Positive Behavior Support Module One Day Three 20062007

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Positive Behavior SupportModule One- Day
Three2006-2007
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Module One Day One

• Participants learned
• features of a successful PBS team
• key features of a continuum of universal
  approaches to prevention and intervention
• beginning steps in processes regarding
  problem behaviors
• basics for understanding and addressing
  problem behavior
• data based decision-making tools

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Module One Day Two

• Participants began
• Defining school wide expectations
• Establishing rules and expectations in
  non-classroom settings
• Creating school-wide reward systems
• Developing effective consequences

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Focus Day 3

• Faculty Buy-In
• Universal Strategies in the Classroom
• Implementation Examples
• Planning for Implementation
• Start on Time! Secondary

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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
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CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
Tertiary Prevention Specialized
Individual Systems for Students with High-Risk
Behavior
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Building Faculty Involvement
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Objectives

• Understand why staff needs to be committed to
  decreasing problem behaviors and increasing
  academic proficiency
• Identify three approaches to gain faculty buy-in
  to the school-wide PBS process
• Develop a plan to get faculty buy-in

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Building Faculty Involvement

• Faculty needs to be committed to decreasing
  problem behaviors
• Faculty should be familiar with the common
  behavioral issues in the school
• At least 80 buy-in should be secured before
  moving forward with the change process
• Commitment must be maintained to realize
  sustainable change

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Building Faculty Involvement

• Faculty needs to be committed to increasing
  academic performance
• Commitment leads to successful development and
  implementation of school-wide activities
• Students who are academically successful are less
  likely to demonstrate problem behaviors in the
  school setting

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Building Faculty Involvement Three Strategies

• Use the existing data to support rationale for
  PBS implementation
• Use a team planning process
• Ensure opportunities for input from all
  stakeholders

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Building Faculty Involvement Use the
Existing Database

• Illustrate for staff
• Where behaviors are occurring
• What types of behaviors are occurring
• What type of consequence was delivered
• When problems behaviors occur most frequently
• How many discipline referrals, suspensions,
  and/or expulsions occurred last school year
• Other (lost instructional time, student
  absences/tardies, etc.)

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Building Faculty Involvement Team Planning
Process

• To facilitate the planning process, teams may
  utilize several tools.
• Dream
• PATH
• Quality Tools (Bone Diagrams)
• It is important to remember that the process
  fosters investment in the greater system.

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Building Faculty Involvement Team Planning
Process
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Sample School
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Building Faculty Involvement Team Planning
Process
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Building Faculty Involvement Opportunities for
Input

• Conduct staff surveys for
• Obtaining staff feedback
• Creating involvement without holding more
  meetings
• Generating new ideas
• Building a sense of faculty ownership

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Building Faculty Involvement Opportunities for
Input

• Have a process to ensure equitable participation
  in the discussion
• Effective communication processes
• Staff review of draft documents
• Opportunities for dissent
• Ability to opt out

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Challenges to Building Faculty Buy-in

• Need for change not perceived as compelling
• Staff feel a lack of ownership in the process
• Insufficient modeling from leadership
• Staff lack a clear vision of how changes will
  impact them personally
• Insufficient system of support

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Solutions for Building Faculty Buy-in

• Enlist leaders with integrity, authority,
  resources and willingness to assist
• Expect, respect, and respond to resistance
  (encourage questions and discussion)
• Clarify how changes align with other initiatives
• Emphasize what will happen if no change
• Emphasize benefits
• Conservation of time/effort
• Greater professional accountability

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Activity 16 Getting Faculty Buy-in

• Discuss potential challenges in your school to
  obtaining faculty buy-in
• Create three ways to get faculty buy-in for
  participating in your school-wide program
• Share these activities with the whole group and
  be prepared to share out if selected

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Universal Strategies in the ClassroomIn this
section

• Establish behavioral expectations
• Teach routines
• Manipulate the environment
• Apply pre-correction strategies
• Encourage expected behaviors
• Correct student behavior errors
• Sustain effective classroom practices

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Establish Behavioral Expectations

