Wheres your school in the PBIS process? Presented by: Andrea Miller, LCSW Kara Gardner, System Support Coach Jill Hale, System Support Coach Team Trivia Time On an index card per team What does PBIS stand for? Positive Behavior Interventions and Supports Dont Be Miss Mutner What is School-Wide Positive Behavior Interventions and Supports (PBIS)? A decision making framework that guides the use of evidence-based academic and behavioral practices for improving outcomes for all students. Terry Scott 2013 Common Areas Activity Locate the interior and exterior maps on your table You are each given three dots. Individually, on each dot, write a behavior concern in which you had to intervene in last year in one of the common areas of your school. Place your dots on each of the common areas that the behavior occurred. Wait to discuss until all have had a chance to place their dots. Common Area Activity Discussion When Is it occurring? Who is involved? What are the most common behaviors on the dots? Why do you think it is occurring? Rules- Set for all and taught to all? Routines- Adult monitoring? Engaging with students? What is getting in the way of success? As part of your Action Plan today develop a solution to prevent the problem from occurring. Continuity of Services in PBIS All/School WideSome/TargetedFew/High Risk Scope of Service Intensity of Service Your Role in PBIS What It Is: Share knowledge Use problem solving skills Cultivate resources Promote team effort Support the process What It IS NOT: Solo responsibility Special education initiative New curriculum Just posters on the wall 4 Components of PBIS Team Trivia Time Name 4 common areas in your school where expectations need to be established or enhanced. Establish Expectations Define what is needed for students and staff to demonstrate socially acceptable behavior Develop looks and sounds like matrix with all common (non classroom settings) well defined expectations for students and teachers Consensus must be gained prior to implementation Defining Expectations Just a few Simple wording Basic expectations Positive Specific Observable Measurable Publicly posted Tie to consequences Compliance rule (King Pin Behavior) More Detail Please Examples of Expectations Be respectful Be responsible Be safe H- hands feet to self A -attitude matters W- work hard K -kind to others Respect self Respect others Respect community Follow Directions 1 st time given KYHFOOTY Be on task R-Respect A-Attitude P-personal responsibility Be caring Be clean Be cooperative Learning Task- Have someone share current Roosevelt expectations. Have a conversation at your table discussing those expectations. Can they be applied in ALL common areas? Are they well known/memorable? What do they sound like/look like? Do they apply to everyone? (K-6, SpEd, ELLs, etc) Based on your discussion, individually, write one expectation per index card that would fit the above criteria. (limit 5) Defining Expectations Just a few Simple wording Basic expectations Positive Specific Observable Measurable Publicly posted Tie to consequences Compliance rule (King Pin Behavior) Teaching Matrix Lincoln Elementary All Settings Voice level: Hallways Level 0 Bathrooms Level 0-1 Auditorium Level 0-1 Computer Lab/ Library Playground Levels 0-line up 3-play Lunchroom Level 2 Be Safe Keep your body and objects to yourself Attentive to surroundings Keep body and objects to yourself. Be clean -Flush -Wash -Dry Feet on the Floor Keep your body and objects to yourself Walk at all times Quiet movement Listening bodies Keep your body and objects to yourself Walk quietly at all times Be Responsible Be a friend Have a purpose Own Words Own Actions Follow directions the first time Make smart choices Walk to the right on the third tile Have a pass if youre not with your class Follow the teacher/line leader Pass/permission required Be quick Conserve water Attentive, active listening Clean up after yourself Stay in your area Follow teacher directions the first time Food stays on your plate or in your mouth Sit on pockets Be Respectful Follow directions Be kind Appropriate Voice Levels Using Manners Clean up/recycle Kind words Keep clean (pick up trash) Hands tucked Close lockers quietly Appropriate bathroom manners Respect Privacy Sit back, flat on pockets Show appropriate applause and manners Voices off Soft voices when appropriate Be a friend Use kind words Line up quickly (when bell rings) Use equipment appropriately Use quiet voices(level 2) with manners Keep your hands, feet, and food to yourself Teachers Expectations Teach, Model, Practice Teach w/ posters Appropriate Voice Levels- Administer consequences to all students Consider each student as own Be consistent, Follow through Reinforce expectations Model Pass Procedure Time limits Model, define (Privacy) Monitor