SCHOOLWIDE BEHAVIOR SYSTEM PART 1 TIER 1 SCHOOLWIDE

SCHOOLWIDE BEHAVIOR SYSTEM, PART 1: TIER 1 SCHOOLWIDE STRUCTURES Kristen Perez-Rickels MTSS Specialist- Behavior State Personnel Development Grant (SPDG)

OBJECTIVES § Understand what Positive Behavior Intervention & Support (PBIS) is and its purpose §Identify how schoolwide PBIS structures relate to multi-tiered systems of support §Articulate beginning steps and essential features of PBIS §Plan for implementing Tier 1 schoolwide systems

PBIS OVERVIEW Positive Behavior Interventions and Supports (PBIS) - First referenced by the USDE in 1996 - Term is used in the Individuals with Disabilities Education Act (IDEA) - Is not a specific program or curriculum, but a school structure - Is a prevention-based system

PBIS AND OTISS PBIS is a multi-tiered behavioral framework used to improve: OTISS is a multi-tiered comprehensive framework for improvement: Implementation of behavioral practices Data-driven decision making systems Professional development opportunities School leadership Evidence-based instructional practices Leadership Teaming Family Engagement Professional Development Universal Screening Tiered Interventions Progress Monitoring Data-Based Decision Making

PBIS AND OTISS PBIS is a multi-tiered behavioral framework used to improve: OTISS is a multi-tiered comprehensive framework for improvement in: Implementation of behavioral practices Data-driven decision making systems Professional development opportunities School leadership Evidence-based instructional practices Leadership Teaming Family Engagement Professional Development Universal Screening Tiered Interventions Progress Monitoring Data-Based Decision Making

TEAMING The schoolwide behavior team will work together to make decisions regarding the system creation and implementation in your school. This team should be representative of the different perspectives in your building. The team should be just large enough to be productive!

DECISION POINT #1 Identify staff in your school/site who would be beneficial members of the Schoolwide PBIS Team. You can create a new team, repurpose an old team, or combine this responsibility with an existing team. These are the people you will work with to develop the system at other “Decision Points. ”

TIERED SUPPORTS IN PBIS Tier 1 - Primary (Universal) Prevents the development of new cases (incidents) Consistent expectations, redirection, and reinforcement Emphasis on positive behaviors High-quality learning environments across all areas (e. g. schoolwide, classrooms, etc. ) Instructional practices Student engagement Explicit teaching of behavior expectations Tier 2 - Secondary (Targeted) Reduce number of cases (prevalence) More focused, intensive, and/or frequent responses Tier 3 - Tertiary (Intensive) Reducing the intensity and/or complexity of existing cases (prevalence) Most individualized response

PREVENTION BY TIER

CONSISTENT PREVENTION STRATEGIES Schoolwide Expectations Used for all “common areas” (e. g. bathrooms, hallway, cafeteria, etc. ) Built out from a behavior matrix (most common) Explicitly taught at beginning of year and practiced again after breaks Follow a consistent pattern and routine Redirection Common understanding of major versus minor behaviors Consistent patterns for redirection across staff Reinforcement Procedures for acknowledging students’ positive behavior Continuum of supports and responses for reinforcing and increasing positive behaviors

SCHOOLWIDE EXPECTATIONS Follow these steps: 1. Identify 3 -5 common areas of the school. 2. Create 3 -5 expectations of behavior for that area. Some frameworks identify 3 -5 words to represent the behaviors in every area. Some frameworks identify expected routines in that area. Some frameworks identify expectations for different dimensions of behavior defined (e. g. CHAMPS). 3. Display these behaviors for later reference for staff and students (e. g. signage). 4. Explicitly teach these behaviors. Model, practice as a group with feedback, provide opportunities for independent practice with feedback. 5. Redirect and reinforce these procedures and expectations regularly and consistently.

EXPECTATION EXAMPLES

EXPECTATIONS IN SECONDARY Process is the same, but implementation may look different. - less acronyms and more general expectations - specific behaviors more relevant to MS and HS (e. g. use of “report, ” rules for electronics, use of IDs, etc. )

DECISION POINT #2 With your schoolwide PBIS team, develop a schoolwide behavior matrix and/or expectations for each common area in your school. If this is occurring mid-year, identify the area of most need to begin with.

REDIRECTION Establishing Major vs. Minor behaviors are handled by the staff present; majors are sent to the office Consistent patterns/continuum for redirection across staff Reminder of expectation, modeling of expectation, highlighting students meeting expectations, practicing the routines Redirection for “minor” behaviors Determine if the prevention is in effect Expectations are clear; reinforcement procedures are consistent Focus on teaching versus punishment- ensure students know and learn the appropriate behaviors Specific feedback, re-teaching, guided and unguided practice

DECISION POINT #3 Determine “major” versus “minor” behaviors. Be specific. For instance, rather than say “aggression” define the different types (e. g. hitting, kicking, curse words, verbal threats). This list is specific to the needs, resources, and tolerability at your school.

