Transcript School-wide PBS Team Training

School-wide
Positive Behavior
Supports
Team Training
June 18 & 19, 2012
Debby Boyer, Sarah Hearn,
Linda Smith, Eileen Baker
Adapted from :
Maryland PBIS
Strategies for Developing Self-Discipline and Improving
School Climate Workshop (G. Bear, 2012)
Based on research of
Rob Horner & George Sugai
OSEP Center on PBIS
Universities of Oregon & Connecticut
The Delaware Positive Behavior
Support Project is a collaboration with
the DE Department of Education, the
UD Center for Disabilities Studies, and
Delaware Public Schools.
Who is here today?
Where are you on the PBS
continuum?
• Please share:
• School name
• Are you a New or Revising SWPBS Team?
• Your burning question about SWPBS
Essential Questions
• How does Positive Behavior Support address
challenges schools face?
• What are the key features of a comprehensive
Positive Behavior Support approach?
• What are the elements needed to develop and
maintain a School-wide PBS program for our
school?
Delaware PBS Key Features
ALL students
So, what is PBS?
School Wide PBS is:
Not new…it’s
a specific based
practice
onor
a long history of
Not
limited
to
any particular
group
of
Framework
for
enhancing
adoption
&
implementation
of
behavioral
curriculum…it’s
practices
a general
& effective
approach
students…it’s
for all students
Continuum
of evidence-based
interventions to achieve
to
Instructional
preventing
problem
& strategies
behavior
Academically
anddesign
behaviorally
important outcomes for
ALL students.
SWPBS is
Framework for enhancing
adoption & implementation of
Continuum of evidence-based
interventions to achieve
Academically & behaviorally
important outcomes for
All students
A Main Message
STUDENT
ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff
Behavior
PRACTICES
Supporting
Student Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Positive Behavior Support
Universal
School-Wide Data Collection and Analyses
School-Wide Prevention Systems (rules, routines, arrangements)
Targeted
Group
Interventions
Analyze
Student Data
Individual
Interviews,
Questionnaires, etc.
Observations
and ABC Analysis
Simple Student
Interventions
Complex Individualized
Interventions
Adapted from George Sugai, 1996
© Terrance M. Scott, 2001
Common Behavior
Concerns
•Texting and emailing during instruction
•Talking during instruction
•Eating, drinking and gum chewing
•Late arrival, early departure
•Starting an activity before listening to the instructions or
“set up”
•Inappropriate attire
What does PBS look like in a school?
• >80% of students can tell you what is expected of them &
can give behavioral examples because they have been
taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative.
• Administrators are active participants.
• Data & team-based action planning & implementation.
• Function based behavior support is a foundation for
addressing problem behavior.
• Full continuum of behavior support is available to all
students.
What is
School-wide Positive Behavior Support?
•
School-wide PBS: A systems approach for establishing
the social culture and individualized behavioral supports
needed for schools to achieve both social and academic
success for all students.
•
Evidence-based features of SW-PBS
•
•
•
•
•
•
•
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation
(Systems that support effective practices)
www.pbis.org - Horner
Elementary PBS vs. Secondary
PBS
• Staff working in departments
• # of staff, # of students
• District-wide policies
• Multiple administrators
• Varied expectations in regards to academic
achievement and motivation
• Buy in from staff is lower (30% report that 76% of
more of staff supported SWPBS implementation)
BIG IDEAS
• 3-5 years for full implementation
• Organizational Framework
• Critical Key Features same across schools
• unique to the culture of the school
• Coaching support for implementation
Prepare for Working Smarter
(Not Harder)
• Allows schools to identify the multiple committees within
their school
• Helps in identifying purposes, outcomes, target groups,
and staff
• Assists schools in addressing, evaluating, and restructuring
committees and initiatives to address school improvement
plan
• Important for schools to identify that school-wide PBS is
integrated into existing committees and initiatives
Team Led Process - Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
School
Improvement
Plan
Attendance
Committee
Increase attendance
Increase % of students
attending daily
All students
Eric, Ellen,
Marlee
Goal #2
School Climate
Committee
Improve Climate
Improve Climate
All students
Marlee, J.S.,
Ellen, Eric
Goal #3
Eric, Ellen,
Marlee, Otis,
Emma
Goal #2
Goal #3
1. Eliminate
those that
do NOT have
a defined
purpose
Improve safety
Predictable response
Dangerous
Has not met
Goal #3
to threat/crisis
students
and measurable outcome.
School
Enhance
school
Improve
morale the All
students measurable
Has not met
2.Spirit
Combine
those
that
have
same
Committee
spirit
and/or
same
target Bullies,
group Ellen, Eric,
Disciplineoutcome
Improve
behavior
Decrease office
Goal #3
Committee
referrals
Marlee, Otis
3. Combine those that
have 75%antisocial
of
the
same
staff
students,
repeat
offendersto School
4. Eliminate those that are not tied
S&DFS Committee
Prevent drug use
High/at-risk
Don
drug users
Improvement Goals.
Safety Committee
PBIS Work Group
Implement 3-tier
model
Decrease office
referrals, increase
attendance, enhance
academic
engagement, improve
grades
All students
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
School
Improvement
Plan
Use Worksheet to Organize Your
Teams/Initiatives
 Step 1: Identify Current Teams (discipline, instruction,
climate, school improvement, parent support, etc)
 Step 2: Complete the Working Smarter worksheet
 Step 3: Based on your results, what committees/teams
can you:
(a) align and integrate to support everyone’s efforts
towards the SIP and school mission?
(b) eliminate that have no outcomes or connection to
SIP
Determine your next steps …
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Recognition and Teaching
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning opportunities to teach
problem solving strategies
• Developing Self-Discipline
Program Development &
Evaluation
• Problem-Solving/Leadership Team
• Representation – administration & member participation
• Meeting schedule
• Effective meetings
• Data
• Data sources
• Data use
• Professional Development & Resources
•
•
•
•
•
•
School Buy-in & commitment
Overview provided to all staff
Parent information
Ongoing PD (adv)
Monitoring
Resources – time, funding
Building a Strong & Effective
PBS Leadership Team
• Adopt a problem-solving team process for planning,
development, implementation, and evaluation of
evidence-based practices across all three levels of
prevention and intervention (primary, secondary, and
tertiary).
Are we as a team representative
of our staff?
• Administration a must have!
• Consider:
• Grade levels
If no, who do we need to
recruit?
• Content areas: academic
and related arts
• Regular and Special Education
• Related arts
• Specialists: Counseling/School Psychology
• Students
• Parents
Our Goal!
• To be efficient and effective!
• Let’s work smarter not harder!
• BUT HOW?
Monthly meeting schedule
• Monthly Meetings – especially new school teams
• Set for the year; not month to month
• Set consistent day & time – e.g., 2nd Tuesday
afternoon of the month at 2:20-3:30.
What role will you play on
PBS Team?
• What role will you play?
• Specific roles can include:
• Facilitator
• Timekeeper
• Recorder/Note taker
• Reporter
• Door keeper
• Jargon buster
• “But” Buster
• Agenda maker
Clear Agenda
• Have a reasonable agenda for each meeting and set
time limits per topic
• Include:
• Review of data to make informed decisions on
program effectiveness
• Revisit action plans/goals and celebrate successes
• Identify information to share with whole staff
• How will this information be shared?
Parking Lot
• Strategy to capture valued ideas, thoughts, concerns,
etc. that are not on the meeting agenda
• Post-its, index cards, etc. available to all to jot down
thoughts to be collected for follow up at end of
meeting if time, or post-meeting.
Establish Meeting Norms
• A set of guidelines that a team establishes to shape the
interaction of team members with each other and with
staff outside the team.
• Team norms can encompass as many topics as the team
deems necessary for successful functioning.
Meeting Norm Examples
Team problem solving,
conflict resolution, and
decision making
• Team members will make
decisions by consensus,
but majority will rule if
timely consensus is not
reached;
• Conflicts will be resolved
directly with the persons
in conflict.
Team member interaction in
meetings
• Team members use 1 voice
at a time
• Hold no side or competing
conversations
• Arrive on time
• Work from an agenda
• Record minutes
• End meetings on time
Form Subcommittees
• As your program is developing and growing, the team
may benefit from breaking off into subcommittees that
report back to the whole team.
• Data Review & Summary
• Product Development
• Expectation Teaching Plans/Activities
Action Plan Activity
Leadership Team
-Representation
-Meetings
scheduled
Who is
responsible?