all students Sit in assigned area Enter and leave in an organized way More input from librarian/ STS Separate areas Actively moving and observing students Praise/reward appropriate behaviors Correct when necessary Follow Stop Routine Be on time to pick up students Teach, model, practice expectations EXPECTATIONS Consensus to 4 Components of PBIS Team Trivia Time What are the three steps of Explicit Instruction? I Do, We Do, You Do Treat Social Behavior As Skills That Can Be Taught Explicitly Teach Expectations If a child doesnt know how to read, we teach. If a child doesnt know how to swim, we teach. If a child doesnt know how to multiply, we teach. If a child doesnt know how to drive, we teach. If a child doesnt know how to behave, we..... .teach? punish? Why cant we finish the last sentence as automatically as we do the others? John Herner (NASDE President ) Counterpoint (1998, p.2) Why Teach Expectations? Why Not Just Tell Them the Rules? Need to teach behaviors in context! We cannot assume students know how to apply rules in each setting. What does Be respectful look like in the lunchroom? What does Be There, Be Ready look like for assemblies? Teaching allows students to practice appropriate behavior and builds fluency Allows students to see non-examples of expectation Know when consequences will be applied Decreases student response I didnt know Teaching Academics & Behaviors DEFINE Simply MODEL PRACTICE In Setting MONITOR & ACKNOWLEDGE Continuously ADJUST for Efficiency Team Discussion (10 minutes) When are you going to teach your staff and students? How will you teach staff ? How will you teach students now and newcomers later? Whole school? Grade level? In classroom by teacher? How will classroom expectations link to school-wide? 4 Components of PBIS Components of School-wide Reinforcement Continuous behavioral feedback for students and staff Random reinforcement strategies Positive public posting Data on positive reinforcement Positive parent contact Other enhancements Team Trivia Time Name 5 ways you reinforce your students positive behavior that takes less than five minutes. Attention, Tangible, Activity Think About Tickets When Implementing SW Reinforcement Tickets/treats are not meant to stand on their own Pair tickets with a succinct description of the behavior for which the ticket is awarded. Tie the behavior, ticket, and rules/expectations for consistency. If the ticket is doled out without behavior descriptions, it is no longer a behavior recognition program/system. Lincoln Loot Discuss at your tables: How was Lincoln Loot used in the past? What challenges were encountered? Are there adjustments that could be made with Lincoln Loot to make it a more effective reinforcement? Individual?, Class? Do we still want to use Lincoln Loot? Consensus- Tickets/Tokens Things to Think About When Implementing SW Reinforcement Start small, and then give more Start with 10 tickets per day to increase staff compliance. If staff is not passing out tickets, find out why. Once 80% of your staff is using the program with fidelity up the number of tickets distributed-- adjust the plan Goal is by the end of the yeareach student receives a ticket at least 2x a month Things to Think About When Implementing SW Reinforcement Got ticket hoarders? Sometimes students do not turn in their tickets so they can take them home to show parentsfind a way to let students take tickets home if you are experiencing this phenomena. Try two part tickets The Principals 200 Club Posted/defined expectations or rules Matrix poster 200 club recognition book (Celebrity Book) Tickets and drawing numbers Mystery Motivator Home contact methods Video 200 club Things to Think About When Implementing SW Reinforcement Think SOCIAL when picking prizes. When picking prizesthink social first. Time with adults is top for 10 and under crowd and time with peers is top for 10 and over crowd. Candy bars are your once in a while go to not the norm. Think group activities Include the students and community in the planning and posting Think About Parent Involvement When Implementing SW Reinforcement Congratulations parent/guardian Call parents and leave a message if you cannot get themdo this in front of the students Postcards work in a pinch; have the students fill in their own address Use your newsletter or website to celebrate successes Think About Community Involvement When Implementing SW Reinforcement Community support, GET IT! Newsletters PTA/PTSA Community Council Business Partners Community Support Example Think About Public Recognition When Implementing SW Reinforcement Public posting means, the public can view the posting. Students names need to be posted in a location that is easily viewed by students POSITIVE PROGRAM dont take students names down for disciplinary infraction