School Wide Positive Behaviour Support - Dr. Eric Landers

• 80% do fine in Tier 1• 15% need a little more• 5% of students have very severe behaviour challenges• tiers represent the three different levels - green universal, yellow is targeted, red is intensive

and specialized based on an FBA• Tier 1 - they are low risk, Tier 2 are the frequent flyers at moderate risk, and Tier 3 is severe• why do we keep giving the same consequences over and over when it doesn't seem to be

working• still corporal punishment in some states in the US which is surprising to me• PBS is a set of research based strategies used to increase positive behaviours and decrease

problem behaviour by teaching new skills and making changes in the students environment• key components• 1 is targeting broad classes of positive behaviours across school environments - respect,

politeness, cooperation, responsibility - define them for each environment in the school as to what they look like

• 2 is systematic screening to identify those at risk for more serious behaviour challenges• 3 is to proactively teach the positive behaviours we have identified in number 1• have a way to acknowledge them when they use the positive behaviours - systematic

acknowledgement or reward to encourage and maintain school wide behaviours• 5 is having 2 additional levels - increasingly more intensive and poersonalized positive

behaviour support interventions for those who do not respond to the school wite program• 6 is baseline and outcome data for students at each level for intervention evaluations and

student behaviour progress• respect can be defined by following teacher directions, asks teachers for help politely and

lines up for transitions - make a matrix to define how each value looks in each environment• screening looks at those in the 15% that are at risk for more serious behaviour challenges -

want to prevent their behaviours from getting any worse• use a screening instrument like a social skills checklist or a behaviour checklist to screen for

these students who need intervention to prevent more serious behaviour Has to be efficient and accurate

• Free - Student Risk Screening Scale - SRSS - rates 7 behaviours - steal, lie, cheat, sneak, low academic achievement, negative attitude, aggressive behaviours, peer rejection and behaviour problem. Use with rating scale to rate them low, moderate and high risk and use 3 time s per year - beginning (once teachers feel they know their students after a month or two, mid and en d of year. Gives you a total score. quick - a few minutes to do - use for all students or you can use ODRs - office daily referrals

• proactive teaching of behaviours - don't assume that they know how to behave. Kids have a diversity of behaviours. A lot of students know it verbally but not in action. Have them practice and see it. Some get into bad habits

• teach what are the appropriate ways to ask for help, walk down the hall, • effective teaching cycle is show, help, practice, feedback• have posters around the school that describe the desire behaviour done by students• behaviour skits in school assemblies by students - demonstrate the positive behaviour• catch kids being good - let them know they are doing a good job. Acknowledge positive

behaviours

• positive behaviour tickets - hand them out to acknowledge desired behaviours. Do draws where kids drop their earned tickets in, biggest reward is time out of class

• principal could give up their parking spot to the high school student drawn• have a field day playing various games outside earned by students, movie day - kids that have

at least one ticket get to attend the celebrations• it takes a school/village to ..... School-wide means all student and all staff participate in all

settings• distribute an number of tickets per staff member per month• tier 2 includes check-in/check-out• need a systematic system to monitor student and staff behaviour• are students being affected in the ways we want them to be - increased positive behaviour

and reduced negative behaviour That’s why data tracking is important to see if the strategies and system we implement are making a difference

• are behaviours clearly defined and displayed around the school• can put the values at the bottom of the ticket - attendance, pride in school, responsibility,

respect, cooperation• not unusual to find an increase in office referrals in the first year of implementation as you set

a standard with staff as to what is a referral to the office for consistency. Teachers get more consistent in knowing what behaviours are referred to the office. Then second year they go down as effective strategies make a difference.

• social validity - need to get feedback from staff as to what they think is important in the school wide model. What do they think about the procedures, what kind of support they receive from administration and whether they felt it was making a difference. Can compare it with hard data with numbers

• administrators are key to implementing and sustaining PBIS models in schools • for admin, this model reduced office referrals and increases teaching time for students.

Recaptures learning, teaching and administrative time.• Office referrals take about 45 min for admin, 20 min for students and 10 min for teacher - from

Ridgeview School's research data. This is very time consuming. Recovering this time for learning implementation of PBS is key.

• will see positive atmosphere and climate, increase, learning, academics, increased attendance

• students with disabilities are at increased risk for behaviour concerns. including those with emotional-behaviour disorders, specific learning disabilities, other health impairments like ADHD and language impairments

• PBIS affects typical students and those with disabilities, and often those with disabilities even more. Can increase inclusion and have less restrictive interventions.

What can Administrators Do?• serve on the leadership team• appoint good team members with a positive attitude, interest in student behaviour

improvement, commitment to time, multi-disciplinary, collaborative. • involve your whole community for activities, incentives, prizes. • acknowledge those doing a good job• help define what is a minor or major incident and what the consequences are• ensure leadership team as the time, resources to collect, analyze and use date for decision

making• release time for initial and followup training

• admin should attend meetings around student behaviour to ensure effective meetings• combine this with RTI and character education• admin are critical to the success of PBIS in schools - this can't be stressed enough• track which students are falling in the yellow and red area based on the number of office

referrals - look at how many students have office referrals and how many referrals they each have - drill down to get that data. Also look at which teachers are making the most office referrals.

School-wide Positive Behaviours Interventions and Supports: Leading through Change by Dr. Eric Landersmy-behavior-resource.com• need solid data based decision making model in place - otherwise you are shooting in the

dark• don't make it all about one person as what happens when that one person leaves? So we

have to build capacity to make a difference• cant change instruction until you change the environment that instruction is given in - this is

key• this is a commitment over 1 - 3 years - so you have to make a commitment Coaching• the art of coaching - coaching is a set of responsibilities, actions and activities - its not a

person. Know your role - coaching is more passive than active. Be adaptable - enable yourself to grow and change to meet ongoing demands. Organization - identify the easiest way to accomplish the task - know when and where to apply pressure for results.

• Superintendents have to value it for principals to value it• empower your PBIS lead for your school - build leaders among your staff• ensure someone is responsible as if no one takes the lead in a meeting, nothing gets done• 3-5 year process or model that follows this timeline. Need a behaviour coach for a school or

division to empower people to learn from each other. Model starts with exploration, installation, initial implementation, full implementation, innovation, and then sustainability. This is key.

• Coaching includes guiding, advising, providing, supporting, assisting. Teach the person beside you how to do your job.