Timeline
Additional
Notes
Program Development &
Evaluation
• Problem-Solving/Leadership Team
• Representation – admin & member participation
• Meeting schedule
• Effective meetings
• Data
• Data sources
• Data use in decision making
• Professional Development & Resources
•
•
•
•
•
School Buy-in & commitment & planning
Overview provided to all staff
Parent information
Monitoring
Resources – time, funding
DE-PBS Key Feature
• Schools value the importance of data-based decision
making, as reflected in the on-going evaluation of
program effectiveness and modification of program
components, interventions and supports based on
multiple sources of data.
Understanding & Using Data
Sources
DATA
Action
Planning
Analysis
Can your team answer the Big 5
Schoolwide Discipline questions for
your school?
1.
2.
3.
4.
5.
On average how many referrals are handled in a day?
What type of behavior occur most often?
When do the behaviors occur?
Where do the behaviors occur?
How many are involved?
Office Discipline Referral Data
(ODR)
• The Big 5
• Average Referral/Day/Month (DDRT)
• # of Referrals by Location
• # of Referrals by Behavior
• # of Referrals by Time of Day
• # of Referrals by Student (DDRT) Where do we find
this information?
Comparison of Average Referrals/Day/Month
5
In a given month, how many referrals on
average do we have a day?
4.43
4.5
4.09
4
How does our school 3.7
look behaviorally across
the
school year?
3.21
3.5
3.15
2.95
3
2.82
How are we doing this year, compared
to last
2.53
2.47
year?
2.67
2.5
1.95
2
1.42
1.32
1.29
1.15
1.64
2010-2011
1.69
1.59
1.36
1.17
1.13
1
1.68
1.41
1.26
1.19
1.05
0.83
0.75
0.64
0.63
0.70
0.50
0.50
0.47
0.5
00.00
0.00
0 0
0
August
September
October
November December
2008-2009
2009-2010
1.86
1.6
1.5
2.12
2.1
2.05
2007-2008
January
February
March
April
May
June
Which location(s) has the least
number of referrals?
Which location(s) has the highest
number of referrals?
Which problem behavior(s) has the
least number of referrals?
Which problem behavior(s) has the
highest number of referrals?
Which time interval(s) has the least
number of referrals?
Which time interval(s) has the
highest number of referrals?
Referrals by Student
What is the percentage of students with
0-1 referrals? In the green zone?
What is the percentage of students with
2-5 referrals? In the yellow zone?
Behavior Reporting Triangle
100%
4%
6+ Referrals
90%
What is the percentage of students with
6+ referrals? In the red zone?
2 - 5 Referrals
21%
80%
0 - 1 Referrals
70%
60%
Total Enrollment
327
# of Students with
0-1
247
76%
# of Students with
2-4
68
21%
# of Students with
6+
12
4%
50%
40%
76%
30%
20%
10%
0%
Discipline Data Reporting Tool (DDRT)
•
•
•
•
Average referral per day per month
Comparison of year to year
Triangle data – Referrals by Student
Referral rate per 100 students compared to national
average (also useful to use if your population changes
drastically)
• Referral rate per 100 students compared to DE Schools
trained in PBS
Discipline Data Report Tool
Tab 1 – Data entry for average referral rates
DDRT – Tab 4 – Data for Triangle
DDRT – Tab 6 – Per 100 Student referral
rate
Other Data Sources
• Disproportionality Data
• Staff & Student Attendance
• Retention, Dropout, Graduation Data
•
•
•
•
Supported through DE-PBS Project
Delaware Assessment of Strengths and Needs for PBS
School Climate Surveys (staff, student, families)
DE-PBS Key Feature Evaluation
Delaware Assessment of Strengths and
Needs for Positive Behavior Supports
(DASNPBS)
• Aligned to Delaware’s Key Features of Positive
Behavior Support
• Each item is drawn from supporting research and
theory.
• Designed to help schools assess strengths and
needs:
• In four areas of comprehensive schoolwide
discipline
• 10 items for each component
• In the areas of program development and
evaluation
• 10 items
Strengths/Needs Assessment
Sections
Part A-
• School-wide Tier 1 - Program Development and
Evaluation
• Implementing Schoolwide & Classroom Systems
• Developing Self-Discipline
• Correcting Behavior Problems
Part B - School-wide/Tier 2 and 3 interventions and
the program development and evaluation efforts
associated with those interventions. Part B is not
currently available.
Assessment Logistics
Who Should Complete It?
• Teachers
• Administrators
• Other instructional/certified
school staff (i.e. school
counselors, psychologists,
intervention specialists,
etc.)
Who Should Administer It?
• School PBS Team
Leader/Team
• School Administrator
When to Administer It?
• Annually
• Utilize staff meetings or Inservice sessions
How to administer it?
• Ideally in sections – Select
sections based on need
• Online or Paper – Online
recommended
DE School Climate Survey
•
•
•
•
Valid and reliable measure of school climate
Student, staff, home versions available
Open to all DE public schools
Offered yearly (January – March: Survey window)
Subscales of Delaware School Climate Surveys 2012
Student Survey
Teacher/Staff Survey
Home Survey
Part I
Teacher-Student Relations
Teacher-Student Relations
Teacher-Student Relations
Student-Student Relations
Student-Student Relations
Student-Student Relations
School Safety
School Safety
School Safety
Bullying School-Wide
Bullying School-Wide
Bullying School-Wide
Clarity of Expectations
Clarity of Expectations
Clarity of Expectations
Fairness of Rules
Fairness of Rules
Fairness of Rules
Respect for Diversity
Respect for Diversity
Respect for Diversity
(Student Engagement
School-Wide1)
Teacher-Home Communications Teacher-Home Communications
(Student Engagement
School-Wide 1)
(Staff Relations1)
Total School Climate
Total School Climate
(Student Engagement
School-Wide 1)
Total School Climate
Part II
Use of Positive Behavioral
Techniques
Use of Punitive Techniques
Use of Positive Behavioral
Techniques
Use of Punitive Techniques
Use of Social Emotional
Learning Techniques
Use of Social Emotional
Learning Techniques
Part III (individual level)
Student Engagement1
Bullying Victimization1, 2
1New
subscales for 2012. 2Grades 6-12 only for the printed version. Optional for grades 4-5
with computer version.
School Climate Data
• Student Data Report
How can we use our School
Climate Data to inform the
development of our SWPBS
Program??
What do we do with all this
data?
• Data Summaries reviewed monthly with team &
used to make decisions
• Designate a data person
• Utilize a subgroup to review & present summary
• Share data with staff at least 3-4 times/year
• Staff Meetings
• Content/grade level team meetings
• PLC meetings
• Share highlights with parents & community
• School & district newsletters
• Community news
Improving DecisionMaking
Solution
From
Problem
Information
To
Problem
Information
Problem
Solving
Solution
Decision Making
•
•
•
•
•
•
Is there a problem?
What areas/systems are involved?
Are there many students or a few involved?
What kids of problem behaviors are occurring?
When are these behaviors most likely?
What is the most effective use of our resources to
address this problem?
Using Meeting Minutes
 Documentation of
 Logistics of meeting (date, time, location, roles)
 Agenda items for today’s meeting ( and next meeting)
 Discussion items, decisions made, tasks and timelines assigned
 Problem statements, solutions/decisions/tasks, people assigned to
implement with timelines assigned, and an evaluation plan to
determine the effect on student behavior
 Reviewing Meeting minutes
 An effective strategy for getting a snapshot of what happened at the
previous meeting and what needs to be reviewed during the
upcoming meeting
 What was the issue/problem?, What were we going to do?, Who
was going to do it and by When?, and How are we measuring
progress toward the goal?
 Visual tracking of focus topics during and after meetings
 Prevents side conversations
 Prevents repetition
 Encourages completion of tasks
Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Next Meeting:
Date, time, location:
Facilitator:
Minute Taker:
Data Analyst:
Team Members (bold are present today)
Today’s Agenda Items
01.
02.
03.
Next Meeting Agenda Items
Where in the Form would
you place:
1.
2.
Administrative/General Information and Issues
Information for Team, or Issue for Team to
Address
Discussion/Decision/Task (if applicable)
1. Planning
PTA
Who? for next
By When?
meeting?
2. Schedule for hallway
monitoring for next month
Problem-Solving Action Plan
Precise Problem Statement, based on review of
data
(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach,
Prompt, Reward, Correction, Extinction,
Safety)
Who?
3. There have been five
fights on playground in
last month.
Implementation and Evaluation
Goal, Timeline,
By When?
Decision Rule, & Updates
4. Next meeting report on
lunch-room status.
