PBS Presentation

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PBS Presentation

• RtI/PBS Facilitator

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(No Transcript)
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What is PBS?
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Positive Behavioral Supports
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Establishing Committment

• 80 of the staff must be committed to
  implementing PBS as an overarching school
  behavior approach.

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Supporting Social Competence Academic
Achievement
Simple Systems Elements
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Enhanced PBS Implementation Logic
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Organizational Features
Common Vision
ORGANIZATION MEMBERS
Common Language
Common Experience
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Team-led Process
Non-Teaching
Family
Behavioral Capacity
Priority Status
Representation
Specialized Support
Administrator
Team
Community
Data-based Decision Making
Administrator
Student
Communications
Teaching
Start with Team that Works.
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Do we need another team to implement PBS?

• Take an inventory of the current teams in your
  building and evaluate their outcomes
• Look at your current RtI Problem Solving Team
• Do we just need an implementation team?
• Activity Work in your groups using the worksheet
  to identify possible team members.

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(No Transcript)
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Sample Teaming Matrix
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Working Smarter
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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3-4 Year Commitment
Top 3 School- Wide Initiatives
3-Tiered Prevention Logic
Agreements Supports
Coaching Facilitation
Administrative Participation
Dedicated Resources Time
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School-wide Systems

• 1. Common purpose approach to discipline
• 2. Clear set of positive expectations behaviors
• 3. Procedures for teaching expected behavior
• 4. Continuum of procedures for encouraging
  expected behavior
• 5. Continuum of procedures for discouraging
  inappropriate behavior
• 6. Procedures for on-going monitoring evaluation

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Non-classroom Setting Systems

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Pre-corrections reminders
• Positive reinforcement

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Classroom Setting Systems

• Classroom-wide positive expectations taught
  encouraged
• Teaching classroom routines cues taught
  encouraged
• Ratio of 6-8 positive to 1 negative adult-student
  interaction
• Active supervision
• Re-directions for minor, infrequent behavior
  errors
• Frequent pre-corrections for chronic errors
• Effective academic instruction curriculum

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Individual Student Systems

• Behavioral competence at school district levels
• Function-based behavior support planning
• Team- data-based decision making
• Comprehensive person-centered planning
  wraparound processes
• Targeted social skills self-management
  instruction
• Individualized instructional curricular
  accommodations

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Developing you Slogan

• Example
• S
• O
• A
• R
• Activity (12 Minutes) What will the Galileo
  Slogan be?

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HAWKS
Welcome to Holmes Middle School
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3-5 Expectations???

• Activity ---Use Identifying Positive School Wide
  Expectations Worksheet on developing
  expectations!!

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Teaching the Matrix
Process

• Behavioral expectations are best taught in the
  school settings that they will be used by the
  staff that will be monitoring the expected
  behaviors for that setting.
• Schedule specific times for teaching of matrix,
  write out and publish schedule for teaching
  matrix in settings where students come in large
  groups playground, cafeteria, office, assembly.
• Re-teach as needed, review frequently.

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TEACHING MATRIX
Expectations

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Teaching Matrix

• Activity- (Time to be decided by group!!!)
• -Work on (one area) to decide and agree on what
  expectations are for that area!!!!!

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(No Transcript)
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The Matrix
Content
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Teaching Academics Behaviors
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Expectations behavioral skills are taught
recognized in natural context
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RRespectTo show consideration, appreciation,
and acceptance Respect yourself Respect
others Demonstrate appropriate language and
behavior
IIntegrityAdherence to an agreed upon code of
behavior Be responsible Do your own work
Be trustworthy and trust others
DDisciplineManaging ones self to achieve goals
and meet expectations Strive for consistency
Attend class daily be on time Meet deadlines
do your homework
PPerseveranceHolding to a course of action
despite obstacles Stay positive Set goals
Learn from mistakes
EExcellenceBeing of finest or highest
quality Do your personal best Exceed minimum
expectations Inspire excellence in others
    
