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School-Wide Positive Behavior Support: Getting Started

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Presentation on theme: "School-Wide Positive Behavior Support: Getting Started"— Presentation transcript:

1 School-Wide Positive Behavior Support: Getting Started
George Sugai OSEP Center on PBIS University of Connecticut May 24-25, 2006

2 PURPOSE Enhance capacity of school teams to provide the best behavioral supports for all students…...

Establish leadership team Establish staff agreements Build working knowledge of SW-PBS practices & systems Develop individualized action plan for SW-PBS Office Discipline Data EBS Self-Assessment Survey Team Implementation Checklist

4 Getting to these objectives
Rationale & features Implementation practices, structures, & processes Outcomes & examples Brief activities & team action planning

5 Challenge #1

6 Challenge #2

7 Competing, Inter-related National Goals
Improve literacy, math, geography, science, etc. Make schools safe, caring, & focused on teaching & learning Improve student character & citizenship Eliminate bullying Prevent drug use Prepare for postsecondary education Provide a free & appropriate education for all Prepare viable workforce Affect rates of high risk, antisocial behavior Leave no child behind Etc….

8 Challenge #3

9 Challenge #4

10 SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)

11 Context Matters: Examples
Individual Student vs. School-wide

12 “Reiko” What would you do?
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher. What would you do?

13 “Kiyoshi” What would you do?
Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student. What would you do?

14 “Mitch” What would you do?
Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly. What would you do?

15 “Rachel” What would you do?
Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

16 Fortunately, we have a science that guides us to…
Assess these situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003

17 However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

18 “141 Days!” Reiko is in this school!
Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Reiko is in this school!

19 5,100 referrals = 76,500 min = 1,275 hrs = 159 8 hrs

20 Kiyoshi is in this school!
“Da place ta be” During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell. Kiyoshi is in this school!

21 Mitch is in this classroom!
“Cliques” During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this classroom!

22 Rachel is in this school!
“Four corners” Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners. Rachel is in this school!

23 “FTD” You are in this School!
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card You are in this School!

24 Questions! What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools? Are these environments safe, caring, & effective? Context Matters!

25 Messages Repeated! Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

26 2 Worries & Ineffective Responses to Problem Behavior
Get Tough (practices) Train-&-Hope (systems)

27 Worry #1 “Teaching” by Getting Tough
Runyon: “I hate this f____ing school, & you’re a dumbf_____.” Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

28 Immediate & seductive solution….”Get Tough!”
Clamp down & increase monitoring Re-re-re-review rules Extend continuum & consistency of consequences Establish “bottom line” ...Predictable individual response

29 Reactive responses are predictable….
When we experience aversive situation, we select interventions that produce immediate relief Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others

30 When behavior doesn’t improve, we “Get Tougher!”
Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming …..Predictable systems response!

31 Erroneous assumption that student…
Is inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow…….

32 But….false sense of safety/security!
Fosters environments of control Triggers & reinforces antisocial behavior Shifts accountability away from school Devalues child-adult relationship Weakens relationship between academic & social behavior programming

33 Science of behavior has taught us that students….
Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function

34 Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phloem, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

35 2001 Surgeon General’s Report on Youth Violence: Recommendations
Establish “intolerant attitude toward deviance” Break up antisocial networks…change social context Improve parent effectiveness Increase “commitment to school” Increase academic success Create positive school climates Teach & encourage individual skills & competence

36 Worry #2: “Train & Hope”

37 Development “Map” 2+ years of team training Annual “booster” events
Coaching/facilitator school & district levels Regular self-assessment & evaluation data SIG & Center on PBIS for coordination & TA

38 Role of “Coaching” Liaison between school teams & PBS leadership team
Local facilitation of process Local resource for data-based decision making

39 Supporting Social Competence &
Academic Achievement 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Supporting Student Behavior

40 Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE
Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings SAY: One of the most important organizing components of PBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally and in an on-going manner to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide PBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide PBS approach. ~80% of Students

41 Designing School-Wide Systems for Student Success
Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures 1-5% 1-5% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive 80-90% Universal Interventions All settings, all students Preventive, proactive 80-90%

Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” CO PBS Agreements FCPS Data-based Action Plan SAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps. Evaluation Implementation

43 Team-led Process Non-Teaching Meetings Family Behavioral Capacity
Priority & Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted. Teaching Communications Start with Team that “Works.”