Evaluation of Team Meeting (Mark your ratings with an “X”)
1. Was today’s meeting a good use of our time?
2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?
4. In general, are the completed tasks having the desired effects on student behavior?
Our Rating
Yes
So-So
No
What needs to be documented?
• Meeting demographics
– Date, time, who is present, who is absent
– Agenda
– Next meeting date/time/location/roles
• Administrative/ general Information/Planning items
– Topic of discussion, decisions made, who will do what,
by when
• Problem-Solving items
– Problem statement, determined solutions, who will do
what by when, goal, how/how often will progress
toward goal be measured, how/how often will fidelity
of implementation be measured
7/17/2015
Establish Meeting
Foundations
65
Going from primary to precise
• Primary statements are vague and leave us with
more questions than answers
• Precise statements include information about 5
“Wh” questions:
– What is the problem and how often is it happening?
– Where is it happening
– Who is engaging in the behavior?
– When is the problem most likely to occur?
– Why does the problem exist? Why is it sustaining?
What are the data you need to move from a
Primary to a Precise statement?
• What problem behaviors are most common?
• DR per Problem Behavior
• Where are problem behaviors most likely?
• DR per Location
• When are problem behaviors most likely?
• DR per time of day
• Who is engaged in problem behavior?
• DR per youth
• Why are problems occurring? Why are problem behaviors
sustaining?
• No graph
From primary to precise:
An example
Primary statement:
• “School program
DRs during
December were
higher than any
month”
Precise statement:
– Minor disrespect and disruption are
increasing and are most likely to occur
during the last 15-minutes of classes
when students are engaged in
independent seat work. This pattern is
most common in 7th and 8th grades,
involve many students, and appears to
be maintained by work
avoidance/escape. Attention may also
be a function of the behavior- we’re
not sure.
Achieving a Precise Problem Statement
for Fictional Trevor Test School
• Middle School – Grades 6, 7, & 8
• 565 students
Trevor Test Middle School
Is there a problem? If so, what is it?
Avg. ODRs Per School Day
20
15
10
5
0
Sep
Oct
Nov
Dec
Jan
School Months
School Avg.
National Avg. = 4.8
Trevor Test Middle School
Identified Problem
• Identified problem
• For last 4 months, Major ODRs per day higher
than national avg.
• Increasing trend across all 5 months
140
120
100
80
60
40
Number of Referrals
Referrals by Location
200
180
20
0
Student No.
5:00 PM
4:30 PM
4:00 PM
3:30 PM
3:00 PM
2:30 PM
2:00 PM
1:30 PM
1:00 PM
12:30 PM
12:00 PM
11:30 AM
11:00 AM
Referrals by Problem Behavior
10:30 AM
10:00 AM
9:30 AM
9:00 AM
8:30 AM
40
30
20
8:00 AM
60
50
7:30 AM
90
80
70
Number of Referrals
120
110
100
7:00 AM
Number of Referrals
140
130
1
13
16
18
2
20
24
28
30
33
38
4
9
17
21
37
43
23
31
39
40
41
5
8
11
29
12
22
25
35
42
6
14
34
15
26
36
7
3
19
32
27
10
Café
Hall
Common
Class
Other
Special evt
Bus
Bus Zn
Gym
Bathrm
Library
Music rm
Stadium
Off-Campus
Locker rm
Office
Unknown
Park lot
Minor
Tardy
Bomb
Arson
Weapons
Other
Unknown
Drugs
M-Prpty Misuse
M-Other
M-Dress
M-Tech
Tech
Inapp affection
Out bounds
M-Unknown
Gang display
Skip
Truan
Lying
M-Disruption
Dress
Tobacco
Alcohol
Combust
M-Inapp lan
Forge/Theft
Vandal
M-Contact
M-Disrespt
Prop dam
Agg/Fight
M-Tardy
Skip
Harass
Disrespt
Inapp lan
Disruption
10
0
Plygd
Number of Referrals
Trevor Test Middle School
11/01/2007 through 01/31/2008 (last 3 mos.)
Referrals by Time
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Referrals by Student
80
160
70
60
50
40
30
20
10
0
Trevor Test
Logical Inferences Based on Big 4
1. Most Disruptions occur in Cafeteria
2. Most Disruptions occur in Cafeteria between
11:30 AM and 12:00 PM
3. Most instances Inappropriate Language occur
in Cafeteria between 11:30 AM and 12:00 AM
Now…use a Custom Graph to confirm (or
disconfirm) your inferences, starting with
Disruptions, by grade level
Trevor Test
Precise Problem Statement
Many instances of disruption (what)…
occurring in cafeteria (where)…
between 11:30 AM and 12:00 PM (when)…
with large majority involving 6th graders (who)…
particularly Student #10 (who)
Beginning to Develop
a Problem-Solving Action Plan
• Write your precise Problem Statement as one
element of your “Problem-Solving Action Plan”
• The P-S Action Plan is simply a record of
• team decisions and
• actions needed to implement the decisions
• Here’s Problem Statement section of P-S Action
Plan for Trevor Test Middle School
76
Trevor Test
Hypothesis Statement
• Many instances of disruption occurring in
cafeteria between 11:30 AM and 12:00 PM; large
majority involving 6th graders, particularly
Student #10…
• because (a) cafeteria overcrowded at that time,
(b) 6th graders have received insufficient
instruction in cafeteria expectations, and (c)
disruption results in attention from adults and
peers
Here’s hypothesis statement incorporated into
P-S Action Plan
78
Solutions – Generic Strategies
• Prevent – Remove or alter “trigger” for problem behavior
• Define & Teach – Define behavioral expectations; provide
demonstration/instruction in expected behavior (alternative
to problem behavior
• Reward/reinforce – The expected/alternative behavior when
it occurs; prompt for it, as necessary
• Withhold reward/reinforcement – For the problem behavior,
if possible (“Extinction”)
• Use non-rewarding/non-reinforcing corrective consequences
– When problem behavior occurs
• Consider Safety issues
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in
cafeteria expectations; attention from adults and peers rewarding disruption
Prevent “Trigger”
Define & Teach
Reward/Reinforce
Withhold Reward
Corrective consequence
Other
Safety
Trevor Test Middle School
Hypothesis - cafeteria overcrowded; 6th graders with insufficient instruction in
cafeteria expectations; attention from adults and peers rewarding disruption
Prevent “Trigger”
Change lunch schedule so fewer students are eating between 11:30 AM
& 12:00 PM?
Define & Teach
Focus on 6th graders; define cafeteria expectations; develop and post
expectation signage in cafeteria; demonstrate/teach expectations in class
periods occurring just prior to lunch
Reward/Reinforce
Set up “Friday 5” (extra 5 mins. of lunch time on Friday, if no ODRs
occur in cafeteria during lunch time)
Withhold Reward
Ensure staff don’t argue back and forth with student if instance of
disruption occurs (may be an inadvertent reward); remind students that
paying attention to a disruptive student can mess up Friday 5
Corrective consequence
Ensure active supervision during lunch (add one supervisor between
11:30 AM and 12:00 PM?); ensure quick corrective consequence, per
our handbook
Other
Determine whether Behavior Support Program has been initiated for
Student #10; if it has, make sure it includes focus on disruption in
cafeteria
Safety
Solution Actions
• Choose the least number of solution(s)that will have the
biggest impact on decreasing the problem.
• Record in Solutions section of Problem-Solving Action
Plan
• Determine goal
• Monitor
• Did we do what we said we would do?
• Did our intervention produce the outcomes we were
expecting
Problem-Solving Action Plan
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
October
: We example:
have wayWe
too
Last
month’s
many
ODRs
we have a
are above
theand
national
problem
with
average of
ODR’s and we
aggression/fighting
have
a problem withand
disrespect on the and
aggression/fighting
playgroundonduring
disrespect
the K,1,2
morning
andduring
lunchK,1,2
recess
playground
morning and lunch recess
with 4 students.
Solution Actions (e.g., Prevent, Teach,
Prompt, Reward, Correction, Extinction,
Safety)
BB
talked are
about
the 3 students
who are
3
students
starting
CICO system
starting
CICO system.
AT is skeptical
Older students
teach primary
students about
parent
involvement.
the program
basketball
game rulesTP– saw
contingent
on D.C.
work fine
parent
coming
to without
school on
timeinvolvement at the
previousplayground
school. AAexpectations
walked in and asked if
Reteach
another student could be on CICO. JJ asked
if the supervisors were moving around, he
had seen them talking together in the middle
of the playground once last week.