• Use school-wide expectations as the basis for
  classroom rules
• Limit to 3-5
• State clearly, objectively and positively
• Post and refer to frequently
• Teach to mastery
• Reinforce consistently

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Activity 17 Classroom Expectations

• Add classroom expectations column to your school
  Matrix
• Expectations on the Matrix may be generic for
  the school, allowing for additions/adaptations
  specific to grade level, department, individual
  teacher, etc
• Schools with high levels of teacher/department
  autonomy may wish to use this time simply to
  generate ideas to bring back to staff

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Establish Behavioral ExpectationsTeaching the
Rules

• Teachgt Rehearsegt Reinforce
• Consider consequences for errors
• re-teach
• redirect
• time to Cool Down
• Monitor student behavior
• Reflect! Are the rules working? Why or why
  not?

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Teach Routines

• Routines
• Establish predictability
• Are taught and learned
• Reduce anxiety

• The number one problem in the classroom is not
  discipline it is the lack of procedures and
  routines.
• -Harry Wong

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Teach RoutinesDevelop Classroom Schedule

• Establish predictable schedules
• illustrate with icons, time, etc.
• Include transitions and other tasks
• Evaluate the variety and time for each activity
• Remember that unscheduled time
  in a classroom is an open invitation
  to disruptive behavior

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Teach RoutinesAttention Signal

• Consistently use one simple cue to prompt all
  students to attend to teacher
• Continue only with complete attention
• Reinforce students who comply immediately with
  request
• Repeat signal as needed, using proximity and peer
  modeling

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Teach RoutinesAttention Signal

• Give me five
• Salame
• Rhythmic clapping
• Hand up
• Stop, look listen
• Auditory signal
• Visual signal

(Not this, please.)
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Teach RoutinesWhen

• working in groups coming in tardy
• I have something to say I get stuck
• needing restroom changing activities
• using the computer the intercom sounds
• Its dismissal time a visitor enters room
• organizing my area I get my work back
• wondering whats next entering the room
• the teacher leaves the room fire/other alarm
  sounds

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Activity 18 Teach Routines

• Use Think-Pair-Share to brainstorm additional
  classroom routines teachers need to implement in
  your setting
• You have 2 minutes
• Share your list!

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Manipulate the EnvironmentPhysical Arrangement

• Reduce congestion in high-traffic areas
• Teacher can see and circulate among all students
• Materials and student supplies are easily
  accessible
• Students can easily observe group presentations
• Limit wall display space to some student work and
  some teaching information
• Match arrangement of students to needs/abilities
• Create a calm, quiet space for students to work

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Activity 19 Environment

• Think about a classroom that has been arranged to
  enhance student behavior
• Pair up!
• Share!
• You have 2 minutes.
• Switch, now it is the other persons turn

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Apply Pre-correction Strategies

• Pre-corrects function as prompts for expected
  behavior
• Opportunities for practice are provided in close
  proximity to context
• Especially helpful when teacher anticipates
  behavior errors

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Apply Pre-correction Strategies Examples

• Remember, before you leave class, collect all
  your materials, put your papers in the bin, and
  quietly walk out of the room.
• Sam, show us how to be respectful and line up
  quietly for gym.
• My hands are hanging by my sides, Im standing
  straight and tall. My eyes look up, my mouth is
  closed, Im ready for the hall.

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Activity 20 Pre-corrects

• Brainstorm a list of examples of pre-corrects
• You have two minutes
• Share your list!
• Teams will share out their collective ideas with
  the larger group

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Encourage Expected Behaviors

• Providing praise for correct academic responses
  and appropriate social behavior leads to
• Increases in student correct responses
• Increases in on task behavior
• Decreases in disruptive behaviors
• -Sutherland, 2000

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Encourage Expected Behaviors Ratio of
Interactions

• Teachers should strive to keep a 41 ratio of
  positive-to-corrective statements
• For every corrective interaction with a student,
  attempt 4 positive interactions with that student
• Identify specific times during the day you will
  give feedback
• Schedule individual conference time
• Scan the room searching for appropriate behaviors
• Engage in frequent positive interactions with all
  students

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Encourage Expected BehaviorVerbal Feedback