• positively nag and cheerlead• 1 provide frequent positive communication• 2 find positives in school data• 3 thank you, compliments, kudos and edible reinforces• 4celebrate successes, no matter how small• 5 cc-ing key people on positive emails to share the positive works, PR contact, presentations• 6 encourage positive behaviour by administrator• 7maintain coaches school binder• 8 means of documenting efforts and celebrating success• blind carbon copies are for cowards!• think of your school as one kid - don't separate the ones that are from that neighbourhood,

that family etc• use a common language among all our schools in our division - feeder schools into high

schools - support consistency and transition for these students• PBIS Systematic Perspective is about a common language, common vision, and common

experience. Have the same expectations from PreK to Grade 12. Have this model on buses

as well - be systemic. Make your bus an extension of the classroom. Use the same language and expectations. Common vision is about everyone working toward the same thing.

• Creates a common experience for our students• Political Support - need to educate people about PBIS. Educate your school board members

and senior admin team about PBIS. Include your clique teachers - leaders of your teachers on staff

• Visibility - make your efforts known - school website, handbook, local media - tell them that you are increasing positive behaviour to increase learning

• use preventative instead of positive in PBIS - we aren't dong this to reward our kids, its to recognize kids for doing well to increase achievement and instruction

• use your lateral capacity - the teacher that does group work well - use them as an instructional leader rather than hiring a $5000 speaker. This is key

• what we have that most kids want is our time or time with each other - base your rewards on free things - time doing something they desire

• teachers that make lots of office referrals aren't bad teachers - they are good data collectors as you can use their data to support their PD

PBIS Implementation• see Team Implementation Checklist (TIC). In Georgia they have to complete this quarterly.• use this to create a quarterly plan on how to get better. • Key Messages - • If you do not value it, your staff will not value it. Attend student team meetings especially

around behaviour.• Admin should define social behaviour of students as one of top three goals for school.• Staff need to see the need for change - Dr. Landers will give us a link to put in the number of

office referrals and it will calculate the number of days admin are spending dealing with discipline and same for teachers. This often convinces staff and teachers that too much time is lost on this. Put this data in front of teachers so they can see the amount of instruction time lost.

• If teachers are okay with this then maybe your school is not for them and you need to tell them that.

• Establish team meetings for students as everyone has a voice and needs to work cohesively• Ongoing monitoring and keep team focused on improvement• have your PBIS school based team summarize existing school discipline data to keep a pulse

on whats happening. This ensures prevention.• develop an action plan of strengths, immediate areas of focus and identify an action plan• 3-5 school-wide behaviour expectations should be clearly stated and defined and posted in all

areas of the school. Students need the necessary road signs• do you have a way of teaching these things to students - have teaching plans in place for

across the school. Assume nothing. School wide expectations have to be taught to all students with a common language. A matrix will help you standardize this.

• use a system of recognition or acknowledgement - don't use reward• have a system of consequences that are consistent and clearly defined. Ensure teachers

know what behaviour warrants an office referral. Have them refer to your policy - not give examples. Teachers deal with level 1 - level 2 and 3 go to the office to ensure consistency.

• School-wide classroom systems maintains involvement from the lowest levels• data should be real time and available. Needs to be entered the day it occurred so that you

can make decisions based on the present.

• BOQ - benchmarks of quality - he will put a voice over on this presentation on the website• filled out by PBIS team at each school and district coach. Use this for PBIS implementation

and refining. Don't ask people to put their name on so they can be honest. Superintendents in our school division could use this as a rubric with admin to have conversations about where they are in the process

• Can also be used by teachers at the school to rate where they think their school is at. Then use it to create an action plan for improvement of PBIS implementation. Then compare teachers responses to the superintendent/admin completion and then identify discrepancies to address in the plan.

• Look at areas of strength, discrepancy, and in need of development• Can add up your score and see if you are making improvement over time regarding effective

implementation• School binder needs to have action plan, Behaviour matrix, meeting schedules, discipline

plan, acknowledgement system - to recognize students. Every school should have one that they continue to update.

• eric@my-behavior-resource.com • Prevention Teaching Consistency - all part of RTI

Hotep -Behaviour is a Symptom, not a Problem• President and Founder of Hustle University - staff training and PD• You got to reach them in order to teach them• The Hustler's 10 Commandments - written by Hotep became 10 Things Every Leader Must

Know to be more appropriately titled for education• be careful because we are all guilty of racial profiling - his story about judging the youth as

someone who wouldn't be a reader about his book the 10 commandments - the youth said thats the realest stuff I ever heard

• Symptoms are a response to the problem. If you address the symptom, it may not address the problem.

• behaviour - the way one acts or conducts oneself especially toward others• discipline is process of training people to obey rules or a cod of behaviour, using punishment

to correct the disobedience• we realize that we are rewarding the bad - if I want my teachers time or rewards, I can behave

badly• PBIS - one size does not fit all - 7 Multiple Intelligences by Garner• 4 Stages of Discipline that applies to all races, cultures etc by Lawrence Kohlberg who studies

stages of moral and ethical reasoning• Stage 1 - Might Makes Right - students behave because of the imbalance of power with a

teacher. Easier to apply when students are younger. If never taught a higher stage, that causes issues as they get bigger

• Stage 2 whats in in for me? These students behave in your presence but out of control when you around - Relevance

• State 3 - I'll do whats right because I want to please you and I have a relationship with you - positive - Relationships

• Stage 4 - self-disipline - I behave because its the right thing to do. Have a sense of right and wrong and are bothered by the misbehaviour of other students in the classroom.

