the pirate code pattonville high school positive behavior interventions and supports august 20, 2010
TRANSCRIPT
The Pirate CodePattonville High School
Positive Behavior Interventions and Supports
August 20, 2010
The Pirate Code Planning TeamDistrict- level administrator:
Dr. Jen Allen
Building- level administrators:
Dr. Sara Keene
Dr. Donna Burd
Tiffany Besse
Shay Forsythe
Bob Hebrank
Cara Hiripitiyage
Luke Lammers
Bernard West
The Pirate Code Planning TeamDepartment Representatives:
James Dalton - Comm. Arts
Emily Werner - Mathematics
Sandi Bahr - Science
Gene Grimshaw - Soc. Studies
Holly Martinez - Business
Denise Grimshaw - Phys. Ed.
Tracie Olson - FACS
Robin Woodrome - Music & Art
SSD Representatives:
Maggie Harr
Rick Lehman
Guidance Representatives:
Anetra Chapman
Alysia Harris
Stacey Leonard
The Pirate Code Planning TeamAdditional Faculty Members:
Donna Schmidt - Professional Development Committee and Science
Rob Simpson - PHS Parent and Phys. Ed.
Katherine Korte - Character Plus Coordinator and Soc. Stud.
Debbie Jackson - Prior PBIS experience in two buildings and Soc. Stud.
Support Staff:
Jacqueline Steinmetz - Admin. Secretary
Gale Robertson - Café Manager
The Pirate Code Planning Team
Student Representatives:
Darleen Bequette
Tyler Elder
Jessica Lewis-Walton
Bryan Lopez
Jenni Robbins
James Swopes
Additional Parents:
Cindy Candler
Cheryl Sprengel
Session 1: Overview of PBIS
Sandi Bahr, Anetra Chapman, & Rick Lehman
The Pirate Code
Overview of Schoolwide Positive Behavior Support
(SW-PBS)
Responsibility of Responsibility of SchoolsSchools
• Schools have the responsibility to provide an education to students in safe and predictable environments.
Effective Schools• Safe and Orderly Environment• Climate of High Expectations• Strong Instructional Leadership• Clear and Focused Mission• Opportunity to Learn & Student Time on Task• Frequent Monitoring of Student Progress• Positive Home-School Relations
Missouri Professional Learning Communities Training Materials
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Linking Social Behavior and Academic Supports
• Improving the social behavior of students results in:– More teaching time– More learning time
• High quality instruction engages students and leads to reduction in problem behavior
• Enhancement of school culture and climate
Increasing Instructional Time
• Missouri School Example:
2004-5 = 236 ODR
2005-6 = 133 ODR
• Time gained from 2004-5 to 2005-6:
6 Student Days
8 Administrator Dayshttp://www.pbismaryland.org/costbenefit.xls
What Is Positive Behavior Support?
PBS is a broad range of systemic and individualized strategies for achieving important social and
learning outcomes while preventing problem behavior.
OSEP Technical Center on Positive Behavioral Interventions & Supports www.pbis.org
In Other Words…
“PBIS is our school’s process for teaching social and
behavioral expectations so we can focus on academics!”
-- Your PHS PBIS Team
Principles That Guide SW-PBS
• Focus of discipline is on academic & behavior success
• Is for all students, all staff and all settings• Emphasizes prevention• Uses research-validated practices• Is coordinated by a SWPBS team• Emphasizes an instructional approach• Uses data to guide decisions
A Continuum of Support for All
Academic Systems Behavioral Systems
Tier One•All students•Preventive, proactive
Tier One•All settings, all students•Preventive, proactive
Tier Two •Some students (at-risk)•High efficiency•Rapid response
Tier Two•Some students (at-risk)•High efficiency•Rapid response
Tier Three•Individual Students•Assessment-based•High Intensity
Tier Three•Individual Students•Assessment-based•Intense, durable procedures
“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?”
