Tier 1 School-wide Positive Behavioral Interventions and Supports (PBIS)

Bella Bikowsky, Katie Bubak Carol FrodgeNWPBIS Network, Inc.www.pbisnetwork.org

Day 1 and 2 Training Workshop on School-wide Positive Behavior Support (SWPBS)

Establish PBIS Leadership Team

Understand Core Features of PBIS

Readiness for Implementation

Action Planning for Roll Out

Goal of this Training

PBIS – Respect & Responsibility

Opening ActivityRegarding PBIS:

What do you already know?

Want do you want to Know?

What are you excited about?

What are your fears/reservations?

Write answers on your big sticky

15 Minutes

School Safety: A Top ConcernProviding a safe, positive school climate, which

engages students in their academic program and supports their social and behavioral development, has been an enduring goal of educators, parents, and policymakers (Barnoski, 2001; Shelton, Owens, & Song, 2009).

The 39th Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools found that addressing a lack of discipline, fighting, and violence were among the top priorities for respondents(Rose & Gallup, 2007).

Impact of Behavior on Schools

More than ____ of our teachers will leave the profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004).

Student problem behavior can consume more than _____ of teachers’ and administrators’ time (U.S. Department of Education, 2000).

30%

50%

Student Wellbeing One in five (20%) of students are in need of

some type of mental health service during their school years, yet _____ of these students do not receive services (Surgeon General’s Report on Mental Health, 2011)

It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007)

70%

What are the top 3 problem behavior concerns in your school?

Share your top problem behavior

Be thinking about what social skill or behavior replaces the problem behavior?

Table talk 10 Minutes

School (e.g., Mayer)

Reactive/punishing discipline approach

Lack of agreement about rules, expectations,

& consequences

Failure to consider & accommodate individual

differences

Academic failure

The ChallengeExclusion and punishment are the most common

responses to conduct disorders in schools. Lane & Murakami, (1987) Rose, (1988) Nieto, (1999) Sprick, Borgmeier, & Nolet, (2002)

Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out.

Mayer, 1995 Mayer & Sulzar-Azaroff, 1991 Skiba & Peterson, 1999

School Wide PBIS

Ever Heard These?

“Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

“Phoebe, I’m taking your book away because you obviously aren’t ready to learn.”

“You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the Principal.”

The ChallengeExclusion and punishment are ineffective at

producing long-term reduction in problem behavior Costenbader & Markson (1998)

“Students w/ disabilities are almost 2x as likely to be suspended from school as nondisabled students, w/ the highest rates among black children w/ disabilities.”

NYTimes, M. Rich Aug 7 2012

• 13% w/ v. 7% w/o• 1 in 4 black K-12 students

High suspension correlated w/•Low achievement•Dropout•Juvenile incarceration

>1 Susp. 1 Year

•1 in 6 black •1 in 13 Amer Indian•1 in 14 Latinos•1 in 20 Whites

Not correlated w/ race of staff

Dan Losen & Jonathan GillespieCenter for Civil Rights Remedies at

UCLA

Impact

The Need for Prevention and Intervention

Without prevention and early intervention, children at-risk of EBD are likely to:

Experience mental health problems, such as diagnoses of conduct disorder in adolescence and antisocial personality disorder in adulthood (Reid & Patterson, 1991; Conroy, Dunlap, Clarke, & Alter, 2005.)

Fail courses, drop out of school, not engage in postsecondary education, and have greater difficulties with social relationships and employment (Bullis & Cheney, 1999; Neel, Meadows, Levine, & Edgar, 1998).

Traditional Discipline vs. PBIS Traditional

Focuses on the student’s problem behavior

Relies on punishment to stop unwanted behavior

“What do we do when?”

PBIS Replaces unwanted

behaviors with new behaviors or skills

Alters environments Instructional match is

viewed as a behavior intervention

Teaches appropriate skills Reinforces appropriate

behaviors Relies on function based

interventions “What do we do in

between?”

Trends in Discipline Practices

Least Effective Punishment (when used too often)

Exclusion

Counseling (as a reactive strategy)

(Gottfredson, 1997)

Most Effective Proactive school-wide

discipline systems Social skills instruction in

natural environment Academic/curricular

restructuring Behaviorally based

interventions Early screening and

identification of antisocial behavior patterns

(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)

It’s About TimeIt’s About TimeK-12 students: 42% of

instructional time (6 hrs.) engaged in learning.

17% of the day students are engaged and are successful in academic tasks (one hour)

High school: 90% non-academically engaged time (Lewis, 2012).

K-12 students: 42% of instructional time (6 hrs.) engaged in learning.

