PBIS Day 3

1. SMARTI S Schoolwide Movement to Achieve RTI PBIS Day 3 EUPISD

2. Acknowledgements The content for today’s training is based on the work of: • Rob Horner • George Sugai • Anne Todd • Lori Newcomer • Brandi Simonsen • Jeffrey Colvin • Ed Kame’enui • Craig Darch • Mike Lazar • Rob March • Regina Oliver • Sarah Fairbanks • Amy Briesch • Diane Myers

3. Acknowledgements The material for this training day was developed with the efforts of… • Susan Bogart • Steve Goodman • Anna Harms • Norm McIntyre • Sue Mack • LaVerne Snowden • Brenda Tarsa • Mary Bechtel • Steve Vitto • Stephaine Williams • Sheila Williams-White • Jerry Zielinski • Kim St. Martin • Jennifer Rollenhagen • Melissa Nantais

4. 1 Purpose This day provides a workshop for school teams to further develop foundations of School-wide Positive Behavioral Interventions & Supports (PBIS) building on the previous training. Descriptions and multiple examples will be provided for the various components of Universal PBIS. Throughout the workshop, school teams will be given time to individualize implementation strategies to meet their school’s unique needs.

5. 1 1 Outcomes Teams will leave this training with: • Knowledge of your school’s implementation status and a clear plan for next steps • Ways to improve the efficiency of your team in managing the implementation process • A strategy to develop a schoolwide plan for responding to problem behaviors • A strategy to develop a schoolwide plan for improving classroom management • Completed the PBIS-TIC

6. Setting Group Expectations • To make this day the best possible, we need your assistance and participation • Be Responsible • Attend to the “Come back together” signal • Active participation…Please ask questions • Be Respectful • Please allow others to listen • Please turn off cell phones and pagers • Please limit sidebar conversations • Share “air time” • Please refrain from email and Internet browsing • Be Safe • Take care of your own needs

7. 1 Agenda 1 • Welcome & Implementation Status Update: Positive Behavioral Interventions & Supports • Effective School Leadership Teams • Correcting Behavior Errors/ Responding to Problem Behavior • Classroom Management • School-Wide Information System (SWIS) as a Tool for Data Driven Decision Making • Action Planning

8. 2 Three Important Themes • Create systems, not just programs, to support each and every student • Earlier rather than later • Evidence, not opinion

9. When you see this, it means. . . This is an important idea!

10. SMARTI Schoolwide Movement to Achieve RTI Implementation Status Updates & Effective School Leadership Teams EUPISD

11. Recall from January… Each team selected person(s) for the following roles: • Facilitator • Time Keeper • Note Takers

12. 2 Big Ideas in PBIS: Where have we been? • Identify & define expectations • Teach expectations • Monitor expected behavior • Acknowledge/Encourage expected behavior • Correct behavioral errors (continuum of consequences) • Use data for decision making

13. 2 Work in Progress Team Time At our last training session we worked on: • Identifying behavior expectations. • Teaching behavior expectations. • Monitoring student behavior. • Acknowledging appropriate behavior. Pair-up with another school team and discuss what activities you have been developing around schoolwide Positive Behavioral Interventions & Supports since we last met.

14. 3 Purpose of the Building Leadership Team To coordinate and manage the implementation of a 3-tier, integrated model of behavior and reading supports by: • Planning for implementation of a continuum of supports with fidelity (develop process/procedures and tools). • Developing and supporting school-based implementation capacity (professional development, technical assistance, coaching). • Using data for continuous improvement of student outcomes.

15. Recall… “I Gotta Feelin’” Your charge: To be the “Oprah Dancers” back in your building.

16. 3 Efficient building leadership team structures • More than ever, there are greater demands on education with decreasing resources. • As you move forward with your implementation efforts you need to be as efficient as possible to obtain desired results.

17. Please take a moment to complete the “Conducting Leadership Team Meetings” self-assessment for your team What are you doing well? What might be improved in order to be more effective as a leadership team 3-6 Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done.

18. QUICK FOLLOW-UP During the Leadership Launch, Principals and Coaches’ were introduced to the SWIS Readiness Activities. Please take a few minutes to review the SWIS Readiness Checklist and determine what work your team still has to address back in the building. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done.

