Positive Behavior Intervention Supports

C.E.S. PBIS NetworkYear 1- Session 2

Presented by:Dr. Christine Peck

Critical Features1. PBIS Team2. Faculty/Staff Commitment

3. Expectations and Rules Developed4. Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with Problem

Behaviors7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan

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Initial BoQs 17-21: Develop Expectations and Rules

17. 3-5 positively stated school-wide expectations posted around school

3-5 positively stated school-wide expectations posted around the school. Areas posted include the classroom and a minimum of 3 other school settings (i.e., cafeteria, hallway, front office, etc)

18. Expectations apply to both students and staff

PBIS team has communicated that expectations apply to all students and all staff

19. Rules developed and posted for specific settings ( Identify common settings and routines in your school and operationally define each expectation within each setting and routine, using 2-3 positively stated behavioral examples)

Behavioral examples/rules are posted in all of the most problematic areas in the school.

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Initial BoQs 17-21: Develop Expectations and Rules

20. Behavioral examples/rules are linked to expectations

When taught or enforced, staff consistently links the rules with the school-wide expectations

21. Staff feedback/involvement in expectations/rule development

Most staff members were involved in providing feedback/input into the development of the school-wide expectations and rules (e.g., survey, feedback, initial brainstorming session, election process, etc.)

Why Do We Behave the Way We Do?

• Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION

• We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

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IT WORKS!

The “Get Tough” approach:Assumption that “problem” student…

• Is inherently “bad”• Will learn more appropriate behavior

through increased use of aversives• Will be better tomorrow…

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“Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout.”

(Skiba, Peterson, and Williams, 1997)

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Science and our experiences have taught us that students…

• Are NOT born with “bad behaviors”• Do NOT learn when presented with

aversive consequences…Do learn better ways of

behaving by being taught directly & receiving positive feedback

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Underlying Principles of 3-Tiered Prevention Models

4 Components

What are the predictable

failures? What can we do to prevent

failure?

How will we maintain

consistency? How will we know if it’s working?

1

2

3

4

Same at Every Level!!

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10

What would a positive, encouraging school climate look like?

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School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

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What would a positive, encouraging school climate look like?

• Students know what is expected of them and choose to do so because they:– Know what to do – Have the skills to do it– See the natural benefits for acting responsibly

• Adults and students have more time to:– Focus on relationships– Focus on classroom instruction

• There is an instructional approach to discipline– Instances of problem behavior are opportunities to

learn and practice prosocial behavior 13

School-wide Behavior Expectations

• For all students, across all settings• Guidelines:

3 – 5 Expectations State positivelyUse common & few words

• Why?Consistent communicationsConsistent language

Rules for visiting my pool…

Other than that, have fun!

T H E DO NOTs

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Saying & doing it “Positively!”

Keep off the grass!

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Common language

• It’s not enough to say “Be respectful”• Common language should define what

we will see and hear when we are “Being Respectful”

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What will our school-wide expectations be?

What do we already have in place?

Let’s look at discipline data …

What do you notice?

Using resources to define SW Expectations with Rules/Specific Behavior

• What did your data reveal as “top” behaviors?– Physical Contact– Threats– Inappropriate behavior, touch, language– Disruptions

• Developmentally appropriate guidelines

High Schools

Middle Schools & Alternative Learning Centers

3 – 5

Elementary Schools

Your Turn

1. Consider your NEXT steps:

a. Select 3 – 5 school-wide behaviors

b. State expectations in positive terms

c. Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings

d. Create your expectations with your cultural or contextual fit, e.g., We SOAR!, Kenwood B.L.U.E.

2. Who will do what - when?

3. Are there other resources you need?

Teaching Matrix Activity

 

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

Stated in a Positive wayWhat do you want them to do!

What locations should we target?

bathrooms

bus

cafeteria

classr

oom

front h

allway

hallways

office

parking lot

stairs

locker r

oom0

50

100

150

200

250

300

350

400

450

Referrals by Location

Teaching Matrix

SETTING

All Settings

Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.

Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.Select healthy foods.

Study, read,

compute.

Sit in one spot.

Watch for your stop.

Respect Others

Be kind.Hands/feet

to self.Help/share

with others.

Use normal voice

volume.Walk to right.

Play safe.Include others.Share

equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils.Clean up

eating area.

Push in chairs.Treat books

carefully.

Pick up.Treat chairs appropriately

.

Wipe your feet.Sit

appropriately.

