Positive Behavior Support Technical Assistance Day

1. Positive Behavior Support Technical Assistance Day Louisiana Positive Behavior Support Project

2. Expectations Be Respectful Positive Behavior Support Be an active listener Be Responsible Manage time wisely during activities & breaks (silence cell phones) Be Positive Work smarter, not harder

3. Welcome! • Celebrate! • Agenda • Materials • Report Card • Session Instructions/Notes

4. Session 1:Monthly Meetings • No agenda is prepared • People get off task • No one establishes meeting dates • No one shows for meetings • 1 or 2 people do all of the work

5. Strategies for Meetings No agenda is prepared • Team Leader/Coach can set agenda • Use agenda template to guide conversation (examples provided) • Begin next meeting’s agenda at the previous one People get off task • Identify time keeper • Remain focused on positive • Divide & Conquer Method

6. No one establishes meeting dates No one shows for meetings • Set a schedule (team leader) • Identify who will send out reminders • Scheduling Creativity (all PBS team members are off at same time, grade level meetings, set aside 2 full days at beginning of school year)

7. 1 or 2 people do all of the work • Always remind people of their “homework” before they leave a meeting • Rotate responsibilities on team • Recruit people to help & remove others who don’t contribute; rotate team members each year Other Considerations • How are new team members going to be trained/taught about PBS elements? • Who is going to provide data so that your team can make decisions? • Team Process Survey provided on flash drive to assess how well your team is functioning

8. Session 2:Adult Behavior • Teachers aren’t motivated • Some teachers still scream at kids & escalate behavior

9. Strategies forAdult Behavior Teachers aren’t motivated • Show them the data! (staff satisfaction survey provided), # of referrals • Get out of school! Faculty Retreat • Divide & Conquer Method • Make PBS Fun!! • Create a reinforcement system for adults & model! (tickets/bucks, attendance, lessons, parking, gift cards, duty free, faculty luncheon, etc.)

10. Strategies forAdult Behavior Some teachers still scream at kids & escalate behavior • Possible topics for in-service/grade level/faculty meetings: • Importance of modeling behavior (speech & actions) • Escalation vs De-escalation • Classroom Management • Role Play! • Peer Observations • “Open Door” Policy/Administrator Presence

11. Session 3:Expectations & Rules • Consistency with how to teach expectations and rules • Students knew at first, but now seem to have forgotten • Adults aren’t consistent when using

12. Strategies forExpectations & Rules Consistency with how to teach expectations and rules • Develop a schedule and script (teach continually) • Teach in context of area • Let students practice! • May want to take pictures and place by your rules

13. Students knew at first, but now seem to have forgotten • Morning announcements & Student Rap! • A few, positively stated rules! Adults aren’t consistent when using • Align expectations with rules and post accordingly in all areas • Make administrator presence known • Reinforcement system!

14. Other Considerations for Expect. & Rules • Add adult responsibilities on posters • Classroom rules??? Consider having faculty bring to meeting • Use short corrections -“Zip and Flip”: quiet & fold arms -“HOT”: here on time - “SALAMI”: stop and look at me - “CLAYGO”: clean as you go - “Hips, Lips, Ears”: hands by your side, quiet, ears open for instruction

15. Team Time Critical Elements 1-4 on Action Plan 35 minutes BOQ PBS Team (1-4), Faculty Commitment (5-7), Expectations & Rules Developed (20-24) FLASH DRIVE Agenda Templates Team Process Survey

16. Session 4:Lessons & Reinforcements LESSONS • How do I fit it in to the schedule? • Who determines what the lessons are and for how long? • Who delivers the lessons?

17. REINFORCEMENTS: • Faculty are giving out too easily (or not at all) and for the wrong reasons • Too costly • “Better/quiet” students are complaining because they never get a buck/cash/ticket • Students have no idea why they are getting bucks/cash/tickets

18. Strategies for Lessons How do I fit it in to the schedule? • Set a schedule & script (example) • Discuss frequency of lessons Who determines what the lessons are and for how long? • Use what you have for booster lessons(Second Chance, Too Good for Drugs/Too Good for Violence, Character Counts) • Look at your data to determine problem behaviors

19. Who delivers the lessons? • Varies by school-be cautious! • Make administrator presence known

20. Strategies forReinforcement Faculty are giving out too easily (or not at all) and for the wrong reasons • In-service on the importance of praise & how to deliver a reinforcement • Consider a limit for how bucks/tickets teachers can hand out • Reinforce the students for adult-contingent behavior “Better/quiet” students are complaining because they never get a buck/cash/ticket • Popsicle sticks • Levels of reinforcement (it’s not all about a buck!)