44 Initiative, Project, Committee
Working Smarter Initiative, Project, Committee Purpose Outcome Target Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group

45 Sample Teaming Matrix Initiative, Committee Purpose Outcome
Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Marlee, J.S., Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met School Spirit Committee Enhance school spirit Improve morale Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades Eric, Ellen, Marlee, Otis, Emma

46 3-4 Year Commitment Top 3 School- Wide Initiatives 3-Tiered Prevention
Logic Agreements & Supports Coaching & Facilitation Administrative Participation Dedicated Resources & Time SAY: Although verbal behavior is a poor predictor of change in actual behavior, securing agreements and commitments from school staff establishes an understanding and priority for the school-wide PBS effort. Agreements must focus on a long term commitment to a prevention and action-based approach to system change. Administrator presence, and resources should be established before action plan implementation. If possible, frequent and regular external coaching or facilitation (prompting/reminding) should be arranged to keep school leadership teams on task and track. The “Team Implementation Checklist” can be used as a self-assessment tool by teams or a monitoring guide for facilitators. See Appendix 3.

47 Leadership Team Review
Work as team for 10 minutes Complete “Establishing Team Membership” (1 p. 4-5) Touch “Committee Group Work” (6) Touch “Guidelines for Conducting Leadership Team Meetings” (3) Touch “EBS Self-Assessment Survey” (4) Present 2-3 “big ideas” from your group (1 min. reports)

48 Self-Assessment Efficient Systems of Data Management Existing
Discipline Data Data-based Action Plan Team-based Decision Making Multiple Systems Evidence- Based Practices SAY: Team should work from a specific action plan that specifies (a) what needs to be achieved, (b) what needs to be done, (c) who needs to do the work, (d) what resources are needed to achieve the desired outcome, (e) when the outcomes need to be achieved, (f) how progress will be monitored. Data must be collected to specify the above features of an action. A variety of data sources should be considered: The EBS Survey allows staff members to give their perception of what is in place and the degree to which it needs to be improved. (Appendix 4). 2. Office discipline referrals are collected in most schools and represent an excellent source of information to determine the general effectiveness of the school-wide discipline systems. (See Academic achievement data also can be used to identify which students might need behavioral supports. Other information also might be available to guide how the action plan is developed and implemented, for example, (a) attendance/tardy patterns, (b) bus citations, (c) staff/parent recommendations. The Team Implementation Checklist (Appendix 3) can be used as an implementation self-monitoring tool, especially, w/r to systems level elements of school-wide PBS. SWIS



51 Referrals by Problem Behavior

52 Referrals per Location

53 Referrals per Student

54 Referrals by Time of Day

55 Do we need to tweak our action plan?
+ If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment Do we need to tweak our action plan? How often? Who? What? Where? When? How much? If problem, Which students/staff? What system? What intervention? What outcome?

56 Discipline Data Review
8 minutes Complete “Discipline Referral Data Self-Assessment” Checklist (9) Report 2-3 “big ideas” from your team discussion (1 min. reports)

57 School-wide Positive Behavior Support Systems Classroom
Setting Systems Nonclassroom Setting Systems Individual Student Systems School-wide Systems

58 1. Common purpose & approach to discipline
School-wide Systems 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 SAY: Although most schools have a written conduct of conduct or discipline policy which is important, it tends to focus on procedures for processing rule violations (5.). Effective school-wide discipline systems have a matching and strong proactive component that teaches and encourages prosocial behavior, and provides an on-going progress monitoring system. The remaining five items are important but difficult to sustain without clear school-wide investments and structures in place.

59 Classroom-wide positive expectations taught & encouraged
Setting Systems 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 SAY: Effective classroom environment is important because well-organized and managed classrooms provide opportunities for teachers to teach and students to learn both academic and social skills. If you were to visit these classrooms, you would see these practices on a daily basis. The “Classroom Practices Self-Assessment” in Appendix 5 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

60 Positive expectations & routines taught & encouraged
Nonclassroom Setting Systems Positive expectations & routines taught & encouraged Active supervision by all staff Scan, move, interact Precorrections & reminders Positive reinforcement SAY: All teachers and educational leaders know that what happens in the non-classroom settings (e.g., hallways, cafeterias, playgrounds, parking lots, etc.) can carryover into the classroom (and vice versa). In nonclassroom settings, academic instruction isn’t available to engage students and serve as a behavior management strategy. Educational leaders must ensure that effective practices are in place in nonclassroom settings. The most important evidence-based practice is “active supervision.” The “Active Supervision and Nonclassroom Setting Self-Assessment” in Appendix 6 can be used by educational leaders, teams, or facilitators to assist staff in reflecting on their own teaching practices and to develop individual or group action plans for professional development.

