Transcript Slide 1

School-Wide Positive Behavior
Support Team Training Day 3
Regina Oliver, SERC
Brandi Simonsen, UConn
May 23, 2006
Advanced Organizer
9:00-10:15
 10:15-10:30
 10:30-12:00
 12:00-12:45
 12:45-2:00
 2:00-3:30

Team Reports
Break
PBS Overview
Lunch
Non-Classroom Systems
Action Planning
Team Reports
Traditional Approach to Managing
Challenging Behaviors
Challenging
behavior
Perception of noncompliance
Maintain/increase
challenging behaviors
Student’s needs
remain
unaddressed
Design/apply
manipulative
interventions
to have power
over student
Look to
“Control “or
“Punish”
(Knoster and Lapos, 1993)
Effective Behavior Support
Personal
growth
improves
self control
Improved
Quality of
Life
Challenging
behavior
Reductions in
challenging behaviors
by learning alternative
skills
Meet needs in a more
socially acceptable
manner
Perception of
unmet needs
Look to
understand
needs and
develop
hypothesis
Design/deliver
prevention/
intervention
strategies based on
hypothesis
(Knoster and Lapos, 1993)
SW-PBS Logic!
Successful individual student
behavior support is linked to host
environments or school climates
that are effective, efficient,
relevant, & durable
(Zins & Ponti, 1990)
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
Supporting
Staff Behavior
OUTCOMES
Not limited to any
particular
group
Not specific
practice
orof
students…it’s
curriculum…it’s
a
Not new…its
based
on
forapproach
all students
general
long history
of
to preventing
behavioral
practices
&
problem
behavior
effective instructional
design & strategies
PRACTICES
Supporting
Student Behavior
Supporting
Decision
Making
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
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
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
SW PBS
Critical Elements


PBS Leadership Team
Staff Buy-In
 Expectations & Behaviors
 Lesson Plans for Teaching
Expectations/Rules
 Continuum of Procedures to
Encourage Appropriate Behavior
 Establishing a Data-based
Decision Making System





Data System (entry & analysis)
Definitions of Behavior
Discipline Referral Form
Discipline Referral Process
Continuum of Procedures to
Discourage Problem Behavior
 Implementation Plan
 Evaluation & Monitoring
Team Composition



Administrator
Grade/Department Representation
Specialized Support


Support Staff



Office, Supervisory, Custodial, Bus, Security, etc.
Parent
Community


Special Educator, Counselor, School Psychologist,
Social Worker, etc.
Mental Health, Business
Student
Start with
Team that
“Works.”
Creating Staff Buy-In

Staff and faculty are part of decision-making

Communication is essential in this process

Frequent communication opens dialogue for
problem-solving across the school
Few positive SW expectations defined,
taught, & encouraged
Guidelines for Identifying
Expectations

Identify behaviors expected of all students and
staff in all settings
 Select 3 to 5 behaviors
 State expectations in positive terms
 Select expectations that are general enough to
be applicable in multiple settings, but specific
enough to be of assistance in generating rules
for targeted settings
When Identifying Expectations

Consider existing data summaries
Discipline
 Academic


Identify common goals
Mission statement
 Other school-based programs


Identify characteristics of an ideal
student
Rules for Unique Settings

Definition:
Specific skills you want students to
exhibit and the procedures you want
students to follow in specific settings
Identifying Rules

Identify those specific areas of the
school where problem behaviors occur

For each specific area and school-wide
expectation, select 3 to 5 rules
Example of School Matrix
Hall
Cafeteria
Outside
Recess
Be safe
Walk facing forward.
Stay to the right
except when
directed otherwise.
Hold tray with 2
hands, walk single
file facing forward,
keep all food to self
without sharing.
Walk in hall & on
sidewalk, stay within
the boundaries, use
equipment safely,
follow game rules,
tag & chasing
prohibited.
Be
prepared
Have planner signed.
Be on time.
Have lunch money
ready.
Know what you want
to order.
Be dressed out & in
place on time.
Be ready to repeat
instructions when
asked.
Be
respectful
Keep hands, feet &
objects to self, use
voices appropriately,
ignore students who
are sitting in the hall.
Keep hands, feet &
objects to self, use
quiet inside voice,
face forward & keep
the line moving.
Keep hands, feet &
objects to self, use
polite language and
respectful tone of
voice.
FL PBS Project: University of South Florida
Expectations & behavioral skills are
taught & recognized in natural context
Once you have developed expectations, it is not
enough to just post the words on the walls of the
school…
YOU MUST TEACH THEM!
Why Develop a System for
Teaching Behavior?




