SW-PBS Training Universal System Day 2

1. SW-PBS TrainingUniversal System Day 2

3. Behavioral Expectations • Professional use of technology • Limit side conversations so all can hear • Ask questions • Actively participate in small group work

4. Team Progress Reports • What have you accomplished since the last training? • Finalize PBS team members • On-site meeting & meeting schedule • Presentation to staff • SW Rules • Expectations Grid • Feedback & participation from staff

5. Now that you’ve been working on this…. What questions do you have? • Team Representation • Team Process • Communication with Staff • Understanding • Buy-In & Commitment • SW Rules • Behavioral Expectations

6. Teaching Behavioral Expectations &Routines

7. 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

8. 58 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

9. How will you teach expectations? • Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.) • Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson) • Schedule specific times for trainings to occur across settings • Have principal & leadership team provide support across settings for teaching

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

11. 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

12. What great teachers do… • Have students 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

13. 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?”

14. Expectations & Procedures Lesson Plan

15. Team Work Time • Develop lesson plan based on the school Behavioral Expectations Grid • Identify a lesson template • Develop a plan timeline for completion of the lesson plans • Divide & conquer • Set timelines • Begin to think about a schedule/format for teaching lessons in the fall

16. Advanced Teaching • How will new students who move to your school be taught the lessons? • How will new staff or substitute teachers be introduced to rules and expectations? • How will review and booster sessions be handled?

17. Behavioral Expectations Classroom

18. Defining Classroom Expectations • Encourage individual teachers to define their own behavioral expectations and routines within their classrooms • Linking to SW Rules

19. Mapping SW Rules to Classroom Expectations & Procedures

20. Mapping SW Rules to Classroom Expectations & Procedures

21. Time for Teachers to Complete IDEALLY… • Identify and set aside times for teachers to work on this task • Teachers may want to work on this in grade level teams to share ideas • Have teachers turn in completed Classroom planning worksheets to PBIS team to share with other teachers

22. Team Work Time • How will you extend the link between SW Rules & defining behavioral expectations into the classroom? • How will you actively and explicitly set up teachers to make this link in their classrooms?

23. Acknowledgement Systems

24. PBIS: Defining Features Teaching Expected Behavior • Increase Structure and Predictability by explicitly teaching Behavioral Expectations and Routines. • Reduce the mystery and chaos by making expectations explicit through formal teaching • Develop a “United Front” across all staff through consistent language & expectations • Increased Structure = Decreased Chaos = Fewer Problems

25. PBIS: Defining Features • Reinforcing Expected Behavior • Teaching alone is not enough, we also need to regularly Reinforce students for following expectations • Improving the School Climate • By increasing the number of Positive Interactions between staff and students we are improving the school climate.

26. Acknowledgment Systems • Purpose: • To reinforce school rules, behavioral expectations & positive behavior • Promote a more positive school environment • School-wide 5:1 positive/negative interaction ratio • Regular school-wide celebration of positive behavior • Increase positive interactions b/w staff & students • Prompt busy adults to remember to reinforce positive behavior

27. FAILURE SUCCESS Positive Behavioral Interventions and Supports are…. What parents, teachers, peers and others do to increase student success---the whole village! 5 : 1

28. 5:1 ratio, it’s not just for kids • Business teams • High Performance teams = 5.6 to 1 • Medium Performance teams = 1.9:1 • Low Performance teams = 1 to 2.7 • Losada, 1999; Losada & Heaphy 2004 • Married couples that last • 5.1 to for speech acts and 4.7 to 1 for observed emotions • Gottman, 1994

29. Gottman info. Predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy. • Marriages that last: • 5.1 to 1 for speech acts and 4.7 to 1 for observed emotions • Marriages likely to end in divorce: • 1 (+) to1.3 (-) ratio likely to end up in divorce

30. Team Discussion • What concerns might come up at your school regarding acknowledgement systems, incentives, etc? • What ideas or questions do you have about how to address these concerns with staff?

31. Acknowledgment Systems • Big pay-off for limited expense • Immediate reinforcement with tokens that are accessible to all students • Link with school wide celebration of positive behavior • Lottery system helps to keep incentives cheap • Lot of kids have chance to win… but pay out is cheap • Small tangible rewards • Public recognition is often powerful • Make the program catchy – link with school rules &/or school mascot • Cougar paws, Pawsitives, Starbucks, Bravo tickets, etc.

32. To consider when developing an acknowledgment ticket • Must be Easy for Staff to use • Limit writing, and make easy to carry around - fit in pocket • If not easy to use & carry, it won’t be used • Frequent feedback for students • All staff should have tickets • ALL students should be able to access tickets & acknowledgment, even those students with most challenging behavior • At least 50% of the students should get acknowledged every 2 months

33. Acknowledgment Tickets • Link acknowledgment to a school rule • Some schools like to include the specific behavior being acknowledged… but don’t want extra writing to reduce use of tickets

35. Example: Chavez Academy (K-8) • Handing out Thank You tickets is not limited to the students in a classroom. The opportunity exists to positively acknowledge a student's behavior in all areas of the school. • Teach Students during Introduction of system: • I'll try my best to notice you. But you can't let me know; that's my job.“ • Students may not solicit tickets for themselves or for others

36. Train staff how to hand out Acknowledgments • “Sergio, thank you for picking up Jackie’s book for her you are being very Respectful. I want to recognize your good behavior with a Caught Being Good ticket, I really appreciate it when you follow the school rules.” • Always pair the ticket with a verbal explanation that is genuine, clear & specifically identifies the behavior • Link with school rule • It is best to provide the ticket immediately after the student engages in the behavior

37. How will students turn in their tickets? • In classroom? • In box at lunch? • In barrel in hallway? • Then, what will happen to the tickets • Earn School-wide reward? • Fill the barrel & whole school earns a popcorn party • Earn classroom reward? • Classes can earn free time after so many tickets earned • Drawing for individual students?

