Rock Spring
Elementary
Positive Behavior
Support
Parent Presentation
“To be good is noble, but to
teach others how to be good is
nobler and less trouble.”
~Mark Twain
Over 5,000 schools across the
country are implementing
Positive Behavior Support (PBS)
• It can be adapted to fit your
particular school
• It can coexist with most other
school wide programs.
• It is consistent with researchedbased principles of behavior
POSITIVE BEHAVIOR SUPPORT
Data-driven, team-based
•
•
framework for establishing a continuum
of effective behavioral practices and
systems that:
Prevent the development or worsening of
problem behavior.
Encourages the teaching and
reinforcement of pro-social expectations
and behavior across all school settings.
(George Sugai, Brandi Simonsen , and Robert Horner, 2008)
Main Messages
 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 support.
Research says we have to:
•
•
•
•
Teach
Model
Practice
Reward……..if we want to see
changes in behavior.
If we continue to do what we have always
done…we’ll get the SAME RESULT!
Message
Rutter & Maughan, 2002, pp. 470-471
“Pupil achievements and behavior [mental
health] can be influenced (for the better or
worse) by the overall characteristics of the
school….
This means a focus on the features
promoting good functioning at the
classroom, departmental, or whole school
level.”
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.”
How will we ensure fidelity?
• We’re making a video to show the kids the
right way to show “ROCK” behaviors.
• Teachers will teach what “ROCK”
expectations look like in each of the areas
of the school.
• Parents will be told what “ROCK” means.
• We’ll teach it, model it, give the kids
opportunities to practice it and….
Most Important
We will catch our students
being good instead of being
inappropriate.
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
R e fe r r a l s p e r 1 0 0 S tu d e n ts
Schools typically see a 60-80% reduction after 3
years of implementation- some see it sooner.
FRMS ODR per 100 Students per Year
500
400
300
200
100
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03
Academic Years
ODR Administrative Benefit
2001-2002 2277
2002-2003 1322
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Administrative time that
can now be spent dealing with
children positively instead of
reactively dealing with behaviors that
occurred.
ODR Instructional Benefit
2001-2002
2002-2003
2277
1322
= 955 42%
improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instructional time gained by
students who were not out of the class
being dealt with.
“We found some minutes?”
After reducing office
discipline referrals from
400 to 100, students
requiring individualized,
specialized behavior
intervention plans
decreased from 35 to 6.
Office Discipline
Referrals Go
Down
CRCT Scores
Go
UP
We will use a school wide matrix to
teach our “ROCK” discipline
program.
What is the Matrix?
A matrix is:
An outline of
expectations for
everyone to follow
at ROCK Spring
Elementary.
This is the Rock Spring Matrix with our expectations!
Do You
Respectful
Orderly
Cooperative


Use quiet voices
Keep feet off seat



Clean up your area
Sit in assigned seat
Watch for stop




Use quiet voice
Leave area clean
Practice good table
manners

Always walk while in
cafeteria
Stay in a straight line
Wait your turn
Come in for assemblies
quietly



Save talking for
designated areas
Keep hands and feet to
self





Leave restroom clean
Always flush toilet
Use facilities correctly
Use 2 pumps of soap
and 3 pumps of paper
towels

Respect everyone’s
feelings
Use equipment
properly
Kind
Classroom
Bus
Cafeteria
Halls

Restroom
Playground


Listen to bus driver or adult in 
charge

Keep hands and feet to self
Use kind words
Report if someone needs
help


Be polite to staff and peers
Help a friend if needed

Line up quietly to leave
Follow directions given in
cafeteria
Put tray in window
Walk on third block on
right side in a single file
line at all times


Follow directions
Go directly to your destination

Show kindness to others


Wait your turn
When washing hands,
keep water and soap in
sink




Keep hands and feet to self
Be silent
Use restroom quickly
Stay calm


Report if someone needs
help
Listen carefully to adults


Stay in playground area 
Listen and watch for
adult signal


Be aware of activities around
you
Play safe
Follow all playground rules


Include others
Share turns



How will we
teach our
students?
Expectations & behavioral skills are
taught & recognized in natural
context
Kids want two things….
• To GET
1. Attention from:
1. Adults
2. Peers
2. Access to
materials
3. Sensory Input
4. Control
• To GET OUT of:
1. Work
2. Interactions
3. Sensory
Overload
4. Painful
situations
How can we give kids more
attention?
• By pointing out what they are doing
correctly:
– 4 strokes for every poke
– Teaches 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
“Do you ROCK?” will
be our school behavior
plan again this year.
Examples:
• Billy, I love the way you showed respect by
taking off your hat when you entered the
building. I am proud of you. Here’s a ROCK
pass.
• Susie, I love the way you showed
cooperation by bringing your signed
permission slip back a day early. I can count
on you. Here’s a ROCK pass.
• Mark, I love the way you showed kindness by
stopping to help a Kindergartener who was
lost. I can depend on you. Here’s your ROCK
pass.
We’re not giving away bicycles…
• Kids don’t really want tangible
rewards…of course they are
nice…but they really want
attention so here’s what we’ve
come up with so far…..
Drawings
• Extra computer time with “cool” adult
• Invitation to an ice cream social or popcorn
treat with a “cool” adult
• Cafeteria tour to see inside the big freezer
• A “cool” adult will read to students
• Extra outside time with a “cool” adult
• Visit to the outdoor classroom with a “cool”
adult
Your Mission is to….
Support our efforts to teach the expectations in the MATRIX below.
Do You
Respectful
Orderly
Cooperative
Kind
Bus


Use quiet voices
Keep feet off seat



Clean up your area
Sit in assigned seat
Watch for stop


Listen to bus driver or adult in charge
Keep hands and feet to self


Use kind words
Report if someone needs help
Cafeteria



Use quiet voice
Leave area clean
Practice good table manners




Always walk while in cafeteria
Stay in a straight line
Wait your turn
Come in for assemblies quietly



Line up quietly to leave
Follow directions given in cafeteria
Put tray in window


Be polite to staff and peers
Help a friend if needed
Halls


Save talking for designated areas
Keep hands and feet to self

Walk on third block on right side in a
single file line at all times


Follow directions
Go directly to your destination

Show kindness to others




Leave restroom clean
Always flush toilet
Use facilities correctly
Use 2 pumps of soap and 3 pumps of
paper towels


Wait your turn
When washing hands, keep water and
soap in sink




Keep hands and feet to self
Be silent
Use restroom quickly
Stay calm


Report if someone needs help
Listen carefully to adults


Respect everyone’s feelings
Use equipment properly


Stay in playground area
Listen and watch for adult signal



Be aware of activities around you
Play safe
Follow all playground rules


Include others
Share turns
Classroom
Restroom
Playground
MODEL
PRACTICE
REWARD