We can no longer assume that students know the
rules/expectations and appropriate ways to behave
We can no longer assume that all students will learn
appropriate behaviors quickly and effectively without
consistent modeling/practice
We MUST assume that students will require different
curricula, instructional modalities, etc. to learn
appropriate behavior
We MUST assume that we need to teach appropriate
behaviors/expectations and rules as effectively as we
teach academic skills
Lesson Plans: Two Levels

Level 1: Concept Development
(Expectations)
Broad expectations
 Applicable to all settings


Level 2: Skills (Rules)
Observable behaviors
 Rules for specific settings

Guidelines for Teaching
Expectations (concept level)
Teach As You Teach Core Academics:
1.
2.
3.
4.
5.
6.
7.
8.
Define in terms that students will understand
List critical attributes
Provide examples and non-examples
Enhance concept development
Check for understanding
Extend concept development
Acknowledge efforts
Re-teach and restructure teaching
Guidelines for Teaching Rules
(skill level)
1.
2.
3.
4.
5.
6.
Identify problem settings
Review school-wide expectations—critical
attributes
Review the rationale and/or application cues
for the expectation(s)
Describe the specific, observable skill(s) for a
targeted location and provide examples and
non-examples
Engage students in an activity that will allow
them to practice the desired behavior
Reward appropriate behavior
Booster Trainings

You will be teaching expectations and
rules throughout the year, but there will
be times when we all need a more
intensive refresher.
When do you think some of those times
may be?
 What will that format look like?

Acknowledge & Recognize
Something to Think About…

Do we provide
reinforcers/rewards that are
meaningful to individual
students?

Do we align reinforcement
with what an individual wants
to gain or avoid from his/her
behavior and to the universal
behaviors we want to teach?
Why Develop a
School-Wide Reward System?
Increases the likelihood that desired
behaviors will be repeated
 Focuses staff and student attention on
desired behaviors
 Fosters a positive school climate
 Reduces the need for engaging in time
consuming disciplinary measures

Reward System Guidelines
Keep it simple
 Provide staff with opportunities to
recognize students in common areas
who are not in their classes
 Include information and encouraging
messages on daily announcements
 Rewards should target 85-95% of
students

Guidelines

Reward frequently in the beginning


Keep ratios of reinforcement high (4:1)
Reward based on school-wide expectations—
contingent upon desired behavior
 Refrain from threatening the loss of rewards as a
strategy for motivating desired behaviors
 Refrain from taking earned items or activities
away from a student
 Students should be eligible to earn rewards
throughout the day contingent upon appropriate
behavior
Section C and 9 of Binder
Data System
Behavior Definitions
Establishing a Data-based
Decision-making System
Discipline Process
Office Referral Form
Critical Questions

How many referrals are there:






per day each month?
based on location?
based on the type of behavior?
by student?
by time of day?
What is the range of consequences
provided based on the type of
behavior exhibited?
Activity: Defining Problem
Behaviors

On your own, define:
Disrespect

Come to consensus within your
group
Characteristics of an Effective
Office Referral Form

A clear distinction between
problem behaviors that are
staff-managed (minor) versus
office-managed (major)
Discipline Referral Process

Evaluate current behavior response process
and procedures
 Is the process meaningful and effective
 Identify whether teachers are following the
current plan for completing office discipline
referrals
 Interview teachers on their perceptions
regarding the school’s responsiveness to
inappropriate behavior
Observe problem
behavior
Re-Teach Appropriate Behavior
Problem Solve
NO
Is the
behavior
major?
YES
Send to office
Determine the
consequence
Problem solve &
determine consequence
File in teacher’s
box
Write contract &
contact parents
Adapted from the FL PBS Project: University of South Florida
Follow up
with student
within a
week
Make copies for
parents signature
When Developing Consequences…
Clearly identify where various behaviors
will be managed (classroom vs. office
referral)
 Develop an array of responses to
problem behaviors
 Include opportunities in the array of
consequences for students to learn
and/or practice more acceptable
behaviors

Section A pg. 20-23
When delivering consequences
(e.g., Disrespectful Student)

Staff trained to immediately correct:
Name problem behavior
 State school-wide expected behavior
 Model expected behavior
 Ask student to demonstrate behavior
 Provide acknowledgement to student


Staff trained to administer consequence:

Follow procedures based on major/minor
Team Managed
Staff
Acknowledgements
Effective
Practices
Implementation
Continuous
Monitoring
Administrator
Participation
Staff Training
& Support
Using Your Action Plan

Organizes/records your SW PBS process
 Keep a record of what has been completed
 Keep a record of what needs to be
addressed
 Critical elements guides the process
Activity: Brainstorming Session

In small groups, brainstorm creative
ways to:
Teach Staff
 Teach Students
 Involve Families and the Community


