We’ve implemented pppath to full PBS implementation · PDF file11/4/2010 ·...

We’ve implemented PBS...now what?

Making Connections ConferenceNovember 4, 2010Kent McIntosh

Handouts: http://bcpbs.wordpress.com

Thi Aft ’ A dThis Afternoon’s Agenda

Assessing how far along you are on the path to full PBS implementationp pA roadmap for full implementation

Teaching expectationsTeaching expectationsAcknowledgement systemsUsing data for decision makingUsing data for decision makingClassroom systemsF il tFamily engagement

Something for Monday

E h i Eff tiEnhancing Effectiveness

Make PBS effective… for ALL STUDENTS in ALL SETTINGS

Ensure critical features are in placeExpand implementationExpand implementation

Classrooms, buses, familiesMove support up the triangleMove support up the triangle

Targeted systemsIndividual systemsIndividual systems

Why collect fidelity ofWhy collect fidelity of implementation data?

Helps team target next steps and areas for improvementpHelps us improve outcomes for students

St d t S ti f ti G d 7100

Student Satisfaction: Grade 7$

80

90 % of families making under $30,000

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r all of the

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40

50

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any times or SET 70

SET < 70

District

18.4%

20

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15%

17.7%

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safe bullied

FSA R lt 2008 09 G d 7FSA Results 2008-09: Grade 7100

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90 % of families making under $30,000

60

70

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SET = 70+

40

50

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eeting

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SET < 70

District

Province

18 4%

20

30

15%

17.7%

18.4%

0

10

Reading Writing Math

15%

Team ImplementationImplementation Checklist (TIC)( )

Available and enterable at:www.pbssurveys.orgCanadian version available at:Canadian version available at: bcpbs.wordpress.com/evaluation

T I l t ti Ch kli tTeam Implementation Checklist

What is it?A checklist for critical features of implementationA checklist for critical features of implementation (initial steps)

Who completes it?Who completes it?School team

How long does it take?How long does it take?Team: usually 10-15 minutes

T I l t ti Ch kli tTeam Implementation Checklist

What is the process?1. The school team completes one checklist1. The school team completes one checklist

together2. The team then reviews progress and creates p g

an action plan for implementing features3. The team completes the same form monthly y

or quarterly until all features are in place

Higher TIC scores associated

N M i 03 04 ODR d TIC 698

Higher TIC scores associated with lower ODRs

New Mexico 03-04 ODR and TIC r = -.698TIC % ODR/100/Day

1.21.41.6

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ay

0 60.8

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0

0.20.40.6

TIC

%;

01 2 3 4 5 6 7 8 9 10

Schools

A ti it TIC 3 0 ( PBS S )Activity: TIC 3.0 (or PBS Survey)

1. Complete the TIC for your school2 Review your school’s progress2. Review your school s progress

1. Celebrate your successesIdentify 2 strengths (“achieved” or “in progress”)Identify 2 strengths ( achieved or in progress )

2. Identify steps for action planningIdentify 2 next steps (“in progress” or “not in place”)Identify 2 next steps ( in progress or not in place )Use the included action plan

Report your strengths and steps to the groupReport your strengths and steps to the group

Audit for Efficient Integration

Working Smarter Team MatrixInitiative,

CommitteePurpose Outcome Target

GroupStaff

InvolvedSchool

Plan Goal

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measurepurpose and outcome measure

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Plan4. Eliminate initiatives that are not tied to School Plan Goals

Critical Features of School andCritical Features of School and Class-wide PBS Systems

D fi h l id t ti1. Define school-wide expectations2. Teach expectations3. Monitor and acknowledge appropriate

behaviour4. Provide clear consequences for

problem behaviourproblem behaviour5. Collect information and use it for

decision makingdecision-making

p. 51

Using PBS in Daily Teaching:Using PBS in Daily Teaching:Expectations

Goal is self-regulation, not complianceRefer to the expectations regularlyRefer to the expectations regularly

Create a common language for schoolTeach the distinction between acceptableTeach the distinction between acceptable and unacceptable

N t j t th t i t t i l tiNot just another way to point out violationsGetting more students to make the right decisiondecision

C t M t iCreate Matrix

1. Write behaviour expectations across top2 List settings/contexts down left side2. List settings/contexts down left side3. Provide at least two positively stated,

observable student actions in each boxobservable student actions in each box (use the “dead person rule”)

Th b t l f b h iThe best example of behaviourThe positive alternative to the most common errorerror


D fi h l id t ti1. Define school-wide expectations2. Teach expectations

Teach behaviour skills just likeTeach behaviour skills just like academic skills

Use positive & negative behaviourexamplesp

Goal is for students to identify the line between acceptable and not acceptablep p

Regular practice is needed to build skillsProvide performance feedbackProvide performance feedbackMonitor progress in skills

If d h bl h d idIf students have trouble, reteach and provide practice

Skill Name

Sample Lesson PlanSkill Name

Getting Help(How to ask for assistance for difficult tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.NEGATIVE: raise hand and wave it around or call out

2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.NEGATIVE: skip steps that use this equipment

3. You are reading a passage and don’t know the meaning of a word, ask your neighbour.NEGATIVE: ask your neighbour for the word and then keep talking

Student Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection)you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

Develop a Regular TeachingDevelop a Regular Teaching Schedule for Each YearConsider best method of teaching

Whole day rotation orientationWhole day rotation orientationIntroduce expectations one by one per week