17% of the day students are engaged and are successful in academic tasks (one hour)

High school: 90% non-academically engaged time (Lewis, 2012).

ConsiderationsConsiderations 1 in 5 youth have an

emotional and behavioral disorders (EBD).

Average GPA of 1.4

Absent an average of 18 days per school year

60% drop out

73% of those that drop out are arrested within 2 years

1 in 5 youth have an emotional and behavioral disorders (EBD).

Average GPA of 1.4

Absent an average of 18 days per school year

60% drop out

73% of those that drop out are arrested within 2 years

Academic Performance for Students with EBD

Overall: 2 grade levels behind, on average

Reading24th percentile in reading comprehensionFour out of 5 have reading difficulties

LanguageNearly 9 out of 10 (88%) have language deficits

Math42-93% math challengesDeclines 20 PR from childhood to adolescence

Research, finds that behavioral outcomes are linked to academic outcomes. (Tobin & Vincent, 2010)

National Data/Research

Achievement Gap

DisciplineGap

Culture is central in discussions related to:

Diversity

Disproportionality

Inequity/disparity

School discipline

Academic achievement, &

Disability

However, education community struggles to understand implications that enhances our

Understanding of culture

Effective communications & expressions of our unique experiences, &

Actions that realize meaningful benefits for all studentsInformation from www.pbis.org

Sugai, Fallon, O’KeefeUniversity of Connecticut, 2012

In sum, many students & adults do not experience school as culturally & contextually relevant, & as a result , are at

high risk of lower academic achievement, more frequent & negative disciplinary consequences & social outcomes

SWPBIS Practices & Systems Approach is increasing as a viable approach to improving the social & behavioral

culture of schools through the use of constructive and preventative strategies

“Cultural responsiveness & relevance”

To what extent have we considered unique variables, characteristics, & learning histories of students, educators, & families & community members involved in implementation of SWPBIS?

Our Challenge as we implement Is SWPBIS “Culturally relevant”?Can SWPBIS become more culturally relevant?What does culturally relevant SWPBIS Implementation

look like?How do we measure impact of culturally relevant

implementation of SWPBIS?

School-wide PBS is:A systems approach, establishing the social culture and

behavioral supports needed for schools to be effective learning environments for all students.

Evidence-based features of SW-PBSPreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorCollection and use of data for decision-makingContinuum of intensive, individual interventions. Administrative leadership – Team-based implementation

What is School-wide PBS?

“Multi-Tiered Systems of Support”….

Whole-school, data-driven,

prevention-based framework

for improving learning

outcomes for all students

through layered continuum

of evidence-based practices

& systems

Whole-school, data-driven,

prevention-based framework

for improving learning

outcomes for all students

through layered continuum

of evidence-based practices

& systems

SYSTEMS

PRACTICESDAT

A

Systems Support Adults & Organizational Change

EBP SupportStudent Behavior

OUTCOMES

Supporting Social Competence, Academic Achievement and Safety

Data SupportsDecisionMaking

School-wide PBIS 4 Elements

Establishing an Effective Social and Academic Establishing an Effective Social and Academic CultureCulture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

GOAL to create safe, Respectful, effective, and relevant social cultureWhere successful teaching And learning are possibleAnd problem behaviors areprevented

Eight Essential Tier I Components

1. Common Philosophy & Purpose

2. Leadership

3. Clarifying Expected Behavior

4. Teaching Expected Behavior

5. Encouraging Expected Behavior

6. Discouraging Inappropriate Behavior

7. Ongoing Monitoring

8. Effective Classroom Practices

Targeted/Intensive

(FEW High-risk students)

Individual Interventions(3-5%)

Selected(SOME At-risk Students)

Small Group & Individual Strategies

(10-25% of students)

Universal(All Students)

School/classwide, Culturally Relevant Systems of Support (75-90% of students)

Tier 3 Menu of Individual Supports for a FEW:• FBA-based Behavior Intervention Plan • Cognitive Behavior Therapy • School Mental Health Supports• Wraparound Supports With Community

Tier 2 Menu of Supports for SOME:•Self monitoring•School-home note•Mentor-based program•Check Connect and Expect•Academic Skills Group•Group social skills training

Tier I Menu of Supports for ALL:• Schoolwide PBIS• We Have Skills• Good behavior Game• Watch DOGs• Habits of Mind