We should plan to reteach playground
expectations .Older students could teach
primary students basketball game rules –
contingent on D.C. coming to school on time
This month’s precise
-Reteaching game and playground rules
problem statement: We
-Reinforce proper lining up
have three high fliers, K-2 -Reinforce exiting and entering building
and a 6th grader on the
playground, at 10:00 and
11:45/12:00
46/69 number of total major
and minor referrals on the
playground
Implementation and Evaluation
Goal, Timeline,
Who?
By
Decision Rule, &
When?
Updates
Cico
team
LL
LL
analyze
analyze
referral
referral
data
data
NN/MM
-MM will
ask MA if
she can
reinforce/
teach
playgrou
nd rules
11/16/09
11/16/20
09
January
PBS
meeting
11/16/09
CICO Team check-in
every two weeks to see
if students are meeting
80% of their goal.
Decrease of playground
referrals by 25% by
January PBS meeting.
CICO team will report
Decrease of playground
referrals by K-2
students and D.C.
defiance/disruption
referrals
+ If many students are making
same mistake, consider
changing systems ... not students
+ START by teaching, monitoring &
recognizing success
…before increasing PUNISHMENT
Action Plan Activity
Data
-Big 5
-Other data sources
- Needs Assessment
-School Climate
Survey
-Decision making
Who is
responsible?
Timeline
Additional
Notes
Prevention:
Developing
Schoolwide &
Classroom Systems
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Teaching and Recognition
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning opportunities to teach
problem solving strategies
• Developing Self-Discipline
Key Feature 3
Recognize the critical importance of preventing behavior
problems. This is evident throughout school policies and
evidence-based practices, especially in preventive
classroom management, clear school-wide expectations,
and school-wide teaching and recognition of positive
behaviors. It also is seen in positive teacher-student,
student-student, and school-family relations.
Developing SW and Classroom
Systems to Prevent Problem Behavior
• Expectations
• Expectation
development
• Posting
• Teaching
• Kick off
• Lesson plans
• Recognition
• Matrix
• Recognition
delivery
• Positive relationships
• Teacher-student
• Student-student
• School/teacher home
Do we have high expectations for
students’ social and academic
success?
YES!
Of course we do!
Absolutely!
Points to Ponder
• How do we identify and explain the desirable
behaviors students should demonstrate, leading
to social-emotional and academic success for all?
• How can we transform our focus to promoting
positive behaviors and preventing problem
behaviors v. just eliminating problems?
School-wide Expectations
Expectations are the umbrella for more specific rules:
• Identify 3 – 5 positively stated expectations
• Use data to determine expectations
• Choose positive actions and terms
• Keep them simple and easy to remember
• Remember to be age appropriate
• Promote self-discipline, positive social and academic
outcomes
Expectation Example
“KOALATY” KIDS:
•
•
•
•
Show Respect
Act Responsibly
Follow Directions
Always do your personal
“Koalaty” best
*SHOW RESPECT
*FOLLOW DIRECTIONS
*ACT RESPONSIBLY
*DO THEIR PERSONAL
KOALATY” BEST
Expectation Example
Cape Henlopen High Expectations
• Commitment
• Achievement
• Pride
• Excellence
School-Wide Expectations
SOAR with the FALCON FOUR:
RESPECT OF:
SELF
OTHERS
LEARNING
SAFETY
Developing a Behavior Matrix
Hallway
Character
Attitude
Vision
Success
Bathroom
Cafeteria
School-Wide Behavioral Matrix
PURPOSES:
Defines the Expected Behaviors for Specific
Settings:
hallways, classrooms, gym, cafeteria, commons,
bus loading, bathrooms, assemblies
Creates the “Curriculum” that will guide the
teaching of expected behaviors.
Enhances communication among staff and
between students and staff.
School-Wide Behavioral Matrix
GUIDELINES:
State definitions positively
Use a few common words
Show what the behavior “looks like”
Behavior Matrix Field Example
In the Cafeteria,
“Be Respectful”
means:
• Wait your turn
• Use a quiet voice
• Clean up after
yourself
In the Bathroom, “Be
Safe” means:
• Walk
• Report spills &
incidents
• One pump of soap &
one paper towel
Classroom Procedures/Routines
Class-Wide
EXPECTATIONS
Cooperative
Learning
Groups
Arrival
Independent
Seat Work
Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful
•
•
•
•
Be
Responsible
•
•
•
•
•
Be Safe
•
•
Listen to others •
Use inside
voice
Use kind words •
Ask permission
Enter/exit
classroom
prepared
Use inside
voice
Be prepared •
Follow
directions
•
Be a problem
solver
Make choices
that support
your goals
Keep hands, •
feet, and
objects to self
Organize your
self
Walk
Place materials •
in correct area
Begin warm-up •
promptly
•
Walk
•
Listen to others •
•
Accept
differences
•
•
Use kind words
•
Encourage
others
•
Use quiet
voice
Follow
directions
•
•
•
Use Time

Wisely
Contribute
•
Complete your
part
Be a TASK
master
Use your
neighbor
Use Materials •
Carefully
Keep hands, •
feet, and
•
objects to self
•
•
•
Eyes/ears on
speaker
Raise hand to
speak
Contribute to
learning
Follow
directions
Take notes
Meet your
goals
Stay at seat
Keep hands,
feet, and
objects to
self
Classroom
SCHOOLWIDE
EXPECTA
TION
SCHOOLWIDE
EXPECTA
TION
SCHOOLWIDE
EXPECTA
TION
SCHOOLWIDE
EXPECTA
TION
Hallway
Playground
Bathroom
Cafeteria
Library
Specials
(Art,
Music,
PE)
Assembly
/Field
Trip
Bus
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.
Behavioral Expectations
To Be Developed
• What is going well?
• What do our data
indicate as problems?
• How can we convert
these to positive
behaviors?
• As a team, identify and
prioritize 3 – 5
positively stated
expectations.
To Be Reviewed/Revised
• Discuss your current
expectations with your
neighbor.
• Do these meet your
needs?
• Do they address
concerns identified by
your data?
• Are they clear and easy
to remember?
• Are they few in number?
• Are they positively
stated?
PBS Matrix Activity
To Be Developed
• Break into groups by
location (not including
classroom)
• Define what each
expectation will look like
in one location or area of
the school
• Be sure to have at least
1 location complete
To Be Reviewed/Revised
• Break into groups by
location
• Review existing matrix
• Address new
expectations or areas
Are definitions stated positively?
Were common and few words
used?
Does it show what the behavior
“looks like”?
Action Plan Activity
School-wide
Behavior
Expectations &
Matrix
-3-5 Expectations
-Behavior Matrix
Who is
responsible?
Timeline
Additional
Notes
Teaching
Expectations:
Creating Cool
Tools
Developing SW and Classroom
Systems to Prevent Problem Behavior
• Expectations
• Expectation
development
• Posting
• Teaching
• Kick off
• Lesson plans
• Recognition
• Matrix
• Recognition
delivery
• Positive relationships
• Teacher-student
• Student-student
• School/teacher home
Core
Feature
PBIS Implementation Goal
G. Lesson
29. A behavioral curriculum includes Teaching expectations and
Plans for
rules
Teaching
30. Lesson Plans include examples and non-examples
Expectations/
Rules
31. Lessons use a variety of teaching strategies.
32. Lessons are embedded into subject area curriculum
33. Faculty/staff and students are involved in development &
delivery of behavioral curriculum
34. Strategies to share key features of SWPBS program with
families/community are developed and implemented.
Once you have developed school-wide
expectations, it is not enough to just post
the words on the walls of the classroom…
YOU MUST TEACH THEM!
Why Develop a System for Teaching
Behavior?
• We can no longer assume:
• Students know the expectations/rules and
appropriate ways to behave
• Students will learn appropriate behaviors quickly
and effectively without consistent practice and
modeling
Why Develop a System for Teaching
Behavior?
• We must assume:
• Students will require different curricula, instructional modalities, etc…
to learn appropriate behavior
• We need to teach expectations/rules and appropriate behaviors as
effectively as we teach academic skills
Remember…
“You are a primary model for appropriate
behavior.”
The IRIS Center
http://iris.peabody.vanderbilt.edu
How do you teach behavioral expectations?
• Teach in the actual settings where
behaviors are to occur
• Teach the words by demonstrating
the actions using examples and nonexamples.
