Cathy Shwaery, PBIS Maryland Training Coordinator

cshwaery@pbismaryland.org

New Team Member TrainingCalvert County Summer Institute

Wh

y?

Ho

w?

Wh

at?

For Building the PBIS Framework

Participants will understand…

Implementation Blueprint and Self- Assessment Positive Behavioral Interventions and Supports Technical Assistance Center on Positive Behavioral Interventions and Supports U. S. Department of Education, Office of Special Education Programs September 25, 2010

Scott, T. & Barrett, S. (2004). Using staff and

student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6, 21-27.

Barnhart, M.K., Franklin, N.J. (2008). Lessons learned and startegies used in reducing the frequency of out-of-school suspensions. Journal of Special Education Leadership, 21(2), 75-83.

Sugai, G., Simonsen, B., & Horner, R.H. (2008). Creating home school partnerships be engaging families in school-wide positive behavior supports. Teaching Exceptional Children, 40(6), 7-14.

Horner, R.H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A.W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133-144.

Bradshaw, C.P., O’Brennan, L.M., & McNeely, C.A. (2008). Core competencies and the prevention of school failure and early school leaving. New Directions for Child and Adolescent Development, 122, 19-32.

Kern, L., Hilt-Panahon, A., & Sokol, N.G. (2009).

Further examining the triangle tip: improving support for students with emotional and behavioral needs. Psychology in Schools, 46(1), 18-32.

Ross, S., & Horner, R. (2009). Bully

prevention in positive behavior support. Journal of Applied Behavioral Analysis, 42(4), 747-759.

Why PBIS?Implement a Three-Tiered Framework to

Support Student Behavior

Increase Instructional Time

Reduce Problem Behavior

Meaningful inclusion of families as partners in their child’s education .

Improve School Culture and/or School Climate

Increase School Completion

Support Inclusive Practices

Bully Prevention

SYST

EMS

PRACTICES

DATASupportingStaff behavior

SupportingDecisionMaking

SupportingStudent behavior

OUTCOMES

Social Responsibility &Academic Achievement Student Outcomes

Benchmarks of QualityCritical Elements

1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with Problem

Behaviors7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Coaching, Perfo

rmance

Feedback, Administra

tor Support,

District S

upport

What is School-wide Positive Behavior Intervention and Support?

A decision-making framework for establishing the social culture and behavioral supports needed for academic and behavior success for all students.

(OSEP Center on PBIS, 2010)

Process for Continuous Improvement

Consistency Matters

Common Vision/Expectations

Common Language

Common Practices

SCHOOL/COMMUNITY

Primary Prevention: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

ALL

SOME

FEW

in order to meet benchmarks.

=

These students get these tiersof support

+

Three Tiered Model of Student Supports

The goal of the tiers is student success, not labeling.

Where to Start?

With the data!

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

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Teaching Matrix

SETTING

All Settings Hallways Playground Cafeteria Resource Bus

BeRespectful

Use kind words/actions

Use level 1 voice

Use kind words/actions.

Find your seat and EAT Use kind

words/actions

Greet the driver

Use kind words /actions

Be Responsible

Give your best effort

Be prepared

Help/share with others

Pick up litter

Walk to right.

Share equipment

Follow playground rules

.

Select healthy foods

Use level 2 voiceClean up eating area

Stay focused on lesson

Work to completion

Hands in/back to back

Use level 2 voice

Be Safe

Follow adult directions

Hands/feet/objects to self

Hands/feet/objects to self

Keep safe distance

Use equipment as instructed

Put litter in garbage can.

Replace trays & utensils

Hands, feet, and food to self

Follow adult directions

Use materials correctly

Follow driver directions

Keep hands/feet/ objects to self

Teacher

Supervise students at all times

Know location of students at all times

Monitor from the middle of the line

Prompt for safe distance

Stay in area to monitor behavior

Arrive on time to pick up classes

Stand in line to monitor behavior

Arrive on time to pick up classes

Stand in line to monitor behavior

Prompt for bus behavior

Expe

ctati

ons

1. Expectations

3. Rules or Specific Behaviors

Invite those who are alone to join in. 2. NATURAL

CONTEXT (Locations)

Why Develop a System for Teaching Behavior?

• Procedures and routines create structure for staff and students

• Repetition is key to learning new skills:• For a child to learn something new, it needs to

be repeated on average of ___ times • Adults average ____ - Joyce and Showers, 2006

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ___ times (Harry Wong)

825

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“If a child doesn’t know how to read, we

If a child doesn’t know how to swim, we

If a child doesn’t know how to multiply, we

If a child doesn’t know how to drive, we

If a child doesn’t know how to behave, we...

Why can’t we finish the last sentence as automatically as we do the others?”

John Herner (NASDE President ) Counterpoint 1998, page 2

teach.

teach.

teach.

teach.

teach? punish?

Lesson Plan to Address BehaviorExpectations and/or behaviors from our Matrix:

Context/Setting:

TEACHING = Tell + Model + Practice + Feedback + Re-teachTELL This component provides the what and why. This should be a brief opener to the lesson.

What is the skill?

Why is it important? In school? In other areas of life?

MODEL Teacher models with examples and non-examples. What would the behavior look like? What would the behavior not look like?

Examples Non-examples   

 

GUIDED PRACTICE Student Activities/Role Playing or other activities

 

FEEDBACK Provide frequent positive feedback that is contingent and specific, re-stating the expectations/rules.