Booster sessions will also be needed throughout the yearthroughout the year…

Teaching Schedule Example:Teaching Schedule Example: Cultus Lake Community School



behaviour

On-going AcknowledgementOn going Acknowledgement of Appropriate Behaviour

Every faculty and staff member acknowledges appropriate behaviour

5 to 1 ratio of positive to negative contacts

System that makes acknowledgement d i l f t d t d t ffeasy and simple for students and staff

Different strategies for acknowledging i t b h iappropriate behaviour

Small, frequent recognitions more effective

Pitfalls of acknowledgementPitfalls of acknowledgement systems and how to avoid them1. They become expected

Should be randomShould be randomShould be deserved

2 The interaction is left out2. The interaction is left outThe interaction is what works, not a ticket

Th id d i th t ll3. They are provided in the same way to allShould be used to link attempts to successShould be developmentally appropriate

O ti f A k l d tOptions for Acknowledgment






Sifton Elementary SchoolSifton Elementary School Office Discipline Referrals

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40

50

30

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Rs

PlaygroundClassroom

10

20

0October November

Sift Pl d Ch llSifton Playground Challenge

Classroom PBSSystems

Consistency of Class-wide withConsistency of Class wide with School-wide PBS Systems





Allday & Pakurar(2007)

Engaging Families through PBS

Spread PBS from school toSpread PBS from school to home

How to use school newslettersDescribe the PBS system and why it’s inDescribe the PBS system and why it s in placeReport on expectation of the monthp pActivities for parent-child interactions

Questions to ask your children about PBSySend home a blank matrix for home settings

N l ttNewsletters

Investigating your Systems of Support

CSI Maps

CSI MCSI Maps

C = Core (Universal)S = Strategic (Targeted)g ( g )I = Intensive (Intensive)Write down the support provided at eachWrite down the support provided at each tier (strategies, programs)Write down how your school identifiesWrite down how your school identifies what level of support students need

RESPONSE TO INTERVENTIONINTERVENTION

AND THE THREE TIER MODEL

CSI MCSI Maps

C = Core (Universal)S = Strategic (Targeted)g ( g )I = Intensive (Intensive)Write down the support provided at eachWrite down the support provided at each tier (strategies, programs)Write down how your school identifiesWrite down how your school identifies what level of support students need

CSI M I t t tiCSI Maps: Interpretation

1. Identify GAPS in: 1. Support1. Support2. Assessment

2 Consider priorities for filling gaps2. Consider priorities for filling gaps3. How are you going to choose?

T t d d I t i S tTargeted and Intensive Support

Attend sessions by:Lucille EberLucille EberKevin Harrison

An Introduction to PBS Surveys

www.pbssurveys.org

Wh t i b ?What is www.pbssurveys.org?

www.pbssurveys.org is a web-based computer program that allows you to p p g yenter, view generated reports, and compare data across years for PBS p ydecision makingAnd it’s free to use!And it s free to use!

What measures can be used withWhat measures can be used with www.pbssurveys.org?

Team Implementation Checklist (TIC)PBS Self-Assessment SurveyPBS Self Assessment SurveySchool-wide Evaluation ToolB h k f Q litBenchmarks of QualitySchool Safety Survey

H I t i f ti ?How can I enter information?

You can enter pen and paper surveys into the system or have respondents (staff, students, parents) complete surveys onlineAll you need to do is set up an account with your di t i t di t d t l tidistrict coordinator and set survey completion times (account form is last page of handout)Di t i t di t t t K t M I t hDistrict coordinators: contact Kent McIntosh ([email protected]) to get set up with a coordinator accountcoordinator account

Something for Monday

“Th Bl k M t i A ti it ”“The Blank Matrix Activity”

Provide students with a school-wide matrix (with blank expectation by setting cells)( p y g )Have students write (or draw) expectations for each areafor each areaUse results to:

R i t i t i l dRevise matrix to include more “student-friendly” examplesIdentify areas or expectations that needIdentify areas or expectations that need reteaching

Action Planning Time

Share your top two action plan goals

C t t I f tiContact Information

Kent McIntosh: [email protected]

Now Hiring:gAssistant ProfessorGraduate Students

Handouts: http://kentmcintosh.wordpress.com

Team Implementation Checklist, v. 3.0, August, 2009 © 2001 George Sugai, Rob Horner, and Teri Lewis-Palmer Educational & Community Supports University of Oregon

0

PBIS Team Implementation Checklist Version 3.0 School Date of Report

District County State INSTRUCTIONS: The Team Implementation Checklist is designed as a “progress monitoring” tool for school teams implementing Universal PBIS elements. The TIC should be completed by the full team (preferable with the district coach). Information from the TIC should be used to guide development of an action plan. The TIC typically is completed each month (or every other month) until a team rates 80% of the TIC items as “Achieved” for three consecutive administrations. At this point annual use of the TIC or the Benchmarks of Quality is recommended to facilitate sustained use of PBIS. PBIS Team Members

Person(s) Completing Report

Checklist #1: Start-Up Activity

Complete & submit Monthly. Status: Achieved, In Progress, Not Started

Date:(MM/DD/YY)

Establish Commitment

1. Administrator’s support & active involvement. Status:

2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline). Status:

Establish & Maintain Team

3. Team established (representative). Status:

4. Team has regular meeting schedule, effective operating procedures. Status:

5. Audit is completed for efficient integration of team with other teams/initiatives addressing behaviour support.

Status:


1

Self-Assessment

6. Team/faculty completes the Team Checklist or Benchmarks of Quality self-assessment

Status:

7. Team summarizes existing school discipline data. Status:

8. Team uses self-assessment information to build implementation action plan. Status:

Establish School-wide Expectations: Prevention Systems

9. 3-5 school-wide behaviour expectations are defined.