NEHS website, Oct. 26, 2004
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Kuleana Be Responsible
Plan ahead Walk directly to destination
Hoihi Be Respectful Walk quietly when
classes are in session Laulima Be
Cooperative Keep movement flowing Share equipment
and play space Malama Be Safe Walk at all times
Walkways
King Kaumualii on Kauai
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Playground / Recess / P.E.
Kuleana Be Responsible Take care of
equipment/facilities Plan appropriate times for
drinks/restroom visits Hoihi Be Respectful
Be a good sport Laulima Be Cooperative Follow
rules/ procedures Malama Be Safe Avoid rough,
dangerous play Use equipment properly

King Kaumualii on Kauai
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Field Trips
Kuleana Be Responsible Turn in
paperwork/ on time Wear appropriate
footwear/clothing Bring home lunch
Hoihi Be Respectful
Care for the field trip site Listen to
speakers Laulima Be Cooperative Stay with your
chaperone/group Malama Be Safe Use the buddy
system Follow school/bus rules
King Kaumualii on Kauai
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Kuleana Be Responsible Have lunch card ready
Be orderly in all lines Hoihi Be Respectful
Use proper table manners Eat your own
food Laulima Be Cooperative Wait patiently/
quietly Malama Be Safe Walk at all times Wash
hands Chew food well dont rush
Cafeteria
King Kaumualii on Kauai
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Acknowledging SW Expectations Rationale

• To learn, humans require regular frequent
  feedback on their actions
• Humans experience frequent feedback from others,
  self, environment
• Planned/unplanned
• Desirable/undesirable
• W/o formal feedback to encourage desired
  behavior, other forms of feedback shape undesired
  behaviors

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Acknowledge Recognize
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Acknowledgements

• Activity- (12 Minutes) Review/develop what your
  school does to formally acknowledge positive
  student social behavior
• Report 2-3 big ideas from your table discussion
  (1 Minute Reports)

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Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of
Respect Responsibility Caring Citizenship (
Circle the trait you observed)Signature
_____________________________________________If
you would like to write on the back the details
of what you observed feel free! Thank you for
supporting our youth.
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10 positive 1 correction
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Traveling Passports

• Precorrecting new kids
• Procedures
• Meet with key adults
• Review expectations
• Go to class

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Are Rewards Dangerous?

• our research team has conducted a series of
  reviews and analysis of (the reward) literature
  our conclusion is that there is no inherent
  negative property of reward. Our analyses
  indicate that the argument against the use of
  rewards is an overgeneralization based on a
  narrow set of circumstances.
• Cameron, 2002
• Cameron Pierce, 1994, 2002
• Cameron, Banko Pierce, 2001

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Good morning, class!

• Teachers report that when students are greeted
  by an adult in morning, it takes less time to
  complete morning routines get first lesson
  started.

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Bus Bucks

• Improving bus behaviors
• Procedures
• Review bus citations
• On-going driver meetings
• Teaching expectations
• Link bus bucks w/ schools
• Acknowledging bus drivers

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Super Sub Slips

• Empowering substitute teachers
• Procedures
• Give 5 per sub in subfolder
• Give 2 out immediately

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Positive Office Referral

• Balancing positive/negative adult/student
  contacts
• Procedures
• Develop equivalent positive referral
• Process like negative referral

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
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80 Rule

• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for non-responders

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1 Free Period

• Contributing to a safe, caring, effective school
  environment
• Procedures
• Given by Principal
• Principal takes over class for one hour
• Used at any time

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G.O.O.S.E.

• Get Out Of School Early
• Or arrive late
• Procedures
• Kids/staff nominate
• Kids/staff reward, then pick

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Staff Acknowledgements

• 11 minutes
• Review/develop procedures for acknowledging/encour
  aging staff contributions accomplishments
• Report 2-3 big ideas from your team discussion
  (1 min. reports)

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Golden Plunger

• Involve custodian
• Procedure
• Custodian selects one classroom/ hallway each
  week that is clean orderly
• Sticks gold-painted plunger with banner on wall

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
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STUDENT ACHIEVEMENT
Good Teaching
Social Behavior Support
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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(No Transcript)
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Designing School-Wide Systems for Student Success
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
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Responsiveness to InterventionAcademic
Social Behavior
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Tier One Behavioral

