Tier 1 School-wide Positive Behavior Support Lea Ann Pasquale and Jamie Wolfe PBS Facilitators 1.

Tier 1 School-wide Positive Behavior Support

Lea Ann Pasquale and Jamie WolfePBS Facilitators

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Agenda

• Review 2010-2011 Action Plan

• 8 Essential Classroom Practices

• Teaching Behavioral Expectations

• Acknowledging/Encouraging Expected Behaviors

• Data-Based Decision Making

• Write 2011-2012 Action Plan

Agenda

• Review 2010-2011 Action Plan

• Teaching Behavioral Expectations

• Acknowledging/Encouraging Expected Behaviors

• Data-Based Decision Making

• Write 2011-2012 Action Plan

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Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

Implement Universals with Fidelity

Student Identification

Function-based Intervention

Evaluate Outcomes &Make Decisions

Academic Support(s)

Check In/ Check Out

Mentoring Social Skill Club

Targeted Environmental Interventions

Avoid Tasks?

Obtain Attention?

Skill Deficit?

Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention

Step 1: Teacher and Team collect data.

Teacher/Parent Nomination

Data Decision Rules

Universal Screening Instrument

Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is

Identification process accurate and durable?

– Classroom System – Nonclassroom System– Schoolwide System

Tier 1 implemented with fidelity?

If Yes, then

FBA/BIP

Obtain Attention?

MO SW-PBS Student Support Model 7.6.10

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SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

SW PBS

Elements of School-wide PBS• Establish a team interest and commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify

Effective Classroom Practices

1. Clearly Defined Expectations & Rules 2. Clearly Defined Procedures & Routines 3. Continuum of Strategies to Acknowledge Appropriate4. Continuum of Strategies to Respond to Inappropriate5. Active Supervision6. Multiple Opportunities to Respond7. Activity Sequence & Offering Choice8. Academic Success & Task Difficulty

http://www.pbismissouri.org/minimod

Nieman’s Action Plan

Teaching Behavioral Expectations

“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?”

Tom Herner (NASDE President ), 1998

Teaching Academic and Behavior

DEFINE SimplyDEFINE Simply

MODELMODEL

PRACTICE in Setting

PRACTICE in Setting

ADJUST for Efficiency

ADJUST for Efficiency

MONITOR & ACKNOWLEDGE

Continuously

MONITOR & ACKNOWLEDGE

Continuously

Process for Teaching Behavioral Expectations

• Define the Expectation• Provide a Rationale• Teach the Critical Discrimination

– Demonstrate Appropriate Behavior-”Examples”– Demonstrate Unacceptable Behavior-”Non-Examples”– Practice telling the difference with multiple examples

• If there is a “signal” teach the signal (when should the appropriate behavior occur?)

• Have everyone practice the appropriate behavior• Acknowledge students for demonstrating appropriate

behavior

Teaching Expectations

• Signage• Announcements• Power Points• Student generated videos• Assemblies• Expectation Stations• Games• Student Skits• PBS “Dictionary” (Horizons)

Peaceful

Respectful

Responsible

Safe

Roesland’s STAIRS

•Quiet voices and feet•One step at a time

•Feet on steps only

•One hand on railing at all times

Nieman’s School-Wide Voice Volume Expectation Chart

Teaching the Expectations

Teaching the Expectationsat SFT:

Conference Room

Teaching the Expectations at Westridge

Teaching the Expectations

Teaching Expectations….Reteaching Expectations

Teaching Expectations

THE ABC’S OF SFT

The ABCs of SFTActively engaged is the key

Being Safe all around the schoolCaring for others is the rule

The ABCs of SFTA – Actively Engaged

B – Being SafeC – Caring for others

The ABCs of SFT

SFT’s “Know Your Expectation” Power Point

A B or C

When walking with his class, he walks on the right side of the hall

and allows for personal space.

B

Teaching School-wide Expectations“Opening Day”

• Teach directly in context (“teaching stations”)– See/model– Practice– Acknowledge

• 2 day intensive by all staff/students• Regular weekly/monthly review• Plan to implement throughout the year

Rosehill’s Kick-Off Assembly

Nieman’s Implementation Calendar

Critical Features of Effective Behavioral Expectation Lessons

• Behavior expectation is clearly identified

• Lesson is being taught in the location

• Rational provided• Examples provided• Examples “fit” the

general case

• Teach both the words and the actions

• Non-examples are provided

• Non-examples are similar to examples of expected behavior

• Non-examples are typical of what students do

• Opportunities to practice• Expected behavior(s)

acknowldeged

PERKS Objective

Teaching Example

Student Practice

After the Lesson (During the Day)

Students will show RESPECT in the HALLWAYS.

