Ward L Myers Elementary School

Single School Culture (SSC)School-Wide Positive

Behavior Support (SWPBS)

We Are Family!

• Presented By: Kristy Harris Tammie Hartland Maura Sleboda Rob Wallis Jimmy Williams Bill Ramsey

When you leave this presentation you should be able to:

• Define Single School Culture (SSC)©• Identify and Explain the Components of SSC ©• Identify and Explain Risk Factors and Protective

Factors in SSC ©• Explain the “norming” process in SSC©• Create a building-wide positive reward system• Define School-Wide Positive Behavior Support

(SWPBS)™• Explain the three-tier structure of SWPBS ™• Compare and contrast SSC ©and SWPBS™

All About US

An Educator’s Power

I’ve come to a frightening conclusion. I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.Between Teacher and Child, Haim Ginott

Myers Mission StatementKid Friendly Version

Ward L. Myers Elementary, working for people who live in the Muncy School

District, will give all students a safe and helpful place to learn where leaders will

help to improve and develop each person’s talents and offer chances for lessons that fit each age. This will help

students meet high goals, become learners forever, and grow into peace-

building people.

What we Realized at the 2008 Governor’s Institute

• We were blessed to have a supportive administration and to work with a group of teachers that strive for success in our students.

• We were already ahead of many schools in academics, technology, and school climate.

What we Realized at the 2008 Governor’s Institute

• We were already on our way to building a SSC ©but now could put a name to it.

• We had a few areas to make consistent within the behavioral realm.

What is Single School Culture©?

• It is not a program but a way of organizing and running a school. It begins with shared norms, beliefs, values, and goals and results in agreed upon processes and procedures that produce consistency in practice.

• Everyone must be on the same page!!

SSC© Components

Create a Single School Culture ©

BEHAVIOR

ACADEMICS

CLIMATE

Adults Students DistrictEmpoweredEngagedIn control of learning outcomes BondedSelf-directed

Self-regulatedConfident in their ability to perform and behaveBondedSocially responsibleIntrinsically motivatedShared identity with adults:“We’re a Myers Family!”

Safer SchoolsAcademic Goals MetTeacher RetentionCost Effective ProcessPositive Public Perception

OUTCOMES

One of our Primary Goals in Education is to Motivate

Students

In order to motivate students we need to:*Make every student feel wanted*Make every student feel that he or she can succeed*Make every student feel safe

“People often say that motivation doesn’t last. Well, neither does bathing. That’s why we recommend doing both daily.”

Small Sampling of Some of the Baggage That May Hinder Student

Motivation

Risk Factor Chart• Alienation/Rebelliousness• Friends who engage in problem behavior• Favorable attitudes toward problem behavior• Family conflicts• Early academic failure• Early conduct problems• Availability of drugs and/or weapons• Severe economic deprivation

Historical Perspective

• Historically, behavior management has typically consisted of trying to make students behave.– Let’s call this approach the “reactive/punitive

strategy.”– The problem is that although this systems works

with the “universal” students, it doesn’t work with most of today’s challenging, targeted, and intensive students.

• The more you punish, the less effective the punishment is.

No “Simple” Solutions• When students are frustrating,

teachers can easily fall into the pattern of relying on others to manage student behavior.

• Thinking the principal and/or counselors have the power to make students behave (“fix the kid”) or get rid of the kid.

• Blaming the parents for not doing their job.

“I hear he is

moving.”

“I hear they live

out of our

district.”

“I hope he is

absent today.”

“So how’s that working for you?”

“What were you thinkin’?”

“I must do something”will always solve more problems

than…“Something must be done”

• Although there aren’t always "simple“ solutions, research has clearly shown there are techniques and strategies that improve student behavior, attitude and motivation in the CLASSROOM.

• We must look at strategies and procedures that will encourage more responsible student behavior.

First Step is to “Norm” (be consistent with) Behavior in Various Areas of

the Building.

These practices and procedures are known These practices and procedures are known and used by and used by all staffall staff to positively to positively ““norm”norm” both student and adult actions.both student and adult actions.

Teaching Philosophy Behind

“Norming” • “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…

…punish? …teach?”

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

(Herner, 1998)

What Are the Classroom strategies for SSC-B©?

• Instruct -Teach students what is expected of them in every classroom situation (raising hands, sharpening pencils, independent work, etc).

• Organize -When you have well organized routines and procedures for your classroom, you model and prompt organized behavior for your students.

• Expect -When your expectations are clear, students never have to guess how you expect them to behave.

SSC-B© Classroom Strategies Cont…

• Preplan – Prepare responses to student misbehavior to ensure a calm and measured response.

• Create – Develop positive relationships with students through the continuous recognition of their appropriate behaviors.

**The beginning of the day and end of the day mean so much to some of these students.

More Ways to Enhance Student Motivation and Improve the Classroom

ClimateNon-contingent attention (“reach outs”)• Positive feedback• Intermittent celebrations (“Sleboda Slide”)• Class-wide motivation systems

“Students may forget what you said but they will never forget how you made them feel.”