Status:

10. School-wide teaching matrix developed. Status:

11. Teaching plans for school-wide expectations are developed. Status:

12. School-wide behaviour expectations taught directly & formally. Status:

13. System in place to acknowledge/reward school-wide expectations. Status:

14. Clearly defined & consistent consequences and procedures for undesirable behaviours are developed.

Status:

Classroom Behaviour Support Systems

15. Team has completed a school-wide classroom systems summary

Status:

16. Action plan in place to address any classroom systems identified as a high priority for change.

Status:

17. Data system in place to monitor office discipline referral rates that come from classrooms.

Status:


2

Establish Information System

18. Discipline data are gathered, summarized, & reported at least quarterly to whole faculty.

Status:

19. Discipline data are available to the Team at least monthly in a form and depth needed for problem solving.

Status:

Build Capacity for Function-based Support

20. Personnel with behavioural expertise are identified & involved.

Status:

21. At least one staff member of the school is able to conduct simple functional behaviour assessments.

Status:

22. Intensive, individual student support team structure in place to use function-based supports Status:

Additional Observations/Comments/Questions:


3

Action Plan for Completion of Start-Up Activities

Activity Activity Task Analysis Who When

1. Establish Commitment

• Administrator

• Top 3 goal

• 80% of faculty

• Three year timeline

a.

b.

c.

d.

e.

2. Establish Team

• Representative

• Administrator

• Effective team operating procedures

• Audit of teams/initiatives

a.

b.

c.

d.

e.

3. Self-Assessment

• Team Checklist completed.

• Discipline data

• Identification of strengths, focus

• Action Plan developed

• Action Plan presented to faculty

a.

b.

c.

d.

e.


4

4. School-wide Expectations

• Define 3-5 school-wide behaviour expectations

• Curriculum matrix

• Teaching plans

• Teach expectations

• Define consequences for problem behaviour

a.

b.

c.

d.

e.

5. School-wide Classroom Behaviour Supports

* Expectations taught

* Routines established

*Reward System

a.

b.

c.

d.

e.

6. Establish Information System

• System for gathering useful information

• Process for summarizing information

• Process for using information for decision-making

a.

b.

c.

d.

e.


5

7. Build Capacity for Function-based Support

• Personnel with behavioural expertise

• Time and procedures for identification, assessment, & support implementation

a.

b.

c.

d.

e.

Positive Behaviour Support (PBS) Self-Assessment Survey

Name of school Date District Prov.

Person Completing the Survey (please circle the ONE that best describes you) Administrator Special Educator Parent/Family member General Educator Counsellor School Psychologist Educational/Teacher Assistant Community member Other 1. Complete the survey independently. 2. Schedule 20-30 minutes to complete the survey. 3. Base your rating on your individual experiences in the school. If you do not work in

classrooms, answer questions that are applicable to you.

To assess behaviour support, first evaluate the status of each system feature (i.e. in place, partially in place, not in place) (left hand side of survey). Next, examine each feature:

a. “What is the current status of this feature (i.e. in place, partially in place, not in

place)?” b. For those features rated as partially in place or not in place, “What is the priority for

improvement for this feature (i.e., high, medium, low)?”

4. Return your completed survey to

SCHOOL-WIDE SYSTEMS

Current Status

Feature Priority for Improvement

In Place

Partial

in Place

Not in Place

School-wide is defined as involving all students, all staff, & all settings.

High

Med Low

1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.

2. Expected student behaviours are taught directly.

3. Expected student behaviours are rewarded regularly.

4. Problem behaviours (failure to meet expected student behaviours) are defined clearly.

5. Consequences for problem behaviours are defined clearly.

6. Distinctions between office vs. classroom managed problem behaviours are clear.

7. Options exist to allow classroom instruction to continue when problem behaviour occurs.

8. Procedures are in place to address emergency/dangerous situations.

9. A team exists for behaviour support planning & problem solving.

10. School administrator is an active participant on the behaviour support team.

11. Data on problem behaviour patterns are collected and summarized within an on-going system.

12. Patterns of student problem behaviour are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly).

13. School has formal strategies for informing families about expected student behaviours at school.

14. Booster training activities for students are developed, modified, & conducted based on school data.

15. School-wide behaviour support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual staff planning.

16. All staff are involved directly and/or indirectly in school-wide interventions.

17. The school team has access to on-going training and support from district personnel.

18. The school is required by the district to report on the social climate, discipline level or student behaviour at least annually.

NONCLASSROOM SETTING SYSTEMS

Current Status

Feature

Priority for Improvement

In Place

Partial

in Place

Not in Place

Non-classroom settings are defined as particular times or places where supervision is emphasized (e.g., hallways, cafeteria, playground, bus).

High

Med Low

1. School-wide expected student behaviours apply to non-classroom settings.

2. School-wide expected student behaviours are taught in non-classroom settings.

3. Supervisors actively supervise (move, scan, & interact) students in non-classroom settings.

4. Rewards exist for meeting expected student behaviours in non-classroom settings.

5. Physical/architectural features are modified to limit (a) unsupervised settings, (b) unclear traffic patterns, and (c) inappropriate access to & exit from school grounds.

6. Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces.

7. Staff receives regular opportunities for developing and improving active supervision skills.

8. Status of student behaviour and management practices are evaluated quarterly from data.

9. All staff are involved directly or indirectly in management of non-classroom settings.

CLASSROOM SYSTEMS

Current Status

Feature


In Place

Partial

in Place

Not in Place

Classroom settings are defined as instructional settings in which teacher(s) supervise & teach groups of students.

High

Med Low

1. Expected student behaviour & routines in classrooms are stated positively & defined clearly.

2. Problem behaviours are defined clearly.

3. Expected student behaviour & routines in classrooms are taught directly.

4. Expected student behaviours are acknowledged regularly (positively reinforced) (>4 positives to 1 negative).

5. Problem behaviours receive consistent consequences.

6. Procedures for expected & problem behaviours are consistent with school-wide procedures.

7. Classroom-based options exist to allow classroom instruction to continue when problem behaviour occurs.

8. Instruction & curriculum materials are matched to student ability (math, reading, language).

9. Students experience high rates of academic success (> 75% correct).

10. Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching).

11. Transitions between instructional & non-instructional activities are efficient & orderly.

INDIVIDUAL STUDENT SYSTEMS

Current Status

Feature


In Place

Partial

in Place

Not in Place

Individual student systems are defined as specific supports for students who engage in chronic problem behaviours (1%-7% of enrolment)

High

Med Low

1. Assessments are conducted regularly to identify students with chronic problem behaviours.

2. A simple process exists for teachers to request assistance.

3. A behaviour support team responds promptly (within 2 working days) to students who present chronic problem behaviours.

4. Behaviour support team includes an individual skilled at conducting functional behaviour assessment.

5. Local resources are used to conduct functional assessment-based behaviour support planning.

6. Significant family &/or community members are involved when appropriate & possible.

7. School includes formal opportunities for families to receive training on behaviour support/positive parenting strategies.

8. Behaviour is monitored & feedback provided regularly to the behaviour support team & relevant staff.

Working Smarter Team MatrixInitiative,

CommitteePurpose Outcome Target

GroupStaff

InvolvedSchool

Plan Goal

1. Eliminate all initiatives that do NOT have a defined purpose and outcome measurepurpose and outcome measure

2. Combine initiatives that have the same outcome measure and same target group

3. Combine initiatives that have 75% of the same staff

4. Eliminate initiatives that are not tied to School Plan4. Eliminate initiatives that are not tied to School Plan Goals

Staff Involved

School Plan Goal

Target Group

Outcome Measure

Purpose Initiative, Project,

Committee

Working Smarter Worksheet

Patterson and Family Schools Effective Behavior Support

General Lesson Format

for Teaching School Rules and Behavioral Expectations

When introducing rules and expectations, follow three basic steps. Step 1: Introduce the rule

A. Briefly outline what you will be focusing on during the lesson, what activities you will be engaging in, and your expectations for the lesson.

B. Check for understanding by asking students to tell you what they will be working on and doing during the lesson.

C. State the rule and the rule definition.

Step 2: Demonstrate the rule D. Model at least two positive and two negative examples of the rule.

Use another adult or a student to demonstrate these examples. Give students observation tasks such as,

List all the things that I did that “were safe.” List all the things that I did that “were not safe.”

E. Role-plays: Choose 1-3 students to participate.

Require one student to demonstrate the skill in response to an example. Coach students on key expectation (skills) as needed. Refer to the rule and rule definition when giving feedback.

Step 3: Provide Monitoring and Feedback F. Discuss the role-play, focusing on the targeted skill for the lesson.

Use key words when discussing the role play, (“That’s right, she walked facing forward, that was safe.”)

Provide specific feedback to students during the discussion.

G. Use real situations throughout the day as examples for discussion.

The following three pages provide specific lesson plans for each school rule in each

common area. 5

Guy Lee Elementary School School-wide Self-managers

7

BE SAFE

Use examples listed on the school rules and

behavioural expectations page for “Being Safe.”

Step 1: Introduce the rule A. Outline focus of the lesson. ‘Today, we are going to learn about being safe.’ B. Check for student understanding. ‘What are we going to learn about?’ C. Define being safe.

Being safe means to be free from injury, to be healthy, and to be trustworthty.

Step 2: Demonstrate the rule D. 1. Model examples of ‘being safe’ (by yourself, with another adult, or with students

with positive social status) and examples of ‘not being safe’ (by yourself or with another adult). Have students label the situation as ‘safe’ or ‘not safe,’ and ask them to explain why. 2. Ask 2-3 students to give an example of a situation in which they know how to be safe.

E. Role plays: some examples to use... 1. The recess bell rings and you need to get back to class fast. What is the safe thing to do? 2. You have a disagreement with a friend. What is the safe thing to do? 3. You spill your beverage at lunch. What is the safe thing to do?

Step 3: Provide Monitoring and Feedback

F. Discuss the role play

1. Ask student to indicate or show how they could be safe. 2. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

G. Use real situations as examples during class discussions. 1. Just before students transition to another activity outside of the classroom, ask them to tell you how they can Be Safe (precorrection). 2. When you see student(s) Being Safe, provide specific praise to the student(s). 3. When you see student(s)s who are not being safe, stop them, state the rule and redirect, ask the student(s) to state or demonstrate the expected behavior, watch the student(s), and give immediate feedback.