Intentionally create a hallway disruption and have students reflect through writing or discussion the challenges to learning it posed.Model how it looks to greet a friend, teacher, sibling, etc. in the hallway while maintaining respect.Hang a white piece of paper by your classroom door, with the instructions for students to touch the paper each time coming in/out of the classroom. Observe the paper at the beginning and at the end of the day, noting what happens when the walls and artwork aren’t respected and the guidelines aren’t followed.

What does it look like: Follow the 3 T’s in order to set an example. Minding your own business and taking care of yourself. Looking at walls/displays/artwork without touching.What does it sound like: Be silent with your voice and quiet with your body in order to respect the learning of others.

Anytime you witness or watch a student demonstrate the objectives, even in a simple way, point it out, praise them, and give them a PERKS Pass.

Shawanoe’s Lesson Plan

Lesson #6 – 8th Hour

Trailridge ROAR Expectations Lesson PlanI Will Be Responsible I Will Be On Task I Will Act Safely I Will Be Respectful

Objective: I can define “ROAR” and give examples of positive behavior at Trailridge Middle School. Materials Needed: Construction paper (will be provided), markers, colored pencils, and crayons.

Teach (5 min):

•Put the matrix (PowerPoint) on the screen so students can refer to it while working on their poster.

Activity – ROAR Poster Contest (15 min):

•Students will be creating a “ROAR” poster

Examples: make a “ROAR” logo, We are Trailridge, a picture representing “ROAR” (maybe with a wildcat), pictures of what positive behavior looks like

Be sure to print student name on the back of the poster

•Tell students that the posters will be voted on by staff members. The winning posters will be laminated and put on display throughout the building. In addition, the winners will receive a prize!

**Collect posters and turn them into Jenny Meyer (room 6) by Wednesday, January 5th!!

Team TimeHow will your school conduct the teaching, or re-teaching, of behavior

expectations in the setting where the behavior should occur?

What to Teach?

— Signage— Announcements— Power Points— Student generated videos— Assemblies— Expectation Stations— Games— Student skits— PBS “Dictionary”

Where to Find Examples?

– Expectations– Lesson Plans– Calendar– Expectation Stations

Acknowledging/Encouraging Expected Behaviors

Acknowledging Expectations:Who

• Individual• Class-wide• School-wide• Department• Family• Assemblies

Acknowledging Expectations:How

• Tickets, Chips, Loops• Drawings• Student of the Month• Classroom Menu• Announcements• Games (Bingo, Minute To Win It, Plinko, etc.)• Assemblies

Rationale

• Based on the belief that some of the children in every school/classroom desire attention (regardless of SES, gender, race).

• Research Literature: Over 30 years of

research found most teachers (general education and special education) fall into patterns where we are giving more attention to misbehavior than positive behavior (3-15:1 skewed to the negative side)

Research cited by Sprick (2007)

Research Review

• Landmark studies: (Dr. Wesley Becker) found children who are starved for attention, as the rate of criticism increases the rate of their misbehavior increases.

• Why?…because it is a vicious cycle

Vicious Cycle of Reinforcing Misbehavior

Student misbehaves

Adult “pays attention” & behavior stops.

Student is reinforced & soon demonstrates

behavior again

Adult reprimands student & behavior stops

(Adult reinforced)

Student is reinforced.

For students who repeatedly demonstrate minor or major misbehavior, they will require even more immediate and specific feedback when they engage in the expected behavior.

Reminder

Common Concerns• Do problem students deserve extra positive

attention?– As we start shifting the focus from negative

attention to positive, you will find the others in the room/school get a lot of positive attention but it is in more naturalistic ways. • 100% on a test• “Good Job”• Smile• Thumbs-up

Common Concerns• Won’t the student think that the positive

attention is phony?

– Research conducted that explored this very issue: found that it really did not matter even when the researcher/observer thought the teacher sounded very phony

– Issue is: what behaviors are you paying attention to?

