School-Wide Positive Behavior Support Team Training Day 3

1. School-Wide Positive Behavior Support Team Training Day 3 Regina Oliver, SERC Brandi Simonsen, UConn May 23, 2006

2. Advanced Organizer • 9:00-10:15 Team Reports • 10:15-10:30 Break • 10:30-12:00 PBS Overview • 12:00-12:45 Lunch • 12:45-2:00 Non-Classroom Systems • 2:00-3:30 Action Planning

3. Team Reports

4. Traditional Approach to Managing Challenging Behaviors Challenging behavior Perception of noncompliance Maintain/increase challenging behaviors Look to “Control “or “Punish” Design/apply manipulative interventions to have power over student Student’s needs remain unaddressed (Knoster and Lapos, 1993)

5. Effective Behavior Support Challenging behavior Perception of unmet needs Personal growth improves self control Look to understand needs and develop hypothesis Reductions in challenging behaviors by learning alternative skills Improved Quality of Life Design/deliver prevention/ intervention strategies based on hypothesis Meet needs in a more socially acceptable manner (Knoster and Lapos, 1993)

6. SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

7. Supporting Social Competence & Academic Achievement 4 PBS Elements OUTCOMES Not limited to any particular group of students…it’s for all students Not specific practice or curriculum…it’s a general approach to preventing problem behavior Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS Not new…its based on long history of behavioral practices & effective instructional design & strategies PRACTICES Supporting Student Behavior

8. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~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

9. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

10. SW PBS Critical Elements • PBS Leadership Team • Staff Buy-In • Expectations & Behaviors • Lesson Plans for Teaching Expectations/Rules • Continuum of Procedures to Encourage Appropriate Behavior • Establishing a Data-based Decision Making System • Data System (entry & analysis) • Definitions of Behavior • Discipline Referral Form • Discipline Referral Process • Continuum of Procedures to Discourage Problem Behavior • Implementation Plan • Evaluation & Monitoring

11. Team Composition • Administrator • Grade/Department Representation • Specialized Support • Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff • Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community • Mental Health, Business • Student Start with Team that “Works.”

12. Creating Staff Buy-In • Staff and faculty are part of decision-making • Communication is essential in this process • Frequent communication opens dialogue for problem-solving across the school

13. Few positive SW expectations defined, taught, & encouraged

14. Guidelines for Identifying Expectations • Identify behaviors expected of all students and staff in all settings • Select 3 to 5 behaviors • State expectations in positive terms • Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings

15. When Identifying Expectations • Consider existing data summaries • Discipline • Academic • Identify common goals • Mission statement • Other school-based programs • Identify characteristics of an ideal student

16. Rules for Unique Settings • Definition: Specific skills you want students to exhibit and the procedures you want students to follow in specific settings

17. Identifying Rules • Identify those specific areas of the school where problem behaviors occur • For each specific area and school-wide expectation, select 3 to 5 rules

18. Example of School Matrix FL PBS Project: University of South Florida

19. Expectations & behavioral skills are taught & recognized in natural context

20. Once you have developed expectations, it is not enough to just post the words on the walls of the school… YOU MUST TEACH THEM!

21. Why Develop a System for Teaching Behavior? • We can no longer assume that students know the rules/expectations and appropriate ways to behave • We can no longer assume that all students will learn appropriate behaviors quickly and effectively without consistent modeling/practice • We MUST assume that students will require different curricula, instructional modalities, etc. to learn appropriate behavior • We MUST assume that we need to teach appropriate behaviors/expectations and rules as effectively as we teach academic skills

22. 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

23. Guidelines for Teaching Expectations (concept level) Teach As You Teach Core Academics: • Define in terms that students will understand • List critical attributes • Provide examples and non-examples • Enhance concept development • Check for understanding • Extend concept development • Acknowledge efforts • Re-teach and restructure teaching

24. Guidelines for Teaching Rules (skill level) • Identify problem settings • Review school-wide expectations—critical attributes • Review the rationale and/or application cues for the expectation(s) • 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

25. Booster Trainings • You will be teaching expectations and rules throughout the year, but there will be times when we all need a more intensive refresher. • When do you think some of those times may be? • What will that format look like?

