Positive Behavior Supports to the Rescue

1. Positive Behavior Supports to the Rescue

2. With great POWER comes even greater responsibility! Why does managing behavior take all of my strength?

3. 5 Steps to Enhance Your Super Zone Leader Powers Through Positive Behavior Supports PBS STARS

4. 1. Set Expectations & Routines2. Active Supervision & Engagement3. Use Positive Reinforcement4. Apply Appropriate Consequences5. Provide Individual Support Zone Leader

5. Super Stars Training Camp Team Builder • What super power would you like to have and why? • How would you use this super power for good? • Let’s pretend a tip or strategy you have in managing kids behavior is your super power. Make a list of your teams “Behavior Management Super Powers” and be prepared to share with larger group. Team Structure: Round Robin Team Roles: Recorder Presenter Time Manager Artist

6. AlphaBEST S.T.A.R.S. Pledge I am a super star student! I pledge to always Stay Safe and Take Ownership in everything I do. I will Act Responsibly and show Respect to myself, my counselors and my peers. I recognize the importance of Supporting Others to reach our AlphaBEST goals.

7. STEP 1: Set Expectations & RoutinesSUPER STARS Training Camp • Week 1 of School • Super Hero Theme • Team Building Activities Included • Positive Behavior Supports Expectations Directly Taught • Practice of Routines, Procedures and Expectations • Bully Prevention/Character Building Topics • NO INZONE CURRICULUM

8. Step 1: Set Expectations& Routines Transitions/Attention Signal • Program Wide Attention Signal • Group Attention Signal Wonder Twins • Students can SEE it from anywhere in the room. • Students can HEAR it when they are interacting in teams. • It's not overly annoying when used 15 times in one day! • Room should be quiet within 3 to 5 seconds. If it takes longer, it's not working.

9. Activate Your Super Powers • Superman Partner • Introductions: • Discuss Favorite Super Hero and Why (thumb war to decide who goes first) • Team Mission: • Share Attention Signal • Create an New Attention Signal • Practice It Together • Be Prepared to Demonstrate It (lining kids up or getting a large groups attention).

10. Step 1: Set Expectations & RoutinesTeach, Practice & Model Expectations • Start on Day 1 Practicing the Skill you Want to See • Be Consistent- Walk the Talk and Stick to Your Routines and Expectations Established • Role Play Specific Expectations the Group is Struggling With or Teach the Expectation Directly • Look For Good Models of the Behavior You Want to See and Point them Out

11. Reinforce ExpectationsWhat DOES it LOOK Like in each area when they are following the expectations? S.T.A.R.S. expectations are taught, reinforced and modeled in the classrooms, bathrooms, hallways, cafeteria, sign out and or anywhere else the program operates.

12. 1: Arrival/Dismissal

13. 2: Snack Time

14. 3: Homework Time

15. 4: Bathroom

16. 5: Hallway

17. 6: Playground

18. 7: Learning Environment

19. Activate “Spidey” Senses Number off 1-7 Each Number Correlates with a STARS Expectation Area Group up with others in your area Look over the expectations for your area What procedures need to be practiced in you area to enforce these expectations? As a group identify two procedures that will do in this area to teach, model and practice these expectations. EX: Learning Environment Raise Hand to Speak Give Me 5, SLANT or Ask 3 then Me

20. Does Your School Have School- Wide PBS Already? • What is the Expectations Matrix? Does it cover all of our areas? • What positive reinforcements are used? Can we duplicate it in our program? • Is there a pledge or acronym? Do the students know it? • Do you plan on using this system in place of STARS? If so, can you attend the training at the school? • Is there already a school-wide attention signal? If so, then use it!

21. Why do I get the feeling that something is going on over there?

22. Step 2: ACTIVE “SUPER”VISION Monitor Behavior Make them think you have x-ray vision!

23. Step 2: ACTIVE “SUPER”VISION • Walk in Lines in the Hallways (hands off the walls at their sides) Pick a Line Leader and a Caboose. Use Transition Signal to get Students Attention. • Use the Buddy System (Bathrooms, Sign Out and Errand Running) • Never Allow Students to Play in an Area Where You Can Not See or Hear Them

24. Step 2: “SUPER”VISION & ENGAGEMENT Roles for Group Work ASK 3 THEN ME

25. Step 2: “SUPER”VISION & ENGAGEMENT • Use Cooperative Learning Structures • Assign Team Roles • Proactively Structure the Environment • Monitor Group Collaboration • Use Proximity Control • Circulate and Assist Struggling Teams • Reward Teams that Work Together Effectively

26. I Use Positive Praise To Increase ON TASK Behavior What’s Your

27. Establish Yourself as a Reinforcer not as the Punisher Step 3: Positive Reinforcement • Get to Know the Student on a Personal Level • Be Sincere, Honest, Direct, Enthusiastic and Clear • Let Them Know You Care • Notice Small Accomplishments • Praise Appropriate Behaviors Frequently, Specifically and Individually

28. Step 3: Use Positive Reinforcement • Positive Praise (Verbal/Non-Verbal) • The “Magic Ratio” 5:1 (Positives: Negative) • Research says: For every 1 corrective or negative interaction, the teacher needs to provide 5 positives for appropriate behavior. • 9 out of 10 people say they are more productive when around positive people.