Research cited by Sprick (2007)

“Products” for Acknowledgement System

• Formal plan for increasing the amount of positive interactions all adults have with students in the school (6:1 ratio)

“Products” for Acknowledgement System

• The systematic ways in which students are provided positive feedback for demonstrating the behavioral expectations will be the basis of an acknowledgment system– Note: until the ratio of positive/negative

interactions is 6:1, a visual prompt (i.e. slip, ticket) may need to be used by adults and given to students

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6 TO 1

Nieman’s Positive Recognition Prompt

6 TO 1

Merriam ParkFrequent, Specific Praise Prompt

Common Concerns & Questions

• Isn’t this bribery?– Definition of “bribe”: the inducement

(usually monetary) to do something illegal, unethical, or immoral. A bribe is an incentive to do something wrong.

Common Concerns & Questions

• Isn’t this bribery?– Do you hear this comment: “We

shouldn’t have to bribe kids”• Gentle correction: “I have never bribed

a kid because I have never created an extrinsic system to do something wrong.”

Bottom Line

• An extrinsic acknowledgement system provides the adults in the building with a visual prompt to provide all students in the school with specific, verbal feedback regarding their demonstration of the behaviors defined on the matrix

Shawanoe’s PERKS Pass

C.A.R.E. Chips

Remember to earn C.A.R.E. chips, follow the Nieman C.A.R.E. expectations!

Special Acknowledgment at Santa Fe Trail

SOAR CARDSApache Eagles are ready to SOAR!!!

The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event.

Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, “Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.”

Apache’s Positive Recognition

Trailridge’s Recognition

Nieman’s C.A.R.E. Chips

Remember to earn C.A.R.E. chips, follow the Nieman C.A.R.E. expectations!

Management of Acknowledgement Tickets at McAuliffe

Important Considerations for Student Acknowledgements

• Make sure that the rewards/ acknowledgements are tied to the behavior expectations

• Rewards/acknowledgements are for students doing well (prevention) and students with behavioral difficulties (intervention)

Staff Recognition

Team TimeTake a moment to develop or review what your school does to formally acknowledge positive

student social behavior.

What to Teach?

— Tickets, Chips, Loops— Drawings— Student of the Month— Classroom Menu— Announcements— Games (Bingo, Minute To Win

It, Plinko, etc.)— Assemblies

Where to Find Examples?

– Lesson Plans-All– Recognition– Staff Training

Data-Based Decision Making

Michigan’s Continuous Improvement Process

Student Achievement Study

Plan

Gather

Do

Adapted from the Michigan School Improvement Framework

Ensuring Useful, Relevant Data• Graphic data tools provide a teams with the ability to get a quick

overview of trends

• Data collection should be easy (<1% of staff time) so that we can spend the majority of our time acting upon the data, not collecting it

• We must ensure the validity and reliability of our data (the measures themselves and how they are collected)

• Data must be “triangulated” (look across multiple data sources for trends and converging evidence)

• Data must be relevant, timely, efficient and practical

• Data should be useful for and used for making decisions

Evaluate Data with PBS Team• At monthly PBS Team meetings

–Evaluate Big 5 Data– Look for patterns of

behavior–Develop hypothesis and

ideas for action planning

• Annually at PBS Team meetings/trainings–Evaluate Big 5 Trends–Evaluate Safety Survey Data–Evaluate Self-Assessment

Survey–Evaluate SET Data

Use Data to Develop Your Action Plan

• Utilize data for Action Plan

Action Plan

Important Considerations for Data-Driven Decisions

• All data should serve a purpose

• Collect data with fidelity

• Be prompt about looking at data and acting on it

• Use multiple sources of data to confirm what you see

• Use data to support, not to punish

Share Data with Staff• At monthly/quarterly staff

meetings–Acknowledge what staff are

doing right/what is working well

–Point out areas in need of improvement and provide possible suggestions to improve

• Provide information in newsletters, weekly emails

• Post charts in staff room

Team Time•Discuss how you will ensure that everyone in your building can accurately fill out an Office Discipline Referral (ODR) form.

•Discuss your system for making data-driven decisions–Who will see the data?–How often will the data be reviewed?–What data will be shared?–When will it be shared? In what format?

•Use your PBS Survey data, Big 5, and SET to write your 2011-2012 Action Plan.

The work you are doing is so important. Thank you for being a part of our

learning community and for all that you do for students!

Tier 1 School-wide Positive Behavior Support Lea Ann Pasquale and Jamie Wolfe PBS Facilitators 1.

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