SchoolWide Application of Positive Behavioral Instructional Support Day

School-Wide Application of Positive Behavioral Instructional Support Day 1, Section 2 Building Primary Systems and Practices

Purpose PBIS ØUnderstand effective responses to problem behavior ØReview implementation features of PBIS ØSelf-evaluate implementation and outcomes associated with Schoolwide PBIS ü EBS Survey, School Safety Survey, Team Checklist, Office Discipline Referrals, SET ØLink School-wide PBIS approach and “bully-proofing” logic ØReview effective instructional approach to teaching school-wide behavior expectations

Challenges ØDoing more with less ØEducating a greater number of students who are increasingly more different from each other ØEducating students with severe problem behavior ØCreating sustainable cultures of competence PBIS

Challenges ØMore than 50% of all crime in the United States is committed by 5 -7% of youth between the ages of 10 -20 ~APA Commission on Youth Violence, 1993 ØEach school day 100, 000 students in the United States bring weapons to school ~Walker, 1994 PBIS

Challenges PBIS Ø 9. 2% of students surveyed reported that they had been threatened or injured by a weapon in 2003 Ø 4% reported that they missed at least one day of school because they felt unsafe ~Center for Disease Control’s Center for Injury Prevention and Control (1997)

Schools are Important and Good! Schools Provide: ØRegular, predictable, positive learning and teaching environments ØPositive adult and peer models ØRegular positive reinforcement ØAcademic and social behavior development and success PBIS

Main Messages PBIS Student Achievement Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

Factors Contributing to Antisocial Behaviors ØHome ØCommunity ØSchool PBIS

Home PBIS ØInconsistent management ØReactive discipline ØLack of monitoring ~Dishion & Patterson

Community PBIS ØAntisocial network of peers ØLack of prosocial engagements ~Biglan

School PBIS ØReactive/punishing discipline approach ØLack of agreement about rules, expectations, and consequences ØLack of staff support ØFailure to consider and accommodate individual differences ØAcademic failure ~Mayer

Responses to Antisocial Behavior ØReviews of over 500 studies indicate that the least effective responses to school violence are: ü Punishment ü Counseling ü Psychotherapy PBIS

Exclusion & Punishment (need title) PBIS ØExclusion is the most common response for conduct disordered youth ~Lane & Murakami, 1987 ØPunishing problem behaviors without a school-wide system of support is associated with increased ü Aggression ü Vandalism ü Truancy ü Tardiness ü Dropping out ~Mayer, 1995; Mayer & Sulzer-Azaroff, 1991

The Most Effective Responses Educators Can Make to School Violence ØSocial skills instruction ØBehaviorally-based interventions ØAcademic interventions PBIS

Themes Ø School environments that are positive, preventive, predictable, and effective ü Are safer, healthier, and more caring ü Have enhanced learning and teaching outcomes ü Can provide a continuum of behavior support for all students PBIS

Domains for Hypothesis Generation Peer Influences Curriculum Focus on “alterable” rather than “unalterable” hypothesis Learner Home/ Community PBIS Classroom Environment

What is School-Wide Discipline? PBIS ØIdentify a common purpose and approach to discipline ØDefine a clear set of positive expectations and behaviors ØImplement procedures for teaching expected behavior ØDifferentiate supports from a continuum of procedures for encouraging expected behavior ØDifferentiate supports from a continuum of procedures for discouraging inappropriate behavior ØImplement procedures for ongoing monitoring and evaluation

Implementation Features ØEstablish EBS leadership team ØSecure school-wide agreements and supports ØEstablish data-based action plan ØArrange for high fidelity implementation ØConduct formative data-based monitoring PBIS

The Process ØStep 1: Establish a Behavior Support Team ü Grade level representation ü Administrator ü Behavioral capacity ü Building level status ü Regular meeting schedule PBIS

The Process ØStep 2: Establish prerequisites ü Clarity need/problem • Status of behavior support • Current discipline patterns • Other (e. g. , attendance, tardies) ü Establish staff commitment (>80%) ü Secure administrator support and participation ü Make project one of top 3 school improvement goals PBIS

The Process ØStep 3: Develop and implement an action plan ØStep 4: Monitor, evaluate, and modify based on data PBIS

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

Working Smarter PBIS Working Smarter Initiative, Project, Committee Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Purpose Outcome Target Group Staff Involved SIP/SID/etc.

