SchoolWide Application of Positive Behavioral Instructional Support Continued

School-Wide Application of Positive Behavioral Instructional Support. Continued Day 2,

General Implementation Process PBIS Implementation Team Agreements Data-based Action Plan Evaluation

Working Smarter- Team Time (20 minutes) PBIS Working Smarter: ________________ School Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc. Sample

Define Expectations Ø Understand purpose ü Clarify means of communication ü Use consistent communication Ø Teach and review for all students, staff, and settings ü Articulate Matrix Ø Establish guidelines ü Keep to five or fewer ü State positively ü Use common and few words PBIS

TEACHING MATRIX Sample SETTING PBIS Teaching Matrix EXPECTATIONS All Settings Hallways Respect Ourselves Be on task. Give your best effort. Be prepared. Walk Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Playgrounds Cafeteria Have a plan. Eat all your food. Select healthy foods. Library/ Computer Lab Study, read, compute. Assembly Bus Sit in one spot. Watch for your stop. Play safe. Listen/watch. Include others. Practice good Whisper. Use Share table manners. Return books. appropriate equipment. applause. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Use a quiet voice. Stay in your seat. Pick up. Wipe your feet. Treat chairs Sit appropriately.

TEACHING MATRIX Teaching Matrix EXPECTATIONS Respect Others Respect Environment & Property Sample COMMON AREAS PBIS Classroom Lunchroom Bus Hallway Assembly Use inside voice. Eat your own food. Stay in your seat. Stay to right. Arrive on time to speaker. ______________________ _________ Recycle paper. Return trays. Keep feet on floor. Put trash in cans. ______________________ _________ Do your best. Wash you hands. Be at stop on time. Use your words. Listen to speaker. ______________________ ____________________ Have materials ready. Eat balanced diet. Go directly from bus to class. Go directly to class. Discuss topic in class w/others. ______________________ ____________________ Take litter with you. __________ Respect Yourself Respect Learning

Sample PBIS

Sample PBIS

PBIS

Reviewing Strive for Five PBIS Ø Be respectful Ø Be safe Ø Work peacefully Ø Strive for excellence Ø Follow directions Mc. Cormick Elem. MD 2003

Sample PBIS P R I D E Perseverance Respect Integrity Discipline Excellence Holding to a course of action despite obstacles To show consideration, appreciation, and acceptance Adherence to an agreed upon code of behavior Managing one’s self to achieve goals and meet expectations Being of finest or highest quality • Stay positive • Set goals • Learn from mistakes • Respect yourself • Respect others • Demonstrate appropriate language and behavior • Be responsible • Do your own work • Be trustworthy and trust others • Strive for • Do your personal consistency best • Attend class daily; • Exceed minimum be on time expectations • Meet deadlines; • Inspire excellence do your in others homework

Identify Expectations Ø Complete Identifying School-Wide Expectations Checklist Ø Add items to action plan as needed PBIS

sc Teaching Expectations PBIS Expectations and behavioral skills are taught and recognized in natural context (page 8)

Expected Behaviors are Visible PBIS

Expected Behaviors are Visible PBIS

Instructional Approach Ø Teach behavioral expectations directly Ø Teach social behaviors like academic skills Ø Maximizes academic engagement and success Ø Consider the influence of instructional support PBIS

Teach Guidelines Ø Behavior management problems are instructional problems Ø Process for teaching social behaviors and academic skills is fundamentally same Ø Emphasis is on teaching functional and prosocial replacement behaviors Ø Instructional supports are important PBIS

An Approach to Embedding Bully-Proofing Strategies - Molly What does NOT work: Ø Identify “bullies” and exclude them from school Ø Pretend that bully behavior is the “fault” of the student/family PBIS

An Approach to Embedding Bully-Proofing Strategies What DOES work: Ø Define, teach and reward school-wide behavior expectations Ø Teach all students to identify and label inappropriate behavior Ø Teach all students a “stop signal” to give when they experience problem behavior ü What to do if you see someone else in a problem situation Ø Teach all students what to do if someone delivers the stop signal PBIS

