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Establishing Universal Systems of Positive Behavioral Support

Learn how to develop a universal system for positive behavior support, including teaching expected behaviors, creating effective meeting procedures, and implementing outcome data practices.

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Establishing Universal Systems of Positive Behavioral Support

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  1. Establishing Universal Systems of Positive Behavioral SupportDeveloping Your Universal SystemDay Two Universal Team Training

  2. Agenda Day 2 • Team Process Create system for effective meetings • Establish procedures for teaching expected behavior Cool Tools/Lesson Plans Teaching Activity • Establish a continuum to encourage/celebrate expected behaviors Acknowledgment Plan • Outcome data Good news to look forward to

  3. Training Behavioral Expectations

  4. Teams: Celebrate Your First Steps Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

  5. Tertiary Interventions • Individual Students • Assessment-based • High Intensity • Tertiary Interventions • Individual Students • Assessment-based • Intense, durable procedures • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small Group Interventions • Some Individualizing • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

  6. Meeting Agendas, Action Plans, etc. . . . . • Meeting Agendas • Action Planning • Calendar

  7. Team Time • Schedule Universal Team Meetings for the upcoming school year (recommend 2x per month—approximately 40-50 minutes for each meeting.) • One meeting to address Data • One meeting to address Universal structures

  8. 5. Establish Procedures for Teaching Expected Behavior Cool Tools/Behavioral Lesson Plans “Teach behaviors like we Teach academics”

  9. If we understand that behavioral skills are learned, it is necessary to teach expected behaviors as we would academic skills.

  10. 1.  It is unfair to punish students before teaching the expected behaviors. 2.  Teaching at point of problem behavior (teachable moments) for minor incidents is generally more effective than punishment. 3.  Frequent pre-correcting with high school students works as an effective teaching tool. 4.  Pre-correcting and acknowledging are part of the teaching process.

  11. PBS Emphasizes anInstructionalApproach to Discipline • Behavioral expectations are taught directly, practiced, and acknowledged -- just like academics. • Teams develop “COOL TOOLS” to guide classroom instruction and practice of behavioral expectations. • Precorrection is used to “get” the expected behavior. • School-wide acknowledgment systems are developed to ensure expected behaviors are displayed in the future.

  12. Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Acknowledge appropriate behaviors

  13. Teaching Behavioral Expectations & Routine • Make lessons fun and engaging, just like any lesson should be • Make instruction developmentally appropriate • Lessons can be more challenging with older kids; • may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules • Although, practice is always very valuable • Choose skills to teach wisely • Presentation & attitude are important

  14. Difference between Teaching & Nagging • Nagging = repeatedly stating to a student what they are doing wrong • Reactive response • Teaching provides students with support to ensure they can perform the expected behavior, with the opportunity to practice & clear feedback (positive feedback or corrective feedback) • Can be used proactively or reactively

  15. What great teachers do… • Have students physically practice the behavior in the setting • Simply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do it • Teacher should demonstrate the wrong way • Have students explain why this is the wrong way • Students should practice the right way

  16. What great teachers do… • Learning takes frequent practice of “doing it the right way”, so we build in frequent opportunities to practice the right way to do it • Students also need to know if they are doing it the right way or wrong way, so we… • Provide immediate feedback when students do it the right way • “great job of ….., that was just like we practiced” • or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way • “whoa, remember what we practiced, can you show me what we’ve been practicing?”

  17. WHAT ARE COOL TOOLS? Cool Toolsare behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix. COOL TOOLS USE: • A research-based procedure for teaching the behaviors. • Examples and non-examples taken from classroom and non-classroom settings and situations. • Modeling and role-playing to teach new skills and provide students with practice opportunities. • Feedback and acknowledgment to ensure students display the expected/taught behaviors.

  18. Designing a Cool Tool STEP ONE: Select the skill to be taught • Skills are taken directly from the behavioral matrix • Select skills based on the trends in your data STEP TWO: Write the lesson plan • Name the skill& align to the school-wide expectation RESPECT: Say My Name, Please • Introduce the rule/skill • Demonstrate the rule/skill • Provide acknowledgment and feedback

  19. Cool Tool/Behavioral Lesson Plan • Explain expectations & why needed • 2) Check for student understanding/buy-in (ask some ???s) • 3) Model examples • 4) Check for student understanding/buy-in • 5) Adult/s model non-examples • 6) Check for student understanding/buy-in • 7) Model examples • Students practice