• High Expectations
• Project Wisdom
• Holmes Life Skills
• Bully Proofing
• 504 Accommodations
• Conflict Resolution

• Positive Behavioral Supports
• Primary Expectations taught, practiced,
  re-taught, monitored, praised rewarded
• Token Economy
• Earned Privileges
• Set Consequences

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Tier Two Behavioral

• High Expectations
• Re-Teaching Holmes Life Skills
• Progressive Discipline
• Behavior Contracts
• Attendance/Truancy Procedures

• Peer Mediation
• Why Try? (PBS)
• Youth Assessment Center Referral (YAC)
• AP Counselor Classroom Visits as Needed

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Tier Three - Behavioral

• Why Try?
• Staff/Student Mentor Program
• Youth Assessment Center Referral (YAC)
• Attendance/Truancy Procedures Court Referral
• Behavior Intervention Plans (BIP)
• Remedial Discipline Plans (RDP)
• SPED Referral

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RTI A Continuum of Support for All
Few
Some
All
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Establishing a system for responding to behavior
violations.

• A list is developed of what would be classroom
  managed behaviors vs. office discipline
  behaviors. A behavior flow chart is developed
  and presented to the staff for feedback and
  adoption.

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Behavior Flow Chart
Classroom Behaviors
Office Referral
Examples include Disrespect, bad language, off
task, distracting, work refusal, breaking pencils
Prompt Start-up Request We need quiet
hands, please. Wait time Student makes
correction and instruction continues.
Chronic classroom misbehaviors Continued
disrespect Continued defiance Physical
fighting Abusive language Harassment/Bullying/Thre
atening Theft/Forgery Vandalism/Property
destruction Sexual harassment Drugs/
Paraphernalia Weapons Teacher completes Office
Referral Form.
Student does not make correction
Ask Classroom Integrity Questions Am I able to
teach? Are they able to learn? Is s/he able to
learn?
Refocus 1. Graceful Exit 2. Graceful Entrance 3.
Refocus 4. Welcome Back
no
yes
.
Persistence/Defiance (Moderate level) 1. Calm
request by teacher. (2 short beeps) 2.
Administrator arrives. 3. Teacher directive. 4.
Refocus in alternative setting. 5. Welcome back
Administration Actions Ex Refocus (required),
Community Service, ISS, OSS, Replacement
assignment, Conf w/ student, Contact/conf w/
parent, Bus suspension, Detention, Counseling,
Other
No action. Instruction continues
Behavior is corrected. Instruction continues.
Persistence/Continued Defiance/Safety
Concerns/Emergency Issues (High Level
Problem) 1. Calm request by teacher. (one long
beep) 2. All call (e.g. Room 122, please.
Thank you.) 3. Flood the environment with
adults. 4. Request by team leader. 5. Remove
the audience. 6. Second and final request. 7.
Teacher completes office referral sheet at this
time. 8. Refocus in alternative setting.

• Student visits office and completes a Refocus
  form before returning to class
• Graceful entrance.

After three office referrals, refer to RTI
process.
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ODR Admin. Benefit

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 14,325 min. _at_15 min.
• 238.75 hrs
• 40 days Admin. time

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ODR Instruc. Benefit

• 2001-2002 2277
• 2002-2003 1322
• 955 42 improvement
• 42,975 min. _at_ 45 min.
• 716.25 hrs
• 119 days Instruc. time

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We found some minutes?

• After reducing their office discipline referrals
  from 400 to 100, middle school students requiring
  individualized, specialized behavior intervention
  plans decreased from 35 to 6.

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Action Planning Guidelines

• Agree upon decision making procedures
• Align with school/district goals.
• Focus on measurable outcomes.
• Base adjust decisions on data local contexts.
• Give priority to evidence-based programs.
• Invest in building sustainable implementation
  supports (80)
• Consider effectiveness, efficiency, relevance,
  in decision making (1, 3, 5 rule)

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To Conclude

• Create systems-based preventive continuum of
  behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach acknowledge behavioral expectations
• Work from a person-centered, function-based
  approach
• Arrange to work smarter

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Lets Build a PBS Pyramid Together