19. SMARTI Schoolwide Movement to Achieve RTI Correcting Behavior Errors EUPISD

20. Big Ideas in PBIS: Where have we been? • Identify & define expectations • Teach expectations • Monitor expected behavior • Acknowledge/Encourage expected behavior • Correct behavioral errors (continuum of consequences) • Use data for decision making

21. 7 Negative consequences within a system of Positive Behavioral Interventions & Supports • Negative consequences are a way to “keep the lid on” • Prevents escalation of problem behaviors • Prevents or minimizes reward for problem behaviors

22. 7 It is important to remember: Before you consider punishing inappropriate behavior you should… • Clearly identify the behavior you want to see • Teach students how to perform the behavior • Acknowledge students for engaging in the identified behavior expectations Do not expect negative consequences to change behavior patterns. Teaching changes behavior.

23. 7 Why not just punish problem behavior and not worry about all this “PBIS stuff”? • Punishment does not teach new behavior (only escape or avoidance of the punisher) • Punishment may elicit aggression • Emotional side effects have been linked to punishment (e.g., fear, anxiety) • Situations and people associated with punishment may become conditioned punishers • Students may model or imitate punishment • Person applying punishment may be reinforced for doing so

24. 8 General guidelines for handling problem behaviors • Proactively teach expectations and rules • Ensure that there is a greater ratio of positive to negative interactions (e.g., 5:1) • Provide hierarchy for rule violations • Consequences are preplanned and posted • Consequences for rule violation are explained and regularly reviewed • Consequences are delivered consistently and in a timely manner • Tie management of problem behavior back to the schoolwide expectations

25. Clarification of Rule Violations

26. 8 Categorize Problem Behavior • Minor school infractions • Typically managed immediately by staff in the context in which they occur • Serious/Major school violations • Typically referred to office and are usually managed by the school administration • Illegal/Major behavior • Almost always are managed by school administration in conjunction with local law enforcement agents

27. 8 Minor Discipline Offenses "Minor" discipline events are behaviors that can be redirected quickly without disrupting the flow of instruction or school activity, do not require the direct contact with the office, and if performed infrequently would not be considered a problem.

28. 8 Major Discipline Offenses Problem behavior that is considered "major" requires the student to be referred to another location/staff person for addressing the problem Major problem behavior may: • Place self-or others at physical risk • Prevent the on-going delivery of instruction • Cause significant property damage • Be illegal

29. 9 Practice: Major vs. Minor • Travis always calls Amanda "Amanda Panda" and he has a crush on her. Amanda hates this name and complains about it. Minor • Audrena slams her locker door after going to retrieve her pencil. Minor • Andrew carries a container of Skoal in his pocket to school. Major • After being told to stop, a child running down the hall keeps on going and bumps into another child. Minor

30. 9 Practice: Major vs. Minor • During the group lesson, Juan repeatedly scrapes his rubber soled shoe along the tile floor. The other students laugh at the weird noise. • Brandy continues to call another student a "name" despite being reminded of the respectful expectations several times, and begins to call the student's home nightly despite being asked not to. Minor Major • Johnny was very frustrated by the amount of homework the teacher has assigned, he mumbled under his breath, "I'm not doing this stuff", and he slept the rest of the class period. Minor

31. Identifying procedures for addressing rule violations

32. 10 Managing Minor Problem BehaviorWalker, Colvin, & Ramsey (1995) • Remove adult and peer attention • Reinforce appropriate student behavior around the student with the problem behavior • Redirect student to the expected behavior • Acknowledge subsequent compliance and expected behavior • Deliver a warning by providing an opportunity for the student to choose between the expected behavior and a penalty or loss of privilege • Use additional resources to address the problem • If problem continues after 3 occasions develop a planned intervention • Document the problem behavior and the intervention

33. 10 Addressing Chronic or Predictable Behavior Errors • Pre-correction can be used as a prevention strategy • Anticipating problem behavior • Know whatthey are going to do when • Given the content, we can predict the behavior • If we can predict it, we can prevent it!

