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ATL/PBSCreating a School-wide System of

Behavioral Support

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AgendaWelcome and HistoryMMSD Guiding PrinciplesCurrent PracticesPBIS Overview/theory/components

Break 9:40 amCommon Expectations: Matrix Work

Lunch 11:30 amAcknowledgments and Celebrations

Break 1:30 pmInappropriate Behaviors Below/Bottom LineKick off and SustainabilitySharing Out and Closing

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MMSD Guiding PrinciplesTeam Time

• What resonates with you?

• How does this document fit with beliefs in your building?

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Why a positive approach to discipline?

• Most common responses to at risk students are punishment and exclusion (Lipsey, 1991; Tolan & Guerra, 1994)

• Punishment, counseling and psychotherapy are the least effective responses to reduce antisocial and violent behavior in group settings (Gottfredson, 1997; Kazdin, 1985; Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994)

• Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness and dropping out (Mayer and Sulzer-Azaroff (1991)

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What does a system need to include?

• Body of evidence that enables us to identify strategies that

are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)

– Community building– Safe skills– Social Skills instruction– Positive recognitions and celebrations– Teaching procedures and routines

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Team time            

Current practices Who is responsible

Needs

Community

Social Skills

Safe Skills

Positive celebrations and recognitions

Teaching procedures and routines

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One Thought

“ Intelligence plus character. That is the goal of true education.”

Martin Luther

King Jr.

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What PBIS is…

• A process that emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures.

• An interactive approach that includes opportunities to correct and improve four key elements used in Universal PBS focusing on:

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SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingChild Behavior

OUTCOMES

Supporting Social and Academic Competence &

Behavioral Development

SupportingDecisionMaking

4 PBS Elements

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What PBIS is not…

• A “Train and Hope” model• A “Get Tough” model• Not limited to any particular group of children

– it’s for all children• Not a specific practice or curriculum…it’s a

general approach to preventing problem behavior

• Not new…its based on a long history of behavioral practices &effective instructionaldesign & strategies

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Who should use PBIS?Schools that want to:

• Improve general activity & school climate & community relations

• Decrease dependence on reactive disciplinary practices• Maximize impact of instruction to affect skill development

and behavioral competency• Improve behavioral supports for students with emotional

& behavioral challenges

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The Big “BIG” Ideas

1.1. Decide what is importantDecide what is important for youth to know

2.2. Teach what is importantTeach what is important for youth to know

3.3. Keep trackKeep track of how youth are doing

4.4. Make changesMake changes according to the results

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“Positive Behavior Supports Biggest Idea!”

Instead of working harder, schools have to establish systems/processes and use data and practices that enable

them to work smarter.PBS Enables Schools To…

– Establish a small number of priorities• ABOVE THE LINE strategies

• “do less, better”

– Consolidate/integrate whenever possible• “only do it once”

– Specify what is wanted & how you’ll know when you get there

• “invest in a clear outcome and assess progress”

– Give priority to what works• “invest in a sure thing”

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Primary Prevention:“Above the Line”

School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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PBS Emphasizes Instruction and Prevention at Each Tier

• Universal Tier “Above the Line” GOAL: To increase social learning and reduce new

cases of problem behavior

• Secondary TierGOAL: provide targeted interventions with a

continued focus on asset development and skill-building. 

• Tertiary TierGOAL: reduce the intensity and complexity of

existing occurrences of severe problem behaviors

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School-wide Practices of ATL/PBS

Define *3-5 School-wide Above the Line Expectations

Teach /Precorrect*Direct Instruction of expectations Teaching Matrix, Cool Tools*In the moment reminders Boosters, pre-corrections

Model/ adults practice what we preachPractice/ kids practice what we teachAcknowledge

*Daily recognition social, tangible*Weekly/quarterly grade-level/whole school celebrations

Reteach*Classroom procedure for minor problem behaviors* Discipline Referral for major problem behaviors

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What does ATL/PBS look like? • >80% of students can tell you what is expected of them & give

behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative• Function based behavior support is foundation for addressing problem

behavior.• Data- & team-based action planning & implementation are operating.• Administrators are active participants.• Full continuum of behavior support is available to all students

