training behavioral expectations

•CoordinatorsThere are 3 hours and 45 minutes of team time so stay on track and adjust your presentation time 2 hours (this includes report out time) accordingly.

Download Maryland’s cost analysis excel file to use during U200

Illinois PBIS Network

U200: Developing Your Tier 1/Universal System,

Part 2 (1-Day)

Training Behavioral ExpectationsEXPECTATION TRAINING SITE

BE RESPECTFUL Please, Turn cell phones to “off” or to “vibrate” Receive and make phone calls in areas outside

of training room Wait for communications with team members

until team and break times or write notesBE RESPONSIBLE Please,

Sign attendance sheet Return from lunch/breaks on time Complete evaluation form upon close

BE PREPARED Please, Make plans to stay until scheduled training

dismissal Continuously update School Based Unified

Action Plan (SBUAP) (Binder page 81)

Team TimeThink about why you are here.

• What do you think are the most important variables influencing student achievement?

• Discuss the top three behaviors that disrupt instruction.

• List the problems that occur in your school. Where do they happen? When do they happen?

Day 21. Establish procedures for teaching expected behavior

Teaching ActivityKickoff Planning

2. Establish a continuum to encourage/celebrate expected behaviors

Acknowledgment Plan3. Establish procedures for discouraging inappropriate behavior

Problem Solving & ODR4. Effective practice

Working Smarter Matrix5. Team Process

Create system for effective meetings6. Outcome data

Cost Analysis

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement ٭

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance onPositive Behavioral Interventions andSupports. Accessed at http://www.Pbis.org/schoolwide.htm

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity

1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm

Tips for Teaching Behavior

Pre-correct with students before activityHave a plan for behavioral acting-outPractice should be conducted in actual

setting whenever possibleUse example and non-exampleUse high frequency acknowledgments

Team Time

Practice teaching a cool tool/behavior lesson plan

ACTIVITY

View University of Indiana PBIS Implementation Video

Kickoff Section

Kick-off• Staff Kick-off

– Conducted during staff institute days– Communicate implementation steps– Staff practice teaching lesson plans

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

• Family Kick-off– Participation of family members– Conducted 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

Team TimePlan Kick-off (Student, Staff, and Family)

Create a communication system to share kick-off plan with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

Use your data and the calendar to determine boosters

• Content of teaching• Frequency of teaching and acknowledging

On-going Family Partnerships: Families and Volunteering

• Families able to volunteer in the school or at home

• Recruit and organize family help and support

• Create a volunteer handbook which describes PBIS

• As a PBIS incentive, identify families to read to the students

• Have families help children design PBIS posters

• Survey families for donations to the PBIS effort

Establish a continuum to encourage/celebrate expected

behaviorsAcknowledgment Plan

Current Acknowledgement Practices

• Inappropriate Behavior- Sent to counselor- Principal’s office-After school with an adult -Stay in from recess-Call home-Parent meeting-Special incentives-1 positive to 20 negatives (Colvin, 2002)

• Appropriate Behavior– More challenging work– “Free time”– Ignored

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 students who are showing expected behaviors to encourage the students who are not

• Strengthen positive behaviors that can compete with problem behavior

• Prompt for adults to recognize expected behavior

“Why should I reward students for something they should be doing

anyway?”

What “should” you be doing?

How do you get reinforced for this?

Driving

Work

Credit cards

How do rewards shape our behavior?

“What the World’s Greatest Managers Do Differently”-- Buckingham & Coffman 2002, Gallup

Interviews with 1 million workers, 80,000 managers, in 400 companies. Create working environments where employees:

1. Know what is expected2. Have the materials and equipment to do the job correctly3. Receive recognition each week for good work4. Have a supervisor who cares, and pays attention5. Receive encouragement to contribute and improve6. Can identify a person at work who is a “best friend”7. Feel the mission of the organization makes them feel like their jobs

are important8. See the people around them committed to doing a good job9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well

Guidelines for Use of Rewards/Acknowledgements

• School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle

• Move from highly frequent to less frequentpredictable to unpredictable tangible to socialother-delivered to self-delivered