IN AN IDEAL WORLD:Menu of a continuum of evidence-based supports

Big Ideas Across Tiers • Systems – Support adult behavior

– Handbooks

– Policy

– Calendar of events

– Data collection and summary system

• Data – Support decision making

– Identification

– Fidelity

– Outcomes

• Practices – Support student behavior

– Teaching rules and expectations

– Acknowledge desired behaviors

– Respond consistently to problem behaviors

– Monitor data

Outcomes

PBIS is not new… It is based on along history of

behavioral practices,effective instructional design & strategies

Not limited to anyparticular group of

students…It’s for all students

Not specific practice or curriculum…

it’s a general approach

to preventing problem behavior

Big IdeasBuild Positive Behavior Support Plans that teach pro-social

“replacement” behaviors

Create environments to support the use of pro-social behaviors1. School-wide

2. Classroom

3. Individual student

Essential Features at the School Level Even at High School

Teams of educators within the school (administrator)

Data-based decision makingInstructional Focus

Teach & Practice

Acknowledge student mastery of social skillsPositive Feedback

PBIS Biggest Idea!

Instead of working harder (inefficient), schools have to establish systems/processes and use data and practices that enable them to work smarter (efficient, effective).

PBIS Enables Schools To…Establish a small number of priorities

“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

“research-based, evidence-based”

Give Priority to Effective Practices

2012-2013 Behavioral Incidents by Location

2353 incidents 9-12th Grades

Top 3 Problem Behaviors1. Defiance, Disrespect,Non-Compliance2. Disruptive Conduct/Unsafe Activity3. Attendance

Why implement SWPBS?

Create a positive school culture:School environment is predictable

1. common language2. common vision (understanding of

expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.

Impacts In Highline in Just One Year

Time Recovered

This Data Reported Yearly to the Highline School Board As Part of Their Visibility and Sustainability Efforts

Experimental Research on SWPBIS

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

PBIS VideoCreating the Culture of Change

pbis.org

Table TalkBuilding School-wide Commitment

Using the 1st Blue Discussion Sheet in Section 2 of your binderConsider Membership for your PBIS Leadership

TeamDo you have the support of your faculty?Have you clearly established the need and

commitment to change? Do you have family, community and student support

to improve the social culture of the school?

10 Minutes10 Minutes

10 Minute Break

Establishing the PBS Leadership Team

The purpose and function of a Tier 1 Team

Membership of the team

Establishing effective and ongoing Tier 1 Team meetings

Establishing subcommittees of the Tier 1 Team if needed

Tier 1 Team Responsibilities 1. Conduct Current Data-Driven Business

– Review school-wide data – Academic & Behavioral– Identify & plan needed interventions based on data– Use data to determine behavioral lesson plans

2. Conduct Calendar-Driven Business – Fall kick-off– Tier 1 Assessment Tools (SAS Survey, Phases of Implementation,

Team Implementation Checklists, Benchmarks of Quality, School Profile Tool)

– Monthly data review– Develop school-wide interventions– Implementation of the reinforcement plan and all school celebrations– Re-teaching/Reinforcement boosters– Continuously update MAP

3. Plan communication with staff, school board, families, other intervention teams

Functions of PBIS Tier 1 Team Meets 1-2x monthly w/set agenda during first year

Creates, distributes, schedules behavioral lesson plans to staff

Analyzes and shares data with school, family, community monthly

Informs school audiences of PBIS activities in building (parents, community members, district administration, board of education)

Assists administration in developing continuum for managing inappropriate behavior

Establishes an acknowledgment system for positive behaviors

Identifies students in need of secondary and tertiary level supports

Completes fidelity assessments annually

Who Should Comprise Tier 1 Leadership Team?

Active administrator

Representative building staff members, family members & students

Members understand behavioral principles

Members should be collaborative, critical examiners who are also supportive.

* Team members represent the cultures and ethnicities in the school & community

Key Team RolesRoles of team members– Facilitator (creates the agenda, sets up the

room & leads the meeting)

– Data Manager (brings data to team meetings)

– Time-keeper (keeps team on task)

– Minute Taker (takes and distributes minutes; archives material)

– Communicator (shares information on activities and data to staff, families, and communities)

Effective Meeting Foundations Agenda, Minutes, Action Plans

• Have an agenda before each meeting– Helps keep the meeting focused and time efficient

• Consider taking minutes during each meeting that can be sent out afterwards– Consider sending to key stakeholders

• Consider using an action plan during the meeting to keep track of who will be doing what, by when, etc. You can refer back to this regularly.

Consider projecting the agenda, minutes, and action plan during the meeting so that everyone can follow, and so the work is already done by the end of the meeting!

Consider making these digital files for easy sharing!

Workgroup, Committee

Purpose Outcome

Link to SIP

Who Served?