• Different strokes for different folks - fair is not equal• identify the stage of discipline the student is in, then you can choose the right reaction or

discipline method

• most children in classes fall between stage two and 3. - Relevance and Relationships• Bribery works - incentive education!!• Outcomes in school are the result of behaviour. Behaviour is influenced by decisions which

are influenced by our belief system that is related to our teaching and upbringing. • So you have to address beliefs of students to address their behaviours - like a self fulfilling

prophecy of low expectations of students and then having them reach low expectations• Suspension/expulsion/arrested for fighting.....May get suspended repeatedly for fighting

because its part of his upbringing even if we impose negative consequences. • We can't change what they are learning at home.• All of us can think of things we were taught from young that aren't correct now in later life.• All outcomes or consequences for students are affected by their behaviour which is based on

their beliefs that were shaped by their upbringing - studying, work habits, attendance• need to change their beliefs to change their behaviour• Student Engagement - when they are busy being constructive, they have less time to do

things that are destructive• Student engagement in school decreases into middle years and even lower in high school• lack of pathways for students who will not and do not want to go to college• students with high entrepreneurial talent have the most engagement waning as they go on in

school • student engagement is decreased through focus on standardized testing, lack of experiential

and project based pathways• need to have options available in school to learn about entrepreneurship in high school to

increase engagement• help them believe that their goals are within their control• if we only treat the symptoms, we will always have the same problems• Make our way program to use in schools

Evaluating Best Practice: What Makes Sense for your School - Dr. Eric Landers

• Need to build a continuum of services• need to evaluate what is effective in our schools• tier 2 is rapid response• tier 1 is preventative and proactive• discipline works when prevention creates more positive than negative consequences. The

problem is though that discipline = reaction, bribery and humiliation• positive has become a negative word in our field• 3:1 positive to corrective feedback. Teachers struggle with this as if they correct a student

they feel they have to find 3 positives to say.• discipline should first be based on prevention and supplemented with reinforcement. • Think 'critical engagement' instead of positive. Goal is to increase critical engagement with

students. • Instead of positive and negative, say discipline works when we create more critical

engagement and reduce conflicts• be preventative rather than positive - this increases critical engagement with kids and more

instructional time• to increase critical engagement, learn to speak behaviour, understand the source of

behaviour, and how to manipulate the source of the behaviour logically.

• Behaviour is an observable measurable act. Don't write disrespectful about a behaviour, document what was observable. Effective communication is simple and concrete and verifiable and predictive.

• define disrespectful - talking back, making faces, eye rolling, talking during instruction• define tantrum - kicking and screaming, going boneless. Using tantrum is too broad.

Describe what you can observe.• Speak behaviour effectively - when we say smarten up, behave - this is too broad. Say what

you want them to do - speak behaviour.• This requires a paradigm shift. implement early interventions that help children learn new

behaviours. Develop preventative interventions that are practical and sustainable. Focus on developing a broader range of skills and outcomes for children. Understand why behaviours occur and the purpose. These gears all have to work together.

• We have a generation of parents that don't know how to be their parents - they want to be their children's friends.

• this is key - how we respond to situations depends on our past experiences, beliefs, assumptions, mood, and our personal agendas - good visual on this in presentation

• behaviours are learned - setting event, trigger, behaviour, maintaining consequence. Setting event happens before they come into your classroom (not good at math, hungry). Kids would rather be a bad ass than a dumb ass. The trigger starts the behaviour (called up to do a math question in front of class), then the behaviour and then maintaining the consequence.

• behaviours are learned from this cycle - baby cries, parent feeds them. Next time they are hungry, they cry again so they will be fed.

• another example is that a student is asked to do a problem in math he can't do, then he shouts shut up to another student and then is sent to office (escape)

• a student may demonstrate a behaviour to get the teachers attention as well. One student may pound on their desk to gain the teachers attention for help (attention) and another may do it get get out of class (escape)

• two main underlying reasons for misbehaviour - Access/Obtain (attention , power, stimulation) or escape - see this slide for more info - didn't get it all

• punishment wont extinguish a behaviour - you have to include teaching on replacement behaviours. Teach it to them - it needs to be compatible to the situation. When you pick a behaviour you want them to do, you have to teach them what it looks like and how to use it.

• have to get kids to focus on the prosocial outcomes of what they are doing rather than the antisocial ones

• the replacement behaviour has to be incompatible with the problem behaviour• The replacement behaviour must give the student what they got from the problem behaviour

to motivate them to use it. • antecedent intervention - the best way to stop a behaviour is to focus on the antecedent. If

they are looking for attention, give it before their negative behaviour starts. • kids that react when you call on them - talk to them ahead of time and let them know you wont

call on them. You are giving them the escape they are desiring. • use the least amount of reinforcement necessary to make the student successful - dont put a

high level of reinforcement in place - only what is needed. • fade artificial reinforcers as soon as possible• most kids will behave for your attention an approval - they want recognition (get away from

the word reward and use recognition). Hard to convince teachers to reward kids for doing what they should be - that's why we use recognition instead.

• If you can't prevent the behaviour, you have to implement logical consequences. Effective punishment denies access to what the student wants. KEY - If the student engages in the problem behaviour, deny access to the reason for the behaviour. If the student engages in the appropriate behaviour, immediately provide the reason for the behaviour. Think about suspending a student who is tardy - is this an effective consequence. How about instead making them each lunch along without their friends or taking away their football game on the weekend. Choose meaningful consequence - manipulate what they want. Most kids want time - recess, time with friends, time with you - take away what they want most.

• accept small changes - better to have student sitting there doing nothing than disrupting the class because gradually if you can build the relationship and have them do two problems and then more, that is gradual small changes. But when they are disruptive, you don't accomplish anything.

• this presentation is posted at eric@my-behavior-resource.com Password: M_B_R• we don't need talking cartoon dogs to teach our kids - teach them together and model

behaviours• for tardiness, post in newsletter or on website - 30 minutes of instruction (when half hour late

each day) times 180 days, and divide by 60 will give you how many hours of instruction that child is missing each year. Show this to parents.

• don't put kids in detention for their parents bringing them late or yelling at them as its not their fault

Effective Instruction and Management for Students with Challenging Behaviour by Dr. Terrance M Scott• student behaviour won't change until adult behaviour changes - adults matter. It doesn't make

it our fault...just our responsibility• all behaviour change is an instructional process...instruction matters• its all about probability - whats the simplest way to make a difference in the success:failure

ration of a student....practice matters!• don't do something because its new; do it if it makes a difference. We know what works well

and yet we do not do it.• bet that your kids will succeed....betting they fail is a self-fulfilling prophecy• What works?• Student engagement and teacher student relationships are the two key factors that are

predictors of student achievement.• Its on you to make them be successful - if they don't bring a pencil, don't let them get out of

the work. Don't let them off the hook. We have to take more responsibility to create success for kids - otherwise we are letting them fail and off the hook

• ****Visible Learning - A Synthesis of over 800 Meta Analysis related to Achievement - John Hatti - read this one!!! Gives you the practices that are most likely to increase achievement.