How Do We Know SSC-B© Implementation is Working?

• There is a reduction in discipline incidents for the targeted behavior by the end of the 3-week period, if not much sooner!

• The staff sees the positive changes in students' and peers’ behavior in both documentable and observable forms during and after the three-week period.**Good things happen when staff members

realize that they have the power to make school-wide changes!

SSC© at Ward L Myers Elementary

Single School Culture – Behavior (2008 – 2009)

Single School Culture – Climate (2009 – 2010)

Single School Culture – Academic (2010 – 2011)

• Bee Prepared to Learn• Bee in Control• Bee Respectful• Bee a Problem Solver

Myers Manners Behavior Expectation

Plan

“Norming” Hallway Process• We brainstormed behaviors the staff expected to

see/hear in the hallway.

• 20 items were listed that needed narrowed down to 5-7.

• The biggest debate…noise level (silent, quiet, what was quiet?).

• After 2 hours and a few minor roadblocks, we came to consensus. (See script handout)

• Script was read every morning on the announcements for the first 2 weeks of school and every Monday morning after that. After a long break, the script would be read again every morning for one week.

Bathroom “Norming”Hallway “norming” went great, why not tackle the bathroom?

• Process was the same as hallway…brainstormed what bathroom behavior should look/sound like.

• Went a little smoother since we had already done the “norming” process before. (See script handout)

• Biggest discussion was how we were going to train our students if we (the teachers) were of the opposite gender and how we were going to hold the kids accountable when they were in the restroom.

• Quarterly MVP assembly included more reinforcing of SSC through music. We introduced the new song…”Taking Care of Business” for bathroom “norming”.

After

• Scripts for bathroom and hallway were read daily the first week back to school as well as every Monday for the rest of the school year.

• Faculty and staff re-trained hallway and bathroom procedures.

• Conducted assembly…promoting SSC© through music and pop culture. Skit was performed which incorporated songs for

hallway and restroom “norming” as well as PSSA prep.

Recap the

Process

Cafeteria “Norming”

• Climate in the cafeteria needed to be changed (how students and cafeteria staff interacted).

• “Café Team” met every Wed. for 4 months.

• Ideas were presented to the faculty and the norming process began for cafeteria.

• Consensus was reached. We needed to incorporate rewards and positive reinforcement into the daily cafeteria routine. (See script handout).

• Reward choices

Introducing…MVP’s…Myers Very Positive

Students

How MVP’s Work

• Create a positive atmosphere where the kids are motivated to be respectful, in control, prepared to learn, and a positive problem solver.

• Students can receive a wooden nickel when caught following Myers Manners.

• End of the day he/she goes down to the office, fills out a postcard that gets sent home, and adds his/her name to the lotto board.

• Every morning, the student names from the day before are read over the announcements.

• When a row on the lotto board is filled, the students in that row are announced in the morning and are permitted to pick a small prize out of our “MVP – Muncy Indian Treasure Chest” (handmade by one of our faculty).

Reinforcing SSC ©(Single School Culture) Through Music!

• Concept– Provide students a learning tool– Use Music and Lyrics to teach rules– Repeat, Role Model, and Reinforce

“We Are Family…Here at Myers Elementary!”

Reinforcing SSC© (Single School Culture) Through Music!

Obstacles!• Attempted to reach too many

goals• Needed more reinforcement for

students and faculty• Needed to re-norm bathroom

more frequently• Challenge of cafeteria monitors

implementing cafeteria incentive plan

• Differing philosophies on the norm for cafeteria atmosphere

What’s in Your Backpack?

What motivators will

you use to reinforce

Single School Culture at

your school?

Now It’s Your Turn!Group Activity:• Help us teach

Myers Manners

• Using a Popular Song

• With Audience Participation

School Climate is what happens when grown-ups are not around.

Preble and Taylor, 2009

What is School Climate?

SSC ©at Ward L Myers ElementaryYear Two

• SSC – Behavior• Revisit “norming” for Hallway, Restrooms, and

Cafeteria• Continue Assemblies

• Kick-off• Quarterly Assemblies• Student Participation in Assemblies

• Implement SWIS™ for tracking school-wide student behaviors

• Create “Cool Tools” lessons to reinforce “norming” process.

SSC ©at Ward L Myers ElementaryYear Two (cont’d.)

• SSC©– C limate• Conduct Parent Climate Survey (Nov. ’09)• Conduct Teacher Climate Survey (Nov. 09)• Conduct Student Climate Survey K-6 (Mar. ’10)• Analyze Climate Survey Data• Develop Climate Action Plans based upon

Survey Data Analysis

"Let us not be content to wait and see what will happen, but give us the determination to make things happen."

