Positive Behavior Supports

1. Positive Behavior Supports Lea Ann Pasquale Jamie Wolfe

2. As a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough...-- Jean Medick social

3. 'I was born excited' Mark Twain

4. Kansas Multi - Tiered System of Support (MTSS) Kansas Multi - Tiered System of Support (MTSS) Behavior Academics Behavior Academics • Student centered planning • More intense supplemental targeted skill interventions • Customized function - based interventions • Customized interventions • Frequent progress monitoring to guide intervention • Frequent progress monitoring to guide intervention design design 1 - 5% • Supplemental targeted skill interventions • Supplemental targeted function - based interventions • Small groups • Small groups or individual support • Frequent progress monitoring to guide intervention • Frequent progress monitoring to guide intervention design 10 - 15% design • All students, All settings • Positive behavioral expectations • All students explicitly taught and reinforced • Evidence - based core curriculum & instruction 80 - 90% • Consistent approach to discipline • Assessment system and data - based decision • Assessment system and data - based making decision making KSDE - July 2007 Draft

5. “Positive Behavior Support” PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior “EBS” = “PBS” = “PBIS” etc. OSEP Center on PBIS

6. What is PBS? • SW-PBS is a systems approach to establishing the social culture & behavioral supports needed for all students in a school to achieve both socialand academic success. • Emphasizes data based decision making, evidence based practices, & on-going staff development & support

7. SW PBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

8. . . . it is NOT • A specific practice or curriculum…it’s a general approach that defines core elements that can be achieved through a variety of strategies. • Limited to any particular group of students…it’s for all students • New…it’s based on long history of behavioral practices & effective instructional design & strategies

9. Why look at SW-PBS? • Problem behavior is increasing • School-wide discipline systems are typically unclear and inconsistently implemented • Educators often rely on reactive and crisis management interventions to solve chronic problem behavior • Educators often lack specialized skills to address severe problem behavior • Teachers are being asked to do more with less • Students have limited opportunities to learn school-based social skills and to receive feedback on their use

10. Research to Practice Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

11. 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

12. Classroom Management Systems Classroom-wide positive expectations taught & encouraged Teaching classroom routines & cuestaught & encouraged Ratio of 6-8 positive to 1 negative adult-student interaction Active supervision Redirections for minor, infrequent behavior errors Frequent precorrections for chronic errors Effective academic instruction & curriculum

13. Nonclassroom Systems Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Pre-corrections & reminders Positive reinforcement

14. Individual Student System 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

15. Focus: Students not at benchmark with marked difficulty • Time: + 60 min./ 5 times per week • Grouping: Smaller groups <3 • Program: Intensified and possibly customized targeted skill interventions • Kaleidoscope, Early Intervention in Reading, Passport • May be an intensified and customized use of standard protocol • interventions • Assessment: Weekly DIBELS Schoolwide Academic Support • Focus: Students not at benchmark with marked difficulty • Time: + 60 min./ 5 times per week • Grouping: Smaller groups <3 • Program: Intensified and possibly customized targeted skill interventions • Kaleidoscope, Early Intervention in Reading, Passport • May be an intensified and customized use of standard protocol • interventions • Assessment: Weekly DIBELS • Focus: Students not at benchmark • Time: + 30 min./ 3-5 times per week (during workshop time) • Grouping: Small groups < 5 • Program: Supplemental targeted skill interventions • K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally • Assessment: 2x month DIBELS • Focus: All students • Time: K 70 min. of core • 1-3 90 min. of core + 30 min. workshop • 4-6 60 min. of core + 30 min. workshop + 30 min. LA • Program: Evidence-based core curriculum & instruction: Open Court Reading - including workshop • Assessment: • DIBELS K-6 Fall/Winter/Spring • MAP 3-6 Fall/Spring

16. School-Wide Social Behavior Support Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral Grouping: Individual or small group Program: Individualized plan (GEI or BIP) developed from FBA Assessment: Direct observation of measureable outcomes and office referrals Focus: Students needing additional behavior support 2-5 Office referrals or SIT referral Grouping: Small group or individual Program: Function-based interventions/supports Daily check-in/check-out Assessment: Teacher/student ratings and office referrals Focus: All students All settings Program: 3-5 defined, positively stated, and explicitly taught expectations Continuum of consequences for appropriate behaviors Continuum of consequences for problematic behaviors Assessment: SWIS – Schoolwide Information System KANDIS – Kansas Discipline System

17. Universal Support Defined (Emphasis on Prevention) • “The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.” (Turnbull, et al., 2002)