• Specific and descriptive
• ? Make sure they know what they did right!
• ? Connect to school-wide expectations
• Timely and accurate
• Contingent
• Age-appropriate
• Given your way

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Encourage Expected BehaviorNon-Verbal Feedback

• Examples
• Wink
• Nod
• Thumbs-up
• Pat on the back
• High-five
• Visual representations

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Encourage Expected Behavior Increasing Positive
Interactions

• Positive feedback for appropriate behaviors
  increases the likelihood of seeing these
  behaviors again
• The same goes for negative feedback and
  inappropriate behaviors!
• Sounds easy, but can be so difficult!
• Consider the following questions that teachers
  may ask

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Do you really expect me to tell a difficult
student that they are doing great?

• Students are not equal
• Some have received a lot of positive feedback
  since infancy
• Others have received a lot of feedback,
  most of it negative
• Some have received very little attention at all
• Students will only begin to seek positive
  feedback after experiencing it.

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Isnt positive feedback simply giving a
difficult student his or her way?

• Positive feedback is only given upon the
  demonstration of appropriate behaviors
• The teacher is the one in control of the
  feedback, not the student(s)
• Increasing positive interactions raises the
  likelihood of seeing desired behavior
• Positive interactions strengthen relationships
• Think WinWin

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Is this a productive use of my time?

• Reducing the amount of attention the student gets
  for misbehavior and increasing attention for
  appropriate behavior is not about adding time, it
  is simply restructuring your time
• Over the long run, LESS time will be needed for
  interactions about behavior

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Wont that student think the positive attention
is phony?

• A student who has received little positive
  feedback may be surprised to get it and unsure of
  how to react, but can learn to love it
• Feedback must be genuine
• Over time, positive interactions become normal
  and the student is likely to invite more natural
  positive interactions

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What if I just dont like the student?

• Trusting, positive relationships must be built
  and maintained over time
• Work to find some common ground
• Reinforce at least one classroom expectation that
  the student meets
• Empathy is key
• Use other staff members to help give perspective
  on student
• Remember behavior need, dont take students
  behavior personally

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Encourage Expected BehaviorEffective
Reinforcement Strategies

• Behavior(s) are established and taught
• Reinforcement is contingent upon behavior
• Be generous with reinforcers at the beginning
• Reward class when students who
• have not exhibited behavior in the past are
  exhibiting the behavior now.
• have exhibited behaviors in the past continue to
  exhibit them.
• are working toward mastery of expectations move
  closer.

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Encourage Expected BehaviorEffective
Reinforcement Strategies
Teachers can use varied methods of reinforcement
which include individual, small group, or whole
group.

• Resources
• Tough Kid Tool Box
• First Days of School
• CHAMPS
• First Class Teacher
• Classroom Management That Works
• ASK YOUR COACHES!

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Encourage Expected BehaviorTechniques to Improve
Compliance

• Apply a question format that allows choices
• Use respectful distances in interactions
  (personal space)
• Lower volume instead of raising it
• Give time and space to consider requests
• Reinforce desired behavior

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Encourage Expected BehaviorTechniques to Improve
Compliance

• Give only two requests for compliance
• Make more start requests
• Verbally reinforce compliance
• Move around the room early and often
• Give clear concise directions

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Encourage Expected BehaviorTechniques to Improve
Compliance
Effective instruction increases the likelihood of
correct student responses
Correct responding is correlated with positive
teacher interactions
Both lead to increased academic achievement of
students and positive behavioral
exchanges between students and teachers
Gunter, Hummel, Venn, 1998
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Encourage Expected BehaviorTechniques to Improve
Compliance

• Teach a specific affirmative verbal response
  procedure for all students
• Increase opportunities for active participation
• Whole group oral response
• Whole group action response
• Whole group written response
• Small group/partners

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Correct Student Behavior Errors

• Emotion Free response
• More effective if students have been taught
  expected behaviors
• Minimize attention other than signal of error
• Praise for appropriate behavior

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Correct Student Behavior Errors

• Steps to Take
• Signal that an error has occurred
• Refer to rules "We respect others in this room
  and that means using kind language.
• Ask for an alternative appropriate response
• "How can you show respect and still get your
  point across?
• Provide an opportunity to practice the skill and
  provide verbal feedback
• "That's much better, thank you for showing
  respect toward others.