Examples of Public Posting in the REAL World Think About Staff When Implementing SW Reinforcement REINFORCE YOURSELF! Prepare for some grumbling Be good to each other Give students the opportunity to reinforce you (two part ticketsagain) Reinforce Each Other Respecting Other Peoples Efforts Troubleshooting-Have a Plan Resistance from staff Keeping it positive Ticket redemption Student involvement Absences and inappropriate student behavior following recognition Prevention creates more Positive than negative consequences Discipline Works When . Punishment (Failure) Reinforcement (success) 4 :1 8 12 4 Components of PBIS Team Trivia Time List 5 things you would use for consequences. Level I BehaviorsDefinition Defiance/Disrespect/ Non-Compliance Brief or low-intensity failure to respond to adult requests Disruption Low-intensity, but inappropriate disruption of instruction or activity Physical Contact Non-serious, but inappropriate physical contact with another student Inappropriate Verbal Language Low-intensity use of inappropriate language Property Misuse Low-intensity misuse of property Other Any other minor problem behaviors that do not fall within the above categories Level II BehaviorsDefinition Same categories as Level I Behaviors (see above) Level II behaviors are more serious and deliberate in nature based upon the frequency and intensity of the behavior Level III BehaviorsDefinition Defiance/Disrespect/ Non-Compliance/ Insubordination Refusal to follow directions, talking back, and/or socially rude interactions Extreme Disruption Behavior causing a sustained interruption in a class or activity. Disruption includes intense loud talking, yelling, or screaming; noise with materials; horseplay or roughhousing; and/or sustained out of seat behavior Physical Aggression/Fighting Actions involving serious physical contact where injury may occur (hitting, punching, hitting with an object, kicking, hair pulling, scratching, biting, etc.) Abusive Language/Profanity Verbal messages that include swearing, inappropriate name calling, or other use of words in an inappropriate manner Property Damage Deliberate action which impairs the usefulness of school or personal property Harassment/Intimidation Disrespectful messages (verbal or gestured) to another person including threats, intimidation, obscene gestures, pictures, or written notes. This includes negative comments based on race, religion, gender, age, ethnic origin, disabling condition, or other personal matters Truancy/Unauthorized Absence Missing class or school without permission Forgery/Theft Having possession, passed on, or being responsible for removing someone elses property or signing a persons name without permission Possession of Weapon or Illegal Substance Possession or use of an object considered a weapon or an illegal/inappropriate substance What are your levels of Behavior ? As a Team- Examine Levels of Behavior that are currently Refer to the guiding questions below: Are the behaviors clearly defined? Are there changes needed between the levels? How will we document this level? Will the incident be recorded in Educators Handbook? How will you put this in place at your grade level? The Coersion Cycle ADULT Would you please...? Come on please... ? You had better.... Now youve had it! (ultimatum) Withdrawal of request CHILD Ignores Delays Excuses, Argues Tantrums, Aggression Tantrum stops Precision Requests If it isnt a question, dont ask! (Are you going to open your book?) After giving a direction to the group Individual student prompt: Please, state request Wait 3-5 seconds (for students with oral processing deficits) Need, restate request Wait 3-5 seconds DO--follow through with preplanned consequence One Minute Skill Builders Teaching appropriate behavior Identify the inappropriate behavior that the student was exhibiting Teaching at most opportune time Older students want to avoid having to participate in a One Minute Skill Builder with you! One Minute Skill Builders Four Step Procedure Correcting mild to moderate social skill errors 1.Expression of Rapport Establish eye contact Say students name Move closer(3-5 feet) Use a calm voice (remain neutral) One Minute Skill Builders Four Step Procedure Correcting mild to moderate social skill errors 2. Description of inappropriate and appropriate behavior Just now.. or Just a minute ago When you were given/asked______, you__________. A better way to_________is________. Its important to_______because_____. No more than 2 steps starts not stops One Minute Skill Builders Four Step Procedure Correcting mild to moderate social skill errors 3. Practice/check for understanding Lets try that again. This time you try it. Do you understand? Wait (3-5 seconds) 4. Feedback Nice job! Thank you for_______(describe the behavior) Follow Through (reinforcement or re-teaching) Where are you in the PBIS Process As team discuss where you think your team needs to work today in the PBIS process. When the signal is given move to that sign area. Pull off a sticky note and place it on your name tag. This will help the coaches to know where to help you during team time. Lunch Break until 1:00 pm PBIS- Intervention for Disrespect: Stop- Walk -Talk Bullying Prevention in Positive Behavior Support: The Foundation or Rational 63 Consider the smallest change that could make the biggest impact on Bullying Remove the pay off (e.g. praise, attention, recognition) that follows bullying. Remember the candle analogy. Do this without (a) teaching bullying, or (b) denigrating children who engage in bullying. Review Stop Walk Talk Routine and discuss If someone is disrespectful to me, I will Use the Stop Signal Say Stop. Walk away calmly Talk to an adult if it keeps happening 64 Lets review Lincolns Stop Routine Power Point Scott Ross, University of Oregon65 Discussion Discuss the following questions: Scott Ross, University of Oregon66 Is your stop signal being used? What are the positives from using the Stop Routines? What are the challenges? Are bystanders using the Stop Are students Stopping when asked? Are there program improvements to be made? How are monitoring and keeping data on it? How will you schedule and train your new staff and students in your school? How Adults Respond 67 When a student reports problem behavior, all adults should follow a specific response sequence: First, let students know that their report is important Reinforce the student for reporting the problem behavior (i.e. "I'm glad you told me.") Ensure the students safety. Is the behavior still happening? Is the reporting student at risk? What does the student need to feel safe? What is the severity of the situation "Did you tell the student to stop?" (If yes, praise the student for using an appropriate response. If no, practice) "Did you walk away?" (If yes, praise student for using appropriate response. If no, practice.) Discussion How are we as teachers doing to address the students who are offending or being disrespectful to others? What data are we using to monitor our responses? Scott Ross, University of Oregon68 Next Steps What needs to be done before the school year? By whom? By when? What needs to be done the first month of school? By who? By when? Leadership team training: August 5 th Scott Ross, University of Oregon69 4 Components of PBIS Lets get to work Roosevelt School-Wide Expectations Review individual choices Sorting activity Consensus Which expectations? How many expectations? Teaching Matrix SETTING All Settings Voice level: Hallways Playgrounds Cafeteria Library/ Computer Lab AssemblyBathroom Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Be clean, wash hands Respect Others Be kind. Hands/feet to self. Help/share with others. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Give others privacy Flush the toilet Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Leave the bathroom clean. Teachers Expectations Praise specific behavior Monitor and correct behavior of all students, report as necessary Enforce Safety Monitor students by being at their doors and in the hallways Follow patrol paths to monitor all activities Write behavior referrals and use time out areas as needed Walk students into cafeteria Arrive on time to pick up students Monitor student use of equipment Sit in assigned areas. Stay with and monitor class Send one to two students with hall pass or Stand in the hallway and monitor the noise and behavior EXPECTATIONS Teaching Matrix SETTING All Settings Voice level: Teachers Expectations EXPECTATIONS Building the Matrix Write the agreed upon expectations on the left of the matrix. Discuss common areas of the school Write the agreed upon(consensus) common areas on the top of the matrix Looks like/sounds like (voice level) Work as a table to create expectations for your assigned common area. Rotate through all common areas Give feedback Add comments Review posters as a group and gain consensus (record on your table matrix) 4 Components of PBIS Explicitly Teach Expectations All Staff How will you teach paras, custodians, office staff, lunch staff, and recess aides? All Students How will you teach the whole school, grade levels, classrooms, and individual students? Visual cues Posters as a teaching tool Lesson Plans Examples: Videos, lesson design template, power points, handouts and activities, tours Next Steps Develop lesson plans Decide on school-wide positive reinforcement Levels of behavior Resources and Contact Information Positive Behavior Interventions and Supportsbully preventionUtah Behavior InitiativesAndrea Miller, LCSW Elementary Counseling Grant Coordinator graniteschools.org (385)