Do Not Focus on “Bully” Focus on appropriate behavior Ø What is the desired behavior? Ø How is the school-wide expectation “be responsible” operationalized? PBIS

Teach Social Responsibility Ø Teach school-wide expectations first ü Be respectful ü Be responsible ü Be safe Ø Focus on “non-structured” settings ü Cafeteria, gym, playground, hallway, bus area Ø Use same teaching format ü If someone directs problem behavior toward you ü If you see others receive problem behavior ü If someone tells you to “stop” PBIS

Teach Students to Identify Problem Behavior The key is to focus on what is appropriate Ø Teach school-wide expectations, and teach that all problem behaviors are an example of NOT being appropriate Ø Define most common problem behaviors and use these behaviors as non-examples of school-wide expectations PBIS

Teach Social Responsibility: “Bully-Proofing” Ø Teach desired behavior Ø Teach a verbal signal for unacceptable behavior: “stop” Ø Teach four key skills for social responsibility: ü Learn the difference between expected behavior and problem behavior ü If you “receive” problem behavior: • Label the behavior and say “stop”; walk; talk ü If you “see others” receive problem behavior: • Label the behavior and say “stop” ü If someone tells you to “stop: • Stop Ø PBIS bullying curriculum PBIS

sc Teaching Behavioral Expectations Ø Define the expectation Ø Provide a rationale Ø Teach the critical discrimination: ü Demonstrate appropriate behavior ü Demonstrate unacceptable behavior ü Practice telling the difference with multiple examples Ø Teach the signal and when appropriate behavior should occur Ø Teach for fluency Ø Define and progress monitor how this skill will be maintained PBIS

Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously PBIS DEFINE Simply MODEL PRACTICE In Setting

Teach Expectations Activity Ø Complete teaching School-Wide Expectations Checklist Ø Add items to action plan as needed PBIS

ml Encourage Expectations Ø School-wide Expectations (example) ü ü Cooperate with others Respect yourself Manage yourself Behave in a legal and healthy manner Ø Instruction of Expectations ü ü Delivered by teachers Reviewed by office staff Posted around school Communicated to parents (e. g. , letters) PBIS

Encourage Expectations (continue) Ø Reinforce with verbal praise (5 to 1) Ø Distribute pro-tickets ü Brightly colored ü One half for teacher, one half sent home ü School-wide goal Ø Give super-pro tickets ü Fewer, harder to get ü Letter home ü Individual, class, and school PBIS

Guidelines Use continuum of strategies to encourage expectations ü Teach expected behavior ü Increase opportunities for academic and social success ü Provide positive feedback more often than corrections and reprimands (i. e. , 5 to 1) ü Move from tangible to social reinforcement ü Move from external to self-managed reinforcement ü Individualize reinforcement PBIS

Sample Ticket Cougar Traits in the Community Student Name ______________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (circle the trait you observed) Signature ________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth. PBIS Sample

Sample Business Partner Ticket PBIS OMMS Business Partner Ticket 6 7 8 Sample Date: _____________ Student Name: _________________________________________ For Demonstrating: Safety Ethics Respect (circle the trait you observed) Comments: ___________________________________________ Authorized Signature: _____________________________________ Business Name: ________________________________________

Are Rewards Dangerous? PBIS “…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. ” ~Cameron, 2002 ~Cameron & Pierce, 1994, 2002 ~Cameron, Banko & Pierce, 2001

Reinforcement IS… Ø Feedback or information that tells us which behaviors should be repeated. Reinforcement IS NOT… Ø Praise, stickers, or M&Ms (at least not for everyone). Learning and behaving WILL NOT… Ø Happen without feedback. PBIS

The “Unmotivated Student…” DOES NOT do what you want for what you are currently offering as “motivation. ” How do we understand student motivation and then use as tools to increase desired behaviors? PBIS

Artificial Reinforcement that is arranged by a social agent for a behavior in which the consequence does not typically follow the behavior. ü Consequence is dependent on social agent. PBIS

