Positive Behavior Support Universal Training Day One

Positive Behavior Support

Universal Training Day One

InclusionOn your index card, answer the following

questions:• What I know about PBS.

• What I hope to learn.• A Summer Highlight

Inclusion

• Partner Share• Introduce Partner to another

pair

Outcomes

• Increase understanding of PBS

• Establish School–Wide systems and practices to support staff and students

• Determine PBS Team and each person’s roles

Day One Agenda

• Inclusion Activity, Outcomes, Agenda, Working Agreements

• PBS Overview

• Data Driven Decision Making

• Expectations/Matrix• Teaching Behavior and Social Emotional

Learning

Day Two Agenda

• Inclusion Activity, Outcomes, Agenda, Working Agreements

• Acknowledgment Systems

• T Chart & Bottom Line Systems

• Team Composition

• Roll Out

Hopes and Dreams

• On a Post – It note, record your main hope for our time together.• Post your Post – It on the Hopes and Dreams poster.

Working Agreements

• With your team, brainstorm working agreements or guidelines that will help us meet our Hopes and Dreams.•Choose three agreements to share with large group.

Working Agreements

• Share each teams’ agreements.• Decide on three to five agreements for large group.

MMSD Guiding Beliefs

•Read the guiding beliefs–What resonates with you?–What challenges you?

FIRST TURN/LAST TURN

Why a positive approach to discipline?

• Most common responses to at risk students are punishment and exclusion (Lipsey, 1991; Tolan & Guerra, 1994)

• Punishment, counseling and psychotherapy are the least effective responses to reduce antisocial and violent behavior in group settings (Gottfredson, 1997; Kazdin, 1985; Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994)

• Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness and dropping out (Mayer and Sulzer-Azaroff (1991)

What does a system need to include?

• Body of evidence that enables us to identify strategies that

are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

– Community building– Safe skills– Social Skills instruction– Positive recognitions and celebrations– Teaching procedures and routines

Team time            

Current practices

Who is responsible

Needs

Community

Social Skills

Safe Skills

Positive celebrations and recognitions

Teaching procedures and routines

Text as Expert

• Read handout– Put a “!” by text that resonates with you.– Put a “?” by text that you want to know more

or have questions about.

• Share “!” and “?” with a partner.

What PBS is not…

• A “Train and Hope” model• A “Get Tough” model• Not limited to any particular group of children –

it’s for all children• Not a specific practice or curriculum…it’s a

general approach to preventing problem behavior• Not new…its based on a long history of

behavioral practices &effective instructionaldesign & strategies

What is PBS ?

“PBS” is a research-based systems approach designed to enhance the capacity of schools to…

(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)

effectively educate all students, including students with challenging social behaviors adopt & sustain the use of effective instructional practices

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingChild Behavior

OUTCOMES

Supporting Social and Academic Competence &

Behavioral Development

SupportingDecisionMaking

4 PBS Elements

The Big “BIG” Ideas

1.1. Decide what is importantDecide what is important for youth to know

2.2. Teach what is importantTeach what is important for youth to know

3. Acknowledge students for exhibiting skills/behaviors

4.4. Keep trackKeep track of how youth are doing

5.5. Make changesMake changes according to the results

Universal/SchoolWide Systems for

All Students,Staff, & Settings

0-1 referrals/semester

Secondary Systems:

2-5 referrals/semester

Tertiary Systems:

6+ referrals/semester

~80% of Students

~15%

~5% POSITIVE BEHAVIORSUPPORT

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tier 2/Secondary

Tier 3/Tertiary

SIMEO Tools: HSC-T, RD-T, EI-T

Small Group Interventions (CICO, SSI, etc)

In

terv

entio

nAssessm

en

tIllinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004

Group Interventions withIndividualized Focus (CnC, etc)

Simple Individual Interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Multiple-Domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades,

Running Records, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

What does ATL/PBS look like?

Team TimeComplete or discuss the Self-Assessment

Survey (SAS) school-wide section

Data

PBS Data Displays

1. Office Referral Data

2. ISS & OSS

3. Instructional Time Analysis

4. Tier Analysis

CONSISTENTLY review the following data/graphs:

1. The number of referrals: ( BIG 5)– Per month– By type of behavior– By location– By time of day– By student

– By demographic Info – ethnicity, FRL, Grade, Gender

Infinite Campus Demo

Behavioral Data by Month

• Behavioral Data by Grade

CONSISTENTLY review the following data/graphs:

2. In School and Out of School Suspension Rate

Out of School Suspension & In School Suspension by semester

Suspensions

57 43

446

160

80 55

419

133

0

100

200

300

400

500

OSS Students ISS Students

Suspensions and Students

To

tal 1st semester 07-08

1st semester 08-09

CONSISTENTLY review the following data/graphs:

3. Instructional Time Analysis

Middle School Office Referral Sept. to Present 08-09/09-10

0

200

400

600

800

08-09 09-10

Instructional Minutes Regained…

• Referrals Sept. 08- Feb. 16, 09: 599

• Referrals Sept. 09- Feb. 16, 10: 389

• Average time Student Spent out of Class: 20 min.• Average time Admin/Support to Process: 30 min.