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Correct Student Behavior Errors

• What can be done if errors occur frequently?
• What would you do if a student had a chronic
  learning error?
• Re-teach
• Provide more opportunities for practice
• Reinforce more consistently
• Assess Is this an individual student learning
  error, or is the entire class displaying the
  misbehavior?
• If the misbehavior presents a safety threat or
  major disruption, more intensive or specialized
  interventions may be required

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Sustaining Effective Classroom Practices

• Ongoing staff development
• Effective teaching plan
• Peer coaching
• Mentoring
• Supportive environment
• Team based problem solving
• Positive parent contact

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Activity 21 Encourage Expected Behaviors

• Think about a challenging student or class that
  you have worked with or observed and identify
• challenging characteristics
• potential strengths
• strategies attempted to improve situation in the
  classroom
• strategies attempted to correct student behavior
  errors in the classroom
• approaches based on this section that might have
  been more successful in hindsight
• Share a few outcomes with your team

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Universal Strategies in the Classroom Handouts

• Classroom Design Consideration Checklist
• Effective Teaching Profile
• Things Effective Teachers Rarely Do
• Classroom Management Self-Assessment Checklist

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Preparing for Implementation
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Big Ideas to Remember

• Strategies are only as strong as the
  implementation environment and efforts of people
  responsible
• Intensity of intervention should match the
  intensity of the problem
• Proactive instructional approach is required to
  realize meaningful sustainable change in school
  climate

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Big Ideas to Remember

• Supporting educating students with severe
  problem behavior is possible if effective
  efficient school-wide system is in place
• Assessment information must be used to make
  behavior support decisions

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Factors for Success

• Priority - one of top three school goals
• Collaboration - team based approach emphasized
• Leadership - administrator is actively involved
• Need - necessity for improving behavior support
  is defined
• Agreement - all staff agree that need exists and
  commit to active long term participation
• Competence - behavioral skills available in
  building
• Resources - time, materials, equipment, FTE, and
  technical assistance are committed

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Preparing for Implementation

• Establish a regular meeting schedule for the PBS
  team
• Keep overall implementation plan as desired
  outcome
• Establish a standard system for communicating
  information within the committee and among staff

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Preparing for Implementation

• Conduct and analyze needs assessment which
  include surveys and checklists
• Use data to make decisions long and short term
• Develop regular opportunities for training on key
  PBS strategies for all stakeholders

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Activity 22 Preparing for Implementation

• Review samples of master implementation plan
• Begin completing the blank implementation plan
  (only as far as you feel comfortable)
• Be sure to put your next steps on your action plan

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Team Time
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Start on Time !
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In Conclusion, Heres the Beginning

• Between now and the next time we see you, your
  team can be working on
• Establishing team processes
• Conducting staff survey and tabulate results
• Establish data collection system
• Complete matrix
• Plan for a school-wide reinforcement system
• Introduce PBS to staff
• Revisit action plan regularly

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When We Meet Again

• Bring samples of your work to share
• Be prepared to talk about your team
  accomplishments bumps in the road
• Module Two
  Secondary Interventions (Yellow/Red
  Zones)
• Social skills training
• Mentoring check-in programs
• Classroom strategies
• Self-management

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Evaluations

• Please take a few minutes to complete the
  evaluation forms provided. Your feedback is
  essential for our team to provide the most
  effective training experiences in the future!
• THANK YOU!

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Help is On the Way
PBS Coaches are here to help you!

• Contact us at
• jelliott_at_wcpss.net
• pyhardy_at_wcpss.net
• lphipps_at_wcpss.net
• msafrit_at_wcpss.net
• jtoscano_at_wcpss.net
• lwinter_at_wcpss.net

• Other Resources
• PBIS.org
• SWIS.org
• WCPSS PBS website (on the intranet)
• ncpublicschools.org/ec/behavioral/initiatives/posi
  tivebehavior/