• Model and practice to fluency
• Build a social culture that is
predictable and focused on student
success
Respect
Ourselves
Respect Our
Community
Respect Our
Environment
Teaching Expectations/Rules Using
an Instructional Approach
Define
Observable, measurable
Teach
Identify, prior knowledge, model, structured
practice, acknowledge
Remind
Pre-correct, prompt behaviors/rules prior to
entering natural context
Supervise, feedback/acknowledgement, data
Monitor
Evaluate
Data, modifications needed, non-responders
needing more support
SETTING
Expectations
Teaching
Matrix
All
Settings
Hallways
Playgrounds
Cafeteria
Library/
Compute
r Lab
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Assembly
Bus
Respect
Ourselves
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a plan.
Eat all your
food.
Select
healthy
foods.
Respect
Others
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Whisper.
Return
books.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
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.
Wipe your
feet.
Sit
appropriately.
Respect
Property
How Do We Teach Behavior?
• Introductory Events
• Teaching school to expectations and rules
• On-going Direct Instruction
• Specially designed lessons, character education
• Embedding in Other Curriculum
• Booster Trainings
• Keeping it Out There
• Visual Displays – posters, agenda covers
• Daily announcements
Introductory Events
• All faculty and students participate
• Decide on method that will be most effective for your
school
• Consider Importance/Impact - Activity/event should be
a high priority… not given a few minutes in some other
activity
Specially Designed Lessons
• Provide initial lesson plans to begin teaching behavior
• Build on what you have (i.e. character ed.)
• Develop a system for expanding behavior lesson plan ideas
throughout the year
• Skill of the month, Booster Sessions
• Determine the minimum requirements for teaching
behavior (i.e. how often)
Teach in the Natural Setting
• Lessons must be taught in setting that behavior occurs• For example, if you are teaching cafeteria rules, students
need to be in the cafeteria
• Have the staff that monitor the area, teach the lesson!!!
Creative Ideas:“Putting it into Practice”
• Provide students with a script that includes actions and
words expected
• Have classes compete to come up with unique ideas
(student projects, bulletin boards, skits, songs, etc…)
• Recognize staff for creative activities
• Video students role-playing to teach expectations and
rules and show during morning show
• Play “rule charades”
• Writing about an expectation or making a cartoon
• Matching cards with behaviors to expectations
• Using literature
Strategies for Success
• Describe specific, observable behaviors for each
expectation
• Plan for modeling the desired behaviors
• Provide students with written and graphic cues in the
setting where the behaviors are expected
• Acknowledge efforts
• Plan to re-teach and restructure teaching
• Allow students to participate in the development
process
• Use “teachable” moments that arise in core subject
areas and in non-academic times
Designing a Cool Tool
 Skills are taken directly from the behavioral matrix
 Select skills based on the trends in your data
Responsibility is the expectation
• Name the expectation: (Take) Responsibility
• Name the location: Hallway
• Name the skills: Students who take responsibility:
– Move silently
– Walk with hands at your sides
– Own their choices
Cool Tool Template
Purpose of the Lesson / Why it’s important:
1.
2.
Teaching examples:
1.
2.
3.
Student Activities / Role Plays:
1.
2.
3.
Follow-up / acknowledgement activities:
1.
2.
3.
Teaching Expectations in the Classroom
Lesson Plan Activity
• Design a lesson to teach the expectations in one of the
settings you worked on from the behavior matrix
Action Plan Activity
Teaching
Expectations
-Cool Tools
-Visual Displays
-Introductory
Kick-off Events
Who is
responsible?
Timeline
Additional
Notes
Kicking off
• How will your school teach expectations?
• How will your team and staff use best practices?
• Examples and non-examples
• Teach in actual settings (e.g. bus)
• How will lessons be taught/reinforced throughout school
year?
Kick off examples
• Rotate students through different settings to
teach behaviors where they will occur
• Passports for Success
• Use home room or morning meeting to focus on
one skill a day for first week of school
• Have classes compete to come up with fun
teaching activities (bulletin boards, skits, songs,
cartoons, etc…)
• Create videos of students and/or staff
DASNPBS Activity
• Review section – SW Tier 1: Program Development &
Evaluation
• Rate 10 items: 5=major strength – 1=major weakness
• Pick top 2 strengths and weaknesses for each of the 2
sections
• When team has arrived, discuss and come to consensus
on school’s top strengths and areas for improvement
• Reporter prepare to share
Developing SW and Classroom
Systems to Prevent Problem Behavior
• Expectations
• Expectation
development
• Posting
• Teaching
• Kick off
• Lesson plans
• Recognition
• Matrix
• Recognition
delivery
• Positive relationships
• Teacher-student
• Student-student
• School/teacher home
Acknowledgement
Plan
Keep in Mind
• 10 Key Features of PBS
• “Recognition of Positive
Behaviors” is one
component of Key Feature
#3
• There are many other pieces
of the pie!
What motivates students?
Discussion
• What systems of positive reinforcement
are in place in your school?
• Do they affect all students? Do they appeal to all
grades?
• Who is resistant to participate?
• In your view, what is the most powerful
source of reinforcement for students?
“Supports for All, Some and a Few”, Sprague, 2006
Purpose of
Reinforcers/Acknowledgements
• Recognizing desired behavior is a strategy to
prevent behavior problems.
• Teach new behavior
• Strengthen replacement behaviors that
compete with habitual undesirable behavior
• Create frequent positive interactions
between staff and students
Prevention creates more
positive than negative
consequences
Reinforcement
(success)
Punishment
Can rewards be harmful?
• Rewards can be used badly
• If rewards are delivered ambiguously (not clearly tied
to performance of expectation)
• If what we deliver is not a “reward” from the
student’s perspective
• If partial rewards are delivered when full reward is
expected
• If reward is used as bribery
• If large rewards are delivered briefly and then
withdrawn completely
Horner & Goodman, Using Rewards within
School-wide PBIS, www.pbis.org
What do we know about
rewards?
• Rewards are effective when used:
• To build new skills or sustain desired skills, with
• contingent delivery of rewards for specific behavior, and
• gradually faded over time.
• Akin-Little, Eckert, Lovett, Little, 2004
• “In terms of the overall effects of reward, our metaanalysis indicates no evidence for detrimental effects of
reward on measures of intrinsic motivation.”
• Cameron, Banko & Pierce, 2001 p.21
Horner & Goodman Using Rewards
within School-wide PBIS www.pbis.org
Effective Use of Rewards
• Rewards are effective when
• Tied to specific behaviors
• Delivered soon after the behavior
• Age appropriate (actually valued by student)
• Delivered frequently
• Gradually faded away
Horner & Goodman, Using Rewards within
School-wide PBIS, www.pbis.org
Strategic Use of Praise and Rewards
• Use strategically to recognize and reinforce social and
emotional competencies that underlie prosocial behavior
• E.g., students routinely recognized with praise and
rewards for demonstrating empathy, caring,
responsibility, and respect
• Pair reward with verbally labelled praise
Guidelines for Use of
Reinforcers/Acknowledgements
• Tailor the system of acknowledgements to your
school population
• Select ones that are grade appropriate
• Intersperse public vs. individual acknowledgement
for behavior
• Pair verbal praise w/ acknowledgement
• Vary acknowledgements (individual, classroom,
grade level)
Components of
School-Wide
Acknowledgement Plans
Acknowledgement Plan
 Every faculty and staff member acknowledges
appropriate behavior.
 At least 5 to 1 ratio of positive to negative contacts
 System that makes acknowledgement easy and
simple for students and staff.
 Different strategies for acknowledging appropriate
behavior (small frequent rewards more effective)




Beginning of class recognition
Raffles
Open gym
Social acknowledgement
Rob Horner, University of Oregon
www.pbis.org
Parent/Teacher
Association provided
teacher name stamps
Reward tickets and
criteria on lanyard
Write out class tickets for week,
reward when appropriate, check
whose name remains
Visual reminders for staff
Computer
Printed stickers
Tickets and pen
on lanyard
Make it easy to use rewards
Stacks of tickets
glued on edge
Secondary Example
PRIDEbuCk
Positive Behavior Referral
High Frequency Acknowledgements
• Way to quickly and easily reinforce when
students meet the expectations; catch them
being good
• Frequent acknowledgements must be tied to the
School-wide expectations
• These acknowledgements must have value (not
necessarily trinkets, emphasize social
opportunities)
High Frequency Acknowledgements
• Keep the system simple
What
really
matters
• Build in opportunities for data collection
IsSmall
the positive social
• Start
acknowledgement
• Emphasize
the following:
• The importance of enhancing social skills & self-discipline
• The link between appropriate behavior and academic
success
• The link between SW PBS and other SW initiatives (e.g.,
multicultural education & character education)
& interaction!!