8

BE RESPECTFUL Use examples listed on the school rules and

behavioral expectations page for “Being Respectful.”

Step 1: Introduce the Rule A. Outline focus of the lesson. ‘Today, we are going to learn about being respectful.’ B. Check for student understanding. ‘ What are we going to learn about?’ C. Define being respectful.

Being respectful means to be polite and cooperative with others.

Step 2: Demonstrate the rule D. 1. Model ( or provide a story) positive examples of ‘being respectful’ and negative

examples of ‘not being respectful’, using another adult or a student. Have students label the situation as ‘respectful’ or ‘not respectful’. 2. Ask 2-3 students to give an example of a situation in which they know how to be respectful.

E. Role plays: some examples to use... 1. You notice that someone in class has your pencil and you want it back. What is the respectful thing to do? 2.A friend of yours bumps you as you get your lunch tray and your tray drops to the floor. What is the respectful thing to do? 3. As you walk by, your best friend is sitting in the hall doing some work. You really want to tell her about something that happened earlier in the day. What is the respectful thing to do?



1. Ask student to indicate or show how they could be respectful. 2. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

G. Use real situations as examples during class discussions. 1. Just before students transition to another activity outside of the classroom, ask them to tell you how they can Be Respectful (precorrection). 2. When you see student(s) Being Respectful, provide specific praise to the student(s). 3. When you see student(s)s who are not being respectful, stop them, state the rule and redirect, ask the student(s) to state or demonstrate the expected behavior, watch the student(s), and give immediate feedback.


9

FOLLOW DIRECTIONS OF ALL SCHOOL ADULTS

Step 1: Introduce the Rule A. Outline focus of the lesson. ‘Today, we are going to learn about following directions of

all school adults.’ B. Check for student understanding. ‘ What are we going to learn about?’ C. Define ‘following directions of all school adults.’

When an adult at school asks you to do something, do it the first time.

Step 2: Demonstrate the rule D. 1. Model ( or provide a story) positive examples of ‘following directions of all school

adults’ and negative examples of ‘not following directions of all school adults’, using another adult or a student. Have students label the situation as ‘following directions’ or ‘not not following directions’. 2. Ask 2-3 students to give an example of a situation in which they know how to follow directions of all school adults.

E. Role plays: some examples to use... 1.You are running down the hall and an adult you have never seen before asks you to walk, what do you do? 2.Your teacher tells you to stay in for recess and you don’t know why, what do you do? 3. A substitute teacher asks you to move to a different desk for the day; your teacher had promised you to sit by your friend for the whole week.



1. Ask student to indicate or show how they could follow directions of all school adults. 2. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

G. Use real situations as examples during class discussions. 1. Just before students transition to another activity outside of the classroom, ask them to tell you how they can follow directions of all school adults. (precorrection). 2. When you see student(s) following directions of all school adults, provide specific praise to the student(s). 3. When you see student(s)s who are not following directions of all school adults, stop them, state the rule and redirect, ask the student(s) to state or demonstrate the expected behavior, watch the student(s), and give immediate feedback. 4. Use these situations for examples during class discussions.

Recognizing Self-managers

Patterson and Family Schools Effective Behavior Support

BE RESPONSIBLE

Use examples listed on the school rules and Behavioral expectations page for “Being Responsible.”

Step 1: Introduce the rule A. Outline focus of the lesson. “Today, we are going to learn about being responsible.” B. Check for student understanding. “What are we going to learn about?” C. Define being responsible.

Being responsible means to be dependable and trustworthy at all times.

Step 2: Demonstrate the rule D. 1. Model (or provide a story) positive examples of ‘being responsible’ and negative

examples of ‘not being responsible’, using another adult or a student. Have students label the situation as ‘responsible’ or ‘not responsible’. 2. Ask 2-3 students to give an example of a situation in which they know how to be responsible.

E. Role-plays: some examples to use… 1. You find a dollar bill on the floor. What is the responsible thing to do? 2. You need to use the bathroom during recess. What is the responsible thing to do? 3. You notice a new student eating candy and gum at recess. What is the

responsible thing to do? 4. 5. 6.

Step 3: Provide Monitoring and Feedback F. Discuss the role-play.

1. Ask student to indicate or show how they could be responsible. 2. Encourage and support appropriate discussion/responses. Minimize attention for

inappropriate responses. G. Use real situations as examples during class discussions.

1. Just before students transition to another activity outside of the classroom, ask them to tell you how they can Be Responsible (pre-correction).

2. When you see student(s) who are not being responsible, stop them, state the rule and redirect, ask the student9s) to state or demonstrate the expected behavior, watch the student(s), and give immediate feedback.

8

Lesson for Teaching Expected Behaviour

Step 1: Identify the Expected Behaviour

Step 2: Rationale for Teaching the Behaviour

Step 3: Identify a Range of Examples

Positive Teaching Examples Negative Teaching Examples

Step 4: Practice/Role Playing Activities

Step 5: Prompt Expected Behaviour

Step 6: Assess Student Progress Resources: Langland, S., Lewis-Palmer, T., & Sugai, G. (1998). Teaching respect in the classroom: An instructional approach. Journal of Behavioral Education, 8, 245-262. Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove: Brooks/Cole Publishing Company.

