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ATL/PBSCreating a School-wide System of
Behavioral Support
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AgendaWelcome and HistoryMMSD Guiding PrinciplesCurrent PracticesPBIS Overview/theory/components
Break 9:40 amCommon Expectations: Matrix Work
Lunch 11:30 amAcknowledgments and Celebrations
Break 1:30 pmInappropriate Behaviors Below/Bottom LineKick off and SustainabilitySharing Out and Closing
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MMSD Guiding PrinciplesTeam Time
• What resonates with you?
• How does this document fit with beliefs in your building?
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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)
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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
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Team time
Current practices Who is responsible
Needs
Community
Social Skills
Safe Skills
Positive celebrations and recognitions
Teaching procedures and routines
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One Thought
“ Intelligence plus character. That is the goal of true education.”
Martin Luther
King Jr.
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What PBIS is…
• A process that emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures.
• An interactive approach that includes opportunities to correct and improve four key elements used in Universal PBS focusing on:
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SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingChild Behavior
OUTCOMES
Supporting Social and Academic Competence &
Behavioral Development
SupportingDecisionMaking
4 PBS Elements
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What PBIS 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
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Who should use PBIS?Schools that want to:
• Improve general activity & school climate & community relations
• Decrease dependence on reactive disciplinary practices• Maximize impact of instruction to affect skill development
and behavioral competency• Improve behavioral supports for students with emotional
& behavioral challenges
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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
3.3. Keep trackKeep track of how youth are doing
4.4. Make changesMake changes according to the results
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“Positive Behavior Supports Biggest Idea!”
Instead of working harder, schools have to establish systems/processes and use data and practices that enable
them to work smarter.PBS Enables Schools To…
– Establish a small number of priorities• ABOVE THE LINE strategies
• “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• “invest in a sure thing”
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Primary Prevention:“Above the Line”
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
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PBS Emphasizes Instruction and Prevention at Each Tier
• Universal Tier “Above the Line” GOAL: To increase social learning and reduce new
cases of problem behavior
• Secondary TierGOAL: provide targeted interventions with a
continued focus on asset development and skill-building.
• Tertiary TierGOAL: reduce the intensity and complexity of
existing occurrences of severe problem behaviors
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School-wide Practices of ATL/PBS
Define *3-5 School-wide Above the Line Expectations
Teach /Precorrect*Direct Instruction of expectations Teaching Matrix, Cool Tools*In the moment reminders Boosters, pre-corrections
Model/ adults practice what we preachPractice/ kids practice what we teachAcknowledge
*Daily recognition social, tangible*Weekly/quarterly grade-level/whole school celebrations
Reteach*Classroom procedure for minor problem behaviors* Discipline Referral for major problem behaviors
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What does ATL/PBS look like? • >80% of students can tell you what is expected of them & give
behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for addressing problem
behavior.• Data- & team-based action planning & implementation are operating.• Administrators are active participants.• Full continuum of behavior support is available to all students
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OUTCOMES
SYST
EMS
DA
TA
RTI
PRACTICES/STRATEGIESABOVE THE LINE
Supporting Decision Making
Supporting Student Learning and Behavior
Supporting Social Competence & Academic Achievement School Wide
Supporting Staff
Learning andBehavior
ADULT COMMUNITY – ABOVE THE LINEStrong, Focused LeadershipShared Vision and PlanningCommon Beliefs and BehaviorsShared Professional DevelopmentAdult Community Building
SCHOOLWIDE/CLASSROOM PRACTICES
ABOVE THE LINERule CreationFix It/Logical Consequences Morning MeetingCelebrationsInfused Social Skills across CurriculumCollaborative ProblemSolving Behavior and Academic ChoiceClassroom MeetingsClassroom OrganizationPro-active Adult ModelingPositive Teacher LanguageWorking with Families
SCHOOLWIDE –ABOVE THE LINE
Aligned Policies,Practices, and ProceduresResource AllocationAll-School ActivitiesFamily and CommunityInvolvementPhysical Environment
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School-wideAbove the Line
Expectations
• 3-5 positively and broadly stated expectations
For example:
Be Safe
Be Respectful
Be Ready
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Above The Line
Be Safe
Be Responsible
Be Respectful
Below the Line
Bottom
Line
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Behavior/ATL MATRIXClearly define expected behaviors for classroom and non-classroom settings
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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.
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Behavior/ATL Matrix
Classroom Lunchroom Bus Hallway Assembly
Respect Others
Use inside voice
Eat your own food
Stay in your seat
Stay to rightArrive on time to speaker
Respect Environment & Property
Recycle paper
Return traysKeep feet on
floorPut trash in
cansTake litter with you
Respect Yourself
Do your bestWash your
handsBe at stop on
timeUse your
wordsListen 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
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Hallway Lunchroom Playground Restroom
Be Safe
Be Responsible
Be
Respectful
Behavior/ATL Matrix
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Team Time
3-5 School-Wide
Above the Line Expectations
Create your Behavior/ATL Matrix
(complete and examine)
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Acknowledgement plan
Establish a continuum to encourage/celebrate expected behaviors
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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 kids who are showing expected behaviors to encourage the kids who are not
• Strengthen positive behaviors that can compete with problem behavior
• Prompt for adults to recognize behavior
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Guidelines for Use of Rewards/Acknowledgements to Build
Intrinsic Motivation• Move from
other-delivered to self-deliveredhighly frequent to less frequent (intensive
teaching to practice/pre-correction)predictable to unpredictabletangible to social
• Individualize
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Examples- Welch Elementary
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“GOTCHA” BOXES
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Examples of Reinforcements• School Bucks• “Golden Plunger”• Reinforcements: first in line, extra recess• Closed Circuit TV announcements and PA announcements• “Shout Outs”• Dances, Field Trips• Staff celebrations and recognitions• Assemblies• Showcase student talent• All STAR, Super STAR, Rock STAR• Social Skills Skits• Social Action Projects and Service Learning• Multimedia presentations – photos, video• Staff Reminders to Reinforce• Rubberbands on your wrist switch when giving an acknowledgement• Daily “Badges”
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*PBIS/ATL School-Wide Acknowledgment Matrix
TypeWhat When Where Who
High Frequency In the moment, predictable(e.g., Gotchas, Paws, High Fives, etc)
Redemption of high frequency (e.g., school store, drawings)
Unpredictable/Intermittent (e.g., surprise homework completion treat, random use of gotchas in hallway)
Long-term School-wide CelebrationsSchool climate, school-wide target met (e.g., ice cream social, dance, game day)
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Discouraging Inappropriate Behaviors
Below the Line – Fix-it Plans=Teacher responsibility
Bottom Line = Administrative responsibility
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Below the Line
Bottom Line
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T- CHART OF BEHAVIOR
Classroom Managed
BELOW THE LINE
Behaviors
Office-Managed
BOTTOM LINE
Behaviors
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What When Who
Staff
Students
Families
Sustainability: PBIS/ATL Kick Off
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Ongoing Support
• Day Two – January 22 or other date???????– Social Skills curriculum
– Data
– Ongoing process (team member roles, kick offs & sustainability)
• Contact us:– Rachel Saladis [email protected]
– Karen Windels [email protected]
– Sara Knueve [email protected]
