Tier 1: Behavior

1. Tier 1: Behavior John Riley Hill, Ph.D., Jonathan Jagemann, Shantee O. Williams, Mary Esser Ph.D., and Dena Radtke August 5, 2013

2. Learning Intention • School leaders will experience and discuss their role in their school's PBIS framework and understand how implementing Tier 1 behavioral interventions on a daily basis within a school has a positive effect on the educational experience of all students.

3. Success Criteria You know you are successful when: • You have a clear understanding of your role as a principal/ school leader in your school’s implementation of the PBIS framework • Understand and can implement some PBIS best practices around your school to improve your Tier 1 behavior interventions.

4. Fist to Five How was your weekend? 5- Great 4- Good 3- Okay 2- Not good 1- Bad 0- Horrible

5. Expectations • Be Respectful • Listen to others • Allow others to speak • Take phone calls out of room • Be Responsible • Contribute to discussions • Take notes as needed • Be Safe • Take care of yourself • Use the bathroom as needed • Walk

6. The Importance of Our Work • The old way of handling behaviors • http://youtu.be/Prr2tJxD0OY • PBIS framework in a building • http://youtu.be/k1tCJATxxFg

7. Key Concepts • PBIS is a framework, not a program • Programs can fit within the framework • School-wide systems and practices support students and staff • Building relationships is critical • PBIS focuses on being proactive, not reactive • Administrators play a key leadership role in the climate of the building • Interventions are different than punishments

8. District Theory of Action To Address Low Reading Outcomes Implement Comprehensive Literacy Plan Improved Reading Outcomes Implement Positive Behavioral Interventions and Supports To Address Behavior/ Attendance/ Climate Problems Improved Behavior/ Attendance/ Climate

9. Components of PBIS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

11. Tiered System of Support • Tier 1: All Students • Tier 2: One Adult/ Multiple Students • Tier 3: Multiple Adults/ One Student

12. Framework: Tier 1 Universal A team to carry on the PBIS efforts in the building Maintained faculty commitment Use of 3-5 school wide expectations Area specific rules (posters in area) Classroom specific expectation matrix (varies by grade/ subject) Continually updated and reviewed with staff T-Chart of Classroom vs. Office Managed Behaviors A recognition/acknowledgement system Regular behavioral lessons Analyze Big 5 and Attendance Data Monthly Continue to use PBIS language and practices throughout building

13. Key Concept • Tier 1 will and should reflect the needs of the school and the students. • Tier 1 will look different from school to school. • An alternative school will do different interventions and supports at Tier 1 than a more traditional school.

14. Discuss and Share • What area of your PBIS Tier 1 implementation are you most proud of? • What area of your PBIS Tier 1 implementation could use some improving?

15. “Students are what you make them think you think they are.” • Coach Webb from Chalk Watch clip

16. Pop Quiz Who is all needed to make PBIS effective at your school? • Teachers • Administrators • Parents • Safety • All of the above

17. 5) All of the Above Everyone in your building is needed to make PBIS effective at your building.

18. Discuss and share • What other roles within PBIS do you think administrators should play at a school? • Share out one idea per table and why it is critical.

19. Administrator Role • Collect data (ODR, suspensions, surveys, etc) • Support and encourage staff • Create school-wide systems • Utilize interventions for office managed behaviors • Attend and be involved in PBIS meetings • Allow time for PBIS at staff meetings • Use PBIS language and practices at all times • Pre-correct and re-direct students (on announcements, in halls, etc) • Others?

20. Principal Testimonials • Thurston Woods • http://youtu.be/Ddp-0B4x8WA • Others

21. Benefits to Administrators • Way to build relationships with staff and students. • Way to acknowledge staff and students. • Helps build a positive community in which everyone feels a part of. • Allows for creating school-wide procedures. • Creates structures to teach behaviors. • Framework used throughout the day and throughout the building with all decisions the school makes. • Use data to make decisions. • Offers support to students and teachers.

22. Building Relationships • All staff and students should feel as if they are valued members of the school community • As the leader it is important to lead by example and build positive relationships with all staff and students

23. Discuss and Share • How can you ensure that all staff and students feel as if they are a part of the school community and build relationships within that school community?

24. Pop Quiz • What are the 3 expectations used at all schools? • Be Respectful, Be Responsible, Be Reasonable • Be Safe, Be On Time, Be Courteous • Be Responsible, Be Safe, Be Respectful • Be Responsible, Be Respectful, Be Scholarly

25. Set the Expectations • Selected by school • MPS School-wide Expectations • Be Safe • Be Respectful • Be Responsible • Optional School Selection • Do you know your school’s expectations?

26. Define the Expectations • Define clearly what the expectations look like in all settings throughout the school. • School-wide expectations apply to the entire school; that is why they are school-wide! • What does it look like to be safe in the hallway? • Classroom rules and procedures should be aligned to the expectations • Classroom Matrix

27. Behavior Matrix

28. Expectations and Rules Expectations Rules

29. Expectation Posters for Adults

30. Discuss and share • How do you as principal/ school leader ensure all staff members understand the school-wide expectations and behavior matrix?