How to Get in?

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee Improve safety Predictable response to threat/crisis

Dangerous students

Screened In

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

Drug and Alcohol Committee

Prevent drug use Decrease Drug and Alcohol

High/at-risk drug users

Screened In

Don

Behavior Work Group

Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Working Smarter Matrix

Team TimeThe PBIS Leadership Team

Using Second Blue Discussion Sheet in Section 3 of your binderConsider Membership for your PBIS Leadership

TeamReview Working Smarter MatrixDiscuss Regular Meeting TimesDiscuss Team Roles – Facilitator, Data Analyst,

Minutes TakerUse the Tiered Fidelity Inventory to Assess Need

and Action Plan.

20 Minutes20 Minutes

Tier1/Universal Practices of PBISDefine

• 3-5 school-wide expectations

Teach/Pre-correct• cool tool direct instruction• in-the-moment reminders

Model/Practice • adults model what they teach• students practice what we teach

Acknowledge• daily recognition – ex. gotchas• weekly/quarterly grade-level/whole school celebrations

Re-teach • re-teach the expectation using different strategies• have the student practice the skill

SWPBIS IN MIDDLE AND HIGH SCHOOLS

Large, diverse student population

Big campus environments with more staff

Social culture in high school established by student-student interactions more than adult-student. Importance of choices, decision making, autonomy and identification with

a peer social group increases.

Problem behaviors: Truancy, Failure to do work,

To Adults: Insubordination and disrespect,

To Students –Aggression and harassment,

Higher rates among 8th, 9th and 10th graders.

- Horner, 2004

Guidelines

Identify 3-5 Expectations That:Desired Behaviors that Replace Your Problem

BehaviorsShort, Positive Statements (what to do!)Easy to remember Consider the Culture of Community

For all students, staff, parents and others who come to your school

Schoolwide Social Expectations

Establish Behavioral Expectations 3-5 positively and broadly stated expectations

– Respect, Responsibility, Safety

Title or Name for expectations– 3 B’s, Raider Way, PRIDE, Live the Code

Use your data to prioritize (ex: If your school’s data show a lot of fights, then Be Safe may be a good expectation)

Expectations apply to students as well as staff/adults

Consistency district wide is encouraged

KEEP IT SIMPLE!!!

School Rules

NO Food or Gum

NO Running

NO Swearing

NO Bullying

Redesign Learning & Teaching Environment

PBIS Staff HandbookCOUGAR PRIDE

P

SS

H

BE POSITIVE!BE RESPECTFUL!BE INVOLVED!

PRIDE

Student Ownership

Stakeholder Input Team representation

Create opportunities for gathering input and feedback from all stakeholdersSurveysAsking for suggestionsAllowing edits and changes

* Are you expectations, definitions, images and messages appropriate across cultural groups within the school?

Informing Stakeholders How will you inform all stakeholders of school-

wide expectations?– Videos – Staff and student handbooks– Website– Back to School Night– Registration– Bulletin Boards– Newsletters– Newspaper– Rotary Club or other community meetings– Sporting events at school

Next Steps As a team:

– Develop a short statement that will define for staff, students, families, and community members why you have established school-wide expectations.

– Define 3-5 positive school-wide expectations– Create a name or title for your school-wide

expectations– Before implementing, be sure to allow

opportunities for input and feedback on these school-wide expectations.

Use the third blue worksheet in section 4 of your binderIdentify Your Top Ten Problem Behaviors

What are the cultural considerations your team needs to consider when establishing expectations? What are the cornerstone values of the school? Do you have confidence that the families represented at the school will buy in to these expectations. 

Identify 3-5 Potential School-wide Expectations That Broadly Address Your Problem Behaviors

Team Time: Identifying Positive School-wide SOCIAL Expectations

15 Minutes15 Minutes

Lunch

John Adams High School Happy

http://www.johnadamsnyc.org/

Franklin Video

http://www.tacoma.uw.edu/strongschools/

School-Wide Behavioral Matrix

Establishes universal expectations to guide all students and staff based on the expectations

State positively

Use common and few words

Show what the behavior “looks like”

Sample Matrix - ArrivalExpectation

Be Responsible Be Respectful Be Safe

Behavior Be on time Obey Supervisors Watch for cars

Behavior Put your coat away Keep hands and feet to self

Use cross walks and sidewalks

Behavior Have your supplies Enter class quietly Walk at all times

Use Fourth Blue Worksheet

Identify The Settings (Locations) In Your Schools For The Matrix (Hall, Cafeteria)

Begin Your Behavior Matrix By Working On School Settings/Locations In Teams

Define Behaviors In Positive Terms That Exemplify Your Schoolwide Expectations In These Settings

All Staff Feedback/Involvement In Matrix Development

Team Time: Construct a Universal Behavior Matrix

30 minutes30 minutes

10 Minute Break

Teaching Expectations

More often occur because: Students do not have appropriate skills- “Skill Deficits” Students do not know when to use skills Students have not been taught specific

classroom procedures and routines Skills are not taught in context

Behavioral Errors

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 8 times• For a child to unlearn an old behavior and replace

with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

Why Develop a System forTeaching Behavior?