• Effect size - is how much difference something will make• effect size of 1 is one standard deviation• doing nothing gives you an effect size of 0.4• What is the effect size of the programs and interventions you have in your schools? Is it

greater than .4?• Formative assessment effect size is 0.9 • teacher modelling and feedback are .9 and .75 - simple changes that make a big difference for

learning. This is all is John Hatti's book.

• from elementary to high school teachers drop in their rates of positive feedback - from .09 to .04 at middle school to .03 at high school. Negative feedback was the same across at .05....did not change.

• Corrective feedback is extremely important - part of formative assessment• give them positive feedback when they have done something right - set them up to do things

right and then give reinforce them with positive feedback. If you can't find these moments, then you aren't doing something right to set them up for success. This is key!!

• A plus B = C. A is student characteristics - skills, ability, family dynamics, academic history. B is teacher/school control, curriculum, engagement, expectations, environment, routines, consistency, time, feedback, phsyical arrangement = C Desired state - measurable skills that predict favourable student outcomes (academic and social behaviours)

• be explicit, teach behaviours, engage with kids, be clear with expectations and be consistent• Teachers control probabilities of success for students by the factors listed in B• Teacher directed behaviour - a teacher is teaching if they are working with the curriculum

and/or monitoring students. In high school the time teachers spend doing these things goes down. Overall from Elementary to High school 81% is teaching time and 19% is non-teaching time.

• Too much wasted time.Teachers don't create engagement by sitting at their desk. They are overloaded with things to do at their desk.

• Even when busy at their desk, this lack of engagement is the predictor for failure• If you add up this non-teaching time over the year, this adds up to anywhere from 25 days for

elementary to 2.5 months for high school. Non teaching is defined as not engaging with student and involved in an independent task without students.

• Effective classrooms have low incidence of behaviour problems, high success rates, high academic learning time where students are engaged.

• Adult Behaviours Associated with Effective Classrooms• change the physical arrangement to get between the students and engage with them• becomes very hard when you let it get away - once bad habits are set up its hard to get it

back. Have to get good engagement and management from the first day of school.• don't just go on if they are not paying attention - teach them to look at the speaker when they

are speaking etc. teach routines like when you come in you sit in your desk and begin bell work etc.

• In creating a schedule, be consistent in both your school and your classroom• have and teach expectations for arrival times• sequencing and length of activities - maybe they can only engage for 12 minutes at a time.

So build in 10 minute routines otherwise you are setting them up for failure. Set schedule to create success and give you a chance to give positive feedback. Many teachers make kids sit and listen far too long. Create quality engaged instructional time. Put your schedule for the class on the board - broken down into your 10 minute activities. Then you do the same thing everyday - follow your routine. Advanced organizers like this build consistency and minimizes problems and questions

• physical arrangements - depends on what the task is - close proximity for group work, further away or rows for independent work. Ensure you can get everywhere for teacher proximity and also so that you can see all kids no matter where you are standing in the room. Always work where you can keep popping your eyes up on the other students. Then you can both provide positive and corrective feedback - proactive proximity

• planned cleanup/transitioning routine• explaining changes

• proactive proximity - move throughout the kids during the lesson. Don't stand at the front of the room. Prevent off task behaviour by proximity.

• a half circle of tables works best with the teacher moving within the inside of the half circle - just a few steps to get to all student

• be ready for your lesson - spending time finding things and getting ready gives time for students to misbehave

• create opportunities to reinforce positive behaviours (which you created by supervising careful and not given the student the opportunity to mess up and hit someone etc.

• stop what your doing and make eye contact as soon as something begins to happen. If that doesn't stop it, move in that direction and praise those doing well so that you are offering positive attention. If looking doesn't change it, ask a question What are you supposed to be doing right now? That's not confrontational. As if they can answer you can create the opportunity to provide positive feedback, even if they were off track before. Move them closer to you in a non-confrontational way. Come here...I want to show you something. Not "Get up here right now".

• Kentucky makes every teacher watch one video each year on how to prevent restraint and seclusion.

• move and scan as students work and engage with them• Model - show them how to do it and talk it through. Watch me...notice how I use a quiet inside

voice when I say excuse me. Or Right now I'm mad so I watch me take a deep breath and walk away

• Modelling is one of the biggest effects according to John Hatti• If you haven't taught it, you cant ask them how to use a certain behaviour• give verbal prompts - clear statements that act as reminders. Deliver it in contexts where

failure is predictable. Use the smallest prompt necessary to facilitate success - remember to raise your hand.

• Pre-correction - clear question that acts as a reminder. Student is required to respond. What do we do when......

• OTRs - Opportunities to Respond - during instruction be sure to provide this to engage students- either in group or individual responses with closed or open questions. These increase engagement and reduce disruption. Prompt them as to how to respond....raise your hand if you agree. Use coloured cards...raise your green card if you think its answer A

• classrooms should see 3 OTRs per minute for effective instruction - we are way lower than this. Elementary is .71 and high school is .48 - far below where we should be for engagement.

• having students hold up white boards increases engagement as well• put your finger on the word improper fractions. Raise your hand if you know the answer.

Raise your green card if you agree with her. Raise your white board with the answer to number 2. All these things engage kids.

• Acknowledgement - students need feedback to know whether they are right or wrong - teachers must provide this

• positive reinforcement - anything you do right after a behaviour that makes it more likely the student will exhibit that behaviour in the future - can just be an affirmation like 'yes'. Be specific so they know specifically what you are acknowledging. Make it age appropriate.

• For some kids this is not enough - Im looking kids sitting in their desk....then when the student returns, catch him being good.

• Make time to make it work as you as you'll spend more time reacting than being proactive. Access to stuff they want that they already have. Getting to be first in line, extra time doing

something they enjoy, first pick of the computer or balls in gym. Have a variety of reinforcement - don't need to be tangibles. Tangibles might be needed for students who require more or different....but not for your typical students at tier 1. Don't need to use tangibles for all.

• Not doing kids any favours if we don't give corrective feedback. Use it but always try to be proactive and give a prompt if that is what is needed for some kids to be successful. Correction should always start with a question rather than a judgement. Then when the student can respond correctly, they get a positive reinforcement.

• What we think is punishment may not actually be - detention where they put their head on the table and sleep is not really a punishment.

• Just exclusion does not change behvaior - this does not provide probability for success. Removal should only be used when dangerous or so disruptive you can't get the learning environment to work.