Working Smarter Working Purpose Smarter Initiative, Project, Committee Outcome Target Group SIP/SID/e tc. Staff Involved PBIS Attendance Committee Increase attendance Increase% of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character All students Marlee, J. S. , Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal #3 School Spirit Committee Enhance school spirit Improve morale All students Has not met Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis High/at-risk drug users Don All students Eric, Ellen, Marlee, Otis Emma Discipline Committee Improve behavior DARE Committee Prevent drug use EBS Work Group Implement 3 -tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Goal #3 Goal #2 Goal #3

Establish PBIS Leadership Team Ø Behavioral capacity Ø School, student, family and district representation Ø Active administrator participation Ø Efficient communications and staff development Ø Leadership and decision-making status Ø Data-based decision-making and problem-solving PBIS

Activity Add activity Instructions PBIS

School-Wide Discipline PBIS ØIdentify a common purpose and approach to discipline ØDefine a clear set of positive expectations and behaviors ØImplement procedures for teaching expected behavior ØDifferentiate supports from a continuum of procedures for encouraging expected behavior ØDifferentiate supports from a continuum of procedures for discouraging inappropriate behavior ØImplement procedures for ongoing monitoring and evaluation

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

Redesign Learning & Teaching Environment School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying PBIS

Few positive SW expectations defined, taught, & encouraged PBIS

TEACHING MATRIX Teaching Matrix EXPECTATIONS All Settings SETTING 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. PBIS 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 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

RAH – ADAMS CITY HIGH SCHOOL Teaching Matrix RAH (Respect – Achievement – Honor) Classroom Hallway/ Commons PBIS Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep area clean; put Keep location neat; keep to Put trash in cans; push in trash in cans, be the right; use appropriate your chair; be courteous mindful of others’ lang. , monitor noise level; to all staff and students personal space; flush allow others to pass toilet Achievement Do your best on all assignments and assessments; take notes; ask questions Keep track of your belongings; monitor time to get to class Check space before your leave; keep track of personal belongings Be a good example to other students; leave the room better than you found it D your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line; maintain personal boundaries Report any graffiti or vandalism Honor

RAH - ATHLETICS Teaching Matrix RAH PBIS Practice Competitions Eligibility Lettering Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; solve problems in mature manner; positive interactions with refs, umps, etc. Show up on time for every practice and competition. Achievement Set example in the classroom and on the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Demonstrate attend school academic regularly; only excellence. excused absences. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; win with honor and integrity; represent your school with good conduct. Show team pride in and out of the school; stay out of trouble; set a good example for others. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride. Show up on time for every practice and competition; Compete x%. Suit up for any competitions you are not playing; show team honor; cheer for teammates. Team Travel Take care of your own possessions and litter; be where you are directed to be.

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

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 ones 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 (page 6) Ø Add items to action plan as needed (page 7) PBIS

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 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 PBIS 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

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

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

Example (Jeff is sending new example) Example PBIS

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

Teach Expectations Ø Complete teaching School-Wide Expectations Checklist (page 9) Ø Add items to action plan as needed (page 10) PBIS

Encourage Expectations Ø School-wide Expectations 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 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 superpro 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 Business Partner Ticket PBIS OMMS Business Partner Ticket 6 7 8 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

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? PBIS

Infrequent Behavior Errors (Unpredictable) 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

Chronic Behavior Errors (Predictable) Ø 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 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 Jeff will send flow chart to add here PBIS

SWIS Form PBIS Jeff will send form to add here

Summarize the Results Current Status PBIS 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 Next meeting (date and time) PBIS