--John Herner
What the Science of Behavior Has Taught Us
• Students are not born with bad behaviors.
• Students do not learn better ways of behaving when given aversive consequences.
• To learn better ways of behaving, students must be directly taught the replacement behaviors.
• To retain new behaviors, students must be given specific, positive feedback and opportunities to practice in a variety of settings.
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Science of Behavior A-B-CsAntecedent Behavior Consequences
Conditions or circumstances that increase the probability of a behavior occurring. What happens before the behavior.
(In other words):
When this happens….
Observable behaviors the student displays (from your schoolwide expectations MATRIX)
Most students will….
What happens after the behavior. By definition a consequence either increases (REINFORCEMENT) or decreases the probability the behavior will recur in the future (PUNISHMENT)
Because this happens…
“You get what you recognize.”
Use positive, specific, contingent feedback when students display the expected behavior to increase the likelihood students will display the desired behavior again in the future.
How to Give Specific Positive Verbal Feedback
• Be sincere• Age appropriate• Non-comparative (sarcasm & zinger free)• Remember the importance of the ADULT’S…
– tone– volume– verbal language– body language
…while delivering feedback
Questions for Discussion:
• Did you personally find a time this week to give recognition (verbal thanks or a treasure ticket) to a student?
• What was his/her reaction?
• Do you feel that your relationship with that student has improved since the recognition?
Purpose of Encouraging Expected Behavior?
The purpose of schoolwide recognition is to acknowledge and show appreciation to students [and staff] who have provided positive demonstrations of the schoolwide behavioral expectations.
(Colvin, 2007)
ResourcesMissouri SW-PBS Website:
http://pbismissouri.org
PBIS Compendium:
http://pbiscompendium.ssd.k12.mo.us
Session 2: PHS Data for 2009-2010
Tiffany Besse, Emily Werner, & Robin Woodrome
The Pirate Code
A Continuum of Support for All
Academic Systems Behavioral Systems
Tier One•All students•Preventive, proactive
Tier One•All settings, all students•Preventive, proactive
Tier Two •Some students (at-risk)•High efficiency•Rapid response
Tier Two•Some students (at-risk)•High efficiency•Rapid response
Tier Three•Individual Students•Assessment-based•High Intensity
Tier Three•Individual Students•Assessment-based•Intense, durable procedures
~ 80% of students
~ 15%
<5%
PHS PBIS team’s brainstorm of current practices: Our Prevention Continuum
PRIMARY PREVENTION:•Behavior Guide review activities•Classroom expectations posted (varies)•Renaissance & Character Plus activities•Emphasis on getting students involved in activities and sports
SECONDARY PREVENTION:•Freshman Watch•Calls home•Tutoring•Office behavior referrals•Care Team referrals•Attendance & credit hearings•IEP & 504 Plans
TERTIARY PREVENTION:•Individual/small group Counseling•Social work referrals•Pos & ACE referrals•Freshman pullout/suspension programs•Teen Connect
Goals for StudentBody:
~ 80% of students
~ 15%
< 5%
PHS PBIS team’s brainstorm of current practices: Our Prevention Continuum
PRIMARY PREVENTION:•Behavior Guide review activities•Classroom expectations posted (varies)•Renaissance & Character Plus activities•Emphasis on getting students involved in activities and sports
SECONDARY PREVENTION:•Freshman Watch•Calls home•Tutoring•Office behavior referrals•Care Team referrals•Attendance & credit hearings•IEP and 504 plans
TERTIARY PREVENTION:•Individual/small group Counseling•Social work referrals•Pos & ACE referrals•Freshman pullout/suspension programs•Teen Connect
Goals for StudentBody:
Why focus on hallway behavior in 2010-2011?
Excerpt from Missouri PBIS training manual:
There are a number of reasons why the focus during the preparation phase is on minor problem behaviors (versus minor and majors)
All schools have existing policies and procedures for addressing major behavioral infractions which can be followed by staff.
