Training Behavioral Expectations

1. CoordinatorsThere are 3 hours and 45 minutes of team time so stay on track and adjust your presentation time 2 hours (this includes report out time) accordingly.Download Maryland’s cost analysis excel file to use during U200

2. Illinois PBIS NetworkU200: Developing Your Tier 1/Universal System,Part 2 (1-Day)

3. Training Behavioral Expectations

4. Team TimeThink about why you are here. • What do you think are the most important variables influencing student achievement? • Discuss the top three behaviors that disrupt instruction. • List the problems that occur in your school. Where do they happen? When do they happen?

5. Day 2 1. Establish procedures for teaching expected behavior Teaching Activity Kickoff Planning 2. Establish a continuum to encourage/celebrate expected behaviors Acknowledgment Plan 3. Establish procedures for discouraging inappropriate behavior Problem Solving & ODR 4. Effective practice Working Smarter Matrix 5. Team Process Create system for effective meetings 6. Outcome data Cost Analysis

6. ٭ Social Competence & Academic Achievement Positive Behavior Support OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Adapted from “What is a systems Approach in school-wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www. Pbis.org/schoolwide.htm Supporting Student Behavior

7. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

8. Tips for Teaching Behavior • Pre-correct with students before activity • Have a plan for behavioral acting-out • Practice should be conducted in actual setting whenever possible • Use example and non-example • Use high frequency acknowledgments

9. Team Time Practice teaching a cool tool/behavior lesson plan

10. ACTIVITY View University of Indiana PBIS Implementation Video Kickoff Section

11. Kick-off • Staff Kick-off • Conducted during staff institute days • Communicate implementation steps • Staff practice teaching lesson plans • Student Kick-off • Conducted at the beginning of school • Rotations • Celebration • Family Kick-off • Participation of family members • Conducted at the beginning of school • PBIS learning opportunities/courses offered on general PBIS materials • Example: what is PBIS, how to incorporate school-wide expectations into the home, creating a matrix for home

12. Team Time Plan Kick-off (Student, Staff, and Family) Create a communication system to share kick-off plan with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

13. Use your data and the calendar to determine boosters • Content of teaching • Frequency of teaching and acknowledging

14. On-going Family Partnerships: Families and Volunteering • Families able to volunteer in the school or at home • Recruit and organize family help and support • Create a volunteer handbook which describes PBIS • As a PBIS incentive, identify families to read to the students • Have families help children design PBIS posters • Survey families for donations to the PBIS effort

15. Establish a continuum to encourage/celebrate expected behaviorsAcknowledgment Plan

16. Inappropriate Behavior - Sent to counselor - Principal’s office -After school with an adult -Stay in from recess -Call home -Parent meeting -Special incentives -1 positive to 20 negatives (Colvin, 2002) Appropriate Behavior More challenging work “Free time” Ignored Current Acknowledgement Practices

17. Purposes of Acknowledgments • Reinforce the teaching of new behaviors • Encourage the behaviors we want to occur again in the future • Harness the influence of the students who are showing expected behaviors to encourage the students who are not • Strengthen positive behaviors that can compete with problem behavior • Prompt for adults to recognize expected behavior

18. “Why should I reward students for something they should be doing anyway?” How do rewards shape our behavior?

19. “What the World’s Greatest Managers Do Differently” -- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees: 1. Know what is expected 2. Have the materials and equipment to do the job correctly 3. Receive recognition each week for good work 4. Have a supervisor who cares, and pays attention 5. Receive encouragement to contribute and improve 6. Can identify a person at work who is a “best friend” 7. Feel the mission of the organization makes them feel like their jobs are important 8. See the people around them committed to doing a good job 9. Feel like they are learning new things (getting better) 10. Have the opportunity to do their job well

20. Guidelines for Use of Rewards/Acknowledgements • School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle • Move from • highly frequent to less frequent • predictable to unpredictable • tangible to social • other-delivered to self-delivered • Individualize for students needing greater support systems

21. Components of School-Wide Acknowledgment Plans • High frequency/Predictable • Delivered at a high rate for a short period • E.g. Gotchas, Falcon Feathers, positive referrals, phone calls, High 5 Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good, Gold Card and privileges • Unexpected/Intermittent • Bring “surprise” attention to certain behaviors or at scheduled intervals • E.g. Unpredictable use of “Gotchas”, ticket lottery, special announcements, Hi Five surprises, Hi Five button # calls, skill-of-the- day, raffles • Long term Celebrations • E.g. Quarterly activities, assemblies, parent dinners, field trips

22. PBIS School-wide Acknowledgement Matrix (Students and Adults!)

23. Team Time Develop student and staff school-wide acknowledgment system(Binder page 83). Create a communication system for sharing the acknowledgement system with your School/Family/Community (Update School Based Unified Action Plan (SBUAP)).

