Positive Behavior Support PBS

1. Positive Behavior SupportPBS Madison Metropolitan School District

2. Give One to Get One Name: Role and School:What you hope to learn this afternoon:

3. Give One to Get One • Partner with someone and share information from notecard • Exchange cards • Find a new partner and introduce the person on the notecard • Keep rotating and meeting new people

4. Working Agreements

5. Parking Lot

6. Outcomes • Increase understanding of PBS • Learn PBS Universal Practices • Connect learning to your work

7. Agenda • Inclusion activity • PBS overview • Universal system and practices • Secondary & Tertiary overview

8. MMSD Guiding Beliefs Read the guiding beliefs What resonates with you? How do see this practiced in your school or district wide?

9. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

10. Text as Expert • Read handout • Put a “!” by text that resonates with you. • Put a “?” by text that you want to know more or have questions about. • Share “!” and “?” with a partner.

11. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

12. Video • Story of two schools

13. Respectful Responsible Safe Above the Line

15. Teaching Behavior • Data • Acknowledgement • Behavior Referral Positive Behavior Supports

16. Responsive Classrooms/Developmental Design • Morning Meeting • Teacher Language • Logical Consequences • Modeling Responsive Classrooms

17. Responsive Classrooms & Developmental Designs ATL Respectful Responsible Safe PBS Universal System and Practices Positive Behavior Supports

18. 30 Second Speech

19. >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students What Will We SEE?Universal PBS

22. 19% PBS Triangle 399 Students 2007-08 1st semester Tier 3 (6+ ODR) 1-5% 13% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% 68%

23. PBS Triangle 409 Students 1st Semester 08-09 Tier 3 (6+ ODR) 1-5% 4% 11% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% 85%

24. Infinite Campus (IC) demo

27. La Follette PRIDE

28. Black Hawk Behavior Matrix

30. “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, weteach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we……teach? …punish?”(Tom Herner, NASDE President 1998)

31. Teaching Behavioral Expectations 1) State behavioral expectations (3-5 expectations) 2) Specify student behaviors (skill on matrix) 3) Discuss why it is important 4) Model appropriate student behaviors 5) Students practice appropriate behaviors 6) Reinforce/acknowledge appropriate behaviors 7) Re-teachas appropriate

32. Voice Volume Cool Tool

33. Lunch

34. Middle School Example

35. Partner Practice • Choose an appropriate behavior. • Teach and Model with a partner

38. Reinforcement/ Acknowledgement is ineffective if… Delivered ambiguously Is not meaningful Creates psychological pressure Never fade ( generalize)

39. Four Corners Activity

40. Types of acknowledgement Verbal Symbolic Tokens Tangibles

42. Office Managed Behavior • Attendance/Tardy • Vandalism • Substances • Defiance • Weapons • Profanity directed at Adults • Major disruptions • Fighting • Verbal/Physical intimidation • Major stealing • Cutting school • Wanderers • Gang Related Activity • Chronic Dress Code Violation • Harassment (including sexual) School Example Teacher Managed Behavior Attendance/Tardy – Inform parents on effect on academic performance Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment

43. Key Questions • How does a staff member make an office referral? • Who responds to the call? • How is data recorded? • What does the intervention look like? • How is information communicated back to referring staff members? • What does re-entry look like?

44. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

45. AB Teach • Label yourself Partner A & Partner B • Both partners read paragraph 1 • Partner A read paragraph 2 & 4 and prepare to share out to your partner • Partner B read paragraph 3 & 5 and prepare to share out to your partner • Share out

47. Where are we as a state?

48. MMSD PBS website • Go to MMSD homepage • Type PBS in the Search box

49. PBS Summer Opportunities • Stepping Up PBS Universal with Cultural Practices that are Relevant (CPR) & Social Emotional Learning (SEL) • Tier 2/Secondary Training • Responsive Classroom & Developmental Designs

50. Closing Activity How does this fit with your current role? How can you integrate this with other initiatives? Where do you go from here?