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OUTCOMES

SYST

EMS

DA

TA

RTI

PRACTICES/STRATEGIESABOVE THE LINE

Supporting Decision Making

Supporting Student Learning and Behavior

Supporting Social Competence & Academic Achievement School Wide

Supporting Staff

Learning andBehavior

ADULT COMMUNITY – ABOVE THE LINEStrong, Focused LeadershipShared Vision and PlanningCommon Beliefs and BehaviorsShared Professional DevelopmentAdult Community Building

SCHOOLWIDE/CLASSROOM PRACTICES

ABOVE THE LINERule CreationFix It/Logical Consequences Morning MeetingCelebrationsInfused Social Skills across CurriculumCollaborative ProblemSolving Behavior and Academic ChoiceClassroom MeetingsClassroom OrganizationPro-active Adult ModelingPositive Teacher LanguageWorking with Families

SCHOOLWIDE –ABOVE THE LINE

Aligned Policies,Practices, and ProceduresResource AllocationAll-School ActivitiesFamily and CommunityInvolvementPhysical Environment

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School-wideAbove the Line

Expectations

• 3-5 positively and broadly stated expectations

For example:

Be Safe

Be Respectful

Be Ready

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Above The Line

Be Safe

Be Responsible

Be Respectful

Below the Line

Bottom

Line

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Behavior/ATL MATRIXClearly define expected behaviors for classroom and non-classroom settings

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School-Wide Behavior/ATL Matrix

PURPOSES:

Defines the Expected/ATL Behaviors for Specific Settings.

hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground

Creates the “Curriculum” that will guide the teaching of expected behaviors.

Enhances communication among staff and between students and staff.

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Behavior/ATL Matrix

 

  

Classroom Lunchroom Bus Hallway Assembly

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to rightArrive on time to speaker

Respect Environment & Property

Recycle paper

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Do your bestWash your

handsBe at stop on

timeUse your

wordsListen to speaker

Respect Learning

Have materials

ready

Eat balanced diet

Go directly from bus to

class

Go directly to class

Discuss topic in class w/

others

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Hallway Lunchroom Playground Restroom

Be Safe

Be Responsible

Be

Respectful

Behavior/ATL Matrix

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Team Time

3-5 School-Wide

Above the Line Expectations

Create your Behavior/ATL Matrix

(complete and examine)

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Acknowledgement plan

Establish a continuum to encourage/celebrate expected behaviors

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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

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Guidelines for Use of Rewards/Acknowledgements to Build

Intrinsic Motivation• Move from

other-delivered to self-deliveredhighly frequent to less frequent (intensive

teaching to practice/pre-correction)predictable to unpredictabletangible to social

• Individualize

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Examples- Welch Elementary

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“GOTCHA” BOXES

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Examples of Reinforcements• School Bucks• “Golden Plunger”• Reinforcements: first in line, extra recess• Closed Circuit TV announcements and PA announcements• “Shout Outs”• Dances, Field Trips• Staff celebrations and recognitions• Assemblies• Showcase student talent• All STAR, Super STAR, Rock STAR• Social Skills Skits• Social Action Projects and Service Learning• Multimedia presentations – photos, video• Staff Reminders to Reinforce• Rubberbands on your wrist switch when giving an acknowledgement• Daily “Badges”

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*PBIS/ATL School-Wide Acknowledgment Matrix

TypeWhat When Where Who

High Frequency In the moment, predictable(e.g., Gotchas, Paws, High Fives, etc)

Redemption of high frequency (e.g., school store, drawings)

Unpredictable/Intermittent (e.g., surprise homework completion treat, random use of gotchas in hallway)

Long-term School-wide CelebrationsSchool climate, school-wide target met (e.g., ice cream social, dance, game day)

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Discouraging Inappropriate Behaviors

Below the Line – Fix-it Plans=Teacher responsibility

Bottom Line = Administrative responsibility

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Below the Line

Bottom Line

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T- CHART OF BEHAVIOR

Classroom Managed

BELOW THE LINE

Behaviors

Office-Managed

BOTTOM LINE

Behaviors

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What When Who

Staff

Students

Families

Sustainability: PBIS/ATL Kick Off

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Ongoing Support

• Day Two – January 22 or other date???????– Social Skills curriculum

– Data

– Ongoing process (team member roles, kick offs & sustainability)

• Contact us:– Rachel Saladis rsaladis@madison.k12.wi.us

– Karen Windels kwindels@madison.k12.wi.us

– Sara Knueve sknueve@madison.k12.wi.us