Expe

ctati

ons 1. Expectations

2. NATURAL

CONTEXT (Locations)

3. Rules or Specific

Behaviors

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What Is Gained by Identifying Rules?

• Consistent instruction across multiple programs and settings within the school

• Communication among staff members and students

• Students know what to expect and what is expected in all areas

• Consistent communication with parents

LEARNING MATRIX

RESPECT

CLASSROOM CAFETERIA NON-CLASSROOM

AREAS

PARKING LOT AFTER SCHOOL

Myself

Be in my seat before bell

Dress appropriately

Try my best to complete work

Control my behavior

Be on time Keep my area

clean Dress

appropriately

Move to class within the time given

Keep planners visible at all times

Stay in designated areas

Dress appropriately

Drive carefully Be aware of

moving traffic Display my

parking permit Leave school

property only upon dismissal

Dress appropriately

Be on time and prepared for activities

Carry my student I.D.

Dress appropriately

Others

Keep my hands to myself

Say positive things to others

Stay out of others’ personal space

Cooperate with others

Use non-offensive language

Make sure cell phones are off and away

Keep my place in line

Use good manners Dispose of food in

the proper manner

Make sure cell phones are off and away

Use appropriate language and volume

Say only kind things to and about others

Cheer positively Keep my hands to

myself

Play car stereo at a reasonable volume

Follow safe traffic rules

Park in my assigned space

Be kind to others in heavy traffic

Cheer positively Maintain

appropriate noise level

Learning Work Quietly Stay in my area Keep focused on

my work Participate in class

activities Keep my eyes on

my own paper

Use good manners Use appropriate

voice level Listen to

announcements Be prepared to

leave on time

Stay in assigned areas

Use appropriate language and volume

Keep hallways quiet

Report unlawful or suspicious activity

Be in first period prior to 7:17 a.m.

Pay attention/cooperate with coach or sponsor

Property

Use materials for their intended purpose

Use computers as directed by an adult

Maintain materials in the condition they were given

Throw my trash away

Clean my area Pay for my food

Use equipment properly

Throw my trash away properly

Keep our school free of graffiti

Maintain a smoke-free environment

Keep parking lot clean

Open car doors carefully

Keep my car locked at all times

Use equipment/facilities properly

Eat and drink in designated areas

Increasing the

conditions for

learning

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Anchored to the

School Wide rules

EXPECTATIONS

Classroom Procedures/Routines

Class-Wide ArrivalCooperative

LearningGroups

IndependentSeat Work

Whole Group

Identify Attention Signal…….Teach, Practice, Reinforce

Be Respectful

• Listen to others• Use inside

voice • Use kind words• Ask permission

• Enter/exit classroom prepared

• Use inside voice

• Listen to others• Acceptdifferences• Use kind words• Encourageothers

• Use quiet voice

• Follow directions

• Eyes/ears on speaker

• Raise hand to speak

• Contribute to learning

Be Responsible

• Be prepared• Follow

directions• Be a problem

solver• Make choices

that support your goals

• Place materials in correct area

• Begin warm-up promptly

• Use Time Wisely

• Contribute• Complete your

part

Be a TASK master

• Use your neighbor

• Follow directions

• Take notes• Meet your

goals

Be Safe

• Keep hands, feet, and objects to self

• Organize your self

• Walk

• Walk • Use Materials Carefully

• Keep hands, feet, and objects to self

• Stay at seat• Keep hands,

feet, and objects to self

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal Times

In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions

SW Teaching MatrixSETTINGS

EXPECTATIONS

All Settings

Your Turn

1. Consider your NEXT steps:

a. Use the Teaching Matrix to identify rules in all target areas in your school.

b. Design ways to communicate and get input on the matrix from your staff.

2. Who will do what - when?

3. Are there other resources that you need?

Critical Elements

1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed

4. Plans for Teaching Expectations/Rules5. Acknowledgement Program Established6. Effective Procedures for Dealing with Problem

Behaviors7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan

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BoQs 29-34: Develop Lesson Plans to Teach Expectations/Rules

29. A behavioral curriculum includes concept and skill level instruction- develop scripted lesson plans for teachingexpectations in all settings

Lesson plans are developed and used to teach rules and expectations

30. Lessons include examples and non-examples

Lesson plans include both examples of appropriate behavior and examples of inappropriate behavior

31. Lessons use a variety of teaching strategies

Lesson plans are taught using at least 3 different teaching strategies. Lesson plans are age and contextually appropriate.