  20. Team Time • Develop a cool tool/behavior lesson plan for one unique setting

  21. To strengthen behavior… Teach Pre-correct Re-teach

  22. How will you teach expectations? • Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.) • Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson) • Schedule specific times for trainings to occur across settings • Have principal & leadership team provide support across settings for teaching

  23. Teaching Behavioral Lesson Plans • Explain expectations and why needed • Check for student understanding/buy-in • Model examples • Check for student understanding/buy-in • Model non-examples • Check for understanding • Model examples • Students practice

  24. Tips for Teaching Behavior • Practice should be conducted in actual setting whenever possible • Real students should never practice non-examples • Use high frequency acknowledgments • Precorrect with students before activity • Have a plan for behavioral acting-out

  25. Provide Booster Sessions during targeted times of the year Teach, pre-correct, re-teach Vary school-wide acknowledgments Vary class and individual acknowledgments Include students in brainstorming and designing Increase density/frequency of acknowledgments

  26. Advanced Teaching • How will new students who move to your school be taught the lessons? • How will new staff or substitute teachers be introduced to rules and expectations? • How will review and booster sessions be handled?

  27. Team Time • Practice Teaching a Behavior Expectation

  28. 6. Establish a continuum to encourage/celebrate expected behaviorsAcknowledgment Plan

  29. Purposes of Acknowledgments • Reinforce the teaching of new behaviors • Encourage the behaviors we want to occur again in the future • Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not • Strengthen positive behaviors that can compete with problem behavior • Prompt for adults to recognize behavior

  30. Guidelines for Use of Rewards/Acknowledgements • Move from • other-delivered to self-delivered • highly frequent to less frequent • predictable to unpredictable • tangible to social • Individualize

  31. Components of School-Wide Acknowledgment Plans • High frequency/Predictable • Delivered at a high rate for a short period • E.g. “Gotchas” (Falcon Feathers), positive referrals, phone calls • Unexpected/Intermittent • Bring “surprise” attention to certain behaviors or at scheduled intervals • E.g. Unpredictable use of “Gotchas”, ticket lottery, special announcements • Long term Celebrations • E.g. Quarterly activities, assemblies, parent dinners, field trips

  32. Examples of acknowledgments Tangible acknowledgments (immediate, frequent) High 5 Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good, Gold Card and privileges Intermittent (unexpected) acknowledgments Hi Five surprises, Hi Five button # calls, skill-of-the- day, raffles Social recognition Brag boards with photos, newsletters, good-news phone calls to parents

  33. PBS School-Wide Acknowledgment Matrix

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

  35. Team Time • Develop one School-Wide Acknowledgment/Encouragement System

  36. Cost Benefit Analysis(Barrett & Swindell, 2002) Assume: • ODR: Admin. (10 min.), Student (20 min.), Staff (5 min.) • ISS: Admin. (20 min.), Student (6 hours), Staff (5 min.) • OSS: Admin. (45 min.), Student (6 hours), Staff (5 min.)

  37. 2001-2002 962 total referrals 301 suspension events involving 181 students 1129 days of suspension 2003-2004 472 total referrals 195 suspension events involving 111 students 600 days of suspension Time Lost to Discipline

  38. 2001-2002 Teacher minutes-4,810 minutes or 13/6 hour days Student minutes-425,680 minutes or 1,182/6 hour days Administrator time-20,155 minutes or 56/6 hour days 2003-2004 Teacher minutes-2,360 minutes or 7/6 hour days Student minutes-225,440 minutes or 626/6 hour days Administrator time-13,495 minutes or 37/6 hour days Time Lost to Discipline

  39. Time Gained Back • Teacher time-2,487 minutes or 6-six hour days • Student time-200,240 minutes or 556-six hour days • Administrator time-6,660 minutes or 19-six hour days

  40. - 38% More time for learning: Out-of-School Suspensions (OSSs) Springfield High School Student time reclaimed: 150 less OSS X 360 minutes saved =54,000 minutes = 180 days

  41. More Time for Learning: Out-of-School Suspensions (OSSs), Springfield Elementary Schools - 43% - 53% - 59%

  42. West Elementary, Alton, ILReduced ODRs by 719, ISSs by 47, OSSs by 27* *gained at least 27 days of state aid

  43. Does PBIS make a difference? Dr. Shep KellamBaltimore Research

  44. Mark Twain School, Kankakee Comparison of ODRs Total ODRs

  45. Stockton School Office Discipline Referrals (ODRs)

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