Positive Behavior Support for ALL Michigan ... - Oakland Schools

• Clear and concise schoolwide rules
• Rules based on behaviors, not big ideas like, “Be respectful!”
• Teaching and modeling the behaviors you expect in the classroom, hallway,
cafeteria, bus, and other places
• Reinforcement for following the rules, displaying expected behaviors, and
achieving academic success
• Immediate feedback to and correction of students when their behavior
violates a rule (disciplinary action may also be required, but prompt feedback
about what to do and how to behave is critical)
What works?
• Intensive focus on the five to seven percent of students who exhibit dangerous
or chronic negative behavior through comprehensive instructional
programs that assure learning for all students (United States Department of
Education, Office of Special Education Programs, 1998), such as:
•Study the problem
•Make a plan
•Engage student
•Keep going!
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Impulse control (i.e., self-monitoring leading to self-regulation)
Anger management
Stress management
Responsible decision making
Problem solving
Peer mediation
Attendance, positive conduct, and achievement rewards
What Is the Foundation of Positive Behavior Support?
• School board members, superintendents, principals, and teachers making
PBS a school improvement priority
• Parent and community support of appropriate academic and social behavior
• Student participation
• Use of assessment-based, research-validated interventions
• Team-driven planning and support
• Visible and supportive leadership
Features:
• System-wide
• Data-based
• Student-centered
What Are the Features of the Positive Behavior Support Approach?
• Attention is paid to schoolwide practices for at-risk and high-risk students.
• Staff practices with real-life examples using role-playing, modeling, and
feedback on how to teach behavioral expectations in school, how to teach
social skills, and how to maximize academic success and engagement.
Section 2 – 2