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BoQs 29-34: Develop Lesson Plans to Teach Expectations/Rules

32. Lessons are embedded into subject area curriculum

Nearly all teachers embed behavior teaching into subject area curriculum on a daily basis

33. Faculty/staff and students are involved in development & delivery of lesson plans

Faculty, staff, and students are involved in the development and delivery of lesson plans to teach behavior expectations and rules for specific settings

34. Strategies to reinforce the lessons with families/community are developed and implemented

The PBIS Plan includes strategies to acknowledge lessons with families and the community (e.g., after-school programs teach expectations, newsletters with tips for meeting expectations at home)

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

??

?

?

? ?

Once you have developed school-wide expectations, it is not enough to just post the

words on the walls…

YOU MUST TEACH (and RETEACH) THEM!

Developing a System for Teaching Appropriate Behavior

Why Develop a System for Teaching Behavior?

• Behaviors are prerequisites for academics• Procedures and routines create structure• Repetition is key to learning new skills:

• For a child to learn something new, it needs to be repeated on average of ___ times

• Adults average ____ - Joyce and Showers, 2006

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ___ times (Harry Wong)

825

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Develop an efficient teaching system• Provide initial lesson plans and/or lesson plan

format to teach specific behaviors identified on the Matrix

CAFETERIA Be on time Keep my area clean Dress appropriately

Keep my place in line Use good manners Dispose of food in the

proper manner

Use good manners Use appropriate voice level Listen to announcements Be prepared to leave on

time

Throw my trash away Clean my area Pay for my food

Tell

Model

PracticeFeedback

Reteach

Teaching Academics & Behaviors

Behavioral change is an instructional

process

Lesson Plan to Address BehaviorExpectations and/or behaviors from our Matrix:

Context/Setting:

TEACHING = Tell + Model + Practice + Feedback + Re-teachTELL This component provides the what and why. This should be a brief opener to the lesson.

What is the skill?

Why is it important? In school? In other areas of life?

MODEL Teacher models with examples and non-examples. What would the behavior look like? What would the behavior not look like?

Examples Non-examples   

 

GUIDED PRACTICE Student Activities/Role Playing or other activities

 

FEEDBACK Provide frequent positive feedback that is contingent and specific, re-stating the expectations/rules.

 

RE-TEACH (teachers should use observation and other data sources to identify when it is necessary to re-teach expectations/rules)

Teachers, co-teaching teams, grade level teams, and/or vertical teams may want to identify connections to curriculum and/or extensions of learning.

Adults may also want to consider using pre-correction, reminding, prompting, signaling, effective responding

 

 

The Art and Science of

Teaching

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How will we teach behavior?• Kick-off events

– Teaching staff, students and families the expectations and rules

• On-going direct instruction– Data-driven and scheduled designed lessons– Pre-correction– Re-teaching immediately after behavioral errors

• Embedding into curriculum

• Booster trainings– Scheduled and data-driven

• Continued visibility– Visual Displays – posters, agenda covers– Daily announcements– Newsletters

…in the restrooms

…in the cafeteria

Teach in Context

Embed into the curriculum

McCombs Middle School Teaching Schedule

DATES 6th Discover 6th Explorer Team 7 Team 8

Monday 8/30 2 3 4 5

Tuesday 8/31 6 7 8 9

Wednesday 9/1 1 2 3 4

Thursday 9/2 5 6 7 8

Friday 9/3 9 1 2 3

Tuesday 9/7 4 5 6 7

Wednesday 9/8 8 9 1 2

Thursday 9/9 3 4 5 6

Friday 9/10 7 8 9 1

Teaching Areas:1 – Cafeteria 4 – Restroom 7 -- Bus2 -- Hallway 5 – Auditorium 8 -- Office3 -- Outside 6 -- Before/After 9 -- Rewards 55

Booster Sessions

• Planned and delivered to re-teach staff/students

• At least once a year

• When the data suggest problems• increase in daily discipline referrals • high number in a specified area

56VDOE ESD Project 6.10.11

Elementary & Middle School example:http://vimeo.com/20955727

High School example: http://www.youtube.com/watch?v=5C-Wyy_lPNk

Using Instructional Videos – the Art of teaching

Your Turn

Develop Teaching Systems:

a. Use data to determine “areas” of need

b. What teaching strategies will you use?

c. Develop schedule for teaching expectations throughout the year

1. Who will do what - when?

2. What resources are needed?