• use a question rather than getting in their face• be very specific with directions and expectations• don't let them get what other students doing the work are getting - when you're done you can

have free time.• Talk privately to students• assign seats to be strategic - break up the ones that shouldn't sit together. Predict better

success for them.• make up work for time off task• ask questions to set up expectations around something like washing hands. Do we pump the

soap one time or a bunch of times? Do we throw our paper towel in the sink or garbage?• They can answer with thumbs up or down

Managing Escalating Behaviours• Phases of escalation - calm, trigger, agitation, acceleration, peak, de-escalation, recovery• focus on proactive strategies• Group contingency - if everyone gets all of this done, we will do this. Peer support to help a

student. Issue is what if the student doesn't care, his peers will be mad at him. If he says he wont do it, then say you weren't including him as you didn't think he would want to be part of the group. Maybe he will change his mind and choose to do it to be part of the group.

• behaviour momentum - build them up with a small task - give them something easy and then praise them for doing it. Move some books, erase the broad. Do two or three easy tasks with praise and then set the hook - try to get them to do something a little more challenging.

• use choice - give two options - continue to do your math or move on to your reading project (if both need to be done). If they refuse, give the choices again, and continue to offer both. If she won't buy in then. Give kids choice but you have control in the choices you give them.

• teach specific desired behaviours prior to the problem • communicate the consequences and have a bottom line - let the student have the last word

and walk away• watch for predictors and redirect• provide clear choices - do not hover..Give space to make choice and remind of choices• have a crisis plan and teach it to students• disruptive behaviours - take the focus off learning or safety in the school environment• recognize and respond quickly to student agitation• redirect - clearly state the expected task• communicate concerns for them and present options

• allow space and don't hover. Assist student to being work• attend to other students and prepare for the worst• acknowledge compliance as soon as it happens• avoid getting in their face - give a choice - will increase the probability of success• communicate to them that you are trying to help them out and help them make a good cjoice• Provocative behaviour includes profanity, vulgarity, inappropriate actions and attire - this is

attention seeking behaviour. Teach what is and isn't acceptable, have a standard consequence and teach it. Provide warning and correction first. Speak privately to student. Identify as a problem for the student - make it about them and what they might lose. Ask the student to take care of the problem. Present options and allow the student to select one. Acknowledge cooperation. Follow through with bottom line consequence. Don't overreact as you'll give them the attention they want. Kids don't control us - we control us.

• don't go on, respond and then get back to academics. IF you keep focusing on the fact a student swears, it could end in a power struggle or more swearing.

• don't get in their face and hang on what they say...this is stupid. Ignore that and say 'but you made a good choice though'

• Non Compliance and Defiance - not doing what we ask them to do• teach them what to do under those circumstances• have a standard consequence - speak quietly to them. Give one direction. Acknowledge

those doing what they are supposed to. Continue to give them the one direction....have a seat. You show me sitting down and I'll give you a pencil. Keep asserting the one simple direction as you get others going and give them time to comply. Then when they do it, thank them and get them to move on to get away from the power struggle. Like a first/then.

• Don't make a big deal of small things in front of the other students as it creates a power struggle. Have a chat about the defiant behaviour later privately.

• Fighting and Aggression - recognize conditions where fighting may occur and attempt to change thee environment. Have a seating chart.

• Try to resolve it before it gets to the fight.• Predict and prevent• Invent trick and traps• Remind and prompt• Encourage and reinforce or acknowledge success• correct failure - and recommit to prevent• Resource - Council for Children with Behavior Disorders - CEC conference in Atlanta on this

fall of 2016• KET Kentucky Education Television - videos he showed us

School Wide PBS and Sustainability: Issues and Solutions for Sustaining PBS by Dr. Leia Blevins and Dr. James Fox• need a positive administrator with an understanding of the time involved, willing to provide

data, willing to have staff fill out surveys, training attendance is a critical factor for success, leadership team attendance is a critical factor for success, and release time is provided to team members

• team needs a good representation of the school and include school counsellor - like our RTI teams. They need to have a positive attitude and excited about PBS. Training as a team is critical.

• begin with a very solid Tier 1 training - this will be your biggest bang for your buck as it's for all students so develop a solid foundation

• 1. first year - create the PBS manual with tier one best practices, tier 2 strategies, and tier 3 intensive supports

• 2. team should come up with their own purpose statement• 3. Team should list and discuss behaviours of concern and look at ODR data. Categorize

behaviours into 2 - 4 categories such as respect, responsibility, cooperation. Then define each behaviour and what it looks like.

• the main behaviour is lack of respect so focus on teaching respectful behaviours• Ridgeview Elementary and Valley Forge Schools - Target behaviours - Laurel took a pic of

this • 4. create a behaviour matrix to outline how the behaviours look in different areas of the

school. Focus on locations of concern. Emphasize good detailed data collection. Analyze ODR data to determine high frequency behaviours

• see Valley Forge's Behaviour Expectation Matrix - Laurel took pic of this - include lunch room, bathroom, hallway, bus, playground

• this matrix is sent home to parents and shared with subs• Clemente PBIS Expectations Matrix - another good example that includes safety• Continue to get feedback from staff and tweak according to staff feedback • 5. Then you need to design what the delivery system is going to look like. Most schools use

reinforcing tickets. Tickets are used to acknowledge and reinforce desired behaviour. Specific verbal acknowledgement has to accompany giving out the ticket.

• Weekly acknowledgement - could be a draw or have a celebration that any student with one or two tickets get to go to the celebration. Don't set this goal to high.

• Could include a teacher ticket goal - too ensure consistency among teachers. Some give out many while others would not give out any

• teachers can give tickets anywhere in the school - not just to their class - include bus drivers, noon hour supervisors - everyone is on the PBIS team together

• Have the school values on the ticket and then circle the one they earned the ticket for. The student is responsible for turning the ticket in for the draw.

• 6. Teaching the Faculty to implement the PBS model - use videos, articles, conferences, PLCs, to develop staff skills and understanding

• 7. Decide how you are going to teach the students these skills. Direct instruction to teahc and model target behaviours. Have posters around the school defining the values and what they look like and have these created by students for students. Practice the behaviours around the school (use the matrix). Take students to each location and teach. Put on skits - can have older students do this for younger students. Show non-examples of the behaviours as well. Have kick off assemblies. Show videos demonstrating the desired behaviours.

• Use animals - Rocky the Respectful Raccoon, Chippie the Cooperative Chipmunk,, and Red the Responsible Rooster. Have as school mascots for value teaching and have students dress as them at assemblies for the younger students.