Natural Reinforcement that follows the behavior and is the direct result of that behavior. ü Consequence natural result of behavior. PBIS

“Good morning, class!” Teachers report that when students are greeted by an adult in the morning, it takes less time to complete morning routines and get first lesson started. PBIS

Monitoring Dismissal PBIS Mc. Cormick Elementary School, MD

Bus Bucks – Springfield Public Schools, Oregon Procedures Ø Review bus citations Ø Ongoing driver meetings Ø Teaching expectations Ø Link bus bucks with schools Ø Acknowledging bus drivers PBIS

Principal for the Day PBIS

Super Sub Slips Empowering subs in Cottage Grove, Oregon Procedures Ø Give 5 per sub in subfolder Ø Give 2 out immediately PBIS

Positive Office Referral Balancing positive/negative adult/student contacts in Oregon Procedures Ø Develop equivalent positive referral Ø Process like negative referral PBIS

Piece of Paper In one month, staff recorded 15 office discipline referrals for rule violations, and 37 for contributing to safe environment. PBIS

80% Rule Ø Apply triangle to adult behavior! Ø Regularly acknowledge staff behavior Ø Individualized intervention for non-responders ü Administrative responsibility PBIS

Golden Plunger Involve custodian Procedure Ø Custodian selects one classroom/hallway each week that is clean and orderly Ø Sticks gold-painted plunger with banner on wall PBIS

North Myrtle Beach Primary – June 8, 2004 SC PBIS

Staff Dinger Reminding staff to have positive interaction Procedure Ø Ring timer on regular, intermittent schedule Ø Engage in quick positive interaction PBIS

1 Free Period Contributing to a safe, caring, effective school environment Procedure Ø Given by Principal Ø Principal takes over class for one hour Ø Used at any time PBIS

G. O. O. S. E. Get Out Of School Early (or arrive late) Procedure Ø Kids/staff nominate Ø Kids/staff reward, then pick PBIS

Encourage Expectations Ø Complete Encouraging & Strengthening Checklist (page 11) Ø Complete Acknowledgements Worksheet (page 12) Ø Add items to action plan as needed (page 13) PBIS

sc Discourage Problem Behavior Ø Clearly define problem and context ü Wearing hats in class, excessive tardies, disruptive acts during transitions Ø Anticipate problem behavior and provide pre-correction as a preventive strategy ü For identified risk items or settings Ø Implement consistent procedures ü All staff, settings, minor behaviors Ø Provide ongoing teaching opportunities ü Focus on appropriate expectation PBIS

Everyone makes mistakes, right? Unpredictable: Infrequent Behavior Errors Ø Signal that error has occurred Ø State rule and expected behavior Ø Ask student to state/show expected behavior Ø Give positive feedback PBIS

Everyone makes mistakes, right? Predicitable: Chronic Behavior Errors Pre-correct for (i. e. , prompt) desired behavior ü ü ü Go to problem setting/situation Get attention of student(s) Give reminder or opportunity to practice Watch child for demonstration of skill Acknowledge demonstration Ø Provide positive feedback PBIS

Continuum of Possible Responses Ø Acknowledge students exhibiting expected behavior Ø Secure attention and redirect students to expected behavior Ø Provide choice between expected behavior and staffmanaged consequence Ø Deliver staff-managed consequence Ø Deliver office-managed consequence PBIS

Discourage Problem Behavior Ø Complete the Discouraging violations Checklist (page 14) Ø Complete the Rule Violation Worksheet (page 15) Ø Add items to action plan as needed (page 16) PBIS

Consequences Flow Chart PBIS

SWIS Form PBIS

Summarize the Results PBIS Sample Current Status Feature Priority for Improvement In Place Partially in Place Not in Place School-wide is defined as involving all students, all staff, and all settings High Med Small number of rules Expectations taught Expectations rewarded Low

Action Plan Ø Continue activities started throughout the day Ø Work on completing action plan Ø Be prepared to report on: ü 1 -2 strengths ü 1 -2 areas of improvement ü Scheduled date/time of Next Team meeting PBIS