• Individualize for students needing greater support systems

Components of School-Wide Acknowledgment Plans

• High frequency/Predictable – Delivered at a high rate for a short period – E.g. Gotchas, Falcon Feathers, positive referrals, phone calls, High 5

Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good, Gold Card and privileges

• Unexpected/Intermittent– Bring “surprise” attention to certain behaviors or at scheduled intervals– E.g. Unpredictable use of “Gotchas”, ticket lottery, special

announcements, Hi Five surprises, Hi Five button # calls, skill-of-the-day, raffles

• Long term Celebrations– E.g. Quarterly activities, assemblies, parent dinners, field trips

TYPE WHAT WHEN WHERE WHOImmediate/High Frequency In the moment, predictable(e.g., Gotchas, Paws, High Fives)

STUDENTS:

ADULTS:

High frequency for a short time when first

teaching desired behavior or

re-teaching identified problem behavior

from data

ALL STUDENTS, ALL ADULTS

Redemption of high frequency (e.g., school store, drawings)

STUDENTS:

ADULTS:

At least monthly ALL STUDENTS, ALL ADULTS

Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)

STUDENTS:

ADULTS:

Maintaining a taught behavior (fading)

ALL STUDENTS, ALL ADULTS

Long-term School-wide Celebrations (school-wide not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day)

BOTH TOGETHER:

At least quarterly ALL STUDENTS, ALL ADULTS

PBIS School-wide Acknowledgement Matrix (Students and Adults!)

Team TimeDevelop student and staff school-wide

acknowledgment system (Binder page 83).

Create a communication system for sharing the acknowledgement system with your School/Family/Community (Update School Based Unified Action Plan (SBUAP)).

Decide which behaviors are managed in the classroom and which behaviors are sent to the office

Support teachers in designing classroom management systems

Develop continuum of procedures for responding to ODRs:Re-teaching of expected behaviorFollow up with increased acknowledgmentVerbal reprimandsCommunity serviceFollow up with increased acknowledgmentDetentions

Additional responses/options for students needing Tier 2 and/or Tier 3 interventions (The Triangle)

Establish Procedures for Discouraging Inappropriate Behavior

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,

DIBELS, etc.

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

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

ACTIVITY

View University of Indiana PBIS Implementation Video

Classroom Responses Section

School ExampleTeacher Managed Behavior

– Attendance/Tardy – Inform parents on effect on academic performance

– Profanity directed at student– Gum chewing– Homework– No supplies– Tattling– Non-compliance– Name calling– Lying– Minor stealing– Cheating– Dress Code Violations– Minor Harassment

Office Managed Behavior– Attendance/Tardy– Vandalism– Substances– Defiance– Weapons– Profanity directed at Adults– Major disruptions– Fighting– Verbal/Physical intimidation– Major stealing– Cutting school– Wanderers– Gang Related Activity– Chronic Dress Code Violation– Harassment (including

sexual)

Team Time

1. Create office-managed versus classroom-managed behavior problems/T-chart (Binder page 85)

2. Review/revise office referral form (Binder page 87)3. Review problem behavior definitions (Binder page 91)4. Create a process/flowchart outlining the procedure for

dealing with problem behavior (Binder page 95)

Create a communication system for sharing your system for dealing with problem behaviors with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

Establish Procedures for Data Collection and Analysis PBIS teams CONSISTENTLY use the following data/graphs to plan school-wide interventions:

The average number of referrals:• Per day per month• By type of behavior• By location• By time of day• By student

PBIS teams use the same data/graphs to assess the effectiveness of the intervention by using the data

to answer the following question:

Has the desired outcome been reached?

Desired outcome of intervention

achieved

Begin fading the intervention

(decrease the amount of effort and resources)

Maintain the intervention (current amount of effort and

resources

Maintain or fade intervention and plan for new intervention

Has the desired outcome been reached?Desired outcome of

intervention NOT achieved

Effectiveness of the intervention

Effectiveness of instruction

Staff buy-in?

Staff taught how to implement?

Effective teaching?

Sufficient practice opportunities?

Teaching and practice occurred in specific

setting?

Has the desired outcome been reached?Desired outcome of intervention NOT

achieved

Effectiveness of acknowledgement Root or function of the problem

Frequency?

