Tier 1 School-wide Positive Behavior Support Lea Ann Pasquale and Jamie Wolfe PBS Facilitators

1. Tier 1 School-wide Positive Behavior Support Lea Ann Pasquale and Jamie Wolfe PBS Facilitators

2. Agenda • Review 2010-2011 Action Plan • 8 Essential Classroom Practices • Teaching Behavioral Expectations • Acknowledging/Encouraging Expected Behaviors • Data-Based Decision Making • Write 2011-2012 Action Plan

3. Agenda • Review 2010-2011 Action Plan • Teaching Behavioral Expectations • Acknowledging/Encouraging Expected Behaviors • Data-Based Decision Making • Write 2011-2012 Action Plan

4. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students

5. FBA/BIP Evaluate Outcomes &Make Decisions Academic Support(s) Check In/ Check Out Mentoring Social Skill Club Avoid Tasks? Obtain Attention? Obtain Attention? Skill Deficit? Targeted Environmental Interventions Function-based Intervention Step 2: Team synthesizes data to 1) Define Problem 2) Develop Hypothesis 3) Identify Replacement 4) Select Intervention Step 1: Teacher and Team collect data. Nonresponder as compared to typical peer? Full access to Tier 1 supports? Is Identification process accurate and durable? Student Identification Teacher/Parent Nomination Data Decision Rules Universal Screening Instrument Tier 1 implemented with fidelity? Implement Universals with Fidelity If Yes, then • Classroom System • Nonclassroom System • Schoolwide System MO SW-PBS Student Support Model 7.6.10

6. SW PBS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

7. Elements of School-wide PBS • Establish a team interest and commitment • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

8. Effective Classroom Practices • Clearly Defined Expectations & Rules • Clearly Defined Procedures & Routines • Continuum of Strategies to Acknowledge Appropriate • Continuum of Strategies to Respond to Inappropriate • Active Supervision • Multiple Opportunities to Respond • Activity Sequence & Offering Choice • Academic Success & Task Difficulty http://www.pbismissouri.org/minimod

9. Nieman’s Action Plan

10. Teaching Behavioral Expectations

11. Elements of School-wide PBS • Establish a team interest and commitment • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

12. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Herner (NASDE President ), 1998

13. Teaching Academic and Behavior DEFINE Simply MODEL ADJUST for Efficiency PRACTICE in Setting MONITOR & ACKNOWLEDGE Continuously

14. Process for Teaching Behavioral Expectations • Define the Expectation • Provide a Rationale • Teach the Critical Discrimination • Demonstrate Appropriate Behavior-”Examples” • Demonstrate Unacceptable Behavior-”Non-Examples” • Practice telling the difference with multiple examples • If there is a “signal” teach the signal (when should the appropriate behavior occur?) • Have everyone practice the appropriate behavior • Acknowledge students for demonstrating appropriate behavior

15. Teaching Expectations • Signage • Announcements • Power Points • Student generated videos • Assemblies • Expectation Stations • Games • Student Skits • PBS “Dictionary” (Horizons)

16. Roesland’s STAIRS Peaceful • Quiet voices and feet Responsible • One step at a time Respectful • Feet on steps only Safe • One hand on railing • at all times

17. Nieman’s School-Wide Voice Volume Expectation Chart How should my voice sound? 3-Recess Voice 2-Inside Voice 1-Whisper Voice 0-Voices Off

18. Teaching the Expectations

19. Teaching the Expectations

20. Teaching the Expectationsat SFT: Conference Room

21. Teaching the Expectations at Westridge

22. Teaching the Expectations

23. Teaching Expectations….Reteaching Expectations

24. Teaching Expectations

25. Teaching Expectations

26. THE ABC’S OF SFT The ABCs of SFT Actively engaged is the key Being Safe all around the school Caring for others is the rule The ABCs of SFT A – Actively Engaged B – Being Safe C – Caring for others The ABCs of SFT

27. SFT’s “Know Your Expectation” Power PointA B orC When walking with his class, he walks on the right side of the hall and allows for personal space. B

28. Teaching School-wide Expectations“Opening Day” • Teach directly in context (“teaching stations”) • See/model • Practice • Acknowledge • 2 day intensive by all staff/students • Regular weekly/monthly review • Plan to implement throughout the year

29. Rosehill’s Kick-Off Assembly

30. Nieman’s Implementation Calendar

31. Critical Features of Effective Behavioral Expectation Lessons • Behavior expectation is clearly identified • Lesson is being taught in the location • Rational provided • Examples provided • Examples “fit” the general case • Teach both the words and the actions • Non-examples are provided • Non-examples are similar to examples of expected behavior • Non-examples are typical of what students do • Opportunities to practice • Expected behavior(s) acknowldeged