• Post your behaviour matrix on your school walls and teach them - that is key• principal has to be excited and enthusiastic about this about the implementation • have kids do songs like RESPECT and have cheerleaders - make it fun to spread a good

message• have classroom door decorating based on the three values or behaviours• 8. Teaching the parents and community about the PBS program. Send out a letter to

parents, school webpage, Facebook site, newsletters, videos on webpage, newspaper stories, radio etc - share the good message of what is happening.

• have staff make videos of examples and non examples of the behaviour. Then discuss what is not good and goo about the videos and behaviours.

• always verbally reinforce when handing out a ticket• examples of weekly draws - homework passes, computer passes, special lunch with a friend,

help with announcements and other school jobs kids enjoy, answering the phone at lunch, name on bulletin board - go to Behaviour Doctor - Laura Riffel - has 100s of examples

• most rewarding is to be together and have a break from class - think of that when setting up rewards or recognition events

• have a Hawaiian celebration with conga lines, beach volleyball, limbo, hula hoop, and concession stands with low priced items

• County fair theme with petting zoo, candied apples, bluegrass band, line dancing, sack races, rope pulls

• these are very motivating for students• winter - movies and snacks or draws and prizes• Safari Theme - volley ball, water races, obstacle course, exotic animals, snacks etc• bucket and sponge relays on hot days, gunny sack races etc• weekly draws can include gift certificates, donated items, leave early pass, decorated door, off

school lunch pass • for those who say this takes too much time away from instruction, think about how much time

we spend dealing with challenging behaviours. Do these activities once every 9 weeks and that is not taking much time away from instruction in comparison to what you lose if you don

• t implement a PBS model. • Administrators have to reinforce positive behaviour in staff who are implementing the PBS

model - cover their supervision or bus duty, arrange a chance for them to leave early and cover their class for them, thank you notes, name on bulletin board, appreciation announcements to teachers who are working hard to implement this

• use the resources your school already have - this doesn't have to cost more, complete grants, community donations based on sharing your PBS model

• monitoring how well the strategies are going and make changes where strategies are not effective

• ensure staff is consistently doing data entry on office referrals• data tracking of tickets handed out - stats on teacher and students• look at student achievement scores - are they increasing?• staff surveys - what do they think of procedures, celebrations etc are they making a

difference?• use quantitative and qualitative data collection - reflection item from me• look at office referrals over time - are the continuing to decline?• look at attendance - has it improved?• when bumps appear along the road look at what has changed or needs to be changed - too

many new initiatives?• school wide means all environments, all staff, and all students - want to make sure all

students are getting all opportunities• issues:• don't overlook the good kids - acknowledge and recognize them• be consistent• keep up with ticket entry• meet regularly with PBS team and faculty

• get feedback from your students and staff• ensure smooth transitions for administration or team change over• you don't always have to give out a ticket to say something nice or give positive feedback to a

student• be careful of giving out too many tickets at the end of the time period for giving out so many

tickets. Aim to give out a few each day to be consistent so teachers don't wait until the end to give out a whole bunch

• don't just give tickets out for one thing like attendance or behaviour - give it based on the values your school has defined as important

• implementation is important but so is sustainability• sustainability is the ability to be durable, staying strong over a long period of time. How do we

maintain the spirit of positive behaviour support? Chat with staff as to how to keep this going long term.

• maintenance versus train them and hope they follow through• Behaviour learning theory - learning is a relatively permanent change in behaviour over time • evaluate fidelity of both implementation and maintenance - walk thorughs, review manual of

procedures, quiz kids to see if they know what the behaviours look like and what the values are, etc

• look at data - are you seeing reduced office referrals, reduced students requiring tier 2 and 3 behaviour supports, fewer expulsions and suspensions

• school-wide PBIS - average of American schools is about 5 years of using the PBIS model• administrator support is the key feature for implementation or sustainability• fidelity of implementation produces more effective results• continuing effective and efficient team meetings - monthly at least sharing knowledge and

skills of team, reviewing the school-wide process and particular students that need more or different. Integrate new initiatives

• most common barrier is lack of resources and fidelity/consistency• need to integrate new initiatives - RTI school wide academic model that complements the PBS

model - they go hand in hand to increase student learning• need to train staff with turnover - that is part of sustainability. PBS leadership team needs to

have a plan for training new staff to understand the school's model to support fidelity and consistency. Continue to build capacity of staff with turnover

• PBS is a relatively new area of research • measure what is essential - don't overmeasure or over collect data - can measure too much

and be intrusive

Bullies• Bullies don’t have low self-esteem as people sometimes assume• girls are just as bad or worse as boys• bullying is not a natural part of growing up• we want kids to learn how to deal with difficult people, but we dont want them to experience

abuse• zero tolerance does not stop bullying• having a no bully sign does not stop bullying - if this is the extent of what you are doing, it will

not be effective• definition - once is not bullying - just someone being mean. Bullying is an imbalance of power

that occurs over time in the form of aggression intending to offend, harm or embarrass the victim. Bullying is verbal, physical or psychological abuse.

• verbal abuse is name calling, threatening, cyberbullying, via cell phone/social networking• physical abuse is hitting, kicking, punching• psychological abuse - gossiping, rumours, tattling damaging others property, social exclusion• coercion is another form of abuse - gangs• group on group, group on individual, individual on individual or individual on group• victims are often different, sensitive, small or large, disabled, quiet, less attractive, low socio

economic status• bullies are popular, aggressive, loud, pretty, attention seekers, leaders, initiative takers,

socially skilled - natural born leaders - know how to get followers to do what they want• added stimulus are the reinforcers - kids who laugh at what the bully does• defenders - they come to the aid of the victim but they have the least impact on bullying• bystanders do nothing • even if the bully stops picking on a child, they will just choose someone else - have to break

down the entire structure • focus on prevention• programs that are evidence based for bullying prevention - on creating a culture to address

bullying• collect data to decide when behaviour crosses the line - third offence of bullying places kids in

Georgia in an alternative school - pretty soon most kids will be in an alternative school• start early to identify bullying like behaviours - use a simple data collection tool. Go on his my

behaviour resources site to get the Minor Incident Report. Informative as you document major and minor offences.