Student input?

Acknowledgement tied to teaching?

Variety of reinforcements used?

Identifying the root or function of the problem. Examples…

“We have too many suspensions because students are skipping detention. So, we targeted getting students to serve their detention.”

But, looking at the data again, we find students are getting detentions because they’re tardy.

So, the root issue may really be – getting students to class on time, NOT getting students to serve their detention.

Team Time

• Complete Data Analysis Activity #2 (Binder page 97)

“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”

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP

Attendance Committee

Increase attendance

% of students attending

All students

Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Student behavior?

All students

Marlee, J.S., Ellen

??

Safety Committee

Improve safety

All students

Has not met ??

School Spirit Committee

School spirit

All students

Has not met

Discipline Committee

Improve behavior

Improve discipline

All students

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Decrease drug use

All students

Don ??

PBIS Work Group

Implement 3-tier model

Office referrals,Attendance, Grades

All students

Eric, Ellen, Marlee, Otis, Emma

Goal #2Goal #3

Sample Working Smarter Matrix

Team Time

Complete the “Working Smarter” Matrix (Binder page 105)

Create a communication system for sharing your working smarter matrix with your School/Family/Community (Update School Based Unified Action Plan (SBUAP))

CompleteSelf

Assessment Survey

annually

Share data with your

School/Family/Community

monthly

Be cheerleaders for the PBIS

process in the building

Identify students in need of Tier 2 and Tier 3

supports

Inform School/Family/Community of PBIS activities

occurring in the building

Create, distribute,

and schedule

“cool tools” to staff

Meet twice a month

(during first year) with

set agenda

Functionsof PBIS

Universal Team

Team ProcessRoles of team members• Facilitator (create the agenda, lead the

meeting) • Data Manager (brings data to team meetings)• Time-keeper (keeps team on task) • Recorder (takes and distributes minutes;

archives material; updates profile)• Communicator (shares information on

activities and data to staff, families, and communities)

Family Partnerships: Families and Shared decision-making

Families and Shared decision-making:• Families are equal partners in school decisions

• Include families in school decisions, developing leaders and representatives

• Recruit multiple family members for PBIS teams (who are not employees or educators)

• Alternate meeting times: morning, afternoon and evening

• Pair new families with veteran families

• Offer ‘short term participation on the PBIS team, with option to renew

• Plan for care of children during meetings

• Involve families in identifying incentives and celebrations

Family Partnerships: Families and Communication

• Newsletters, open house, newspaper articles

• Design effective forms of school-to-home and home-to-school communications about school programs and student progress

• Share results of PBIS assessments and surveys with families

• Create and maintain a PBIS bulletin board

• Include PBIS motto on school letterhead and website

Team Time

• Review Year at a Glance Planning Tool (Binder page 107)

• Using the School Based Unified Action Plan (SBUAP) begin to plan the upcoming year on the Year at a Glance Planning Tool and begin communicating this process with your School/Family/Community

Benefits to Implementing PBIS with Integrity

• Safe, calm, and predictable environment• Consistency among ALL adults and in ALL

setting• Gain of instructional minutes• Fewer ODRs, suspensions and expulsions• Engaged families have a positive effect on

the school environment

Time Lost to Discipline(Barrett and Swindell-2002)

Referrals 5 minutes 20 minutes 10 minutes

In-School Suspension

5 minutes 6 hours 20 minutes

Out of School Suspension

5 minutes 6 hours 45 minutes

Teacher Student Administrator

Reduction in Problem Behavior

0

200

400

600

800

1000

1200

Total Off iceReferrals

SuspensionEvents

Number ofStudents

Days ofSuspension

Year One Year Tw o

Positive Effects of Family Partnerships

When families are involved…• students exhibit more positive attitudes and behavior,• students have more self-confidence, feel school is more

important, and tend to do better in school,• teachers report greater job satisfaction.

In addition to implementing PBIS, teachers experience improved classroom behavior as they increase knowledge of children’s family, culture and community contexts.

