Positive Behavior Support

Universal Training Day Two

Inclusion Activity:

Outcomes

• Increase understanding of PBS

• Establish School–Wide systems and practices to support staff and students

• Determine PBS Team and each person’s roles

Day One AgendaLook What We’ve Accomplished!!!

• Inclusion Activity, Outcomes, Agenda, Working Agreements

• PBS Overview

• Data Driven Decision Making

• Expectations/Matrix• Teaching Behavior and Social Emotional

Learning

Day Two Agenda

• Inclusion Activity, Outcomes, Agenda, Working Agreements

• PBS Review

• Team Composition

• Acknowledgment Systems

• T Chart

• Roll Out

Working Agreements

Universal/SchoolWide Systems for

All Students,Staff, & Settings

0-1 referrals/semester

Secondary Systems:

2-5 referrals/semester

Tertiary Systems:

6+ referrals/semester

~80% of Students

~15%

~5% POSITIVE BEHAVIORSUPPORT

Bridging the Gap

General + Intensive Resources

General Resources

Intensity of Problem

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General + Supplemental Resources

Basic Recommendations for implementing PBS

• Never stop doing something that is already working.

• Always look for the smallest change that will produce the largest effect.

• Adapt to make it “fit” your school community, culture, context.

Team Composition

• Administrator

• Grade level representatives

• Specials representative

• Special education/ELL representative

• Support staff representative

• Others – IRTs, Title I, Learning Coordinator, SEA, EA

Functions of PBS Universal Team

• Review sheet and discuss

Roles of Team Members

• Administrator

• Coach: Internal, Co-coach

• Data manager

• Recorder – minutes/decisions/action plans

• Time-keeper

• Facilitator

• Family/community liaison

PBS Universal Team Internal Coach Role

• A PBS Universal Team Member– Attend coaches meetings/ trainings– Facilitate scheduling of bi-monthly meeting dates– Coordinate and facilitate bi-monthly team meetings– Create agenda for bi-monthly PBS universal team

meetings – Share school information/data with external coach– Coordinate EBS/Self-assessment Survey for staff– Point person for building PBS teams– Present to staff, PTO, school groups

PBS Universal TeamData Manager

• A PBS Universal Team member• Role of data manager

– Organize the data for the team• Create the graphs/visual representations• Assure that office referrals are being entered

– Assist the team with interpretation– Coordinate the monthly building staff

presentations– Coordinate with internal coach for end of year

data summary forms

Team Member Assignment Activity

Acknowledgement plan

Establish a continuum to encourage/celebrate expected

behaviors

Current Acknowledgement Practices

• Inappropriate Behavior

- Sent to counselor

- Principal’s office

-After school with an adult

-Stay in from recess

-Call home

-Parent meeting

-Special incentives

-1 positive to 20 negatives (Colvin, 2002)

• Appropriate Behavior– More challenging work– “Free time”– Ignored– Call Home

Reinforcement/ Acknowledgement can be

ineffective if…• Delivered ambiguously

• Is not meaningful

• Creates psychological pressure

• Never fade ( generalize)

What will work for my school?

• Who – School wide, classroom, individual, staff

• What – data driven

• How –verbal, token, tangible, symbolic, activity (can it be immediate)

4 Corners Activity

Types of acknowledgement

• Praise• Tokens• Tangibles• Symbolic• Activity

Guidelines for Use of 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

Components of School-Wide Acknowledgment Plans

• High frequency/Predictable – Delivered at a high rate for a short period – E.g. Verbal Praise, Gotchas, Falcon Feathers, High 5 Tickets, Caught

Being Good

• Unexpected/Intermittent– Bring “surprise” attention to certain behaviors or at scheduled

intervals– E.g. Unpredictable use of “Gotchas”, ticket lottery, special

announcements, Hi Five surprises, raffles, positive postcards, positive referrals, phone calls

• Long term Celebrations– E.g. Quarterly activities, assemblies, parent dinners, field trips

TYPE/WHAT WHEN WHERE WHO

Immediate/High Frequency

Intermittent/Unpredictable

Long-term School-wideCelebrations or Activities

PBS School-wide Acknowledgement Matrix (Students and Adults!)

Team Time

Develop student and staff

school-wide acknowledgment system

Below the Line

Bottom Line

Below and Bottom Line

Life is a BEACH(ball)

Discouraging Inappropriate Behaviors

Below the Line: Fix-it Plans = Teacher responsibility

Bottom Line = Office Referred

School ExampleTeacher Managed Behavior

– Attendance/Tardy – Inform parents on effect on academic performance

– Profanity directed at student

– Gum chewing– Homework– No supplies– Tattling– Non-compliance– Name calling– Lying– Minor stealing– Cheating– Dress Code Violations– Minor Harassment

Office Managed Behavior– Attendance/Tardy– Vandalism– Substances– Defiance– Weapons– Profanity directed at Adults– Major disruptions– Fighting– Verbal/Physical intimidation– Major stealing– Cutting school– Wanderers– Gang Related Activity– Chronic Dress Code Violation– Harassment (including sexual)

T- CHART OF BEHAVIOR

Classroom Managed

BELOW THE LINE

Behaviors

Office-Managed

BOTTOM LINE

Behaviors

Work time

Roll Out

Rock Paper Scissors

Roll Out Activity

Complete PBS Action Plan

Closing Activity

-Rubber band: What has stretched you? How have you grown?

-Gum: How can we help this stick in your school?