Tier 1 School-wide Positive Behavior Support Lea Ann Pasquale and Jamie Wolfe PBS Facilitators

1. Tier 1 School-wide Positive Behavior Support Lea Ann Pasquale and Jamie Wolfe PBS Facilitators

2. Agenda • Review 2010-2011 Action Plan • Teaching Behavioral Expectations • Acknowledging/Encouraging Expected Behaviors • Data-Based Decision Making • Write 2011-2012 Action Plan

3. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

4. FBA/BIP Evaluate Outcomes &Make Decisions Academic Support(s) Check In/ Check Out Mentoring Social Skill Club Avoid Tasks? Obtain Attention? Obtain Attention? Skill Deficit? Targeted Environmental Interventions Function-based Intervention Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention Step 1: Teacher and Team collect data. Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable? Student Identification Teacher/Parent Nomination Data Decision Rules Universal Screening Instrument Tier 1 implemented with fidelity? Implement Universals with Fidelity If Yes, then • Classroom System • Nonclassroom System • Schoolwide System MO SW-PBS Student Support Model 7.6.10

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

6. Elements of School-wide PBS • Establish a team interest and commitment • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

7. Nieman’s Action Plan

8. Teaching Behavioral Expectations

9. Elements of School-wide PBS • Establish a team interest and commitment • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

10. “Why can’t we finish the last sentence as automatically as we do the others?” “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?” Tom Herner(NASDE President ), 1998

11. Teaching Academic and Behavior DEFINE Simply MODEL ADJUST for Efficiency PRACTICE in Setting MONITOR & ACKNOWLEDGE Continuously

12. Process for Teaching Behavioral Expectations • Define the Expectation • Provide a Rationale • Teach the Critical Discrimination • Demonstrate Appropriate Behavior-”Examples” • Demonstrate Unacceptable Behavior-”Non-Examples” • Practice telling the difference with multiple examples • If there is a “signal” teach the signal (when should the appropriate behavior occur?) • Have everyone practice the appropriate behavior • Acknowledge students for demonstrating appropriate behavior

13. Teaching Expectations • Signage • Announcements • Power Points • Student Generated Videos • Assemblies • Expectation Stations • Games • Student Skits • PBS “Dictionary” (Horizons)

14. Nieman’s School-Wide Voice Volume Expectation Chart How should my voice sound? 3-Recess Voice 2-Inside Voice 1-Whisper Voice 0-Voices Off

15. Teaching the Expectationsat Santa FeTrail: Conference Room

16. Teaching the Expectations:Staff T-Shirts

17. Teaching Expectations….Reteaching Expectations

18. THE ABC’S OF SFT School-Wide Chant The ABCs of SFT Actively engaged is the key Being Safe all around the school Caring for others is the rule The ABCs of SFT A – Actively Engaged B – Being Safe C – Caring for others The ABCs of SFT

19. SFT’s “Know Your Expectation” Power PointA B orC When walking with his class, he walks on the right side of the hall and allows for personal space. B

20. Teaching School-wide Expectations“Opening Day” • Teach directly in context (“teaching stations”) • See/model • Practice • Acknowledge • 2 day intensive by all staff/students • Regular weekly/monthly review • Plan to implement throughout the year

21. Rosehill’s Kick-Off Assembly

22. Nieman’s Implementation Calendar

23. Create an Implementation Calendar for 2011-2012

24. McAuliffe’s Office Discipline Referrals by Problem Behavior

25. McAuliffe ElementaryReach for the Stars Kind Safe Responsible Respectful Peaceful

26. Lesson Plan Calendar

27. Critical Features of Effective Behavioral Expectation Lessons • Behavior expectation is clearly identified • Lesson is being taught in the location • Rational provided • Examples provided • Examples “fit” the general case • Teach both the words and the actions • Non-examples are provided • Non-examples are similar to examples of expected behavior • Non-examples are typical of what students do • Opportunities to practice • Expected behavior(s) acknowldeged

