sp
ecia
l P
rogr
ams
From the University to the Real World
• First day of school arrives
• You know the school wide behavioral expectations
• Your classroom is set up for success
• Your lesson is planned and ready
• Then it happens. . .
BR
T/Sp
ecia
l P
rogr
ams
CHAOS
BR
T/Sp
ecia
l P
rogr
ams
7/29/2014
3
Conscious Discipline, empowers us (the adults) to be conscious of brain-body states in ourselves and children.
It then provides us with the practical skills we need to manage our own thoughts, feeling and actions. With this ability to self-regulate, we are then able to teach children
to do the same. http://www.youtube.com/watch?v=8j3gF1dh_t4 B
RT/
Spec
ial
Pro
gram
s
To summarize . . .
BR
T/S
pecia
l P
rogra
ms
BOTH
Positive Behavioral Interventions and Supports
ProactivePreventative
Conscious Discipline or another social/emotional based program
Fosters emotional intelligence in teachers first and children second
Focus: Social/Emotional Safety/Connections
Safe and Civil Series
Sets up school-wide (Foundations) and
classroom (CHAMPs) procedures/plans for
safety with clear expectations
Focus: Physical Safety
When we all move in the same direction, it is powerful
When responding to a student in their executive state. . .• Use problem solving
language• “You wanted _____. It’s
hard when _____. You were hoping ______.”
• You wanted _____. You may not ____. When you want _____, say______.
• You may ____ or ____. What choice works nest for you?
• What could you do to solve this problem?
• How could you be helpful in this situation?
• Try any of these interventions• Checklists• Visuals• Reminders• Planners• Prompting• Verbal/Non-Verbal Cues• Provide a structured
environment (CHAMPs)• And any other helpful
strategies that helped you develop your executive skills
BR
T/Sp
ecia
l P
rogr
ams
Why is all this important?
• Emerging, evolving or lacking executive skills are the core of what we call most “discipline problems.”
• Understanding the 4 basic principles of the brain and the 3 brain states helps us see student behavior totally different. Students are not good or bad but rather lacking skills that we need to teach them.
• We are our children’s surrogate frontal lobes or executive skills lending library because prefrontal lobes and concurrent executive skills take 24 years to mature. We often expect kids to already know what to do. Now we know. No they shouldn’t.
• Therefore, we must lend your frontal lobes or executive skills to our students and gradually teach, prompt, and turn over the skills when appropriate.
BR
T/Sp
ecia
l P
rogr
ams
7/29/2014
11
BR
T/Sp
ecia
l P
rogr
ams
Let’s Review1. What does PBIS stand for?
2. Why do we use PBIS? Because we promote a model of behavior management that is p____, p____, and p_____.
3. PISD uses 2 main resources to implement PBIS. The Safe and Civil series which helps us establish a school-wide plan and we use the CHAMPS approach to structuring classrooms and C______ D______ to develop social/emotional skills in adults first so we can model, teach or lend those skills to our students.
4. The 4 basic brain principles that foster permanent positive behavioral change and help move students to their higher states of the brain are:
1. The brain is p___________-seeking.2. The brain functions optimally when we feel s________, both physically and psychologically.3. The best exercise for the brain is e____________.4. C____________ on the outside build neural connections on the inside.
5. Brain Stem: represents a s_______________ state, which includes f_______, f______, and f______. In this state, students need s_____________.
6. Limbic System: represents an e_____________ state, which includes placing b___________, and n_______-calling. In this state, students need c______________.
7. Prefrontal Lobes: represent an e____________ state, in which we can access our own wisdom. In this state, students need to p______________-s_________________.
8. How long do executive skills take to develop?
BR
T/Sp
ecia
l P
rogr
ams
The Answers
1. Positive Behavioral Interventions and Supports
2. positive, proactive and preventative
3. Conscious Discipline
4. pattern, safe, exercise, Connections
5. survival, flight, fight, freeze, safety
6. emotional, blame, name, connection
7. executive, problem-solve
8. more than 2 decades
BR
T/Sp
ecia
l P
rogr
ams
7/29/2014
12
YOU DID IT
• You learned the first piece of PISD’s model of behavioral management – understanding a little about the brain and brain states to better understand why students act the way they do and what you can do to positively respond and intervene to help.
• Now, move on to the next module and learn more strategies that will help you build positive relationships in the classroom.
• Finally, module 3 – CHAMPS – will show you how to structure your classroom for success.
BR
T/Sp
ecia
l P
rogr
ams
The resources for this presentation came from Conscious Discipline by Dr. Becky Bailey, Safe & Civil
Schools by Dr. Randy Sprick and the experience and knowledge of the PISD Behavior Response Team.
For more information or to learn more about any section of this presentation, go to
www.consciousdiscipline.com and watch the video series titled The Seven Powers as well as the short
clips; visit www.safeandcivilschools.com or email me at [email protected] .
