Tier 1 School-wide Positive Behavior Support
Lea Ann Pasquale and Jamie WolfePBS Facilitators
1
Agenda
• Review 2010-2011 Action Plan
• 8 Essential Classroom Practices
• Teaching Behavioral Expectations
• Acknowledging/Encouraging Expected Behaviors
• Data-Based Decision Making
• Write 2011-2012 Action Plan
Agenda
• Review 2010-2011 Action Plan
• Teaching Behavioral Expectations
• Acknowledging/Encouraging Expected Behaviors
• Data-Based Decision Making
• Write 2011-2012 Action Plan
4
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Implement Universals with Fidelity
Student Identification
Function-based Intervention
Evaluate Outcomes &Make Decisions
Academic Support(s)
Check In/ Check Out
Mentoring Social Skill Club
Targeted Environmental Interventions
Avoid Tasks?
Obtain Attention?
Skill Deficit?
Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention
Step 1: Teacher and Team collect data.
Teacher/Parent Nomination
Data Decision Rules
Universal Screening Instrument
Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is
Identification process accurate and durable?
– Classroom System – Nonclassroom System– Schoolwide System
Tier 1 implemented with fidelity?
If Yes, then
FBA/BIP
Obtain Attention?
MO SW-PBS Student Support Model 7.6.10
6
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
SW PBS
Elements of School-wide PBS• Establish a team interest and commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
Effective Classroom Practices
1. Clearly Defined Expectations & Rules 2. Clearly Defined Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate4. Continuum of Strategies to Respond to Inappropriate5. Active Supervision6. Multiple Opportunities to Respond7. Activity Sequence & Offering Choice8. Academic Success & Task Difficulty
http://www.pbismissouri.org/minimod
Nieman’s Action Plan
Teaching Behavioral Expectations
Elements of School-wide PBS• Establish a team interest and commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
“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, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
Tom Herner (NASDE President ), 1998
Teaching Academic and Behavior
DEFINE SimplyDEFINE Simply
MODELMODEL
PRACTICE in Setting
PRACTICE in Setting
ADJUST for Efficiency
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
MONITOR & ACKNOWLEDGE
Continuously
Process for Teaching Behavioral Expectations
• Define the Expectation• Provide a Rationale• Teach the Critical Discrimination
– Demonstrate Appropriate Behavior-”Examples”– Demonstrate Unacceptable Behavior-”Non-Examples”– Practice telling the difference with multiple examples
• If there is a “signal” teach the signal (when should the appropriate behavior occur?)
• Have everyone practice the appropriate behavior• Acknowledge students for demonstrating appropriate
behavior
Teaching Expectations
• Signage• Announcements• Power Points• Student generated videos• Assemblies• Expectation Stations• Games• Student Skits• PBS “Dictionary” (Horizons)
Peaceful
Respectful
Responsible
Safe
Roesland’s STAIRS
•Quiet voices and feet•One step at a time
•Feet on steps only
•One hand on railing at all times
Nieman’s School-Wide Voice Volume Expectation Chart
Teaching the Expectations
Teaching the Expectations
Teaching the Expectationsat SFT:
Conference Room
Teaching the Expectations at Westridge
Teaching the Expectations
Teaching Expectations….Reteaching Expectations
Teaching Expectations
Teaching Expectations
THE ABC’S OF SFT
The ABCs of SFTActively engaged is the key
Being Safe all around the schoolCaring for others is the rule
The ABCs of SFTA – Actively Engaged
B – Being SafeC – Caring for others
The ABCs of SFT
SFT’s “Know Your Expectation” Power Point
A B or C
When walking with his class, he walks on the right side of the hall
and allows for personal space.
B
Teaching School-wide Expectations“Opening Day”
• Teach directly in context (“teaching stations”)– See/model– Practice– Acknowledge
• 2 day intensive by all staff/students• Regular weekly/monthly review• Plan to implement throughout the year
Rosehill’s Kick-Off Assembly
Nieman’s Implementation Calendar
Critical Features of Effective Behavioral Expectation Lessons
• Behavior expectation is clearly identified
• Lesson is being taught in the location
• Rational provided• Examples provided• Examples “fit” the
general case
• Teach both the words and the actions
• Non-examples are provided
• Non-examples are similar to examples of expected behavior
• Non-examples are typical of what students do
• Opportunities to practice• Expected behavior(s)
acknowldeged
PERKS Objective
Teaching Example
Student Practice
After the Lesson (During the Day)
Students will show RESPECT in the HALLWAYS.
