PBS Universal Overview (Nov. 2011)
description
Transcript of PBS Universal Overview (Nov. 2011)
Positive Behavior SupportPBS
Madison Metropolitan School District
Give One to Get One
Name:Role and School:What you hope to learn this morning:
Give One to Get One
Partner with someone and share information from notecardExchange cardsFind a new partner and introduce the person on the notecardKeep rotating and meeting new people
Working Agreements
Parking Lot
Outcomes
Increase understanding of PBS Learn PBS Universal Practices Connect learning to your work
Agenda
Inclusion activity PBS overview Universal system and practices Secondary & Tertiary overview
Foundations for the PBS Model Read silently. Highlight important phrases and/or
sentences Share one or two highlights with a
partner
MMSD GUIDING BELIEFS
•Read the guiding beliefs–What resonates with you?–How do see this practiced in your school or district wide?
Academic and Learning Systems
Positive Behavior Support and Social-Emotional Systems
Tier III:Intensive InterventionsStudents who need Individual Intervention
Tier II: Strategic InterventionsStudents who need more support/challenges in addition to the core curriculum
Tier II: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program
Tier I: Core Curriculum and Instruction
Tier I:Universal Practices (PBS) andSocial-Emotional Learning Standards
Response to Instruction and InterventionA Focus on Learning • A Collaborative Culture • A Focus on Results
Tier III: Comprehensive/Intensive InterventionsStudents who need Individualized Interventions/accelerations
ASSESSMENT&DATA
Culturally Responsive PracticesUniversally Designed Instruction
Social Emotional Learning – Standards and Curriculum
SEL
RespectfulResponsible
Safe
Above the Line
SEL
Restorative Practices
Positive Behavior Supports
Teaching BehaviorDataAcknowledgementBehavior Referral
SEL
Responsive Classrooms/Developmental Designs
RC/DD•Morning Meeting/CPR
Teacher LanguageLogical ConsequencesModeling Community BuildingStudent Voice
SEL
PBS Universal System and Practices
Responsive Classrooms/Dev
Designs/Restorative Practices
ATL
RespectfulResponsible
Safe
Positive Behavior Supports
Cultural Practices that are Relevant
SEL
30 Second Speech
Text as Expert
Read handout Put a “!” by text that resonates with you. Put a “?” by text that you want to know
more or have questions about. Share “!” and “?” with a partner.
Academic and Learning Systems
Positive Behavior Support and Social-Emotional Systems
Tier III:Intensive InterventionsStudents who need Individual Intervention
Tier II: Strategic InterventionsStudents who need more support/challenges in addition to the core curriculum
Tier II: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program
Tier I: Core Curriculum and Instruction
Tier I:Universal Practices (PBS) andSocial-Emotional Learning Standards
Response to Instruction and InterventionA Focus on Learning • A Collaborative Culture • A Focus on Results
Tier III: Comprehensive/Intensive InterventionsStudents who need Individualized Interventions/accelerations
ASSESSMENT&DATA
Culturally Responsive PracticesUniversally Designed Instruction
What Will We SEE?Universal PBS
>80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.
Positive adult-to-student interactions exceed negative 4:1 goal
Data- & team-based action planning & implementation are operating.
Administrators are active participants.
Full continuum of behavior support is available to all students
Tier 3 (6+ ODR) 1-5%
Tier 2 (2-5 ODR) 5-10%
Tier 1 (1 ODR) 80-90%
PBS TrianglePBS Triangle
399 Students
2007-08
1st semester
19%
13%
68%
Tier 3 (6+ ODR) 1-5%
Tier 2 (2-5 ODR) 5-10%
Tier 1 (1 ODR) 80-90%
PBS TrianglePBS Triangle
409 Students
1st Semester 08-09
4%
11%
85%
Infinite Campus (IC) demo
La Follette PRIDECreating a common language
Expectations
Hallway Cafeteria Playground Arrival/Dismissal
Areas
Assemblies/Field Trips
Restrooms Emergencies/Drills
RespectEveryone
Hands & feet to selfWalk on right sideKeep lockers cleanAccept responsibilityUse trash receptaclesLock your locker
Wait your turnAccept responsibilityKeep area cleanSay please and thank you
Play safelyStop your activity at the whistleUse appropriate languageListen to adults
Keep hands & feet to selfFollow adult’s directionsEnter/leave calmly
Listen to speakerApplaud appropriatelyKeep hands and feet to selfParticipate appropriately
Respect others privacyFlushWash your hands
Listen and follow adult directionsRemain quiet
Respect Education
Use a quiet voiceBe on time to classHave your planner visible
Make healthy food choicesBring your coatBring a pass if you are leaving the lunch roomEat something
Keep hands & feet to self Use a quiet voice in hallways
Remove hats/bandanasTurn off electronicsPut electronics in your backpack/ locker and keep them there during the school day
Return permission slips by due dateRepresent Black Hawk with pride
Use a quiet voice Have your planner or a passBe aware of other classes taking place