21. Students have no idea why they are getting bucks/cash/tickets • Connect back to expectations (print out on) • Verbalize and have them restate Other Considerations: • Reinforcement menu should be posted! • Classroom vs. school-wide • Ask students what they want & vary (FOCUS GROUP) • Dress Code, Tardies, Dances, Sporting Events, etc., Social Time, Game Room • Ties back in to faculty reinforcement system • Drawing for teachers of those students who turned in bucks

22. Strategies forStores • Filing cabinet, actual room, rolling store • Offer varying increments ($1, $5, $10) • Solicit the community for donations or have staff bring in non-used items from home

23. Session 5:Data • Our system’s data system is too difficult to use! • No one brings the data • We don’t have time to look at the data during the meetings • What do we do with the data?

24. Strategies for Data Our system’s data system is too difficult to use! • Find someone in the technology dept. at the school board to help simplify it • www.swis.org is an option ($250/school year) • Use excel or www.surveymonkey.com No one brings the data • Should be one of the team member’s responsibility We don’t have time to look at the data during the meetings • Your data should drive your PBS meetings

25. What do we do with the data? • Always share with the faculty (meetings, Blackboard, posters) • Have the kids get involved! • Try to examine: *Time of Day *Referrals/Student *By Teacher *By incident *Location *Total # of Referrals/Day/Month

26. Team Time Critical Elements 5-8 on Action Plan 35 minutes BOQ Lesson Plans for Teaching (33-38) Reward/Recognition (25-32) DATA ENTRY (15-19) FLASH DRIVE Lesson Plan Template

27. LUNCH!!

28. Session 6: Discipline & Interventions • Faculty doesn’t follow flow chart/interventions/minor infraction forms • Faculty is inconsistent when applying consequences

29. Faculty doesn’t follow flow chart/interventions/minor infraction forms • In-service on minor infraction forms (focus on choices for interventions) • May need to modify form (examples provided) • Make sure you have identified minor vs. major behavior—flow chart should be posted • What is the administrator’s response?

30. Strategies for Discipline Faculty is inconsistent when applying consequences • Establish need for consistency (parents, accountability, students) • Give updates (data) at faculty meetings! • If teachers aren’t following process, what is being done about it?

31. Other Considerations: • Dress code & consistency—administrators can keep a checklist! • Announce to perform dress code check after morning announcements • Reinforce where your problem behaviors occur most often • Find out the function of the behavior (tardies, dress, etc.) • Post it in office/walls/let student know • Behavior chart considerations

32. Session 7:Implementation, Evaluation, & Visibility • How do we organize all of this? • How are you evaluating this process? • If I could just get my parents involved….. • Not enough people know about PBS • I don’t have any support outside of my school for PBS

33. Strategies for Implementation, Evaluation, & Visibility How do we organize all of this? • Consider a PBS Binder for faculty (helps with subs, new teachers) • Always keep an action plan (template) • See example calendar • Keep a Book of Products (see example) How are you evaluating this process? • Constantly use data to drive your decisions • Surveys (examples provided) • Benchmarks of Quality (submitted every Spring); see example • School-wide Evaluation Tool (SET)

34. If I could just get my parents involved….. • Not enough people know about PBS • I don’t have any support outside of my school for PBS • PBS on your website • Newsletters & Newspapers • Open House & Student Orientation • Sporting Events/Dances • Get Community Partners (Donations), Signs • Ask parents to volunteer • Post data in office (brochures, video, etc.)

35. Team Time Critical Elements 9-12 on Action Plan 35 minutes *DISCUSS REPORT CARDS BOQ Effective Procedures for Discipline (8-14) Implementation Plan (39-45) Crisis Plan (46-48) Evaluation (49-53) FLASH DRIVE Staff Satisfaction Survey Sample Implementation Plan Benchmarks of Quality Book of Products Minor Infraction Forms Example School Climate Survey

36. Before you leave…. Certificates & Evaluations

37. Resources • www.pbis.org • www.lapositivebehavior.com **examples • http://www.modelprogram.com/ • Parenting with Positive Behavior Support by Hieneman, Childs, & Sergay • Responding to Problem Behavior In Schoolsby Crone, Horner, & Hawken

38. Remember: PBS at your school is determined by you and your efforts PBS is a process PBS is best practice PBS is data-driven Embed all other initiatives into PBS We can’t pick and choose which portions of PBS we like—then it is no longer PBS We can’t “fix a kid” until we first “fix our environment”