30. Shawanoe’s Lesson Plan Students will show RESPECT in the HALLWAYS. What does it look like: Follow the 3 T’s in order to set an example. Minding your own business and taking care of yourself. Looking at walls/displays/artwork without touching. What does it sound like: Be silent with your voice and quiet with your body in order to respect the learning of others. Intentionally create a hallway disruption and have students reflect through writing or discussion the challenges to learning it posed. Model how it looks to greet a friend, teacher, sibling, etc. in the hallway while maintaining respect. Hang a white piece of paper by your classroom door, with the instructions for students to touch the paper each time coming in/out of the classroom. Observe the paper at the beginning and at the end of the day, noting what happens when the walls and artwork aren’t respected and the guidelines aren’t followed. Anytime you witness or watch a student demonstrate the objectives, even in a simple way, point it out, praise them, and give them a PERKS Pass.

31. Teaching the Expectations

32. Teaching the Expectations

33. Team TimeHow will your school conduct the teaching, or re-teaching, of behavior expectations in the setting where the behavior should occur? How to Teach? Where to Find Examples on the Web Back Pack? Expectations Lesson Plans Calendar Expectation Stations • Signage • Announcements • Power Points • Student Generated Videos • Assemblies • Expectation Stations • Games • Student Skits • PBS “Dictionary”

34. Acknowledging/Encouraging Expected Behaviors

35. Elements of School-wide PBS • Establish a team interest and commitment • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

36. Acknowledging Expectations:Who • Individual • Class-wide • School-wide • Department • Family

37. Acknowledging Expectations:How • Tickets, Chips, Loops • Drawings • Student of the Month • Classroom Menu • Announcements • Games (Bingo, Minute To Win It, Plinko, etc.) • Assemblies

38. Rationale • Based on the belief that some of the children in every school/classroom desire attention (regardless of SES, gender, race). • Research Literature: Over 30 years of research found most teachers (general education and special education) fall into patterns where we are giving more attention to misbehavior than positive behavior (3-15:1 skewed to the negative side) Research cited by Sprick (2007)

39. Research Review • Landmark studies: (Dr. Wesley Becker) found children who are starved for attention, as the rate of criticism increases the rate of their misbehavior increases. • Why?…because it is a vicious cycle

40. Vicious Cycle of Reinforcing Misbehavior

41. Reminder For students who repeatedly demonstrate minor or major misbehavior, they will require even more immediate and specific feedback when they engage in the expected behavior.

42. Common Concerns • Won’t the student think that the positive attention is phony? • Research conducted that explored this very issue: found that it really did not matter even when the researcher/observer thought the teacher sounded very phony • Issue is: what behaviors are you paying attention to? Research cited by Sprick (2007)

43. “Products” for Acknowledgement System • Formal plan for increasing the amount of positive interactions all adults have with students in the school (6:1 ratio)

44. “Products” for Acknowledgement System • The systematic ways in which students are provided positive feedback for demonstrating the behavioral expectations will be the basis of an acknowledgment system • Note: until the ratio of positive/negative interactions is 6:1, a visual prompt (i.e. slip, ticket) may need to be used by adults and given to students

45. Merriam ParkFrequent, Specific Praise Prompt 6 TO 1

46. Common Concerns & Questions • Isn’t this bribery? • Definition of “bribe”: the inducement (usually monetary) to do something illegal, unethical, or immoral. A bribe is an incentive to do something wrong.

47. Common Concerns & Questions • Isn’t this bribery? • Do you hear this comment: “We shouldn’t have to bribe kids” • Gentle correction: “I have never bribed a kid because I have never created an extrinsic system to do something wrong.”

48. Bottom Line • An extrinsic acknowledgement system provides the adults in the building with a visual prompt to provide all students in the school with specific, verbal feedback regarding their demonstration of the behaviors defined on the matrix

49. Shawanoe’s PERKS Pass

50. Nieman’s C.A.R.E. Chips Remember to earn C.A.R.E. chips, follow the Nieman C.A.R.E. expectations!