Adapted from Florida PBS Project
Activities for staff and student
relationship building
• Supporting everyday relationship building:
• Finding/asking about student interests/extracurricular
activities
• Students providing 1-minute reports on areas of their
interest (i.e. sports, drama)
• Attending extracurricular events
• Highlighting student talents (i.e. bulletin board with
newspaper articles)
Activities for staff and student
relationship building
•
•
•
•
Community and service learning activities
Pep rallies
Students earn the chance for staff to do silly things
Staff and student team challenges
• Fund raisers
• Hallway decorating
• Sporting event attendance
Promoting Positive Contacts
Home
•
•
•
•
Positive Behavioral Referral
Phone call logs
Positive post cards (labels pre-made for each student)
Names listed in a parent newsletter
Unexpected/Intermittent
Acknowledgements
• Special focus on each expectation
• Special focus and increased reinforcement based on
referral data – target the problem areas
• Random Classroom Checks
• Random Drawings for students and staff
• Increased worth of acknowledgements given by
substitute teachers
Unexpected Example: Agenda
Drawings
• All agendas are numbered.
• Students are expected to record homework daily for each
subject in their agenda book.
• If there is no homework assigned students should write
“none”.
• If a student is absent they need to write absent in their
agenda.
• Periodically we will call agenda book numbers and students
will bring their book to the office.
• Students who have used their agenda books daily will be
given a prize.
Long Term Celebrations
• Bigger Celebrations for which students can save
their frequent acknowledgements to gain access
• Weekly, monthly, marking period, ½ year, end of
year, DSTP
• You could set criteria: 98% attendance, Less than
1 referral, Passing all classes
• Examples – Popcorn movie parties, sporting
events, field trips, dances, games, etc.
Bad Axe Intermediate
5
- Principal reads story
10 - First class at lunch
15 - 10 min. of extra gym time
20 - Extra recess
25 - Movie and treat
Orchard View
Early Elementary
PBS School-Wide Acknowledgement Matrix
TYPE
WHAT
PAWS
High
Postcards
Frequency
“GOTCHAS” Compliments/
Acknowledgement
Staff and
Activities for
Student teams
Student and
Staff
Relationship Competitions
Building
Promoting
Positive
Contacts
Home
Positive
Behavior
Referrals
WHEN
WHERE
WHO
Given when
expectations
are met; daily
All
building
locations
and bus
All staff;
including
bus drivers,
custodial
staff, etc.
Each
Marking
Period
Pep Rally
Grade
level team
wins award
Staff team
wins points
Each child
receives at
least one
per school
year
All
settings
Administration
processes
referral, a copy
for home – keep
track of total #
with a visual in
the cafeteria
PBS School-Wide Acknowledgement Matrix
TYPE
WHAT
Drawings
by grade
level
Unpredictable/
Intermittent
“BOOSTERS” Classroom
Compliments
Celebrations
Marking
Period
Social/
WHEN
Weekly
Monthly
End of
each MP
WHERE
Collect in
Main Office
Collect in
Guidance
Office
Depends
on Event
Caught
you Red
Handed
Assistant
Admin
announce
Given by all,
but not to own
class
Students w/ 2
or fewer
referrals & 100
bucks
Others attend
booster
Assemblies
Staff
Acknowled
gements
WHO
Each staff
meeting
Box in
Main
Office
Administration
gives you a
sub and a sub
Acknowledgement Plan
• Write acknowledgement plan in narrative form – for
new staff or students and substitutes to help understand
the process
• Remember to evaluate and change your
acknowledgement plan as needed
• Survey students and staff
• PBS team - use data to make a specific
acknowledgement plan (i.e. tardies, cuts, cafeteria clean
up)
Staff Reinforcement Plan
•
•
•
•
•
•
•
•
Staff teams
Staff challenges
Tailgate
Staff fridge
Staff member of the month
Hall of fame
Parking spot of the month
Attendance at student sporting events
Staff Reinforcement Plan
•
•
•
•
•
•
•
•
•
Raid the supply closet
Blue Jeans day
Professional Development Opportunity
Sub for a Sub
Small tokens in teacher’s mailboxes
Staff socials
Letters to teacher’s classrooms
Chain links in the hallway
Staff notebook that floats around the mailboxes to note nice
messages to each other
Action Plan Activity
Acknowledgement
System
Comprehensive
School-wide Plan
Matrix developed
Who is
responsible?
Timeline
Additional
Notes
Developing SW and Classroom
Systems to Prevent Problem Behavior
• Expectations
• Expectation
development
• Posting
• Teaching
• Kick off
• Lesson plans
• Recognition
• Matrix
• Recognition delivery
• Positive relationships
• Teacher-student
• Student-student
• School/teacher - home
Positive Relationships
Recognize the critical importance of preventing behavior
problems. This is evident throughout school policies and
evidence-based practices, especially in preventive
classroom management, clear school-wide expectations,
and school-wide teaching and recognition of positive
behaviors. It also is seen in
• positive teacher-student,
• student-student, and
• school-family relations.
The Research on Positive
Relationships
• Teachers with a more relational approach to discipline
have less defiant behavior in their classrooms – which is
explained by adolescent’s trust in authority (Gregory &
Ripski, 2008)
• Teachers who show sensitivity, empathy and praise are
most likely to establish strong relationships with students
(Rey et al., 2007)
Relationship Building Reduces
Problem Behaviors
• “teachers … trained using precorrection, reinforcement
(catch them being goods) for appropriate behaviors, and
active supervison … resulted in a 42% reduction in
problem behaviors” (Oswald et al., 2005).
Home School Collaboration
Advantages of working with parents (guardians, other
adults serving parental role):
•
Students’ attitudes and behavior are greatly
influenced by parents
•
Parental involvement is often necessary to truly
change a student’s behavior
•
Unquestionably, parents can be valuable resources
Measures Used for
Relationship Building
• Delaware Assessment of Strengths and Needs
• School Climate Survey
• Teacher-Student Relations
• Student-Student Relations
• Respect for Diversity
• Teacher-Home Communications
• Staff Relations
Teacher-Student Relationships
• Caring and supportive adult-student relationships. Adults
demonstrate warmth, respect, support, and caring
toward all students (irrespective of gender, race,
ethnicity, socioeconomic background, disabilities,
previous history of behavior). Every student has a
supportive relationship with at least one adult at school.
How are we building positive teacherstudent relationships?
Be that one
person for a
student
• Bond to improve behavior
• Know students as individuals
• Teach by example & self-reflect
as role model
• Focus on positive role models
(Lickona, 2004)
What are some simple techniques
that the most effective (i.e.,
authoritative) teachers use to
communicate responsiveness at
the classroom level; at the
schoolwide level?
Student-Student Relationship
Building
• Positive relationships with others. Positive relations with
others are expected, taught, and encouraged and
planned opportunities (e.g., extracurricular activities,
class meetings, structured recess activities) are provided
to develop positive relationships.
What are the techniques your
school uses to build student
to student relationships at
the classroom level; at the
schoolwide level?
Home-School Relationship
Building
• Home-school communication. Clear,
positive, bi-directional and regular
communication is established with
parents. Parents are routinely informed
about the schoolwide discipline/PBS
program, classroom activities, and their
children’s positive behaviors. Parents know
who to contact with questions or
comments about the schoolwide program
and the school regularly encourages their
input.
Parent-School Collaboration
Home-school collaboration.
Positive and collaborative
relationships established with
parents. Parents’ roles in
developing the school
discipline/PBS program are
established, and their
feedback is regularly solicited
as part of program evaluation.
What are the techniques
your staff and school use to
build relationships with
parents – at the classroom
level and at the schoolwide
level?
Action Plan Activity
Positive
Relationships
-Teacher-Student
-Student-Student
-School-Home
Who is
responsible?
Timeline
Additional
Notes
Correcting Problem
Behaviors
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Recognition and Teaching
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning
opportunities to teach problem solving strategies
• Developing Self-Discipline
DE-PBS Key Features for SW
• Correcting Problem Behaviors
• Referral system
• ODR form is clear – defines specific behavior problem,
location, time (WHY – think about big 5)
• Data entered in school system w/in 24 hours – ideal goal
• Consistent and clear procedures
• Major vs. minor
• Defining behaviors
• Disciplinary encounters used as learning opportunities
to teach problem solving strategies
• Administrative response (major)
• Staff response (minor)
Strategies to Support the Referral
Process
• Consistent and judicious enforcement of rules
• Awareness of rules and policies
• Referral Form Components
• Classroom vs. Office Managed
• Defining Form Fields
Referral System: Discipline Referral
Form
• Goal: Comprehensive yet easy to complete
• Clarity on the referral form takes the guess work
out of the data entry person’s job
• Clear distinction between major (officemanaged) vs. minor (classroom-managed)
problem behaviors
• Data entry procedure
Ideal Referral Form Components
•
•
•
•
•
•
Student Name
Date
Time of incident
Grade Level
Referring Staff
Location
Does our discipline referral
form include
information
useful
• Problem
Behavior
in decision
making?Motivation
• Possible
Othersthese
Involved
Can we •answer
questions
• Administrative
based on
the form?