Pre-service and in-service preparation programs rarely teach educators effective strategies to respond to student misbehavior.
Ineffective responses to minor misbehavior takes away from valuable instruction time.
Adding responses to minor problem behavior to our existing responses to major behaviors helps develop a full continuum of responses.
Why focus on hallway behavior in 2010-2011?
Why focus on hallway behavior in 2010-2011?
Question for Discussion:We have introduced “Walk and Talk” and “Stay to the Right” as beginning teaching points for the improvement of hallway behavior.
What are the other hallway behaviors that need to be addressed through PBIS this year?
Prioritize your list:
• Green Dot = 3 points
• Yellow Dot = 2 points
• Red Dot = 1 point
Which 3 items received the greatest number of points in your group?
“Simply put, if the staff expect students to achieve and behave appropriately,
they will.”
~Geoff Colvin
Session 3: Common Expectations and Language
Cara Hiripitiyage, Donna Schmidt, & Bernard West
The Pirate Code
“SW-PBS has provided some of the best professional development that our staff has ever had in their teaching careers. SW-PBS has improved the interaction between our staff, students, and parents therefore improving the school climate. It also has given the adults in the building common language to use when interacting with students. SW-PBS has been a key in the success of our students.”
Bobbie Russell, Principal, and Stacie Goldsmith, Assistant Principal,Warrior Ridge Elementary School, Warren County R-III
"Discovering School-Wide PBIS: Moving Towards a Positive Future"from Florida's Positive Behavior Support Project
Common Purpose:
“PBIS is our school’s process for teaching social and
behavioral expectations so we can focus on academics!”
-- Your PHS PBIS Team
Why A Clear Set of Positive School-Wide Behavior Expectations?
• Provides Consistency in Language• Provides Consistency in What To Teach• Provides Consistency in What to
Recognize • Provides Consistency in What to Correct• The Cornerstone for Everything Else
You Will Do Related to SW-PBS!
Draft #3 -as of 4/1/2010
Arrival/Dismissal Time Passing Time Learning Time Meal Time Activities Time
Prepared *Display parking permit.*Take needed items with you.*Allow time for safe driving.
*Use pass/planner when in hallways during class.*Present ID when requested.
*Attend school every day and be on time and alert.*Bring materials and use planner every day.*Present ID when requested.
*Have ID and/or money ready. *Be on time and have needed items with you.*Maximize mind and body potential.*Arrive ready to promote individual and group success.
Responsible *Park in assigned areas.*During the school day, show ID/pass to officer when entering or exiting campus.*Show ID/pass to driver when riding a different bus.*Stay on campus upon arrival.
*Walk and Talk.*Stay to the right.*Use restrooms/ lockers during passing time.*Arrive to class before bell rings.*Put litter in its place and recycle.
*Use class time wisely.*Study and complete assignments.*Clean up after yourself and recycle.
*Eat in designated areas-cafeteria, commons, gym lobby, and patio.*Go to assigned lunch shift and remain there the entire time.*Clean up after yourself and recycle.
*Be in assigned areas and follow team, club and school rules.*Be a positive ambassador of our school (24/7).*Support and build tradition.
Respectful *Drive slowly and patiently.*Keep lot clean.*Pedestrians first.
*Follow staff directions the first time.*Use appropriate volume and language.*Be polite and respect personal space.*Settle problems with peaceful words.
*Understand and accept differences.*Actively listen while others are speaking.*Use appropriate volume and language.*Honor teacher requests and expectations.
Use restaurant manners:*Be polite.*Respect chair ownership.*Wait patiently in line.*Use appropriate volume and language with peers and adults.*Settle problems with peaceful words.
*Demonstrate good sportsmanship.*Be a courteous fan.*Dress appropriately.
Involved/ Engaged
*Be attentive to surroundings. *Be aware of people around you.*Report problems you cannot solve.*Help others.
*Participate in class and self-advocate.*Promote learning.*Positively communicate with others.*Stay on task.
