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PBS 101: The Power of Expectations. Mary Jean Knoll Lane ESD. Goals of this Training Session. Develop and/or strengthen existing PBS systems at school sites Examine the importance of defining and teaching common rules/expectations Address common implementation mistakes. Challenge ….
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PBS 101: The Power of Expectations Mary Jean Knoll Lane ESD
Goals of this Training Session • Develop and/or strengthen existing PBS systems at school sites • Examine the importance of defining and teaching common rules/expectations • Address common implementation mistakes
Challenge… • Schools are facing an increasingly challenging population of students with fewer financial resources • How do schools enhance their capacity to respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools. • “Work Smarter”
Values of PBS & Mission for School PBS Teams • Improving school/student performance • Tying all efforts to the benefit of students • Never changing things that are working • Always making the smallest change that will have the biggest impact on students/school
Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: FBABSP 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
School-wide Positive Behavior Support Systems Classroom Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems
School-wide System SW-PBS Team School Rules Define & Teach: Expectations Routines Acknowledgment System Consequences & Decision Making Handbook Classroom Support Training/ Support opportunities Individual Teacher Support Individual Student System Targeted Group Interventions FBA/BSP – Intensive Individualized Interventions Components of SW PBS
Team Process • PBS is active, alive -- not static • It’s not something we’ve done – it’s something we’re doing • Requires regular team meetings with a team that represents ALL school staff • Team keeps PBS alive through ongoing planning, support, and decision making to address needs as they arise • Looking at data & maintaining & developing programs to meet needs • Constantly asking: • What can we do to address this need? • What can we do to decrease this trend? • How can we improve the current programs we have in place?
Guidelines for Developing School-wide Rules • 3-5 Positively Stated Rules • Rules should be: • Broad enough to cover all potential behavior • Positively stated • Easy to remember • Catchy – personalized to your school • Common Examples • Be Safe, Be Responsible, Be Respectful
Publicly Post School Rules • Post expectations in prominent places • Why Post ? • Provides prompts for staff & students • Increases accountability for staff and students to use language & follow rules • Signs can reduce confrontation
Plan Ahead (before school year & each day) • Before we can teach, reinforce, and enforce anything in our school or classrooms • We must clearly define: • fair behavioral expectations & • behavioral routines • Based on the culture and physical layout of the school • physical layout of the school • student • school schedule (breaks, lunch, recess, etc.)
Defining Expectations • Base expectations on school rules • Outline expectations specific to each setting • Seek input from staff, especially from those who work in specific settings • Positively stated expectations • Walk in the hallway v. No running • Helps cue staff to recognize positive, not just negative behavior • Focus on clear, specific behaviors • Keep hands & feet to self v. Keep body under control
58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES
Behavioral Expectation GridDefining Expected Behavior across Classroom Routines
Setting Fair & Reasonable Expectations • Setting unreasonable expectations leads to inconsistency in enforcing expectations • Inconsistency = reduced credibility • If I believe expectations are unfair or unreasonable, I will not enforce them • Lining up in hallway • Be careful not to set up expectations that will not be enforced
Increasing Staff Buy-In • Increase Staff Buy-In • Give staff (& students) opportunities to provide feedback and generate ideas in the developments of programs, including: • School Rules • Poster design • Give regular updates & opportunities for staff feedback at monthly staff meetings
Teaching Behavioral Expectations & Routines • Basic Strategy for Establishing Behavioral Routines • Why? What is the purpose of the behavior • Specify Student Behaviors • Model Desired Behavior • Coach - Lead - Practice – each individual student should have an opportunity to practice the routine • Test/ Monitor • Follow-up -- reinforce & reteach regularly
Teaching Behavioral Expectations & Routine • Make lessons fun and engaging, just like any lesson should be • Make instruction developmentally appropriate • Lessons can be more challenging with older kids; • may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules • Although, practice is always very valuable • Choose skills to teach wisely • Presentation & attitude are important
What great teachers do… • Have students physically practice the behavior in the setting • Simply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do it • Teacher should demonstrate the wrong way • Have students explain why this is the wrong way • Students should practice the right way
What great teachers do… • Learning takes frequent practice of “doing it the right way”, so we build in frequent opportunities to practice the right way to do it • Students also need to know if they are doing it the right way or wrong way, so we… • Provide immediate feedback when students do it the right way • “great job of ….., that was just like we practiced” • or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way • “whoa, remember what we practiced, can you show me what we’ve been practicing?”
Difference between Teaching & Nagging • Nagging = repeatedly stating to a student what they are doing wrong • Reactive response • Teaching provides students with support to ensure they can perform the expected behavior, with the opportunity to practice & clear feedback (positive feedback or corrective feedback) • Can be used proactively or reactively
Remember that good teaching is one of our best behavior management tools
Fostering Buy-in & Support • Make PBS visible thru frequent updates and communication w/ staff • Build a PBS minute into all staff meetings • Seek feedback from all staff • Before finalizing decisions, get feedback from staff • Post progress on PBS programs & data on a PBS Bulletin Board in the staff room • Administrative support and participation is essential, but I encourage you to have team members present PBS updates, so it doesn’t appear to be a top/down mandate