34. 10 Steps for Pre-correction • Identify the context • Pinpoint predictable problem behavior • Conduct behavior rehearsals (i.e. practice) • Provide strong reinforcement for expected behavior • Prompt expected behavior • Monitor the process and effect Can be done with individuals or groups of individuals

35. 10 Examples of Pre-correction • Pre-teaching • Identify skills & components • Review steps • Practice (examples & non-examples) • Feedback (reinforce) • Pre-correct before transitions • Behavioral Momentum • Identify responses that are already associated with high levels of compliance • Present these requests first before less desirable requests

36. 11 Pre-Correction Team Time • Think of a student you might identify as being “at risk” for behavior problems… • How would you use pre-corrects to prevent this student’s problem behavior

37. Addressing Infrequent or Unpredictable Behavior Errors • Signal that error has occurred. • State rule and expected behavior. • Ask student to state/show expected behavior. • Give positive feedback.

38. 12 Precision Request • Make quiet “please” statement. (e.g., please get your art project out and start working). • Make your request in a non-question format. • Wait 5-10 seconds after making the request. • If the student starts to comply, provide praise (e.g., “Randy, you got your art project out and starting working as soon as I asked. I really appreciate that.”) Rhode, G., Jenson, W. R., & Reavis, H. K. The tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West

39. 12 Precision Request (cont.) • If the student doesn’t comply within 5-10 seconds, repeat your request once. • If the student starts to comply within 5-10 seconds after your second request, provide praise. • If he still does not comply within 5-10 seconds, implement a preplanned reductive consequence that the student does not like. • After you implement the reductive consequence, begin the precision request process again making a please request. (e.g., “Randy, please get your art project out and begin working now.”) Rhode, G., Jenson, W. R., & Reavis, H. K. The tough kid book: Practical classroom management strategies. Longmont, CO: Sopris West

40. 12 Identifying a continuum of procedures to address problem behavior • It is important to identify a continuum of consequences that are matched to the intensity of the problem behavior.

41. 12 “It’s not the SEVERITY of your consequences that will make them effective … it’s the CERTAINTY” CHAMPS - Safe & Civil Schools (2006)

42. 13-15 Sample Correction Procedures: Dodge City Elementary

43. 16

44. 17-19 Team Time Continuum of Behavior Problems worksheet… • Create a list of problem behaviors that you see within your school setting • Place the behaviors on a continuum from least severe to most severe • Draw a box around the behaviors that need to be addressed away from the instructional environment (e.g., office managed). • Draw a circle around the behaviors that can be handled through quick redirection/prompting to task. • Draw a star next to the remaining behaviors that need more than quick redirection but less than office management. • Write in possible consequence interventions to address these three different categories. Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done.

45. 20 Bully Preventiondownload free from www.pbis.org for Elementary Schools for Middle Schools

46. 20 Do not focus on “Bully” • Focus on appropriate behavior • What is the behavior you want (teach this) • (e.g., Be respectful, Be responsible, Be safe) • Focus on “non-structured” settings • Cafeteria, Gym, Playground, Hallway, Bus Area • Use same teaching format • If someone directs problem behavior toward you. • If you see others receive problem behavior • If someone tells you to “stop”

47. 20 Teach students to identify problem behavior The key is to focus on what is appropriate: • Teach school-wide expectations, and teach that all problem behaviors are an example of NOT being appropriate. • Define most common problem behaviors. Use these behaviors as non-examples of school-wide expectations.

48. 20 Teaching Social Responsibility:“Bully Proofing” • Teach desired behavior • Teach a verbal signal for unacceptable behavior: “stop” • Teach four key skills for social responsibility: • Learn the difference between expected behavior and problem behavior • If you “receive” problem behavior: • Label the behavior and say “stop”; walk; squawk (tell an adult) • If you “see others” receive problem behavior” • Label the behavior and say “stop” • If someone tells you to “stop”- then stop

49. 21 Team Time Take a moment to discuss with your team: • Is there a need to further investigate “bully-proofing” for your school? • Or, if you already have a bully proofing program, is it aligned with PBIS? If not, make a plan for discussing how it can be aligned?

50. Applying procedures for addressing rule violations