A Comparison of Approaches to

Academic and Social Problems

We Assume:

Student refuses to cooperate

Student knows what is right and has been told often

Next We:

Provide a “punishment”

Withdraw student from normal social context

Maintain student removal from normal context

Finally We Assume:

Student has “learned” lesson and will behave in future

Colvin, 1988

We Assume:

Student learned it wrong

Student was (inadvertently) taught it the wrong way

Next We:

Diagnose the problem

Identify the misrule/ reteach

Adjust presentation. Focus on the rule. Provide feedback. Provide practice and review

Finally We Assume:

Student has been taught skill

Will perform correctly in future

Teach at the start of the year and review when needed

Define and offer a rationale for each expectation

Describe what the behavior looks like

Actively involve students in discriminating between non-examples and examples of the expectations

Have students role play the expected behaviors

Re-teach the expectations often

Reinforce desired behavior

Source: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Teaching Expectations

Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria

King Kaumualii on Kauai

Creative Ideas: “Putting it into Practice”

Provide lesson format for teachers to teach behavior

Expand lesson plan ideas throughout the year

Provide students with a script (actions and words)

Teach behaviors in settings where behaviors occur

Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…)

Recognize staff for creative activities

Video students role-playing to teach expectations and rules and show during morning show – High School Example

Designing a Behavior Lesson Plan Step one: Select the skill to be taught

– Skills are taken directly from the behavioral matrix– Select skills based on the trends in your data

Step two: Write the lesson plan– Name the skill & align to the location and/or school-

wide expectation– Introduce the rule/skill– Demonstrate the rule/skill– Provide acknowledgment and feedback – Provide Visuals and Reminders as Needed

Kick-off Staff Kick-off

– Conducted during staff institute days– Communicate implementation steps– Demonstrate behavioral lesson plans to staff

Student Kick-off– Conducted at the beginning of school– Rotations– Celebration

Family/Community Kick-off– Participation of family/community members (inform, engage, partner)– Informed at the beginning of school – PBIS learning opportunities/courses offered on general PBIS materials– Example: what is PBIS, how to incorporate school-wide expectations into

the home, creating a matrix for home

*Tier 1 TIPSTeaching Behavior in High Schools

*Use student leaders to develop strategies for teaching expectations

* Survey students for suggests and concerns

*Clearly define expectations, i.e. tardiness, that you want to address * Cell phones away or mine for the day* 10/10 passing

* Posters of expectations posted in established areas

*TIER 1 TIPSTeaching Behavior in High Schools

*Use creative roll-out procedures such as videotapes, popular movies, role-playing by staff or students

*Provide formal lesson plans

*Pilot with a small group of students

*Instruction during advisory period with 15-20 students per advisor

Examples of Teaching Expectations

Video Clip from PBIS at Franklin

http://www.tacoma.uw.edu/strongschools/

River Bluff CREW Tardy Video

https://www.youtube.com/watch?v=hmAubuY0jX4

Review the 5th Blue WorksheetDiscuss & Design A Lesson Plan In Your Group

Using The Template Provided.

Decide How Will Your Expectations Be Taught?

Develop A Calendar For Teaching Expectations.

Discuss & Write Down Needed Action Items For Teaching Expectations.

Team Time: Teaching Expectations

30 Minutes

Tier 1Key points to remember!!

• Prevent and teach…instead of punish!

*Punishment addresses the symptoms of a behavior problems.

• Be planned and positive, not reactive and punitive!

• Behaviors serve a purpose- they have a payoff

• 4:1- Give 4 positives to every correction-REINFORCE the behaviors you WANT to see!

ACTIVITY – Action PlanningWhat final questions do you have about today’s

content?

What items do you need to add to your action plan?

20 Minutes

Feedback & Evaluation for Tier 1 Day 1

https://docs.google.com/a/pbisnetwork.org/forms/d/1NxVtYhFhiKuFLPMc3NUKdFsAtNNtI-c9VTH5fFTuIg8/viewform?c=0&w=

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