*Pay first, eat second, visit last.*Consider tuning out technology and tuning into your peers.*Report problems you cannot solve.
*Be active: support and attend Pirate events.*Take advantage of sports, clubs and activities.
PHS PBIS Matrix
The Pirate CodeBe ye
Prepared.
Be ye
Responsible.
Be ye
Respectful.
Be ye
Involved.
What else should the Expectations Matrix Include?
List of 2-3 Specific Social Behaviors/Skills for Each School Setting• Observable• Measurable• Positively Stated • Understandable• Always Applicable
Science of Behavior A-B-CsAntecedent Behavior Consequences
Conditions or circumstances that increase the probability of a behavior occurring. What happens before the behavior.
(In other words):
When this happens….
Observable behaviors the student displays (from your schoolwide expectations MATRIX)
Most students will….
What happens after the behavior. By definition a consequence either increases (REINFORCEMENT) or decreases the probability the behavior will recur in the future (PUNISHMENT)
Because this happens…
Questions for Discussion:
• Using our most important needs for the PHS hallways this year (identified before lunch), how can we state behavior expectations that are:• Observable• Measurable• Positively Stated • Understandable• Always Applicable
46
Linking Social Behavior and Academic Supports
• Improving the social behavior of students results in:– More teaching time– More learning time
• High quality instruction engages students and leads to reduction in problem behavior
• Enhancement of school culture and climate
Session 4: The Functional Perspective on Behavior
Donna Burd & Luke Lammers
The Pirate Code
The First Four Days . . . At some point during the first 4 days of school, you have probably seen at least one incident of student misbehavior. Tell your neighbors about it. Which behavior intervention tier would be most appropriate to address that behavior?
Tier Three•Individual Students•Assessment-based•Intense, durable procedures
Tier Two•Some students (at-risk)•High efficiency•Rapid response
Tier One•All settings, all students•Preventive, proactive
TALK WITH YOUR TABLE
Be prepared to share with the group!
A Continuum of Support for All
Academic Systems Behavioral Systems
Tier One•All students•Preventive, proactive
Tier One•All settings, all students•Preventive, proactive
Tier Two •Some students (at-risk)•High efficiency•Rapid response
Tier Two•Some students (at-risk)•High efficiency•Rapid response
Tier Three•Individual Students•Assessment-based•High Intensity
Tier Three•Individual Students•Assessment-based•Intense, durable procedures
Think about the student behavior you discussed a moment ago.
Talk with your table.
What is a “Functional Behavior Approach?”
By examining the factors that maintain a student’s problem behaviors (positive and negative reinforcement), we can build an effective, efficient and relevant behavior intervention plan.
(Horner, 1994; O’Neill et al., 1997; Sugai, Lewis-Palmer, & Hagan-Burke, 1999-2000)
Science of Behavior A-B-CsAntecedent Behavior Consequences
Conditions or circumstances that increase the probability of a behavior occurring. What happens before the behavior.
(In other words):
When this happens….
Observable behaviors the student displays (from your schoolwide expectations MATRIX)
Most students will….
What happens after the behavior. By definition a consequence either increases (REINFORCEMENT) or decreases the probability the behavior will recur in the future (PUNISHMENT)
Because this happens…
Think about the student behavior you discussed a moment ago.
Only 2 Basic FunctionsProblemBehavior
Obtain/GetSomething
Escape/Avoid
Something
SocialTangible/Activity
Adult
Stimulation/Sensory
Peer
Pos Reinf Neg Reinf
Existing
aversive
condition
identified
Possible Motivation Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Scenario #1You stop a student in the hall to ask for their name.
They pretend they don’t hear you and keep walking.
Possible Motivation Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Scenario #2You instruct a student to stop tapping their pen. The student responds by tapping even louder and giving you a “what are
you going to do about it” look.
Possible Motivation Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Scenario #3A student skips school because other students have
been posting rumors about her on Facebook.