34. Shawanoe’s Lesson Plan • Students will show RESPECT in the HALLWAYS. • What does it look like: Follow the 3 T’s in order to set an example. Minding your own business and taking care of yourself. Looking at walls/displays/artwork without touching. • What does it sound like: Be silent with your voice and quiet with your body in order to respect the learning of others. • Intentionally create a hallway disruption and have students reflect through writing or discussion the challenges to learning it posed. • Model how it looks to greet a friend, teacher, sibling, etc. in the hallway while maintaining respect. • Hang a white piece of paper by your classroom door, with the instructions for students to touch the paper each time coming in/out of the classroom. Observe the paper at the beginning and at the end of the day, noting what happens when the walls and artwork aren’t respected and the guidelines aren’t followed. • Anytime you witness or watch a student demonstrate the objectives, even in a simple way, point it out, praise them, and give them a PERKS Pass.

35. Objective: I can define “ROAR” and give examples of positive behavior at Trailridge Middle School. • Materials Needed: Construction paper (will be provided), markers, colored pencils, and crayons. • Teach (5 min): • Put the matrix (PowerPoint) on the screen so students can refer to it while working on their poster. • Activity – ROAR Poster Contest (15 min): • Students will be creating a “ROAR” poster • Examples: make a “ROAR” logo, We are Trailridge, a picture representing “ROAR” • (maybe with a wildcat), pictures of what positive behavior looks like • Be sure to print student name on the back of the poster • Tell students that the posters will be voted on by staff members. The winning posters will be • laminated and put on display throughout the building. In addition, the winners will receive a prize! • **Collect posters and turn them into Jenny Meyer (room 6) by Wednesday, January 5th!! Lesson #6 – 8th Hour Trailridge ROAR Expectations Lesson Plan I Will Be Responsible I Will Be On Task I Will Act Safely I Will Be Respectful

36. Team TimeHow will your school conduct the teaching, or re-teaching, of behavior expectations in the setting where the behavior should occur? What to Teach? Where to Find Examples? Expectations Lesson Plans Calendar Expectation Stations • Signage • Announcements • Power Points • Student generated videos • Assemblies • Expectation Stations • Games • Student skits • PBS “Dictionary”

37. Acknowledging/Encouraging Expected Behaviors

38. Elements of School-wide PBS • Establish a team interest and commitment • Establish a data-based decision-making system • Modify discipline referral process/forms • Establish expectations & rules • Develop lesson plans & teach • Create a reward/incentives program • Refine consequences • Monitor, evaluate, and modify

39. Acknowledging Expectations:Who • Individual • Class-wide • School-wide • Department • Family • Assemblies

40. Acknowledging Expectations:How • Tickets, Chips, Loops • Drawings • Student of the Month • Classroom Menu • Announcements • Games (Bingo, Minute To Win It, Plinko, etc.) • Assemblies

41. Rationale • Based on the belief that some of the children in every school/classroom desire attention (regardless of SES, gender, race). • Research Literature: Over 30 years of research found most teachers (general education and special education) fall into patterns where we are giving more attention to misbehavior than positive behavior (3-15:1 skewed to the negative side) Research cited by Sprick (2007)

42. Research Review • Landmark studies: (Dr. Wesley Becker) found children who are starved for attention, as the rate of criticism increases the rate of their misbehavior increases. • Why?…because it is a vicious cycle

43. Vicious Cycle of Reinforcing Misbehavior

44. Reminder For students who repeatedly demonstrate minor or major misbehavior, they will require even more immediate and specific feedback when they engage in the expected behavior.

45. Common Concerns • Do problem students deserve extra positive attention? • As we start shifting the focus from negative attention to positive, you will find the others in the room/school get a lot of positive attention but it is in more naturalistic ways. • 100% on a test • “Good Job” • Smile • Thumbs-up

46. Common Concerns • Won’t the student think that the positive attention is phony? • Research conducted that explored this very issue: found that it really did not matter even when the researcher/observer thought the teacher sounded very phony • Issue is: what behaviors are you paying attention to? Research cited by Sprick (2007)

47. “Products” for Acknowledgement System • Formal plan for increasing the amount of positive interactions all adults have with students in the school (6:1 ratio)

48. “Products” for Acknowledgement System • The systematic ways in which students are provided positive feedback for demonstrating the behavioral expectations will be the basis of an acknowledgment system • Note: until the ratio of positive/negative interactions is 6:1, a visual prompt (i.e. slip, ticket) may need to be used by adults and given to students

49. Nieman’s Positive Recognition Prompt 6 TO 1

50. Merriam ParkFrequent, Specific Praise Prompt 6 TO 1