24. Establish Procedures for Discouraging Inappropriate Behavior • Decide which behaviors are managed in the classroom and which behaviors are sent to the office • Support teachers in designing classroom management systems • Develop continuum of procedures for responding to ODRs: Re-teaching of expected behavior Follow up with increased acknowledgment Verbal reprimands Community service Follow up with increased acknowledgment Detentions • Additional responses/options for students needing Tier 2 and/or Tier 3 interventions (The Triangle)

25. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Assessment Intervention Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model Tier 2/Secondary Tier 3/ Tertiary Small Group Interventions(CICO, SSI, etc) ODRs, Attendance, Tardies, Grades, DIBELS, etc. Group Interventions with Individualized Focus(CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, RD-T, EI-T Wraparound Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004

26. ACTIVITY View University of Indiana PBIS Implementation Video Classroom Responses Section

27. Teacher Managed Behavior Attendance/Tardy – Inform parents on effect on academic performance Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment Office Managed Behavior Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual) School Example

28. Team Time • Create office-managed versus classroom-managed behavior problems/T-chart(Binder page 85) • Review/revise office referral form(Binder page 87) • Review problem behavior definitions (Binder page 91) • Create a process/flowchart outlining the procedure for dealing with problem behavior (Binder page 95) Create a communication system for sharing your system for dealing with problem behaviors with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

29. Establish Procedures for Data Collection and Analysis PBIS teams CONSISTENTLY use the following data/graphs to plan school-wide interventions: The average number of referrals: Per day per month By type of behavior By location By time of day By student PBIS teams use the same data/graphs to assess the effectiveness of the intervention by using the data to answer the following question:

30. Has the desired outcome been reached?

31. Has the desired outcome been reached?

32. Has the desired outcome been reached?

33. Identifying the root or functionof the problem. Examples… “We have too many suspensions because students are skipping detention. So, we targeted getting students to serve their detention.” But, looking at the data again, we find students are getting detentions because they’re tardy. So, the root issue may really be – getting students to class on time, NOT getting students to serve their detention.

34. Team Time • Complete Data Analysis Activity #2 (Binder page 97)

35. “PBIS Biggest Idea!” Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective). PBIS Enables Schools To… • Establish a small number of priorities • “do less, better” • Consolidate/integrate whenever possible • “only do it once” • Specify what is wanted & how you’ll know when you get there • “invest in a clear outcome and assess progress” • Give priority to what works • “research-based, evidence-based”

36. Sample Working Smarter Matrix

37. Team Time Complete the “Working Smarter” Matrix (Binder page 105) Create a communication system for sharing your working smarter matrix with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

39. Team Process Roles of team members • Facilitator (create the agenda, lead the meeting) • Data Manager (brings data to team meetings) • Time-keeper (keeps team on task) • Recorder (takes and distributes minutes; archives material; updates profile) • Communicator (shares information on activities and data to staff, families, and communities)

40. Family Partnerships: Families and Shared decision-making Families and Shared decision-making: • Families are equal partners in school decisions • Include families in school decisions, developing leaders and representatives • Recruit multiple family members for PBIS teams (who are not employees or educators) • Alternate meeting times: morning, afternoon and evening • Pair new families with veteran families • Offer ‘short term participation on the PBIS team, with option to renew • Plan for care of children during meetings • Involve families in identifying incentives and celebrations

41. Family Partnerships: Families and Communication • Newsletters, open house, newspaper articles • Design effective forms of school-to-home and home-to-school communications about school programs and student progress • Share results of PBIS assessments and surveys with families • Create and maintain a PBIS bulletin board • Include PBIS motto on school letterhead and website

42. Team Time • Review Year at a Glance Planning Tool (Binder page 107) • Using the School Based Unified Action Plan (SBUAP) begin to plan the upcoming year on the Year at a Glance Planning Tool and begin communicating this process with your School/Family/Community

43. Benefits to Implementing PBIS with Integrity • Safe, calm, and predictable environment • Consistency among ALL adults and in ALL setting • Gain of instructional minutes • Fewer ODRs, suspensions and expulsions • Engaged families have a positive effect on the school environment

44. Time Lost to Discipline(Barrett and Swindell-2002) Teacher Student Administrator

46. Positive Effects of Family Partnerships When families are involved… • students exhibit more positive attitudes and behavior, • students have more self-confidence, feel school is more important, and tend to do better in school, • teachers report greater job satisfaction. In addition to implementing PBIS, teachers experience improved classroom behavior as they increase knowledge of children’s family, culture and community contexts. (National PTA, 2006) (Adapted from Christenson, 1996)

47. Team Time • Calculate your minutes lost to discipline • Go to www.pbismaryland.org • Click on Cost/Benefit Worksheet • Open or Save Excel file • Use your SWIS data to calculate ODRs, ISS, and OSS • ODRs (20 minutes student time, 10 minutes admin time) • ISS (360 minutes student time, 20 minutes admin time) • OSS (360 minutes student time, 45 minutes admin time)

48. Team Time • Update plan for enhancing Family Partnerships on SBUAP

49. Team Time Phases of Implementation/POI Tier 1/Universal Phase (Binder page 109) Specify next steps (Update School Based Unified Action Plan (SBUAP)) Schedule the team’s next meeting date and time to complete U100 and U200 tasks (Send to TAC) Report to group

50. Have all of your questions been answered? • Review the questions not answered during the training