• Look at ODRs and Minor incident reporting (MIRs) in all school environments to see where you need more supervision - classroom, hallway, outside, lunch room etc

• if you collect the MIRs you can start to identify the bullies as they are often involved in those minor incidences

• use the pyramid to implement interventions to address bullying• Level 1 teach social skills daily in K-3 - second step - teaches them how to deal with

disappointment, etc • teach your staff the social structure of bullying - take the slide with the lime green background

of the bully, the victim, the reinforcers and the followers• use his website to do the school culture survey - find out where your kids feel safe and unsafe.

Continually survey your students for this information.• bullying occurs the most in unstructured areas - playground in elementary and hallway for

middle and high school• your presence is the most effective tool for correcting behaviours. Use the data to find out

where to focus your efforts.• School Climate surveys - on his site as well - can do random sampling of students every

month to keep updated on what is going on in your school• teach kids the difference between conflict and abuse - Lessons for Bullying - PACER,

Michigan Model for Health, and Olweus Bullying Prevention Program from Finland. First two are free.

• Teach the difference between reporting and tattling - report to keep people safe. Tattling is complaining. Have an anonymous reporting form in your school for bullying - this is key. There are some free links out there. They are on his site as well.

• Have a teacher reporting form that teachers can fill out for little kids or from what they see, parent reporting form as well but educate your parents to know what this is about and what to

report, include students so they can anonymously report incidents. Then it notifies a team that addresses the complaint - RTI team. Also have a administrator response portion to the complaint - like in R360.

• remember that anonymous is not always accurate - don't use it to address student directly as they will go after the student that reported them or that they bullied, use it to increase your monitoring of that student to prevent further behaviours.

• Teach bystanders to move from doing nothing to doing something - has elementary and middle years curriculums for bystanders - on his sight....use it.

• give students who are being bullied someone to talk to - give them a visual cue posted in your school - "Being bullied? Let's talk" - have this visual on certain teachers doors/rooms that are the best for listening

• check in check out - put this in for bullying like behaviours - with mandatory social skills and counselling

• tell the bully you know they are a bully - they will understand that you are watching them. Set out consequences.

• bullies want power - take their power away. Take them out of situations where they can have power. Remove them from hallway, lunch room, playground etc. No Friday night football games, off the sports teams etc. Take away what matters to them. Let them know you will not allow them to be a bully. If you do this, Ill let you do that.

• Capitalize on their strengths and social skills. Turn their leadership skills into something good. • don't make the victim tell the bully how they are making them feel - they have a skewed sense

of empathy. Don't do that to the victim and don't give the bully the satisfaction of seeing the victim suffering

• You can't beat the leadership skills out of them. use check-in check-out to build pro social leadership skills. Get them involved with other kids that might look up to them in a positive way - sometimes they will be very good with younger children. Don't just preach as they will tune you out.

• Educate parents about bullies and inform them of your bullying policies. Listen to them and promote communication. Their child is hurting so you need to listen.

• explain the incident will be investigated• inform the parents they will be informed of the findings and that the school is required to

communicate in the bounds of confidentiality and law• request a meeting with the parents of the child who is bullying, view the incident as a

collaborative effort, don't make references of the character of the child, review the policy together

• password for this is M_B_R and the user name is mybehaviorresource.com• follow your school division policy and document to protect yourself • teach our victims the skills they are lacking - sometimes they have poor social skills• make sure kids at your school know who they can talk to - have visuals up to encourage them

School-Wide Recognition by Dr. Eric Landers

• don't call it rewards, call it recognition. Teachers don't want to reward students for what they should be doing every day.

• principles of reinforcement - reinforcement is needed until a new behaviour is part of a student’s repertoire. Increases the behaviours we want to see until they become habit.

• the behaviours you want to see should be listed on your school's matrix - top priorities such as cooperation, responsibility etc

• specific praise is the most natural way to acknowledge desired behaviour. Don't just say good job.

• Effective recognition is planned and taught, immediate and consistent, paired with a natural reinforcer, consistent with school wide plan, and a continuum for differing levels of success

• As you teach a new skills you move from the acquisition phase to the maintenance phase. Use verbal reinforcers along with artificial and then in the maintenance phase you decrease the artificial while maintaining the verbal reinforcement.

• have a higher level of reinforcement at tough times of school years for students - recognize when negative behaviours are increasing and increase your artificial and verbal recognition.

• effective reward systems need to have an immediate/frequent reinforcer - could be ticket system

• you also need something monthly - special event, monthly draw for items or special time - parking in admin's spot for a day/week

• have yours students earn tickets with any other teacher but bring them back to their classroom. When they total so many tickets, you could do a special class event. Use marble jar with line around it as it provides visual without having to count the marbles.

• Grading period recognition - set a goal of less than 5 lates per grading period and they get the special event

• recognition can be in the form of a poster on the wall that they sign because they met the goal, or a special lunch, slipper pass day when goal is met, limbo period in class, lunch or class outside, handprint on wall with their signature for meeting goal for the year,

• keep your reinforcement cost free to your school - not something that you struggle to keep up with to fund

• think no cost or low cost strategies - positive phone calls home to parents• See BEE Safe, BEE Responsible Sample School matrix

School Wide Implementation• avoid the word 'reward'• ask students for ideas for recognition• as a school vote on potential ideas• tie school-wide recognition to school-wide expectations• create a paradigm shift - old way was discipline equals isolation. New way is when they don't

do homework, you find the opportunity for them to complete it during the students time. Discipline = reteaching rather than isolation. Put on the RTI referral that the student has been retaught the expectations 13 times. Not that they have had detention 13 times. Reteaching the expectations has to be part of the consequence.

• separate level 1 incidental violations (green) from level 2 minor violations (yellow) to level 3 and 4 (red) major violation and Legal Violation (red) - great chart that Eric has in his handout

• ZAP - Zeros Aren't Permitted - do your homework or get zapped! Students who don't do homework will have the opportunity to complete it on their own time - lunch, recess

• every minor discipline should start with a prompt - 1st offence is verbal warning and reteach expectation

• 2nd offence is reteach expectation and provide a visual prompt• 3rd offence - reteach expectations , assign re-teaching room, enter MIR (Minor Incident

Report) - at the third time add a consequence that changes their day - reteaching at noon etc• 4th offence - send student to office and complete ODR (Office Daily Referral)

• If you only look at ODRs you might miss something, but if you look at both ODRs and MIRs which might be high, then you can see bullying and other behaviours that require more intervention.