 

RE-TEACH (teachers should use observation and other data sources to identify when it is necessary to re-teach expectations/rules)

Teachers, co-teaching teams, grade level teams, and/or vertical teams may want to identify connections to curriculum and/or extensions of learning.

Adults may also want to consider using pre-correction, reminding, prompting, signaling, effective responding

The Art and Science of Teaching

…in the cafeteriaTeach in Context Guided practice

Embed into the curriculum

Elementary & Middle School example:http://vimeo.com/20955727

Using Instructional Videos – the Art of Teaching

Century HS -- Majors Only

Century HS -- Mining the Data Problem Behavior at Noon

Century HS -- Mining the Data Referrals at Noon x Grade Level

Century HS -- Majors Only

Classroom Hallway CafeteriaAll School Settings

Respectful

Raise your hand before speakingTalk at appropriate times to appropriate peopleRelate discussion to classroom topicListen while others are talking

Leave space for others to passUse appropriate volume when talking in the hallwaysWalk at all timesKeep to right on stairwells

Be considerate of café workers & othersStay in your place in line and tablePay for all foodUse appropriate language and voiceKeep hands and feet to self

Remain quiet and listen to presenterUse appropriate personal spaceHats off in building during schoolUse appropriate language and volume

Responsible

Complete and turn in all work on time.Work the entire class period as instructed Fulfill your responsibility in groupsStay in seat or assigned work areaComplete and use agenda

Go directly to your next classStore backpacks and electronic devices in your locker (from 7:30 – 2:45)Keep materials off floorFollow West Walk Guidelines

Enter your number onlyClean up your tablePush in chairStay in seat until bellLeave food & beverages in caféDismissal by bell

Stay SeatedKeep hands and feet to selfFollow adult directionsEnter and exit appropriatelyFood and drink in cafeteria onlyDress appropriately at all times

Ready

Arrive on time Bring needed materials Be ready to work Get missing work

Carry supplies appropriatelyBe aware of people around you

Leave books/binders/coats in lockerGo directly to café Have money & number ready

Arrive on time and restedBe ready to participateKnow and follow school expectations

W h a t i s a l l o f t h i s t a r d y b u s i n e s s ?

Definition of ON TIME:

Student is 100% through the threshold of the classroom before the second bell rings.

INAPPR OPR IATE entrance to class:

Appropriate way to enter the classroom:

High School example:http://www.youtube.com/watch?v=5C-Wyy_lPNk

Using Instructional Videos- The Art

McCombs Middle School Teaching ScheduleDATES 6th Discover 6th Explorer Team 7 Team 8

Monday 8/30 2 3 4 5

TuPBISay 8/31 6 7 8 9

WednPBISay 9/1 1 2 3 4

Thursday 9/2 5 6 7 8

Friday 9/3 9 1 2 3

TuPBISay 9/7 4 5 6 7

WednPBISay 9/8 8 9 1 2

Thursday 9/9 3 4 5 6

Friday 9/10 7 8 9 1

Teaching Areas:1 – Cafeteria 4 – Restroom 7 -- Bus2 -- Hallway 5 – Auditorium 8 -- Office3 -- Outside 6 -- Before/After 9 -- Rewards 30

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The quickest way to change behavior….in anyone.

Research indicates that you can improve behavior

by 80% just by pointing out what someone is doing

correctly.

Laura Riffel, OSEP

Discipline Works When ….

Prevention creates more Positive than Negative consequences

PunishmentReinforceme

nt(success) 4 : 1

Many schools use a ticket system

• Tied into school expectations

• Specific feedback of student’s behavior

• Provides visible acknowledgement of appropriate behavior for student

• Helps to remind staff to catch students doing what is asked of them

Jose R. L.M.

Kalamazoo Central High School

What really mattersis the positive socialacknowledgement & interaction!!

Recognizing Staff

• Keep staff motivated and appreciated!

Clever Variations

• Bus Bucks• Super Sub Slips• Golden Plunger

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Non-example of Procedures for Dealing with Discipline

Effective Procedures forDealing with Discipline

PreventionEffective responsesCommon behaviors are defined to include

classroom-managed and administrator-managed behavioral examples

Meaningful Data CollectionProblem Solving

T- ChartStaff Managed or

Minor Problem Behaviors

• Eating, drinking, chewing gum• Disruption• Horseplay• Defiance to another student• Pushing or shoving• Lying/cheating• Public Display of Affection• Writing on School Property• Disrespect, minor to another

student or another student’s belongings

Office Managed orMajor Problem Behaviors

• Defiance/Disrespect/Non-Compliant

• Abusive or inappropriate Language

• Fighting or Physical Aggression• Disruption• Theft/Forgery• Property Damage/Vandalism• Use or Possession of

Drugs/Alcohol

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Purpose of Office Referral ?

Getting the right data

• Critical components of SWPBIS• Guides decision-making in school divisions,

school buildings, classrooms, and individual students

• What data do we need?

Create a Communication SystemFor…

sharing ongoing informationpresenting dataobtaining feedback from stake-holders (staff, students, families & community)

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Some Final Thoughts

On your Road to Success

• Measurable & justifiable Outcomes

• On-going Data-based decision making

• Evidence-based Practices• Systems ensuring durable, high

fidelity of implementation

PBIS Messages

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan

BOQ

SET

IPI

TIC

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