Sample: Lesson for Teaching Expected Behaviour


Be Respectful


It is important for us to be respectful of each other because we are all to here to learn and feel safe. While we are each individuals, together we are a class and we need to find ways to work together, collaborate, and share

Step 3: Identify a Range of Examples Positive Teaching Examples Negative Teaching Examples

1. The teacher is explaining the next activity to the class, you show respect by listening quietly.

2. During recess a student who you don’t usually play with asks to join your basketball game, you show respect by letting them join the game.

1. During library, the Librarian asks you to come to the circle are for a story, you stay on the computer looking at animal pictures. (How could you show respect in the library?)

2. In the cafeteria you cut in front of other students to get through the line sooner. (How could you show respect in the cafeteria?)


1. Have students show how they would treat a guest speaker with respect. 2. Have students draw pictures of being respectful by themselves, with their family, with

their friends, and for the environment.

Step 5: Prompt Expected Behaviour

1. Post the expectations in the classroom where everyone can see them.

2. Precorrect students before difficult times (e.g., transitions, cafeteria, recess, library, small

group activities, field trips, assemblies) to behave respectfully.

Step 6: Assess Student Progress

1. Have the students color in a bar graph for every “Pride Slip” their class gets. When the bar is full they get a class party.

2. Have the teacher track minor behaviour slips and office referrals for the class.

Sample: Lesson for Teaching Alternative Behaviour


Responding to “Making Good Choices” (break, wait for help, work)


When we are at school we need to make good choices. Sometimes your teacher will come over and remind you to make good choices. You can choose to take a break, wait for help, or work. You can choose any of them at any time.

Step 3: Identify a Range of Examples Positive Teaching Examples Negative Teaching Examples

1. The teacher comes over and asks you to make good choices. You take a break and earn a star.

2. The teacher comes over and asks you to make good choices. You stand next to her and wait for help.

3. You are working hard and you choose

to keep working on your own. The teacher will come over to give you a star.

1. The teacher comes over and asks you to make good choices. You keep doing what you are doing. (How could you make good choices?)

2. The teacher comes over and asks you to make good choices. You throw a pen at her. (How could you make good choices?)

3. The teacher comes over and asks you to

make good choices. You stand next to her and wait for help. (How could you make good choices?)


1. Have Peter practice making all choices when prompted by teacher (1 on 1).

2. Have Peter practice making all choices when prompted by teacher during class.

Step 5: Prompt Expected Behavior

1. Have Peter practice making one choice at the start of each school day.

2. Precorrect Peter before difficult times (e.g., transitions, music class, assemblies) to make good choices and earn stars for good choices.

Step 6: Assess Student Progress

1. The teacher will track number of good choices (count up stars) vs. bad choices (count up

office referrals) to assess need to reteach in one week (with new examples).

2. Provide incentives as planned for good choices.

Skill Name

Getting Help (How to ask for assistance for difficult tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.

NEGATIVE: raise hand and wave it around or call out 2. You and a friend are working together on a science experiment but you are missing a

piece of lab equipment, ask the teacher for the missing equipment. NEGATIVE: skip steps that use this equipment 3. You are reading a passage and don’t know the meaning of a word, ask your neighbour. NEGATIVE: ask your neighbour for the word and then keep talking

Student Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson (During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student.

©2008 Laura Riffel-Behavior Doctor Seminars-Permission to Copy- May not sell or change-

100 Free or Inexpensive Rewards for Individual Students

Elementary Level

1. Assist the custodian 2. Assist with morning announcements over the PA system 3. Be a helper in another classroom 4. Be featured on a photo recognition board 5. Be recognized during announcements 6. Be the first one in the lunch line 7. Be the leader of a class game 8. Be the line leader or the caboose 9. Be the scout (Person who goes ahead of class to tell the special teacher they are on the way) 10. Be the teacher's helper for the day 11. Borrow the principal’s chair for the day 12. Buzz cut a design in an agreeable male’s head 13. Choose a book for the teacher to read aloud to the class 14. Choose any class job for the week 15. Choose music for the class to hear 16. Choose the game during physical education 17. Choose which homework problem the teacher will give the answer to for a freebie 18. Cut the principal’s tie off and have your picture featured on a bulletin board with the neck part of the

tie as the frame. Keep the tip for a souvenir. 19. Dance to favorite music in the classroom 20. Design a class/school bulletin board 21. Design and make a bulletin board 22. Do half of an assignment 23. Draw on the chalkboard 24. Draw on a small white board at desk 25. Draw pictures on the chalkboard while the teacher reads to the class (illustrating the story being read) 26. Duct tape the principal to the wall during lunch or an assembly 27. Earn a free pass to a school event or game 28. Earn a gift certificate to the school store or book fair 29. Earn a pass to the zoo, aquarium, or museum 30. Earn a trophy, plaque, ribbon or certificate 31. Earn an item such as a Frisbee, hula hoop, jump rope, paddleball or sidewalk chalk, which promote

physical activity 32. Earn extra computer time 33. Earn extra credit 34. Earn free tutoring time from the teacher (spelling secrets, math secrets, writing secrets) 35. Earn play money to be used for privileges 36. Earn points for good behavior to “buy” unique rewards (e.g. Autographed items with special meaning

or lunch with the teacher) 37. Earn the privilege of emailing a parent at work telling of accomplishments 38. Eat lunch outdoors with the class 39. Eat lunch with a teacher or principal 40. Eat lunch with an invited adult (grandparent, aunt, uncle) 41. Eat with a friend in the classroom (with the teacher) 42. Enjoy a positive visit with the principal 43. Enjoy class outdoors for the whole class