38. Example: Chavez Academy (K-8) • A student who receives a Thank You ticket should hold on to the ticket until an appropriate time when he/she can stop by the library and drop it in the piñata. • Staff can remind students to drop off tickets but ultimately the students are responsible for dropping off their own tickets. • There are two different piñatas in which to drop the tickets: one for grades K-3 and another for 4-8.

39. Acknowledgement Assemblies • Part of regular school routine • Acknowledgment assemblies should happen every two to four weeks • Be Creative! • System & reinforcers must be developmentally appropriate

40. Example: Chavez Academy (K-8) • Each Friday, 10 names will be drawn, five from each piñata, by the principal. These 10 students will be called down to the principal's office. • Each student will share with the administrator why they received the ticket. They will also get to pick an "opportunity" from the opportunity box. • The opportunity box will have several selections for the students to choose from, either a coupon for a special privilege or a small item. • Students will also sign a triangle to glue to the large triangle poster on the wall outside the principal’s office as a visual reminder of students who have been recognized for being safe, responsible, and/or respectful.

41. Example: Chavez Academy (K-8) • When students put tickets in the piñatas in the library, the tickets will remain in the piñata for the month. • At the end of the month, all tickets will be counted and dumped into the larger, clear container. It will be centrally located and visible to all. • Periodically, there will be drawings from the big container for larger items such as a school t-shirt, etc.

42. Elementary Usually any trinkets paired with public recognition Toys School supplies Bubble parties Middle & High School Homework pass Discounts at school store Tickets to school dance Time w/ peers Pizza party Social & listen to music Lunch w/ staff Staff serve spaghetti dinner In-school movie Early release from class Class parties or cultural events Movie tickets Reinforcer Ideas

43. Team Tasks • Develop an acknowledgment ticket that coincides with your SW Rules OR • Evaluate any existing tokens used to identify potential for improvement LOGISTICS • How & where will tickets be turned in? • What is the schedule for Acknowledgment assembly? • How will the acknowledgment celebration/ assembly work? • What reinforcers will be handed out to selected students at the acknowledgment celebration/assemblies?

44. Focus of Acknowledgment System • It is important that an Acknowledgment system is accessible to ALL students all the time • Beginning of year • Heavy emphasis on reinforcing all school rules & expectations • Returning from breaks, or entering months in which there were higher referrals in previous years • May want to re-teach expectations & remind staff to boost up use of acknowledgments

45. Increasing Staff Buy-In • Link incentive program w/ staff incentives • Also recognize staff for using program w/ incentives • Have staff acknowledgement system • Also acknowledge staff when students is drawn • Staff Incentive ideas • Starbucks dollars • Free hour ticket to cash in for principal to cover class • Front parking spot for week/month

46. Frequently Asked Questions • Should we track Positive Referrals? • Track it broadly, not individually • Are teachers going through enough referral pads? • Are grade levels invested in the system? • How many should be given out? • Better to err on the side of more than less • Need to be genuine & verbally paired w/ reason, not handed out indiscriminately

47. Frequently Asked Questions • Shouldn’t students be expected to do these things without being rewarded? • Sure, BUT students are bringing a varied set of experiences and skills to school, unfortunately some students may not get enough acknowledgment at home • How many of you feel you get acknowledged often enough for the work you do? • This system should not replace regular verbal praise and pats on the back for students …all this system provides in addition for most students is a small piece of paper • This system is as much to help remind the adults to catch kids doing the right thing in school… we get busy and too often get caught up focusing on predominantly negative behavior • (5 to 1 ratio)

48. Targeted Use of Acknowledgements & Incentives • As year progresses, and specific areas of concern come up in the school • Can begin to target specific behaviors or areas in which to more heavily focus use of acknowledgment system • i.e. hallway behavior, appropriate language, etc. • Schools can also have other systems for recognizing students • Classroom reward system in addition to school-wide system • Incentives for most responsible class in cafeteria • Class clean bathroom award • Perfect attendance • Honor Roll

49. Tasks Develop or refine your Acknowledgment System • Develop a process for the Acknowledgment System • How to give out & collect acknowledgment slips • Develop & distribute acknowledgement slip • Develop an Acknowledgment assembly schedule & plan assemblies • Develop a list of Reinforcers • Collect reinforcers • Train staff in details of how system will work

50. Follow-up Tasks • Finalized SW PBS team & meeting schedule • Developing Expectations Grid • Developing Lesson Plans • Developing a teaching schedule for School Rules • Develop Acknowledgment System • Ongoing plan for staff feedback