--Horace Mann

School-Wide PBS

Based on the work of Drs. Sugai & Horner www.pbis.org

Classroom

Non-classroomFamily

Student

Schoo

l-wide

Comm

unity

Relationship Between School and Community

Positive Behavior Support (SWPBS™)

• Isn’t about changing individuals- it’s about changing the environment

• Putting proactive systems in place for a continuum of support in the behavioral and academic realm

• Develop 3 - 5 positive expectations for behavior

• Tell kids what to do instead of what not to do

• Teach, Model, Practice, Praise & Encourage Expected Behavior

• Monitoring & evaluation• Give booster shots (Oct., Dec., Jan., Mar.,

May)

• Continuum of Support for ALL students

Components of School-Wide Positive Behavior Support

(SWPBS)™

School Wide Behavior Systems - Universal

•Targets 100% of Students•Clear Expectations All Settings -Teach Behaviors

•Rules, Routines, and Physical Arrangements•Effective Instruction

•Policy of Consistent Administrator and Staff Implementation

Targeted Interventionsfor At-Risk Students

•Increased cues and prompts•Intensified instruction•Small group•Some individual interventions

Intensive:

•Chronic Behavior Problems•FBA, BIP,

• Interagency Support

Tier 31-5% of Students

Tier 25-10% of students

Tier 180-90% of students

SWPBS™ Framework

• >80% of students can tell you what is expected of them and give behavioral example

• Positive adult-to-student interactions exceed negative (should be 4 to 1)

• Function based behavior support is foundation for addressing problem behavior

• Data and team-based action planning and implementation are operating

• Administrators are active participants• Full continuum of behavior support is available

to all students

What Does SWPBS™ Look Like at Tier 1?

• Students receive at least 4 positive comments for every correction.

• Students greet adults who enter the building.

• Hallways are quieter.• Lunchrooms are less noisy.• Teachers are talking about academics

instead of behaviors.

What does a SWPBS™ school sound like at Tier 1?

What does a SWPBS™ school feel like at Tier 1?

• Students report feeling safer• Teacher’s report higher morale and less

turnover rate.• Administrative staff report having more

time to deal with students on a personal level and not on a behavioral level.

• Parents report feeling more positive about the school.

• People look forward to Mondays, and Tuesdays, and….

• If many students are making the same mistake it typically is the system that needs to change not the students.

• Teach, monitor, and reward before relying on punishment.

SWPBS and the ABCF’s of Behavior

• Antecedent: What happens before the behavior

• Behavior: The target behavior as defined in the behavior matrix

• Consequence: What happens as a result of engaging in the behavior

• Function: Why we engage in behavior

School Wide Information System™(SWIS*)

• Web-based software system• Collects & Summarizing Discipline• Data collected used for:

– Internal decision making– Plan design with individual students

(Tier 2)– Collect aggregated data over time*www.swis.org

School Wide Information System™(SWIS) cont’d…

• SWIS™ generates individual and group reports in the following categories:– Number of discipline referrals per month– Type of problem behaviors– Locations of problem behavior events– Problem behavior events by time of day– Students grouped by problem behaviors

What Are Cool Tools?

Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix.

Designing a Cool Tool

STEP ONE: Select the skill to be taught1. Skills are taken directly from the behavioral

matrix2. Select skills based on the trends in your data

STEP TWO: Write the lesson plan1. Name the skill & align to Standard and school-

wide expectationRESPECT: Say My Name, Please

2. Introduce the rule/skill3. Demonstrate the rule/skill4. Provide acknowledgment and feedback

Consider this…Consider this…

Until we have defined, taught, modeled, Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is practiced, reinforced and re-taught, it is

unethical for adults to punish………unethical for adults to punish………Rob

Horner

Based on the work of Sugai & Horner 2005- Pyramid by Laura Riffel

School-Wide Systems for Student Success:A Response to Instruction and Intervention

(RtII) Framework

What happens if we do not intervene?

• Three years after leaving school, 70% of antisocial youth have been arrested (Walker, Colvin, & Ramsey, 1995)

• 82% of crimes are committed by people who have dropped out of school (APA Commission on Youth Violence, 1993)

What does work?• These same research reviews

indicate that the MOST effective response to school violence is a comprehensive approach that includes:× social skills training× academic restructuring× behavioral interventions

The real reason the dinosaurs became extinct.

Closure: Can you…?

• Define Single School Culture (SSC)©• Identify and Explain the Components of SSC ©• Identify and Explain Risk Factors and Protective

Factors in SSC ©• Explain the “norming” process in SSC©• Create a building-wide positive reward system• Define School-Wide Positive Behavior Support

(SWPBS)™• Explain the three-tier structure of SWPBS ™• Compare and contrast SSC ©and SWPBS™

Resources• Levine, David A. Building Classroom Communities.

Bloomington, IN: Solution Tree, 2003.• Lerner, Mark D. It’s OK Not to be OK…Right Now. New

York: Mark Lerner Associates Press, 2006.• Sprick, Randy, Mickey Garrison, Lisa M. Howard.

CHAMPs: A Proactive and Positive Approach to Classroom Management. Eugene, OR: Pacific Northwest Publishing, 1998.

• Sprick, Randy and Lisa M. Howard. The Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans. Eugene, OR: Pacific Northwest Publishing, 1995.

• Websites:– http://www.behaviordoctor.org/– http://www.pbis.org/– http://www.swis.org/

Any Questions???

www.muncysd.org