WalkMove safely when toldRemain with your class
Respect the Environment
Keep your lockers cleanUse trash receptacles
Keep food in cafeteriaClean up after yourself
Keep the area cleanDress for the weather
Clean your area before you leaveWalkUse trash receptacles
Walk on the bleachersStay seated on the busLeave the place cleanBring only needed materials
Keep the restroom cleanUse equipment appropriately
Keep the area clean
Black Hawk Behavior Matrix
WEST HOUSE Characteristics of Success Video Link: https://mediaprodweb.madison.k12.wi.us/node/551
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, weteach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we……teach? …punish?”(Tom Herner, NASDE President 1998)
Teaching Behavioral Expectations
1) State behavioral expectations (3-5 expectations)
2) Specify student behaviors (skill on matrix)3) Discuss why it is important 4) Model appropriate student behaviors5) Students practice appropriate behaviors6) Reinforce/acknowledge appropriate
behaviors7) Re-teach as appropriate
Voice Volume Cool Tool
From High School
Lancer Lesson – Personal ResponsibilityBeing On Time
Providing Context – Personal Responsibility of Being Punctual Start discussion with following questions (optional: white board)
What is the best movie you have seen in theaters lately? What are some of the benefits of being on time to the movie
(below are possible answers)?You get a great seat
Your group/friends sit togetherTime to get snacks and popcornDon’t have to trip over people
Get to see previewsPersonal Responsibility for Being Punctual/Both School and Non-School Settings
. Read questions aloud and have students write down answer then share in circle format or class discussion.
Instructional PurposeEveryone has different comfort levels with how they want to interact with their friends. Thislesson will accomplish the following:● Discuss how actions can be unacceptable or ‘cross the line’● Share the qualities you look for in a friend● Practice how to be clear about what crosses the line● Learn the dangers and effects of cyberbullying
What do we want the students to be able to do?● Identify qualities of a good friend● Identify what crosses the line for each of us● Have language they will use when someone crosses their line● Have language they will use when they see/hear someone else cross the line● Understand personal responsibilities when online
Content standard being taught in this activity:Social Competence: Build & maintain positive relationships through effective communication,cooperation and conflict resolution (MMSD SELS)
High School Example SEL Teaching Tool
Video Link: http://www.athinline.org/videos/61-library
Partner Practice
Choose an appropriate behavior. Use the Cool Tool/Teaching Tool
Template. Teach and Model with a partner
Reinforcement/ Acknowledgement is ineffective if…
Delivered ambiguously
Is not meaningful
Creates psychological pressure
Never fade ( generalize)
Four Corners Activity
Dialogue
What is currently in place? For students For staff
What can more can we build to acknowledge? Students Staff
Types of acknowledgement
Verbal Symbolic Tokens Tangibles
SCHOOL EXAMPLETeacher Managed Behavior
• Disruptions i.e. noisy, out of turn, out of seat
• Inappropriate language (swearing, inappropriate conversations
• Sleeping• Tardies• Food in class• No supplies• Lack of participations• Cheating (1st offense)• Talking at inappropriate
times• Dress code
Office Managed Behavior• Chronic/severe behaviors
(classroom managed AFTER teacher interventions)
• Safety issues (threatening)• Serious threats (to students or staff)• Violent behavior (fighting, physical
aggression)• Harassment (bullying)• Profanity and verbal abuse directed
towards adults• AOD• Weapons• Theft
Key Questions
How does a staff member make an office referral?
Who responds to the call? How is data recorded? What does the intervention look like? How is information communicated back
to referring staff members? What does re-entry look like?
Academic and Learning Systems
Positive Behavior Support and Social-Emotional Systems
Tier III:Intensive InterventionsStudents who need Individual Intervention
Tier II: Strategic InterventionsStudents who need more support/challenges in addition to the core curriculum
Tier II: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program
Tier I: Core Curriculum and Instruction
Tier I:Universal Practices (PBS) andSocial-Emotional Learning Standards
Response to Instruction and InterventionA Focus on Learning • A Collaborative Culture • A Focus on Results
Tier III: Comprehensive/Intensive InterventionsStudents who need Individualized Interventions/accelerations
ASSESSMENT&DATA
Culturally Responsive PracticesUniversally Designed Instruction
Where are we as a state?
Closing Activity
How does this fit with your current role? How can you integrate this with other
initiatives? Where do you go from here?