DECISION POINT #4 Determine the continuum of supports for redirection of teacher managed behaviors (minor behaviors).

REINFORCEMENT Reinforcement is your response to a student’s behavior that makes it more likely to occur in the future. Reinforcement is not bribery. There are 4 categories of reinforcement: 1. 2. 3. 4. Escape/Avoidance Attention Tangible Sensory

REINFORCEMENT CONTINGENCIES Schoolwide reinforcement can be done in a few ways Independent group contingency- same expectations for the whole group, but reinforcement is provided to an individual based on the individual’s behavior (for example, grades or a “gotcha” system) Dependent group contingency- reinforcement is provided based on the behavior of an identified individual or group Interdependent group contingency- same expectations are provided for every individual in the group, and reinforcement is determined by the collective behavior

INDEPENDENT GROUP CONTINGENCY Same expectations for all students. Students displaying desired behavior are acknowledged and reinforced. Reinforcement can include: Attention Positive tickets A menu of reinforcement

REINFORCEMENT OPTIONSINDEPENDENT GROUP CONTINGENCY 4 Categories of Reinforcement: 1. Escape/Avoidance: One “free pass” for homework Take a note to the office Re-shelve books in the library 2. Attention: Sit with a friend at lunch Play a board game with the counselor Do class announcements Positive call home Selfie with your teacher 3. Tangible: Gotcha pencil Hat day pass Bag of popcorn on Friday Computer time 4. Sensory: Extra recess time No shoes time

DEPENDENT GROUP CONTINGENCY One smaller group or individual determines whether the whole group receives reinforcement The Good Behavior Game “Nick Takes Over Your School” One group may compete against others, but is not necessary. For example, in Lunch A we are watching one class to see if they follow procedures. If they do, all 4 classes will get an extra 5 minutes of recess.

INTERDEPENDENT GROUP CONTINGENCY Every individual has the same expectations placed on them, but collective performance/behavior determines access to the reinforcement. - Sports Games - The Hogwarts House Cup - Principal kissed a pig!

REINFORCEMENT OPTIONSDEPENDENT & INTERDEPENDENT GROUP CONTINGENCIES Reinforcement over a long period of time will likely include tokens or points to something larger. Class-wide party Pajama day Read-a-thon day Special award at end of year Short-term reinforcement may be simpler. Extra recess time One free answer on test

EMPHASIZE POSITIVE BEHAVIORS PBIS Tier 1 focuses more on teaching and acknowledging positive behaviors, rather than reacting to undesired behaviors. §Behavior specific praise §Pre-correction §Explicit Teaching §Reinforcement §Planned ignoring & provide attention to positive behaviors

DECISION POINT #5 Determine ways in which your school will consistently reinforce appropriate behaviors. This can include: Individual reinforcement Whole group reinforcement Be as clear as possible about the criteria for reinforcement and the responsibilities of the staff and students.

HIGH-QUALITY LEARNING ENVIRONMENTS Behavior and academics are linked. Instructional practices Student engagement Explicit teaching of behavior expectations Instructional practices Opportunities to Respond (OTR) Instructional Choice Active Supervision Explicit Instruction (I do, We do, You do) Scaffold Supports Multisensory/Whole brain learning Cooperative learning

DECISION POINT #6 Determine how highly engaging and effective instructional practices will be implemented in your school. What training and support will be provided? How will the use of the practices be monitored? Will you focus on one high leverage instructional practice per month?

DECISION RECAP 1. Identify staff in your school/site who would be beneficial members of the Schoolwide PBIS Team. 2. With your schoolwide PBIS team, develop a schoolwide behavior matrix and/or expectations for each common area in your school. 3. Determine “major” versus “minor” behaviors. Be specific. 4. Determine the continuum of supports for redirection of teacher managed behaviors (minor behaviors). 5. Determine ways in which your school will consistently reinforce appropriate behaviors. 6. Determine how highly engaging and effective instructional practices will be implemented in your school.

NEXT WEBINAR We will briefly review Tier 1 supports. We will discuss Tier 2, including: Identifying students with additional needs Options for intensifying supports and providing intervention Monitoring student progress toward a specified goal Modifying interventions, when needed

OTHER RESOURCES PBIS Implementation Blueprint: https: //www. pbis. org/resource/pbis-implementation-blueprint-part-1 Iris Center: https: //iris. peabody. vanderbilt. edu/

SPDG SUPPORTS Website: www. otiss. net Kristen Perez-Rickels Webinar series MTSS Specialist- Behavior Monthly newsletter Kristen. perezrickels@sde. ok. gov Regional trainings 405 -522 -4513