Time regained

Student Administrator

9 days 13 days

CONSISTENTLY review the following data/graphs:

4. Tier Analysis

Tier 3 (6+ ODR) 1-5%

Tier 2 (2-5 ODR) 5-10%

Tier 1 (1 ODR) 80-90%

PBS TrianglePBS Triangle

399 Students

2007-08

PRE-PBS

19%

13%

68%

Tier 3 (6+ ODR) 1-5%

Tier 2 (2-5 ODR) 5-10%

Tier 1 (1 ODR) 80-90%

PBS TrianglePBS Triangle

409 Students

1st Semester 08-09

POST PBS

(universal)

4%

11%

85%

Data Practice

• Look at Self-Assessment Survey results

• Identify three strengths

• Identify three areas of need

ESP Activity

School-wideAbove the Line

Expectations

• 3-5 positively and broadly stated expectations

For example:

Be Safe

Be Respectful

Be Ready

Above The Line

Be Safe

Be Responsible

Be Respectful

Below the Line

Bottom

Line

Behavioral Expectations

• Come to consensus on your 3-5 behavioral expectations

Extension Activity

• Spend time brainstorming ways to introduce the expectations to your staff, students.– Is it catchy?– Is it appropriate for all grade levels?– Visual displays around the building?

Behavior/ATL MATRIXClearly define expected behaviors for classroom and non-classroom settings

46

School-Wide Behavior/ATL Matrix

PURPOSES:

Defines the Expected/ATL Behaviors for Specific Settings.

hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground

Creates the “Curriculum” that will guide the teaching of expected behaviors.

Enhances communication among staff and between students and staff.

Behavior/ATL Matrix

Lunchroom Bus Hallway Assembly

Respect Others

Eat your own food

Stay in your seat

Stay to rightArrive on time to speaker

Respect Environment & Property

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Wash your hands

Be at stop on time

Use your words

Listen to speaker

Respect Learning

Eat balanced diet

Go directly from bus to

class

Go directly to class

Discuss topic in class w/

others

Classroom

Hallway Lunchroom Playground Restroom

Be Safe

Be Responsible

Be

Respectful

Behavior/ATL Matrix

49

Team Time

3-5 School-Wide

Above the Line Expectations

Create your Behavior/ATL Matrix

(complete and examine)

Teaching Behavior and Social Emotional Learning

Social Emotional Learning

Research shows:

• Improved math, literacy, and social studies skills.

• Higher achievement test scores.

• Have improved attendance.

• Reductions in aggression and disruptions.

• Less likely to drop out.

• Participate more in class.

MMSD Social Emotional Learning: Content Focus

Self-Awareness Self-Regulation

Social Awareness Social and Interpersonal Regulation

Jig Saw Activity

• Read assigned Social Emotional Learning Standard

• Determine ways to share out content with large group.

• Share out to large group

What is a Cool Tool?

A Cool Tool is a lesson that teaches school-wide behavioral expectations. It provides students with the “tools” to make positive academic and behavioral choices.

Teaching Behavioral Expectations

1) Teach

2) Model

3) Practice

4) Reinforce

5) Reteach

Tips for Teaching Behavior

• Practice should be conducted in actual setting whenever possible.

• Students should never practice incorrect examples.

• Use frequent acknowledgement.

• Pre-correct/Remind/Reinforce with students before activity.

• Have a plan for behavioral acting-out.

Writing a Cool Tool

Cool ToolsBehavioral Lesson Plan

Universal Expectation/SEL Key Concept: Name of the Skill/Performance Standard:Setting:

Purpose of the lesson/Why it’s important:

Teaching Examples:

Student Activities/Role-Plays:

  Follow-Up Reinforcement Activities:

Cool Tool in Action

• Voice level

• Classroom Behavior Matrix Activity

• Link to literacy example

• Sherman Middle School’s written example

Create a Cool Tool

• As a school, choose an Expectation or Social Emotional Learning Key Concept.

• Break into small groups of 2-3 people.

• Complete the Cool Tool format.

• Practice teaching Cool Tool within your small group.

Closing Activity

On notecard,

GOTS

WANTS