Intentionally create a hallway disruption and have students reflect through writing or discussion the challenges to learning it posed.Model how it looks to greet a friend, teacher, sibling, etc. in the hallway while maintaining respect.Hang a white piece of paper by your classroom door, with the instructions for students to touch the paper each time coming in/out of the classroom. Observe the paper at the beginning and at the end of the day, noting what happens when the walls and artwork aren’t respected and the guidelines aren’t followed.
What does it look like: Follow the 3 T’s in order to set an example. Minding your own business and taking care of yourself. Looking at walls/displays/artwork without touching.What does it sound like: Be silent with your voice and quiet with your body in order to respect the learning of others.
Anytime you witness or watch a student demonstrate the objectives, even in a simple way, point it out, praise them, and give them a PERKS Pass.
Shawanoe’s Lesson Plan
Lesson #6 – 8th Hour
Trailridge ROAR Expectations Lesson PlanI Will Be Responsible I Will Be On Task I Will Act Safely I Will Be Respectful
Objective: I can define “ROAR” and give examples of positive behavior at Trailridge Middle School. Materials Needed: Construction paper (will be provided), markers, colored pencils, and crayons.
Teach (5 min):
•Put the matrix (PowerPoint) on the screen so students can refer to it while working on their poster.
Activity – ROAR Poster Contest (15 min):
•Students will be creating a “ROAR” poster
Examples: make a “ROAR” logo, We are Trailridge, a picture representing “ROAR” (maybe with a wildcat), pictures of what positive behavior looks like
Be sure to print student name on the back of the poster
•Tell students that the posters will be voted on by staff members. The winning posters will be laminated and put on display throughout the building. In addition, the winners will receive a prize!
**Collect posters and turn them into Jenny Meyer (room 6) by Wednesday, January 5th!!
Team TimeHow will your school conduct the teaching, or re-teaching, of behavior
expectations in the setting where the behavior should occur?
What to Teach?
— Signage— Announcements— Power Points— Student generated videos— Assemblies— Expectation Stations— Games— Student skits— PBS “Dictionary”
Where to Find Examples?
– Expectations– Lesson Plans– Calendar– Expectation Stations
Acknowledging/Encouraging Expected Behaviors
Elements of School-wide PBS• Establish a team interest and commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
Acknowledging Expectations:Who
• Individual• Class-wide• School-wide• Department• Family• Assemblies
Acknowledging Expectations:How
• Tickets, Chips, Loops• Drawings• Student of the Month• Classroom Menu• Announcements• Games (Bingo, Minute To Win It, Plinko, etc.)• Assemblies
Rationale
• Based on the belief that some of the children in every school/classroom desire attention (regardless of SES, gender, race).
• Research Literature: Over 30 years of
research found most teachers (general education and special education) fall into patterns where we are giving more attention to misbehavior than positive behavior (3-15:1 skewed to the negative side)
Research cited by Sprick (2007)
Research Review
• Landmark studies: (Dr. Wesley Becker) found children who are starved for attention, as the rate of criticism increases the rate of their misbehavior increases.
• Why?…because it is a vicious cycle
Vicious Cycle of Reinforcing Misbehavior
Student misbehaves
Adult “pays attention” & behavior stops.
Student is reinforced & soon demonstrates
behavior again
Adult reprimands student & behavior stops
(Adult reinforced)
Student is reinforced.
For students who repeatedly demonstrate minor or major misbehavior, they will require even more immediate and specific feedback when they engage in the expected behavior.
Reminder
Common Concerns• Do problem students deserve extra positive
attention?– As we start shifting the focus from negative
attention to positive, you will find the others in the room/school get a lot of positive attention but it is in more naturalistic ways. • 100% on a test• “Good Job”• Smile• Thumbs-up
Common Concerns• Won’t the student think that the positive
attention is phony?
– Research conducted that explored this very issue: found that it really did not matter even when the researcher/observer thought the teacher sounded very phony
– Issue is: what behaviors are you paying attention to?