Share activities with whole group
Team-based
Decision Making &
Planning
Relevant &
Measurable
Indicators
Efficient
Input, Storage, &
Retrieval
Evaluation
Continuous
Monitoring
Effective
Visual Displays
Regular
Review
Areas of Evaluation

PBS Team


PBS Elements



Functioning/Effectiveness
The SW Plan
Implementation
Outcomes


Discipline & Academic Data
Staff, Student, and Parent Perceptions
8
Active Supervision
School-wide Positive
Behavior Support
Systems
Classroom
Setting Systems
School-wide
Systems
Purpose
To review critical features &
essential practices of active
supervision
Examples
An elementary school principal
found that over 45% of their
behavioral incident reports were
coming from the playground.
High school assistant principal
reports that over 2/3 of behavior
incident reports come from “four
corners.”
A middle school secretary reported
that she was getting at least one
neighborhood complaint daily about
student behavior on & off school
grounds.
An high school nurse lamented
that “too many students were
asking to use her restroom”
during class transitions.
At least 2 times/month, police
are called to settle arguments by
parents & their children in
parking lot
Over 50% of referrals occurring
on “buses” during daily
transitions.
Nonclassroom Settings

Particular times or places where
supervision is emphasized





Cafeteria, hallways, playgrounds, bathrooms
Buses & bus loading zones, parking lots
Study halls, library, “free time”
Assemblies, sporting events, dances
Where instruction is not available as behavior
management tool
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Classroom v. Nonclassroom

Classroom



Teacher directed
Instructionally
focused
Small # of
predictable
students

Nonclassroom



Student focused
Social focus
Large # of
unpredictable
students
MANAGEMENT FEATURES
 Physical/environmental
arrangements
 Routines & expectations
 Staff behavior
 Student behavior
Basics
“Supervision Self-Assessment”
YES or NO
Did I have at least 4 positive for
each negative student contact?
Have more positive student contacts
than negative
 Use variety of contact forms

~10 positive : 1 correction
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
Did I move continuously throughout
area?
Obvious
 Positive
 Interactive
 Unpredictable

Did I scan frequently ?
Head up
 Make eye contact
 Overt body position

Did I positively interact with most
students?

Variety of interaction types


Social positives & SW acknowledgements
Variety of students
 Quick
 Noticeable
 Publicly appropriate
McCormick Elementary School, MD
Monitoring Dismissal
“Good morning, class!”
Teachers report that when students
are greeted by an adult in morning,
it takes less time to complete
morning routines & get first lesson
started.
Did I handle minor rule violations
efficiently?
Quickly
 Privately
 Neutrally
 Follow-up with positive
 Follow-up

Did I follow school-wide procedures
for handling major rule violations?
Quick
 By the book
 Business like
 Disengage
 Precorrect for next occurrence

Do I know my school-wide
expectations?
Positively stated
 Small in number
 Easy
 Comprehensive
 Defined

Did I positively acknowledge at least 5 different
students for displays of SW expectations?
Individualized
 Informative
 Sincere

“Readers’ Digest” Guide
7-8 “yes” = Super Supervision
 5-6 “yes” = So-So Supervision
 <5 “yes” = Improvement Needed

Why does everyone need to be
involved?
Staff outnumbered
 Adult presence

Prompts desired behavior
 Deters problem behavior


“Being a good citizen”

Contribute to school climate
Talk, Walk, Squawk
An elementary school principal
found that over 45% of their
behavioral incident reports were
coming from the playground.
Neighborhood Watch
A middle school secretary reported
that she was getting at least one
neighborhood complaint daily about
student behavior on & off school
grounds.
Adopt-a-Bathroom
An high school nurse lamented
that “too many students were
asking to use her restroom”
during class transitions.
Music, Mags, Munchies
Over 50% of referrals occurring
on “buses” during daily
transitions.
Other examples




Recess then lunch
Numbers instead of alphabet
Movement between hallway & classroom
“Trash-Trays-n-Travel” & “Whisper While you
Walk”
 “Game Rule” cards
 Participation in assembly
SYSTEMS FEATURES

School-wide implementation
All staff
 Direct teaching 1st day/week
 Regular review, practice, & positive
reinforcement

Team-based identification,
implementation, & evaluation
 Data-based decision making

Example Supervisors’ Activities

For each item on Self-Assessment share one
specific strategy you try to use.
 Agree on one item that everyone will
emphasize next week, & tell all staff.
 Complete Self-Assessment for one setting
next week, & turn into Tom on Friday.
BASIC MANAGEMENT
PRACTICES

Active supervision
Movement
 Scanning
 Interact

Precorrections
 Positive reinforcement of expected
behavior

Action Planning
Room 321
 Room 103
 Room 37
 Room 36
 Room 35

Ashford
EO Smith
Windham Middle School
Teacher’s Memorial
???