44. Enter a drawing for donated prizes among students who meet certain grade standards 45. Get “free choice” time at the end of the day 46. Get a “no homework” pass 47. Get a drink from the cold water fountain (There is always one fountain that is better) 48. Get a flash cards set printed from a computer 49. Get a video store or movie theatre coupon 50. Get extra art time 51. Go on a walking field trip (earn privilege for whole class) 52. Go to the library to select a book to read 53. Have a drawing lesson 54. Have a free serving of milk 55. Have a teacher read a special book to the entire class 56. Have an extra recess 57. Have teacher share a special skill (e.g. Sing) 58. Have the teacher make a positive phone call home 59. Help in a lower level class 60. Keep a stuffed animal at desk 61. Learn how to do something special on the computer- like graphics or adding sound 62. Learn how to draw something that looks hard, but with help is easy 63. Listen to music while working 64. Listen with a headset to a book on audiotape 65. Make deliveries to the office 66. Name put on scrolling marquee with a specific message “Emily Jones says smile and eat your

veggies.” 67. Operate the remote for a PowerPoint lesson 68. Pick a game at recess that everyone plays including the teacher 69. Play a computer game 70. Play a favorite game or puzzle 71. Read a book to the class 72. Read morning announcements 73. Read outdoors 74. Read to a younger class 75. Receive a “mystery pack” (gift-wrapped items such as a notepad, folder, puzzle, sports cards, etc.) 76. Receive a 5-minute chat break at the end of the class or at the end of the day 77. Receive a note of recognition from the teacher or principal 78. Receive a plant, seeds and a pot for growing 79. Receive art supplies, coloring books, glitter, bookmarks, rulers, stencils, stamps, pens, pencils,

erasers and other school supplies 80. Receive verbal praise 81. Select a paper back book to take home to read from the teacher’s personal library 82. Sit at the teacher's desk for the day or a set amount of time 83. Sit next to the teacher during story time 84. Sit with a friend at lunch, assembly, etc. 85. Take a free homework pass 86. Take a trip to the treasure box (non-food items such as water bottles, stickers, key chains, temporary

tattoos, yo-yo’s, bubbles, spider rings, charms and pencil toppers) 87. Take care of the class animal 88. Take class animal home for school vacation time 89. Take home a class game for a night 90. Teach the class a favorite game


91. Teach the class a math lesson 92. Use colored chalk 93. Use the teacher's chair 94. Walk with a teacher during lunch 95. Watch a video instead of recess 96. Work as the Principal apprentice for 20 minutes 97. Work in the lunchroom 98. Write with a marker for the day 99. Write with a special pen for the day 100. Write with a special pencil for the day


60 Free or Inexpensive Rewards for Individual Students

Secondary Level 1. Adult volunteers to write a job recommendation for the student 2. All school party on the weekend with different venues for all interests: (students with zero ODR’s get to

come) Have parents sponsor and chaperone: a. Dance area b. Basketball area c. Game board area d. Conversation pit e. Graffiti wall (piece of sheetrock painted white with sharpies of various colors) f. Karaoke area g. Computer animation area

3. Assisting Coach for any sport 4. Assisting PTO to develop ways to reward teachers who go out of their way to help students 5. Chance to go to grade school and teach students about a topic of interest 6. Choosing to do a PowerPoint for the class on a particular subject of interest 7. Choosing what assignment the class does for homework 8. Designing theme for school dance, ice cream social, game night 9. Dress as the school mascot during a game 10. Earning the chance to be the water/towel person at a sporting event 11. Earning the chance to do stagecraft for any school performance (lights, stage design, props) 12. Earning the chance to scoreboard assist at a game 13. Eating lunch with a preferred adult 14. Free entrance to a dance 15. Free entrance to a football, basketball, etc. game 16. Free library pass to research a topic of interest 17. Getting a postcard in the mail telling parents what teachers admire most about their child 18. Getting to apprentice at one of the business partners with the school (grocery store, bank, etc.) on the

weekend. 19. Getting to buzz cut a design in the principal’s hair (custodian’s hair) 20. Getting to cut the principal’s tie off (use loop to frame student’s face on a bulletin board of fame) 21. Getting to duct tape the principal to the wall 22. Getting to scoop food at the cafeteria for a lunch period (social opportunity) 23. Getting to shoot a video about the school’s expectations to show on CC TV 24. Hall pass to leave class 5 minutes early and go by the coldest water fountain 25. Help from an adult of choice on a class they are struggling with (Free tutoring) 26. Homework free night 27. Learning how to do something of interest on the computer (animation, graphics, CAD) 28. Learning how to play chess 29. Learning how to play sports even if they didn’t make the team 30. Learning how to run the light board or sound booth for a school performance 31. Let student make a bulletin board in the front hall highlighting an event of choice 32. Make the morning announcements 33. Office aid for a period 34. Opportunity to be part of a brainstorming adult team at the school 35. Opportunity to eat lunch outdoors at a special table