31. Teach the Expectations • The schools teach and re-teach the expectations to the students throughout the school-year based on need. • Schools find time for behavioral lessons to occur weekly. • School teams may develop uniform lessons, hold assemblies, or other activities to teach the expectations of the school. • Students are given opportunities to practice the appropriate behaviors. • Teaching expectations is done differently for different grade levels. • Can use already created curriculum or create your own

32. Teaching Lessons Telling is not Teaching • Weekly all staff and students participate • 10-15 minute lesson created at the school or found online • Lessons focus on areas of need • Lesson topics rotated • Lessons can be videos, role play, discussion, scenarios, free-writing, etc. • Transition and North Division

33. Programs that Support Tier 1 Behavior Core Curriculum • In addition to behavioral lessons (cool tools), schools can use a variety of programs to teach behavior and social emotional learning. • If an additional program is used, always connect the lessons back to the school-wide expectations. • Data and school needs should always be considered when deciding on a program.

34. 2nd Step Grades: K-8 Data to review: incidents, suspensions, climate survey, teacher observation Focus on: empathy building, impulse control and anger management.

35. Steps to Respect Grades: Training is for staff working with students in K-8 Data to review: incidents and suspensions specific to bullying, attendance data, climate survey. Focus on: reducing bullying behaviors, assisting children in learning how to respond as a witness, build a more positive school environment. Classroom lessons to help children help make friends, recognize feelings and recognize, refuse and report bullying. Best if used school-wide.

36. Restorative PracticesCommunity Building Circles Grades: K-12 Data to review: incidents, suspensions, climate survey, attendance. Focus on: building a sense of community, relationship building, trust and respect Not a good tool for bullying cases

37. Ropes and Challenges Grades: K-12 Data to review: incidents, climate survey. Focus on: experiential learning, develop/enhance positive social skills such as listening, cooperation, team building, problem solving and effective communication.

38. Classroom Organization and Management Program (COMP) Grades: K-12 Data to review: incidents, suspensions, walk throughs, MAP, teacher attendance, teacher mobility. Focus on: teaching teachers better organization and management which are conducive to providing high quality instruction for students i.e. room arrangement, rules and procedures, students accountability, maintaining good student behavior, lesson planning and maintaining momentum.

39. Talking About Touching Grades: K-3 Data to review: climate survey, child abuse referral data. Focus on: classrooms/schools that have large numbers of students with traumatic backgrounds, promoting feelings of safety among students, assertiveness and skill building to increase protective measures. Helps children learn to refuse and report unsafe touches and also presents basic safety skills (i.e. guns, cars, bikes, fire). Teaches kids about sensitive but critical topics.

40. Conflict Resolution Grades: 5th-9th Data to review: incidents, suspensions. Focus on: reducing violence, communication, anger management, responding appropriately to conflict.

41. Booster Sessions • At the beginning of the school year, at natural breaks in the calendar, and when the data indicates there is a need • Review school-wide and area-specific expectations • Create excitement for PBIS • For staff and students • 95th Street School

42. Use the Expectations • “Don’t forget we are walking safely in the hall.” • “Be responsible and get to class on time.” • “Thank you for being respectful and putting your cell phone away.”

43. Discuss and Share • When do you find time for behavioral lessons? • Do you include social emotional and character education lessons from purchased programs? • How do you strategically use boosters throughout the year?

44. Break • 10 minute break • http://timer.onlineclock.net/

45. Set the Consequences • Continually review and revise appropriate positive and negative consequences. The goal is to focus on reinforcing positive behaviors while still addressing negative behaviors as needed. • Ensure all staff members can distinguish what are classroom and office managed behaviors and minor incidents and major incidents. • Classroom managed = Minor incidents • Office managed = Major incidents.

46. Classroom Managed Office Managed(Minor) (Major) No Supplies No Homework Talking Gum Tardy Fighting Weapon Illegal Substances 46 Sample T-Chart

47. Discuss and Share • How do you review and ensure all staff understand the T-Chart

48. Purposes of Acknowledgments Reinforce the teaching of new behaviors Encourage the behaviors we want to occur again in the future Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not meeting the behavioral expectations Strengthen positive behaviors that can compete with problem behavior Prompt for adults to recognize behavior Engage students in school

49. Acknowledged as Adults • Insurance companies reduce your premium for not having any accidents • Frequent buyer card at Subway • Earn vacation hours • Thank you letters • Earn points on a credit card • Industry/ organization awards

50. Acknowledgement Systems: Three Levels Acknowledgements does NOT equal “stuff.” • Immediate/High frequency/Predictable/Tangible • Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior. • Name behavior and tie back to school-wide expectation upon delivery. • Intermittent/Unexpected • Bring “surprise” attention to certain behaviors or at scheduled intervals. • Used to maintain a taught behavior. • Long-term Celebrations • Used to celebrate/acknowledge school-wide accomplishment. • ALL kids, all adults.