18. Whining Tier I Interrupting Throwing Objects Disturbing Others Blurting Out Incomplete Work Pencil Tapping Leaving Assigned Seat Talking Dishonesty Laying vs. Sitting Tattling Horseplay Refusal to Comply Difficulty in Line Not Prepared to Work Not Participating Not Following Directions Off Task Verbal or Nonverbal Disrespect Inappropriate Language Inappropriate Use of Equipment/Materials

19. Tier One Behavior Interventions • Tier One Strategies: Require the least amount of attention and interruption to instruction and are used by teachers to reduce occurrences of the problem behavior. • Requires front-loading: planning, organizing, teaching, practicing. • Are incorporated into daily instruction and provided to all students • All students benefit and receive Tier One Interventions • Must be discretely taught and retaught as needed throughout the year.

20. Tier One Build Consensus and Consistency Among Staff: • Establish Expectations • Create Building Matrix • Teach/Practice (Lesson Plans) • Systems of Positive Recognition • Major/Minor Behaviors • Revise Discipline Referral Form • Data Systems (Monitor, Evaluate, Modify)

21. Why Teach Expectations? • “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?” • John Herner, Counterpoint (1998, p.2) React Prevent instead of

22. Identifying Behavior Expectations Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to avoid doing) Memorable

23. Don’t Assume Students Know What You Want Them To Do!

24. Teaching Behavior Expectations • Help students better understand the parameters of whatis and what is not the expected behavior • Teach behavior like you teach academics • Provide rule and rationale • Provide examples and non-examples • Provide practice • Provide feedback

25. Sometimes, we have too many rules to remember!

26. Establish expectations & rules Hocker Grove

27. What does it look like at Westridge? PAWs = Positives at Westridge Safe Respectful Responsible

28. Woods Lake Center for the Arts Woodward Elementary Portage Community High School

29. Making it visible

32. Develop Lesson Plans & Teach The SAFE way Stay on the RIGHT side of the hall WALK Tardy Song

33. 2008-2009 Focus: Hallways

34. Entering the classroom When they are tardy Leaving the classroom Asking a question When they need a pencil or paper Sharpening pencils Turning in papers Making up Homework Attention to the teacher When they are absent Working in groups The fire alarm sounds When to listen When to ask a question When their work is done They are unprepared Turning in Homework Procedures: Do We Have Them?

35. Three Steps To Teaching Procedures • TEACH. State, explain, model, and demonstrate the procedure. • REHEARSE. Rehearse and practice the procedure under your supervision. • REINFORCE. Re-teach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine. ….

36. Eagle Excellence

37. South Range Elementary: 6th Grade Students Teaching Recess Expectations Orchard View Early Elementary Student Video Lincoln Park Decoration Contest Mulick Quick Reference Holland Heights Poster

38. 'teachers who respond to their children's message, and not to their mistakes, appeared to help their children more.' John Smith Warwick Elley NZ Educators

39. Purposes of Acknowledgments(taken from the Illinois PBIS Network) • Reinforce the teaching of new behaviors • Encourage the behavior we want to occur again in the future • Harness the influence of the students who are showing expected behaviors to encourage the students who are not • Strengthen positive behaviors that can compete with problem behavior • Prompt for adults to recognize expected behavior

40. Acknowledging Appropriate Behavior • Variety of reinforcers • Training • Rationale • Developmentally appropriate • Includes staff and students • Don’t forget the big people • Schedules • Frequent (Daily) • Intermediate (Weekly/Monthly) • Large (Quarterly/Bi-Annually)

42. SOAR CARDS Apache 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.”

43. Goal Public Feedback on Following Behavior Expectations

44. Raffle System

45. Rewarding Staff Behavior Share Data with Staff Beach staff recognition lunch Franklin staff acknowledge each other Parchment Central staff celebration Oakland Schools certificate of training

46. Major and Minor Behaviors Policies Clear on office v.s. class Communicated with staff Taught, posted, reminded Support what you train/expect

48. LOGICAL CONSEQUENCES Teach Leave the child with feeling of control Use thinking words Provide choices within firm limits Are given with empathy Are tied to time and place of the infraction Are similar to what would happen to an adult in comparable situation Emphasizes what a student should do Teaches students to take responsibility for their choices Increases self-esteem PUNISHMENT Control Leaves the child feeling powerless Uses fighting words Demands compliance Is given with anger Is arbitrary Emphasizes what a students should NOT do Results in the student focusing on the adult rather than on their choices Decreases self-esteem Logical Consequences vs. Punishment

49. MAJOR/MINOR Definitions

50. MAJOR VIOLATIONS