29. Step 3: Use Positive Reinforcement What are Positive Reinforcers? • Escape/Avoid- Give a student an OPT OUT option. • Physiological-Food Reward or Comfort Reward (special chair) • Tangible-Stickers/Prize Box • Privilege-Extra Time on Computer or Extra Recess • Social Status/Recognition- Certificate, Award or Note Home • Praise-Verbal- (Wow I noticed you are …), Physical (High Five) • Belonging/Acceptance- Special Group

30. Be A Mirror to the Action Positive Praise Steps: • Direct Eye Contact/Do it in Public • State the Expectation (STARS) EX: Thank you for Acting Responsibly 3. Refer to the how they demonstrated the Expectation EX: When you helped her pick up the crayons that were accidently dumped on the ground 4. Finish with Positive Reinforcement EX: You deserve a Starburst for being a SUPER STAR STUDENT! Or High Five for being a Great Friend!

31. Activate Super Powers Positive Praise Practice Write down something you did that deserves praise. Turn to Shoulder Partners Practice the Positive Praise Steps with your Shoulder Partner Using the Example they Provided

32. Starbucks, Starbursts and StargramsReinforcer, Incentiveand Recognition Ideas When a student follows expectations they earn: • Stargram (monthly) More Selective/Site Manager • Starbuck (weekly) More Selective/Assistant • Starburst (immediate/on the spot) EVERYONE/Any Adult Why is this important? Students need to know that you will consistently recognize when they are doing the right things. The more recognition the better! Written Praise is MORE Powerful. They can show their parents.

33. What does the Student Earn? • The counselor will select the 2 students from each group who have demonstrated S.T.A.R.S. Behaviors the BEST to earn a Stargram. • Students can earn Starbursts as a “caught you being good” for an on the spot reward and should get an instant reinforcer. When the students trade in their STARBUCKS: • They will be tallied and placed in that student’s group bucket. • At the end of each month, the Starbucks are counted. Top group becomes the Star Group of the Month and can earn a party or special event.

35. Filling out a Starbuck All Starbursts are filled out so the group counselor knows: • Who wrote the Starburst • Which expectation was followed All Starbucks are filled out by the group counselor and can be given out every Friday. All Stargrams are filled out by program director but chosen by the group counselor and are given out at an assembly type event at the end of the month. Monthly Winners should be posted on the Communication Board.

38. PBS For Staff • ZONE BUCKS • Zone Leaders that GO ABOVE AND BEYOND • Monthly Staff Recognition Program

39. 4: Apply Appropriate Consequences Loosing Their Trust and Respect Will Take Your Power Away?

40. 4: Apply Appropriate Consequences Avoid These Power Drainers! • Losing Control • Power Struggle • Public Humiliation • Belittling or Shaming • Inconsistent Expectations • Having Favorites • Trying To Be Their Friend • Mixed Messaging

41. 4: Apply Appropriate Consequences Steps to Giving A Consequence: • Debrief with the Student Misbehaving • Teach Appropriate Behavior • Brainstorm Strategies Together • Re-Establish Relationship Outcome: Fight, Flight, Withdrawal or Change

42. 4: Apply Appropriate Consequences Consequences Should Be: • Logical • Relevant • Realistic • Respectful Types of Consequences: • Extinction/Planned Ignore • Penalty or Punishment • Reinforcement (Positive/Negative) • Re-Direction • Removal

43. Activate Super Powers Structure: Rally Robin (Team of 2) • What types of consequences work? Structure: Pairs Pair (Team of 4) Round Robin • What types of consequences do not work? Assign Each Team a # 1-4 (Scenario See Next Slide) Read the Scenario and Answer the Questions: • How would you handle the situation? • What are your responsibilities? • Can you relate the STARS Expectations to this scenario?

44. Activate Super Powers Scenario 1: During free play you see two children fighting. Scenario 2: As you explain the activity a student yells out this is stupid. Scenario 3: You have a student who is very disruptive and disrespectful. When you tell him that you plan to talk to his parents he says go ahead I don’t care. Scenario 4: A student is constantly reporting the misbehaviors of other students.

45. 5: Provide Individual Support Know when to make the next move to provide individualized support. Recognize the signs…acting out is a form of communication!

46. 5: Provide Individual Support Some Students REQUIRE: • More Individualized Attention • An Increase in the Number of Positive Reinforcers • A Different Approach To Managing Their Behavior • More Structure and Supervision • Daily Parent Communication

47. Individualized Behavior Plan • Target 1-2 Mis-Behaviors that You Want to See Change • Create a Tracking Sheet to Monitor Progress Frequently (Parent and Student) • Model, Teach and Praise Replacement Positive Behavior • Reward and Provide Incentives to Reinforce the Expected Behavior (Student Choice) • Obtain Outside Support (Parent, School, Teacher or Agency) • Modify Plan If Not Effective and Stay Consistent • Special Needs Students- Use the Accommodations Handbook Plan

48. AlphaBEST Observation Tool Can you check them off? • Sets clear expectations and establishes routines • Uses an attention signal for smooth transitions • Keeps students actively engaged and on task • Uses proximity and circulates during the lesson • Provides specific praise and positive feedback • Uses Reinforcers and incentives for students demonstrating STARS • Demonstrates fairness and consistency • Acknowledges adherence to STARS • Applies appropriate consequences for misbehavior

49. TODAY’S TAKE AWAYS • Refrain from say “No”“Stop That”“Quit” instead say “STARS students… • Help Teach Expectations • Maintain Routines • Model Expectations • Provide Positive Feedback (ratio of 5 positives to 1 negative adult-student interaction) I noticed you…… • Provide Active Supervision - Scan, Move and Interact • Provide Students with Positive Reinforcement /Incentives- Starbucks and Starbursts • Create an Individualized Plan for Students who Struggle with Staying on Task • Keep Kids Engaged and Actively Supervise At ALL Times

50. Since you change people everyday, make sure you change them for the better!