36. Opportunity to eat lunch with a parent or grandparent at a special table 37. Opportunity to introduce the players over the PA during a home game 38. Opportunity to shadow business owner for a day- credit for writing about the experience 39. Opportunity to shadow the principal for an hour or the day 40. Opportunity to take care of lab animals in Science class 41. Opportunity to wear jeans instead of school uniform for a day 42. Principal grills hotdogs for students who have 0 tardies in the month & this student helps 43. Privilege of leaving book in class overnight instead of having to lug to locker 44. Privilege of seeing embarrassing photo of adult that no one else sees (Senior Portrait) 45. Reserved seating at a school play for student and five friends 46. Send home a postcard about positive things the student has done this week 47. Serve as a student ambassador if visitors come to the school 48. Serving as a “page” for a local politician for the day 49. Serving as a door greeter for a parent night at school with a badge of honor to wear 50. Singing karaoke during lunch (approved songs) 51. Sit at score table in basketball game 52. Sit in score box at a football game 53. Sitting in the teacher’s chair for the period 54. Special parking preference for a day 55. Special recognition at any school event- Guest DJ one song at dance etc. 56. Special seating at lunch table with friends 57. Student gets to pick which problem the teacher will make a freebie answer on homework 58. Student plans spirit week activity for one of the days (hat day, sunglasses etc.) 59. Teacher aid for special needs classroom 60. Teaching special needs student how to play a game


35 Free or Inexpensive Rewards for Adults in the Building

1. Adult gets to pick what the topic for a faculty meeting is going to be 2. Adult gets to rent the principal’s chair for the day 3. At Family Math Night all the adults are highlighted in a video montage 4. Bulletin board highlighting staff of the day showing treasures provided by their family (surprise) If

you have about 90 staff members one every other day would work 5. Dim the lights in the staff lounge and get a volunteer masseuse to come provide 5 minute neck rubs

during planning periods- Play restful music 6. Donut day- These donuts are in honor of Peggy’s contribution to the PTO 7. During morning announcements highlight something that an adult in the building did and tell why 8. Duty free lunch period 9. Find a beauty school and get someone to volunteer to come in and do 5 minute manicures 10. Flowers on the desk from someone’s garden (with permission) 11. Get a donation of a shopping cart to keep at the school for adults bringing in huge loads of supplies 12. Golden plunger award from custodian for classroom that was the cleanest 13. Golden spatula award from cafeteria staff for most polite class of the week 14. GOOSE- Get Out Of School Early- No staying for the 30 after 15. Have the principal make up a rap song about being cool in school and perform it on the CCTV for the

school- Staff of the Day get to be background dancers 16. Limo ride to school and home for staff of the day- This sounds weird but funeral parlors will

sometimes provide this service for free if they aren’t using the cars that day- Don’t Tell rule applies 17. Mini-fridge for a week in the adults’ office area filled with his or her favorite drink 18. Once a month host an ice cream social with a “sister”- “brother” school. Alternate schools each

month and let teachers tour getting ideas from each other on lesson plans, bulletin boards, etc. I Spy something great I’d like to duplicate

19. Permission to leave the building at lunch time for lunch off campus 20. Plan a big faculty meeting or inservice at someone’s house – with a pool and a grill instead of sitting

on the little dot seats in the cafeteria 21. Principal and staff member trade jobs for a day 22. Postcard sent home detailing something admired in the adult 23. Preferred parking space 24. Principal institutes a pineapple upside down day- Everyone comes in and is assigned a different job

for half a day- Everyone has to have their job description or lesson plans written down step by step 25. Principal kidnaps a class after PE or recess and take them somewhere else. Send a messenger to the

teacher telling him or her to put their feet up for 20 minutes. Teach a lesson to the class on something of interest to you- American History- Art etc.

26. Principal leaves love notes on adults’ desks – not the 6:00 news kind- the kudos kind 27. Principal takes over morning or afternoon duty for an adult in the building 28. Principal writes lesson plans for teacher for one period 29. PTO designs 4 strokes for every poke lanyard for all adults in the building 30. PTO takes turns baking a casserole once a week for an adult “gotcha” receiver 31. Scrape ice off windshield of Staff of the Day’s car 32. Sneak into the school over the weekend and write a note on each classroom white board telling them

to “Have a Great Week” 33. Special table outdoors for teachers to enjoy sunshine during lunch 34. Surprise an adult in the building by letting two or three students wash their car- be careful on this one

though- There are also services that come on sight and wash cars for a fee- possibly PTO could sponsor

35. Valet parking for a day

CSI Map: BehaviourSupport (strategies, programs)

ALL (Core):

_______________________________

_______________________________

_______________________________

_______________________________

SOME (Strategic):

_______________________________

_______________________________

_______________________________

_______________________________

FEW (Intensive):

_______________________________

_______________________________

_______________________________

_______________________________

Screening and Monitoring

_______________________________________

_______________________________________

School Information Form

School Name (Required) District Name (Required) County

P S M S S S S GP PN YN A PY

hysical Address (Required)

tate/Province (Required)

ailing Address (Required If differen

tate/Province

chool Phone Number (Required)

chool Website (i.e. http://_________

chool Administrator Name (Require

rade levels (Required) K K 1 2 3 4

BS Coordinator Information (YOURame (Required)

our State PBS Coordinator (if unkname (Required)

dditional School Information:

rivate School? Juvenilees No Yes

City (Required)

Zip/Postal Code (Requi

t) City

Zip/Postal Code

School Fax Number

__________) District Website (i.e. htt

d) Administrator Phone A

5 6 7 8 9

name and contact information) Phone E

own visit: http://www.pbis.org/map.aspPhone E

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dministrator Email (Required)

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