Who, Why,
What, When &
Decision
Where?• Other
Remember to use checkboxes whenever possible
and minimize writing which can be subjective.
DE-PBS Key Features for SW
• Correcting Problem Behaviors
• Referral system
• ODR form is clear – defines specific behavior problem,
location, time (WHY – think about big 5)
• Data entered in school system w/in 24 hours – ideal goal
• Consistent and clear procedures
• Major vs. minor
• Defining behaviors
• Disciplinary encounters used as learning opportunities
to teach problem solving strategies
• Administrative response (major)
• Staff response (minor)
Consistent & Clear Procedures:
Classroom vs. Office Managed
• Staff should know what problems are officemanaged and what problems are classroom–
managed.
How is this documented?
• This process must be defined, taught, and
Do all
staff
receive
feedback?
agreed upon with
staff,
and must
include
definitions for:
• major discipline incidents
• minor discipline incidents
• a continuum of discipline procedures
Staff Managed Behaviors
•Tardiness (on 3rd tardy, enter student into
Response System)
•Non-compliance with staff direction
•Classroom disruption
•Bullying
•Inappropriate language
•Failure to serve teacher assigned reflection
•Unprepared for class
•Leaving the classroom without permission
•Skipping class
•Inappropriate hallway behavior
•Inappropriate computer use
•Inappropriate locker behavior
•Dress code violation
•Throwing objects
•Eating/drinking in class
•Academic dishonesty
•Sleeping in class
•Carrying backpack
•Electronic devices/cell phones (visible and/
or on)
OFFICE MANAGED BEHAVIORS
•Bomb Threat/False Alarm
•Possession of a Weapon/Explosive Device
•Threats of bringing/using Weapons
•Fighting/Physical Aggression
•Physical Assault/Harassment
•Intimidation
•Sexual Harassment/Sexual Offense
•Loitering
•Theft/Burglary
•Verbal Abuse and/or Threat of Violence
•Inappropriate Bus Behavior
•Failure to Identify Oneself
•Truancy
•Vandalism/ Property Damage
•False Fire Alarm or Arson
•Possession/Distribution/Use of OTC
Medication, Controlled Substance, Tobacco, or
Alcohol
•Leaving the Classroom without Permission
•Forgery/Extortion
General Procedure for Dealing with Problem Behaviors
Observe problem
behavior
No
Find a place to talk
with student(s)
Yes
Is the behavior
major?
Ensure safety
Problem Solve
Write referral &
Escort student to
office
Determine
consequence
Problem solve
Follow procedure
documented
Determine
consequence
Follow documented
procedure
Etc.
Adapted from procedure 2.0 A. Todd U of Oregon
Etc.
Define Behavior Expectations
Model Appropriate Behavior
Use the following teacher
consequences:
(Must be documented prior to writing
office referral for Teacher Managed
Behaviors.)
Parent contact is a MUST!
1st Offense:
Observe Problem Behavior
NO
Decide: Is the behavior office
managed?
Teacher Managed Behaviors
YES
Office Managed Behaviors
Student/Teacher Conference
(Warning)
2nd Offense:
Teacher
determined
consequence (i.e.
lunch or after-school
detention, seat change,
loss of privilege)
3rd Offense:
Teacher
determined
consequence+
Parent Contact
•Language
•Minor Insubordination
•Lateness
•Calling Out
•Minor Throwing
•Non-Performance or Refusing to Work
•Preparedness
•Minor Dishonesty
•Disrespect
•Disruption
•Inappropriate Tone or Attitude
•Dress Code Violation (send to the
office)
•Food or Drink
•Gum
•Running in the Halls/Horseplay
4th Offense: Office
Referral
Per Marking Period
•Chronic Minor Infractions (x3)
•Failure to Comply with Teacher
Consequences
•Cell Phone(confiscate)
•Fighting or Aggressive Physical
Contact
•Profanity Towards Teacher
•Major Insubordination
•Weapons
•Harassment
•Bullying
•Academic Dishonesty
•Skipping Class
•Drugs/Alcohol
•Smoking
•Vandalism
•Theft
• Threats
•Gambling
•PDA
Write referral to the office
Administrator
Restates Behavior
Expectation with
Student
+
Administrator
Issues Appropriate
Consequence
+
Administrator
Contacts Parents
+
Administrator
Provides Teacher
Feedback
Nuts and Bolts
Brainstorm classroom vs. office
managed behaviors
Appropriate Definitions of
Problem Behaviors
• Develop a clear set of definitions for all categories on
the office discipline referral form
• Problem behaviors must be operationally defined
• Once behaviors are defined, all faculty, staff,
administration, students and families will need to be
trained on the definitions
• All problem behaviors are covered and none of the
definitions overlap
• Consistent definitions make data collection much more
accurate and reliable
Defining Behaviors – Minor Examples
Minor Behaviors
Definition
Inappropriate verbal language
Student engages in low intensity
instance of inappropriate
language
Defiance/ disrespect/ noncompliance
Student engages in brief or lowintensity failure to respond to
adult requests
Tardy
Student arrives at class after the
bell (or signal that class has
started).
Defining Behaviors – Major Examples
Major Behaviors
Definition
Disruption
Behavior causing an interruption in a class or
activity. Disruption includes sustained loud
talk, yelling, or screaming; noise with
materials; horseplay or roughhousing; and/or
sustained out-of-seat behavior.
Harassment/Bullying
Student delivers disrespectful messages
(verbal or gestural) to another person that
includes threats and intimidation, obscene
gestures, pictures, or written notes.
Disrespectful messages include negative
comments based on race, religion, gender,
age, and/or national origin; sustained or
intense verbal attacks based on ethnic origin,
disabilities or other personal matters.
Defining Location
Hallways
Areas designated for passing
from one activity/ class to
another
Common Areas
Areas shared by students and
staff for specific activities.
Bus Area
The area used for bus loading
and unloading.
Webster Time
• Make a group of 2-3 team members
• Pick a problem behavior (subjective in nature) from the
ODR form
• Operationally define the problem behavior
• When cued, pass the draft to another group at your table
• Revise, or ask questions if something is not clear
DE-PBS Key Features for SW
• Correcting Problem Behaviors
• Referral system
• ODR form is clear – defines specific behavior problem,
location, time (WHY – think about big 5)
• Data entered in school system w/in 24 hours – ideal goal
• Consistent and clear procedures
• Major vs. minor
• Defining behaviors
• Disciplinary encounters used as learning opportunities
to teach problem solving strategies
• Administrative response (major)
• Staff response (minor)
Key Feature
• Recognize the critical importance of correcting
misbehavior using a combination of evidencebased techniques for increasing appropriate
behavior and decreasing use of inappropriate
techniques.
Disciplinary encounters: 2-part
problem solving process
• Part 1 focuses how the student might think and
act differently
•
Student centered: Guided by problem solving with
student.
• Part 2 focuses on what the teacher or school
should do, beyond punishment, to prevent the
problem behavior from recurring and to foster
self-discipline.
•
Teacher (or school) centered: Guided by changes in
the student’s environment.
Reflective Action Plan
This Reflective Action Plan is written to help
_________________ (student’s name) to be responsible for his
own behavior and not to_____________________ (the
problem behavior).
This is why I did it:
___________________________________________
It is understood that there are several good reasons why it is
important not to _________________ (the problem behavior).
They are:
The punishment this time is: ___________________.
The punishment next time will be: __________________.
What are 3 more good reasons why this behavior is wrong?
______________________________________
______________________________________
______________________________________
To correct or fix the problem now, ___________ I will:
__________________________________________________
Instead of doing the same thing next time, _______________, I will:
Think this: _________________________________________
Do this: ___________________________________________
Please check one of the following:
__ I need to be taught or shown how to do this.
__ I already know how to do this.
Other than not getting into trouble again, here’s why it is important
not to do what I did before and instead do the following:
__________________________________________________
Here’s what others might do to help me:
____________________________________________________
Action Plan Activity
Correcting
Problem Behaviors
- Referral System &
Form
-Procedures (Major
vs. Minor) &
Definitions
- Correcting with
Problem-Solving
Process
Who is
responsible?