26. Acknowledge & Recognize

27. Something to Think About… • Do we provide reinforcers/rewards that are meaningful to individual students? • Do we align reinforcement with what an individual wants to gain or avoid from his/her behavior and to the universal behaviors we want to teach?

28. Why Develop aSchool-Wide Reward System? • Increases the likelihood that desired behaviors will be repeated • Focuses staff and student attention on desired behaviors • Fosters a positive school climate • Reduces the need for engaging in time consuming disciplinary measures

29. Reward System Guidelines • Keep it simple • Provide staff with opportunities to recognize students in common areas who are not in their classes • Include information and encouraging messages on daily announcements • Rewards should target 85-95% of students

30. Guidelines • Reward frequently in the beginning • Keep ratios of reinforcement high (4:1) • Reward based on school-wide expectations—contingent upon desired behavior • Refrain from threatening the loss of rewards as a strategy for motivating desired behaviors • Refrain from taking earned items or activities away from a student • Students should be eligible to earn rewards throughout the day contingent upon appropriate behavior

31. Section C and 9 of Binder Data System Behavior Definitions Establishing a Data-based Decision-making System Discipline Process Office Referral Form

32. Critical Questions • How many referrals are there: • per day each month? • based on location? • based on the type of behavior? • by student? • by time of day? • What is the range of consequences provided based on the type of behavior exhibited?

33. Activity: Defining Problem Behaviors • On your own, define: Disrespect • Come to consensus within your group

34. Characteristics of an Effective Office Referral Form • A clear distinction between problem behaviors that are staff-managed (minor) versus office-managed (major)

35. Discipline Referral Process • Evaluate current behavior response process and procedures • Is the process meaningful and effective • Identify whether teachers are following the current plan for completing office discipline referrals • Interview teachers on their perceptions regarding the school’s responsiveness to inappropriate behavior

36. Observe problem behavior Sample Response Process Re-Teach Appropriate Behavior Is the behavior major? Problem Solve NO YES Send to office Determine the consequence Problem solve & determine consequence File in teacher’s box Write contract & contact parents Follow up with student within a week Make copies for parents signature Adapted from the FL PBS Project: University of South Florida

37. When Developing Consequences… • Clearly identify where various behaviors will be managed (classroom vs. office referral) • Develop an array of responses to problem behaviors • Include opportunities in the array of consequences for students to learn and/or practice more acceptable behaviors Section A pg. 20-23

38. When delivering consequences(e.g., Disrespectful Student) • Staff trained to immediately correct: • Name problem behavior • State school-wide expected behavior • Model expected behavior • Ask student to demonstrate behavior • Provide acknowledgement to student • Staff trained to administer consequence: • Follow procedures based on major/minor

39. Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support

40. Using Your Action Plan • Organizes/records your SW PBS process • Keep a record of what has been completed • Keep a record of what needs to be addressed • Critical elements guides the process

41. Activity: Brainstorming Session • In small groups, brainstorm creative ways to: • Teach Staff • Teach Students • Involve Families and the Community • Share activities with whole group

42. Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review

43. Areas of Evaluation • PBS Team • Functioning/Effectiveness • PBS Elements • The SW Plan • Implementation • Outcomes • Discipline & Academic Data • Staff, Student, and Parent Perceptions

44. 8 Active Supervision

45. School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

46. Purpose To review critical features & essential practices of active supervision

47. Examples An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.

48. High school assistant principal reports that over 2/3 of behavior incident reports come from “four corners.”

49. A middle school secretary reported that she was getting at least one neighborhood complaint daily about student behavior on & off school grounds.

50. An high school nurse lamented that “too many students were asking to use her restroom” during class transitions.