• if you want to change your school identify these together for students at risk so you can respond early

Connecting the Dots - Functional and Feasible FBAs: How to Conduct More Effective, Efficient and Empirically Supported Functional Assessments - C.Baker Wright - Behaviour Analyst and Consultant• need the information from this to create a successful behaviour plan• teachers put a lot of effort into collecting data on students through anecdotal records but

sometimes when this isn't used properly in the FBA, we are punishing the teacher• also be weary of the ABC data collection as it often turns into an anecdotal c• antecedents are misunderstood and under-appreciated for determining the function of the

behaviour ie. Antecedent is whenever he has to do something he doesn't want to do. These teachers are missing the point of a behaviour. - they record things like laziness

• consequence column often has what the teacher did recorded but that is not what the FBA is looking for

• identify the inefficiencies in the process to make your FBAs more efficient and effective - this is the goal of the session

Basics of FBA• we do these on behaviours, not kids. Pick a behaviour you are going to focus on• drill down to what the specific behaviour is that you are going to focus on.• behaviour doesn't not occur in a bubble - there are situations that make certain behaviours

more likely to occur. FBA will help pull out what these environments and situations are. • hone in on the environment where the behaviour occurs• focus on observable behaviours and the result that fuels the behaviour - could be what the

teacher does or a natural result of the • fuel is the function and fire is the behaviour. what makes the fire grow?• ultimate goal is to make the Behaviour Plan more effective• step 1 is gather information• step 2 is definition, description and data• step 3 is connect the dots• this has to be done in the right order!

Step 1• record reviews, interviews with teachers, data reviews, parent interview is a requirement for

an FBA• look for exclusions - physical disabilities, side effects of new medications, not sleeping good at

night due to something in home, looks into all of these kinds of factors along with academic issues, attendance, family issues

• behavioral history• description of what the antecedents and reinforcers might be• data of incidents to date• compare data to teacher complaints and feedback to see if they match up so that you can be

sure you are observing in the right environments regarding where the behaviour is occurring and when

• do all this to figure out which behaviour specifically you are going to focus on and what environments its occurring in. Which teachers are also involved?

• can meet with parents to identify the issue with their input as well

Step 2• Definition - pinpointing what the behaviour is that we want to focus on. Begin with a better

handle on the behaviour before interviewing the teachers as you've already gone through the data and records

• Description - when teachers say it lasts a long time ask, what is a long time to you. What does really aggressive look like. Describe the behaviour. What does disrespectful look like? Sound like? This is part of the translation stage of the definition.

• Don't ask what are the triggers? Ask 'can you make it happen? • Instead of when does it happen? which they say 'all the time'. Say 'if I had 10 minutes, can

you make it happen? Then the teacher will give you the circumstances that they know the behaviour will occur in and whether they can control them

• Then have the teacher describe what t eh behaviour looks like - location, time, day activity, social condition, number of peers, setting events, number of adults,

• look at how these things make the behaviour more or less likely to happen - most and least likely - identify both

• setting events - big umbrella - environment where the behaviour is more likely to occur - in the afternoon, during morning recess,

• antecedents - the actual and immediate trigger that happens right before the behaviour occurs - teasing, task demand. ie. It's not always at recess, but at recess, when so and so occurs, then it is more likely to happen

• Hallways at break time and cafeteria at lunch time can be 2 setting events that can lead to a behaviour occurring

• social demands can include being corrected, denied access, peer interaction - these can all be triggers

• consequences are not the teacher behaviours such as assigning discipline - what we think should be punishing like being removed from class are not. the consequence could be attention, escape or access which are three main functions of behaviour. You can't assume that what you think will be punishing is punishing to the student. Is this result fueling or dousing the fire? If fueling, it's a reinforcer.

• antecedent is always connected to the consequence - need to understand where that behaviour occurred - the conditions.

• Data - don't fall into ready,aim, fire....whoops!• Tell story of why the behaviour exists and continues to exists• be weary of having teachers expend so much effort data collecting that it frustrates them.• you don't do an FBA to show the behaviour is occurring - this is key!! This is frustrating for

teachers• Instead use it to capture how this behaviour works for this student? This is key!• See his example of data collection sheets - event records - use these for severe escalations

that don't occur frequently - to pull out as much info about the event as possible and look atthe first signs or precurors that lead to the severe escalation - signs the student exhibits

• use checklists for your data sheets to make it quick for teachers - wont give you all the details but it hones into the conditions that are causing the behaviour

• want to find out frequency, duration, time of day, antecedents or setting events

• people try to over count - they are putting forward too much effort into the wrong places. we know it occurs, lets find when, where and why.

• low intensity is measured with tic marks, high intensity needs more detail• don't do day long frequency counts - short periods of time along as many areas as you can or

are applicable - don't do this all day everyday. Include all troublesome environments• quick tic sheets help you see things like which class, what the activity was, etc to see where

thee behaviour is most frequent• use intervals when things happen too often to record - see his interval recording forms with

specific behaviours of concern listed - took pic of this on phone. Check marks only if it happens. Then use this to identify behaviours across the day and where the highest frequency is. If it shows that it's reading, is it really reading or is it reading at that time of the day? Or is it the reading teacher that's connected to the increase in behaviour?

• setting event leads to antecedent which leads to the behaviour and to the consequence. • Attention - who is the audience - the angry teacher, the students? Is often a byproduct but not

the primary reinforcer. Could be escape - won't do work so teacher gives attention to help, attention isn't the primary function - escape from work is in this case as the student got the teacher to do their work for them.

• not always complete escape - could be reduction of difficulty/effort, reduction of time, reduction of amount as the consequence they are looking for. If I sigh and act frustrated, the teacher will just give me the even questions.

• sometimes the reinforcement of escape is more powerful than the punishment delivered - would rather go to principals office than stay and do the work

• they are willing to give up recess if the work is that undesirable for them. Isn't that they don't want recess, but they don't want it enough to do the undesired activity.

• going from a preferred activity to an unpreferred activity is not a transition problem - they just want to continue doing what they are doing. Restructure this preferred item to after the less preferred.

• FBA tells the story of when behaviours happen and why they continue to happen• under these conditions she is more likely to _____ which seems to be reinforced by _____.

Under these conditions she is less likely to _____ which supports ____ and indicates_____. This is the story that needs to be told - focus on what IS working in this environment and how it can be applied to other problem areas.