(National PTA, 2006)(Adapted from Christenson, 1996)

Team Time• Calculate your minutes lost to discipline

– Go to www.pbismaryland.org– Click on Cost/Benefit Worksheet– Open or Save Excel file– Use your SWIS data to calculate ODRs, ISS, and

OSS– ODRs (20 minutes student time, 10 minutes admin

time)– ISS (360 minutes student time, 20 minutes admin

time)– OSS (360 minutes student time, 45 minutes admin

time)

Team Time

• Update plan for enhancing Family Partnerships on SBUAP

Team Time

•Phases of Implementation/POI Tier 1/Universal Phase (Binder page 109)•Specify next steps (Update School Based Unified Action Plan (SBUAP))•Schedule the team’s next meeting date and time to complete U100 and U200 tasks (Send to TAC)•Report to group

Have all of your questions been answered?

• Review the questions not answered during the training

Next Steps

• Register for UTA300 training• Bring products created at U100 and U200

to the UTA300 training

Team Time

Time permitting-teams can work on any component they need to complete

(i.e. matrix, cool tools, jobs, acknowledgement system, meeting calendar, visuals, etc.)

www.pbis.orgwww.pbisillinois.orgwww.pbssurveys.org

www.swis.orgwww.isbe.net

www.iirc.niu.edu

Citations• Biglan, A. (1995). Translating what we know about the context of antisocial behavior in to a lower prevalence of such

behavior. Journal of Applied Behavior Analysis, 28, 479-492. • Buckingham, M. & Coffman, C. (2002). First, break all the Rules: What the world’s greatest managers do differently . New

York: Simon and Schuster. • Colvin, G., Kameenui, E. J., & Sugai, G. (1993). School-wide and classroom management: Reconceptualizing the

integration and management of students with behavior problems in general education. Education and Treatment of Children, 16, 361-381.

• Darsch, Miao, & Shippen. (2004). A model for involving parents of children with learning and behavior problems in the schools. Preventing School Failure, 48(3), 24-35.

• Epstein, J. (2005). What research says about school-family-community partnerships. National Center for School Engagement.

• Gottfredson, D.C. (1997). School-based crime prevention. In L. Sherman, D. Gottfredson, Mackenzie, D. J. Eck, P. Reuter, & S. Bushway (Eds.), Preventing crime: What works, what doesn't, what's promising. College Park, MD: Department of Criminology and Criminal Justice.

• Henderson, A.T. and Berla, N (Ed) (2004). A new generation of evidence: The family is critical to student achievement. Washington D.C.: Center for Law and Education. Christenson and Sheridan. (2001).

• Illinois State Board of Education. (2008). Illinois learning standards: Social/emotional learning. Retrieved on July 17, 2008 from http://www.isbe.net/ils/social_emotional/standards.htm

• Lipsey, M. W. (1991). The effect of treatment on juvenile delinquents: Results from meta-analysis. In F. Losel, D. Bender, & T. Bliesener (Eds), Psychology and Law. New York: Walter de Gruyter.

• Lipsey, M. W. (1992). Juvenile delinquency treatment: A meta-analytic inquiry into the variability of effects. In T. D. Cook, H. Cooper, D. S. Cordray, H. Hartman, L. V. Hedges, R. V. Light, T. A. Louis, & F. Mostellar (Eds), Meta-analysis

for explanation. Beverly Hills, CA: Sage.• Mayer, G. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28, 467-478. • Sugai, G., & Horner, R. (1994). Including students with severe behavior problems in general education settings:

Assumptions, challenges, and solutions. In J. Marr, G. Sugai, & G. Tindal (Eds.). The Oregon conference monograph, 6, 102-20. Eugene, OR: University of Oregon.

• Sugai, G. (2007). Positive Behavior Interventions and Supports. Retrieved on March 13, 2007 from www.pbis.org• Tolan, P., & Guerra, N. (1994). What works in reducing adolescent violence: An empirical review of the field. Center for the

Study and Prevention of Violence. University of Colorado, Boulder.• Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific

Grove, CA: Brookes/Cole. • Walker, H. M., Horner, R. H., Sugai, G., Bullis, M., Sprague, J. R., Bricker, D., & Kaufman, M. J. (1996). Integrated

approaches to preventing antisocial behavior patterns among school-age children and youth. Journal of Emotional and Behavioral Disorders, 4, 194-209.