Multi-Tiered System of Supports: Tier 1 Training

1. Multi-Tiered System of Supports:Tier 1 Training Addressing the Behavioral and Academic Needs of All Students Session 2

2. 3 and 1 With your group, list 3 things you learned or were reminded of about PBIS at the first training. Identify one question you have. Communicators – be prepared to share 

3. Session Objectives Teaching School-wide Expectations School-wide Reinforcement System

4. Develop and teach lesson plans of your schoolwide expectations and all procedures/rules for non-classroom areas Element 7: Lesson Plans for Teaching Expectations and Procedures

5. Lesson Plan Items BoQ A behavioral curriculum includes teaching expectations and procedures/rules Lessons include examples and non-examples Lessons use a variety of teaching strategies Lessons are embedded into subject area curriculum Faculty/staff and students are involved in development and delivery of behavioral curriculum Strategies to share key features of PBIS program with families/community are developed and implemented

6. My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM!

7. Behavioral Errors • Typically occur because: • Students do not have appropriate skills (i.e., skill deficits) • Students do not know when to use skills • Students are not taught what they need to know • Skills are not taught in context

8. Research on Teaching Behavior Expectations and Procedures Lewis, Colvin, & Sugai, 2000; Lewis & Garrison-Harrell, 1999; Lewis, Powers, Kelk, & Newcomer, 2002; Lewis, Sugai, & Colvin, 1998 • Decreases in problem behavior were found in non-classroom areas where there was: • Active teaching of expected behaviors • Active supervision • Use of pre-correction for prevention • High rates of positive reinforcement

9. Why Develop a System for Teaching Behavior? • Behaviors are prerequisites for academics • Procedures and routines create structure • Repetition is key to learning new skills: • For a child to learn something new, it needs to be repeated on average 8 times • For a child to unlearn an old behavior and replace it with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

10. Reflection: When I want my students to know how to do something, I teach and practice it ___ number of times.

11. Develop a Teaching Matrix Every school needs a matrix which succinctly defines key behaviors for success across all non-classroom areas The matrix explains how students can meet the school-wide expectations across all areas in the building The matrix is a key component in documenting your PBIS implementation

13. Team Time Begin working on your teaching matrix. Document plans for completion on your Action Plan.

14. Specially Designed Lesson Plans • Provide initial lesson plans and/or lesson plan format for teachers to begin teaching behavior • Build on what you have (e.g., Character Education, Leader in Me) • Develop a system for expanding behavior lesson plan ideas throughout the year • Determine the minimum requirements for teaching behavior (i.e. how often)

15. Strategies for Success • Describe specific, observable behaviors for each expectation • Plan to model the desired behaviors • Provide students with written and graphic cues in the setting where the behaviors are expected • Acknowledge efforts • Plan to re-teach and restructure teaching • Allow students to participate in the development process • Use “teachable” moments that arise in core subject areas and in non-academic times

16. Lesson Plans: Two Levels • Level 1: Concept Development (Expectations) • Broad expectations • Applicable to all settings • Level 2: Skills (Rules) • Observable behaviors • Rules for specific settings

17. Examples and Non-Examples Do’s Don’ts End with non-example Use students (especially well-liked students) for non-examples Make the non-examples look too fun • Show example, then non-example, then example • Use adults only for non-examples • Emphasize the positive for following expectations and rules

18. Team Time Develop one lesson plan to teach an expectation(s).

19. Guidelines for Teaching Rules: Skill Level • Identify problem settings • Review school-wide expectations • Use your matrix to identify key rules students need to learn in non-classroom areas • Describe the specific, observable skill(s) for a targeted location and provide examples and non-examples • Engage students in an activity that will allow them to practice the desired behavior • Reward appropriate behavior

20. Address Both: • Lesson plans to teach students necessary skills • Procedures to address staff behaviors such as: • Addressing organizational structures and features to maximize efficiency • Staff/teacher responsibilities related to supervision, duty, teaching lessons, etc. • Reinforcement of desired student behaviors • Correction of undesired student behaviors • Evaluation

22. Examples of Skill Level Lessons All Skill Level lessons describe the relationship between SWE and rules • Voice levels • Hallways • Tardies • Cafeteria • Buses • Entering school in the morning • Leaving school in the afternoon • Restrooms • Playground • Assemblies • Field trips

23. Team Time Develop one lesson plan to teach a procedure for a non-classroom area.

24. Develop a system to consistently acknowledge and reinforce appropriate student and staff behavior Element 6: Reward/Recognition Program Established

25. Reward/Recognition Program Items BoQ A system of rewards has elements that are implemented consistently across campus A variety of methods are used to reward students Rewards are linked to expectations and rules Rewards are varied to maintain student interest Ratios of acknowledgement to corrections are high Students are involved in identifying/developing incentives The system includes incentives for staff/faculty

26. What is School-Wide Reinforcement and Acknowledgement? Definition: A system that provides immediate, intermittent, and long-term reinforcements, given by adults in the building, to any students displaying desired school-wide expectations, behaviors, or associated rules

27. Why Do We Acknowledge Desired Behavior? Because the behavior we pay the most attention to is the behavior we will get more of in the future!

28. Food for thought… “People often say motivation is great but doesn’t last. I just tell them bathing doesn’t either, that’s why I recommend it daily.” --Zig Ziglar

29. Research on Reinforcement Systems • High implementing PBIS schools were found to use a variety of individual and group rewards and to inform parents of appropriate student behavior while low implementing schools were found to use schoolwide reinforcement either inconsistently or not at all (Sparks, 2007). • Use of a schoolwide reinforcement was found to be a critical component in reaching fidelity implementation of PBIS (Doolittle, 2006)

30. Ratio of Interactions • Teachers should interact with students 4 times more often when they are behaving appropriately than when they are behaving inappropriately (4:1 ratio) • Interactions with students are considered positive or negative based on the behavior in which the student is engaged at the time attention is given • Negative interactions are not wrong and are sometimes necessary; the key is the ratio • Positive interactions can be provided in a variety of ways: verbal praise, nonverbal acknowledgement, non-contingent attention

31. Interacting with Students It’s not just about the ratio… We must also consider: • The rate of interactions • The quality of interactions

33. Research on Interactions • After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5% • When the rate of criticism was increased, off-task behavior increased from 25.5% to 31.2% with over 50% off-task behavior on some days (Becker, Engleman, & Thomas, 1975) • In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year • In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year (Oregon study)

34. Team Time What is one bit of information about interactions that you want to make sure your staff knows and understands?

35. Consider Using a “Rewards Ticket” System Rewards for individual students Rewards for individual classrooms Rewards for the entire school

36. Teach Your Staff How to Provide Reinforcement Name behavior and expectation observed Give positive verbal/social acknowledgement Give student ticket with expectation marked and staff name signed

37. Reward Staff • Keeping staff motivated is just as important to the PBIS process as motivating students • Utilize community resources and local businesses • Incentives for staff that have worked at other schools include: • After-school social • Free duty day pass • Special parking spots • Recognition at staff meetings • Staff member of the month (voted on by students) • Jeans day coupons • GOOSE (Get out of school early) Award

38. Team Time Discuss how you want to set up your school-wide reinforcement system that includes incentives for students and staff. Ensure you have addressed all facets of the school-wide reinforcement system.

39. Team Time Use this time to make any additions to your Action Plan and to plan your staff training.