Possible Motivation Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Scenario #4A student steals an iPod from a purse left in the
gym lobby.
Possible Motivation Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Scenario #5A student makes lewd gestures toward a teacher while she
has her back turned to the class.
Possible Motivation Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Scenario #6When given 30 minutes to begin working on a study guide, a student puts on his headphones and puts his head down for
the entire class period.
Possible Motivation Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Scenario #7After weeks of bullying, a student begins keeping a
pocket knife in his pocket to make himself feel more powerful.
Some behaviors are hard to classify or fit several
categories. Use your best professional
judgment!
What is your best “war story?”
Q: What is the most outrageous behavior you have ever seen in all your years of teaching or as a student?
(Please avoid using students’ real names!)
Think to yourself. Don’t share . . . yet!
Student’s Last Name ___________________________________ First ____________________________________ Grade Level ____________
Teacher’s Name __________________________________________________ Date _______________________ Time___________________
Teacher’s description of the specific events and observed behaviors as they occurred. ______________________________ ________________
______________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
__________________________________________________________________________________________________ ____________________
___________________________________________________________________ _______________________________ ____________________
Administrator’s Disposition ____________________________ __________________________________________________________________ ________________________________________________________________________________ __________________________ ____________
__________________________________________________________________________________________________________ ____________
___________________________________________ Student’s Signature ________________________________________________________
Date _________________________________ Administrator’s Signature ____________________________________________ ____________
---------------------------------------------------------------------------------OFFICE USE ONLY-------------------------------------------------------------------------------------
q PowerSchool Log Entry
q PowerSchool Attendance Entered
q Letter to Parents
q ISS Folder Entry
q Request Homework Date(s) _______________________
q Teacher Notification (ISS / OSS)
q IEP / 504 Consultant ______________________________
q Hearing Packet
Copies White – Office Green – Parent Yellow – Counselor Pink – Teacher Revised 7/2010
Location Possible Motivation Teacher Intervention Strategies (Check all that apply)
q Classroom (Circle the hour)
1st 2nd 3rd 4th 5th
6th 7th Contact Time
q Hallway / Stairs / Restroom
q Cafeteria / Commons
q Gym / Locker Room
q School Grounds (exterior)
q School Activity (on or off-campus)
q Other Area
q Obtain Adult Attention
q Obtain Peer Attention
q Obtain Object
q Avoid / Escape Adult
q Avoid / Escape Peer
q Avoid / Escape Task Demand
q Other / Don’t Know
q Verbal Warning
q Conference with Student
q Parent Contact
q Phone Date(s) ______________________
q Email Date(s) ______________________
q Conference Date(s) _______________________
q Counselor(504)/Case Manager(IEP) Referral
q CARE Team Referral
q Previous Office Referral
q Other _________________________________________
Administrator’s Consequences / Interventions
q Conference with Student
q Parent Contact
q Phone Date(s) ___________________
q Email Date(s) ___________________
q Conference Date(s) ___________________
q Loss of Privileges _____________________________
q Restitution ___________________________________
q Behavior Plan
q Risk Assessment Date ________________________
q Counselor Referral / Mediation
q 2- Hour Detention Date ________________________
q 4- Hour Detention Date ________________________
q ____ days In-School Suspension Date(s)____________________________
q ____ days Out-of-School Suspension Date(s)_________________________
q Other (See Below)
Share your story with your table. Who has the best “war story?”Tables will have a chance to share with the whole group!
Question for Discussion:
• What was the function (motivation) for that student to engage in that behavior?
Obtain Adult Attention
Obtain Peer Attention
Obtain Object
Avoid / Escape Adult
Avoid / Escape Peer
Avoid / Escape Task Demands
Other / Don’t Know
Prizes!
• Turn in all of your tickets.
• We’ll pick 5 names!
Thank you for your input!
• Please take the remaining minutes today to complete the Social Validity Survey.
• Place them in the box near the door when they are complete.