Timeline
Additional
Notes
Developing Selfdiscipline
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Recognition and Teaching
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning
opportunities to teach problem solving strategies
• Developing Self-Discipline
PBS Key Feature
• Schools recognize the importance of developing selfdiscipline, implementing evidence based programs in
character education and social and emotional learning,
and/or infuse lessons throughout the curriculum that teach
social-emotional competencies
What is Self-Discipline?
Consists of 5 key Social and Emotional Learning skills:
•
•
•
•
•
Self-management skills
Social awareness and empathy
Social connectedness and relationship skills
Responsible decision making
Positive sense of self
Self-Discipline and School Climate, Part I, 11/08/11
Points to Ponder
Easy to change moral knowledge - - - - difficult to change
moral conduct
• To change moral conduct . . .
• Adults must model moral behavior
• Students must experience academic success
• Students must be taught social skills for success
(PBIS.org)
Incorporating Self-Discipline in Your
SW PBS Program
• Relationship building
• Schoolwide policies and activities
• Student decision making
• Social and Emotional Curriculum
Self-Discipline & Expectations
Self-discipline is emphasized in behavioral
expectations and rules. At the schoolwide and
classroom levels, the importance of selfdiscipline is highlighted, such as the importance
of regulating and accepting responsibility for
one’s actions, respecting others, helping others,
and exerting one’s best effort.
Team Time
Take 2 minutes to answer questions…
• Do our SW Expectations highlight self-discipline?
• How can we highlight these when teaching the
expectations?
Strategic Use of Recognition to Develop
Self-Discipline
When using praise and rewards, do so strategically such that you
maximize their effectiveness in improving behavior
and developing self-discipline.
• Link the behaviors to underlying thoughts,
emotions, and dispositions that that you hope to
develop and to attributions of self-discipline.
•
•
•
•
•
feelings of pride
empathy
autonomy
responsibility
caring, kindness, trustworthiness, and so forth
• Most of all: Avoid teaching students that the only,
or most important, reason to act in a morally and
socially responsible manner is to earn rewards or
to be praised.
Examples of recognition
“ Great! You should feel really proud of yourself
for working so hard.”
“I’m giving you a reward, but I know that you
would help Carrie even if you didn’t receive a
reward because you care about others.”
“The reason I’m giving the class 15 minutes of
free time is because you demonstrated
responsibility yesterday by being so well
behaved when a substitute was here.”
More examples…
“That’s terrific that you were able to control your
anger when teased by Jerome. That’s an
important skill that will help you keep friends (and
avoid being sent to the office ”).
“Great! You must have stopped and thought about
how your behavior might affect others.”
Remember, use acknowledgements that
emphasize the informative rather than the
controlling function of praise and rewards
• Do NOT say:
•
“I will give you a sticker if you finish your
work.”
•
“If you behave, you will get a _____.”
•
“You get a token because I caught you being
good.”
SEL/Character Education
Curriculum
• The goal is for social emotional lessons to be infused
throughout the school curriculum.
• Self-discipline concepts are to be part of lessons
delivered, and/or a specific curriculum program which
develops self-discipline is used.
Action Plan Activity
Developing SelfDiscipline
-Social Emotional
Learning Skills
-Incorporating SEL
into SWPBS
-SEL/Character
Education
Curriculum
Who is
responsible?
Timeline
Additional
Notes
DE-PBS Key Features for SW
• Program Development & Evaluation
• Problem-Solving/Leadership Team
• Data
• Professional Development & Resources
• Developing SW and Classroom Systems to Prevent Problem
Behavior
• Expectations, Recognition and Teaching
• Positive relationships
• Correcting Problem Behaviors
• Consistent and clear procedures
• Disciplinary encounters used as learning
opportunities to teach problem solving strategies
• Developing Self-Discipline
Program Development & Evaluation
• Problem-Solving/Leadership Team
• Representation – admin & member participation
• Meeting schedule
• Effective meetings
• Data
• Data sources
• Data use
• Professional Development & Resources
•
•
•
•
•
•
School Buy-in & commitment
Overview provided to all staff
Parent information
Ongoing PD
Monitoring
Resources – time, funding
Policy & Implementation
Commitment
• School Improvement Plan includes school-wide efforts to
develop or improve positive behaviors among all
students.
• Include measurable goals and objectives
• The components of School-wide DE-PBS are
implemented with all students (all grades, classrooms,
with and without disabilities, etc.)
Buy In: Getting Staff and
Students on Board
• Anecdotal information indicates that 80% buy-in from
staff is critical to successful implementation
• If “Buy-in” is that important how do we get it?
•SHARE INFORMATION &
GATHER FEEDBACK!!!
Ideas for Buy-In
• Share data to lay the foundation
• Office Discipline Referral Summaries
• School Climate Data Results
• Attendance Data
• DE Strengths and Needs Assessment
• Start small -- target 1-2 areas in need of intervention
that effects all staff
• Share research
• Student involvement
Research Examples
• The interaction between problem behavior and
academics reaches a critical mass in high school
(Morrison et al., 2001, Nelson, Benner, Lane, & Smith, 2004).
• “50% of problem behaviors resulting in discipline
referrals occur in non-classroom settings (ie.
Hallway, cafeteria)” (Nelson, Smith, Colvin, 1995).
• “teachers were trained using precorrection,
reinforcement (catch them being goods) for
appropriate behaviors, and active supervison …
resulted in a 42% reduction in problem behaviors”
(Oswald et al., 2005).
Student involvement
• As early as elementary level, include older
students in program implementation
• Secondary schools: utilize students on the team,
or form a PBS Student Team
• Include students that represent all students
(consider athletes, academics, student
government, uninvolved, kids with referrals?)
• Use students in teaching lessons, peer-mentoring
around PBS, reinforcer ideas, etc.
Staff Kick Off
• Secure time with all staff prior to school year
• Team to share overview/mini-training with staff
• What is DE-PBS in general? What is School-wide PBS?
• Why do we have a PBS System in place?
• What does our school’s SWPBS system look like? What are
the expectations, teaching plan, etc.?
• What is expected of staff?
• Teaching expectations
• Support students to meet expectations
• Acknowledging students meeting expectations
• System for responding to problem behaviors
Student Kick Off
• Secure time with all students (early in the school year)
• Team to share overview with all students
• What is School-wide PBS?
• Why do we have a PBS System in place?
• What does our school’s SWPBS system look like?
• Teach expectations across settings – using creative, age
appropriate lessons and activities.
GET EXCITED & HAVE FUN!
Parents/Families Kick Off
• Inform families about SWPBS
• What is SWPBS?
• Why are we implementing PBS?
• What does PBS look like at our school?
• Incorporate information in materials shared at the beginning of the
school year
• Open House
• Handbook
• Welcome letter
• Plan to share updates throughout the year
• Newsletters
• Website
• Parent-Teacher Association/Organization
• Remember to collaborate and gather feedback!
Action Plan Activity
PD & Resources
-School Buy-in
-Kick off to staff,
students, families
Who is
responsible?
Timeline
Additional
Notes
Exit Ticket
•
•
•
•
•
District & School Name
Team Leader(s): Name and email address
Tentative Kick Off Time
Plans for summer meeting
1 Year Goal: By June 19, 2013 what measureable goal will
you have accomplished?
• What support might your team need to move forward?
Wrap up
•
•
•
•
•
Technical assistance
District Coaches
Continued Professional Development
Project Resources
DE-PBS Key Feature Evaluation
• Evaluation
DE-PBS Project
www.delawarepbs.org
• Students sharing data:
• http://vimeo.com/groups/pbisvideos/videos/35272597
• Hallway secondary school (Indiana Jones)
• http://vimeo.com/groups/pbisvideos/videos/30163737
• Active Supervision
• http://vimeo.com/groups/pbisvideos/videos/35272436
• Hallway filmed on iphone and pencil effect made with
Cartoonatic app
• http://vimeo.com/groups/pbisvideos/videos/35953307
• Imma Be – connects positive behavior in school to life success
• http://vimeo.com/groups/pbisvideos/videos/38387470
• Universals
• http://vimeo.com/groups/pbisvideos/videos/10053661
Book of Products
•
•
•
•
•
•
•
•
•
Description of SW PBIS
Mission Statement, PBIS Team Members
Referral Process (flow chart)
Referral forms (Major & Minor)
Definitions of Problem Behaviors
Expectations & Rules
Lesson Plans
Suggestions for Effective Consequences
Description of Acknowledgement System