PBSTEAM TRAINING

BRIDGEPORT PUBLIC SCHOOLS

2007-2008

www.pbis.org

SWPBS is about….

Problem Statement

“We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training.”

SWPBS Logic

Successful individual student behavior support is linked to host environments that are redesigned & supported to be effective, efficient, durable, & relevant for all students(Zins & Ponte, 1990)

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

Basics: 4 PBS

Elements

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

RtI

Classroom

SWPBSSubsystems

Non-classroom Family

Student

School-w

ide

1.Common purpose & approach to discipline

2.Clear set of positive expectations & behaviors

3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders

• Positive reinforcement

Non-classroom

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Classroom

• Behavioral competence at school & district levels

• Function-based behavior support planning

• Team- & data-based decision making

• Comprehensive person-centered planning & wraparound processes

• Targeted social skills & self-management instruction

• Individualized instructional & curricular accommodations

Individual Student

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family

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

~80% of Students

~15%

~5%

CONTINUUM of SWPBS

Tertiary Prevention• Function-based support• • • •

Secondary Prevention• Check in/out• • • •

Primary Prevention• Teach SW Expectations• • • •

Audit

1.Identify existing efforts by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment– Planned/unplanned

– Desirable/undesirable

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Reinforcement Wisdom!

• “Knowing” or saying “know” does NOT mean “will do”

• Students “do more” when “doing works”…appropriate & inappropriate!

• Natural consequences are varied, unpredictable, undependable,…not always preventive

Rule Violation Guidelines• Build continuum with decision rules

(RtI)

• Link to positive teaching/prevention procedures

• Ensure more positive interactions than negative

• Engage in regular data review

Level DefinitionBehavior Examples

Procedures Involvement

Major Illegals

Law violating behavior requiring municipal response

Dangerous weapons

Substance possession, truancy, vandalism, stealing,

1. Immediately report event to administrator

2. Follow district/state policies and procedures

3. Document event

Student, parent, law enforcement, school & district administrators, school staff

Majors Serious rule-violating behavior that disrupts teaching & learning, puts student or others at risk of harm, & requires administrative active

Repeated noncompliance, serious aggression, skipping class, directed profanity, harassment, serious threats, tobacco, destruction of property,

“Third” minor in 24 hours.

1. Signal that school rule-violating behavior observed

2. Restate desired/appropriate behavior

3. Direct/escort student to office/administrator

4. Document event with office discipline referral form

5. Enter data into system

Student, staff person, parent, school administrator

Minors of Note

Rule violating risk behavior which requires on-going monitoring

Disruptions, tardies, dress code violations, teasing,

1. Signal social behavior error has been made

2. Restate/reteach appropriate behavior

3. Provide positive reinforcer for next display of appropriate behavior

4. Document event with office discipline referral form

5. Enter data into system

Student, staff person, homeroom teacher

Minors Rule violating behavior which does not require on-going monitoring, but needs to be retaught

Minor disruptions, off task, 1. Signal social behavior error has been made

2. Restate/reteach appropriate behavior

3. Provide positive reinforcer for next display of appropriate behavior

Student, staff member

CLASS ROOM VS. OFFICE MANAGED REFERRALS

Complete office referral and send

to the office

Is this the 4th time for this student after

3 separate classroom

interventions?

Re-teach and follow classroom discipline

Procedures with appropriate interventions*

Is this a minor rule violation (requiring classroom

interventions?)

Debrief and re-teach

expectation

Rule violation occurs again

Review classroom discipline procedure

with student, practicing it consistently

Focus on positive behaviors. Give

ROCKS coupons

Rule violation occurs

Inform student of rule violation and re-teach ROCKS expectation,

including Class Social Contract

RULE VIOLATIONS PROCEDURES FOR CLASSROOM

* Classroom interventions should include an increasing level of intervention such as time out, non-participation in reward activities, change of student’s seat, note sent home or phone call to parent/guardian, conference with parent and student, classroom detention, peer mediation, refer to counselor, refer to SAT, etc.

No

Yes

Yes

No

Middle School Teacher Managed Behavior

– Excessive talking

– Attendance tardy inform parents

– Off task (Disruptive)

– Gum/Food/Candy

– Drinks

– Missing Homework

– Not prepared for class

– Name calling

– Dishonesty

– PDA

– Running in Hall

– Passing notes

– Backtalk directed at Adults

– Cheating/Plagiarism

– Writing on school property

Office Managed Behavior

– Attendance Tardy

– Insubordination

– Fighting

– Vandalism

– Verbal/Physical Intimidation

– Weapons

– Gang Representation

– Cutting class/school

– Theft

– Drug Violations

– Directed Profanity

– Harassment (including sexual)

– Controlled Substances

– Threats

– Security threat/breach

– Lewd notes

– Repeated Backtalk (3)

– Repeated PDA

– Dress Code

– Cutting Teacher Detention

High SchoolTeacher Managed Behavior

– Excessive talking– Attendance tardy

inform parents– Off task– Drinks/Food/Gum (with

clear expectation for your class)

– Missing Homework– Not prepared for class– Inappropriate Language– Lying– Dishonesty– Dress code violating– PDA– Hallway Disruption– Passing notes– Cheating/Plagiarism

Office Managed Behavior– Fighting– Attendance Tardy– Insubordination– Vandalism– Verbal/Physical Intimidation– Weapons– Gang Representation– Cutting class/school/teacher

detention– Theft– Drug Violations– Directed Profanity– Arson– Harassment – Lewd notes– Controlled Substances– Threats– Repeated/Severe Offenses– Security threat/breach