Research cited by Sprick (2007)
“Products” for Acknowledgement System
• Formal plan for increasing the amount of positive interactions all adults have with students in the school (6:1 ratio)
“Products” for Acknowledgement System
• The systematic ways in which students are provided positive feedback for demonstrating the behavioral expectations will be the basis of an acknowledgment system– Note: until the ratio of positive/negative
interactions is 6:1, a visual prompt (i.e. slip, ticket) may need to be used by adults and given to students
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6 TO 1
Nieman’s Positive Recognition Prompt
6 TO 1
Merriam ParkFrequent, Specific Praise Prompt
Common Concerns & Questions
• Isn’t this bribery?– Definition of “bribe”: the inducement
(usually monetary) to do something illegal, unethical, or immoral. A bribe is an incentive to do something wrong.
Common Concerns & Questions
• Isn’t this bribery?– Do you hear this comment: “We
shouldn’t have to bribe kids”• Gentle correction: “I have never bribed
a kid because I have never created an extrinsic system to do something wrong.”
Bottom Line
• An extrinsic acknowledgement system provides the adults in the building with a visual prompt to provide all students in the school with specific, verbal feedback regarding their demonstration of the behaviors defined on the matrix
Shawanoe’s PERKS Pass
C.A.R.E. Chips
Remember to earn C.A.R.E. chips, follow the Nieman C.A.R.E. expectations!
Special Acknowledgment at Santa Fe Trail
SOAR CARDSApache Eagles are ready to SOAR!!!
The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event.
Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, “Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.”
Apache’s Positive Recognition
Trailridge’s Recognition
Nieman’s C.A.R.E. Chips
Remember to earn C.A.R.E. chips, follow the Nieman C.A.R.E. expectations!
Management of Acknowledgement Tickets at McAuliffe
Important Considerations for Student Acknowledgements
• Make sure that the rewards/ acknowledgements are tied to the behavior expectations
• Rewards/acknowledgements are for students doing well (prevention) and students with behavioral difficulties (intervention)
Staff Recognition
Team TimeTake a moment to develop or review what your school does to formally acknowledge positive
student social behavior.
What to Teach?
— Tickets, Chips, Loops— Drawings— Student of the Month— Classroom Menu— Announcements— Games (Bingo, Minute To Win
It, Plinko, etc.)— Assemblies
Where to Find Examples?
– Lesson Plans-All– Recognition– Staff Training
Data-Based Decision Making
Elements of School-wide PBS• Establish a team interest and commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify
Michigan’s Continuous Improvement Process
Student Achievement Study
Plan
Gather
Do
Adapted from the Michigan School Improvement Framework
Ensuring Useful, Relevant Data• Graphic data tools provide a teams with the ability to get a quick
overview of trends
• Data collection should be easy (<1% of staff time) so that we can spend the majority of our time acting upon the data, not collecting it
• We must ensure the validity and reliability of our data (the measures themselves and how they are collected)
• Data must be “triangulated” (look across multiple data sources for trends and converging evidence)
• Data must be relevant, timely, efficient and practical
• Data should be useful for and used for making decisions
Evaluate Data with PBS Team• At monthly PBS Team meetings
–Evaluate Big 5 Data– Look for patterns of
behavior–Develop hypothesis and
ideas for action planning
• Annually at PBS Team meetings/trainings–Evaluate Big 5 Trends–Evaluate Safety Survey Data–Evaluate Self-Assessment
Survey–Evaluate SET Data
Use Data to Develop Your Action Plan
• Utilize data for Action Plan
Action Plan
Important Considerations for Data-Driven Decisions
• All data should serve a purpose
• Collect data with fidelity
• Be prompt about looking at data and acting on it
• Use multiple sources of data to confirm what you see
• Use data to support, not to punish
Share Data with Staff• At monthly/quarterly staff
meetings–Acknowledge what staff are
doing right/what is working well
–Point out areas in need of improvement and provide possible suggestions to improve
• Provide information in newsletters, weekly emails
• Post charts in staff room
Team Time•Discuss how you will ensure that everyone in your building can accurately fill out an Office Discipline Referral (ODR) form.
•Discuss your system for making data-driven decisions–Who will see the data?–How often will the data be reviewed?–What data will be shared?–When will it be shared? In what format?
•Use your PBS Survey data, Big 5, and SET to write your 2011-2012 Action Plan.
The work you are doing is so important. Thank you for being a part of our
learning community and for all that you do for students!
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