61 Behavioral competence at school & district levels
Individual Student Systems 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 SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS. To be effective in supporting high-need students, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

62 Organizational Features
Common Vision ORGANIZATION MEMBERS Common Experience Common Language

63 Redesign Learning & Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

64 Few positive SW expectations defined, taught, & encouraged

65 Jesse Bobo Elementary June 8, 2004 SC


67 Carmen Arace Intermediate, Bloomfield

68 Reviewing Strive for Five
Be respectful. Be safe. Work peacefully. Strive for excellence. Follow directions. McCormick Elem. MD 2003

69 Identifying School-wide Expectations
11 minutes Select different spokesperson Review/develop positively stated school-wide expectations (1 p. 6-7) 3-5 positively stated Mutually exclusive Comprehensive Contextually appropriate Present 2-3 “big ideas” from your team (1 min. reports)

70 Expectations & behavioral skills are taught & recognized in natural context

71 MATRIX Expectations SETTING All Settings Hallways Playgrounds
Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. TEACHING MATRIX Expectations

72 MATRIX Expectations SETTING All Settings Hallways Playgrounds
Cafeteria Library/ Computer Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. TEACHING MATRIX Expectations

73 Teaching Matrix Activity
Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Respect Others Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others

74 Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC

75 RAH – at Adams City High School (Respect – Achievement – Honor)
Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism

76 RAH – Athletics RAH Practice Competitions Eligibility Lettering
Team Travel Respect Listen to coaches directions; push yourself and encourage teammates to excel. Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc. Show up on time for every practice and competition. Show up on time for every practice and competition; Compete x%. Take care of your own possessions and litter; be where you are directed to be. Achievement Set example in the classroom and in the playing field as a true achiever. Set and reach for both individual and team goals; encourage your teammates. Earn passing grades; Attend school regularly; only excused absences Demonstrate academic excellence. Complete your assignments missed for team travel. Honor Demonstrate good sportsmanship and team spirit. Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct. Show team pride in and out of the school. Stay out of trouble – set a good example for others. Suit up for any competitions you are not playing. Show team honor. Cheer for teammates. Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

77 P Perseverance Holding to a course of action despite obstacles
• Stay positive • Set goals • Learn from mistakes R Respect To show consideration, appreciation, and acceptance • Respect yourself • Respect others • Demonstrate appropriate language and behavior I Integrity Adherence to an agreed upon code of behavior • Be responsible • Do your own work • Be trustworthy and trust others D Discipline Managing ones self to achieve goals and meet expectations • Strive for consistency • Attend class daily; be on time • Meet deadlines; do your homework E Excellence Being of finest or highest quality • Do your personal best • Exceed minimum expectations • Inspire excellence in others      NEHS website, Oct. 26, 2004

78 E’ Ola Pono- to live the proper way School Behavioral Standards
All Settings Walkways Playground Recess P.E. Cafeteria Restrooms Arrival/ Dismissal Assembly Field Trips Kuleana Be Responsible Be on time Be prepared w/ necessary supplies Be accountable for choices Respond to/complete tasks Keep area clean & litter free Plan ahead Walk directly to destination Take care of equipment/facilities Plan appropriate times for drinks/ restroom visits Have lunch card ready Be orderly in all lines Flush Turn off water Use restroom at designated times Use facilities for intended purposes Have money/pass ready Listen attentively Keep hands and feet to yourself Turn in paperwork/$ on time Wear appropriate footwear/clothing Bring home lunch Ho’ihi Respectful Use appropriate voice Listen to/follow directions of staff Respect self, others property Be polite/use manners Express appreciation Accept/respect differences in people Use quiet voices when classes are in session Be a good sport Include others in your play Use proper table manners Eat your own food Observe privacy of others Use polite words and actions Listen to JPO’s supervisors and bus driver Use quiet voice and polite words on bus Focus on program Sit quietly Clap at appropriate times Care for the field trip site Listen to speakers Laulima Cooperative Be helpful Participate with a positive attitude Be patient; share/ wait your turn Acknowledge others Play in designated areas only Keep movement flowing Share equipment and play space Follow rules/ procedures Wait patiently/ quietly Enter/exit vehicles in an orderly fashion Share bus seats Sit properly in designated area Enter/exit in an orderly fashion Remain seated unless asked to do otherwise Stay with your chaperone/group Malama Be Safe Immediately report dangerous situations Remain in designated areas Practice healthy behaviors/universal precautions Use appropriate footwear Follow safety rules in all areas Walk at all times Avoid rough, dangerous play Use equipment properly Wash hands Chew food well; don’t rush Use designated restroom Walk Wait in designated area Remain seated when riding the bus Watch out for traffic Use crosswalk only Be careful when approaching or leaving the stage area Use the buddy system Follow school/bus rules King Kaumualii on Kauai

79 Walkways Kuleana: Be Responsible Plan ahead
Walk directly to destination Ho’ihi: Be Respectful Walk quietly when classes are in session Laulima: Be Cooperative Keep movement flowing Share equipment and play space Malama: Be Safe Walk at all times Walkways King Kaumualii on Kauai

80 Playground / Recess / P.E.
Kuleana: Be Responsible Take care of equipment/facilities Plan appropriate times for drinks/restroom visits Ho’ihi: Be Respectful Be a good sport Laulima: Be Cooperative Follow rules/ procedures Malama: Be Safe Avoid rough, dangerous play Use equipment properly King Kaumualii on Kauai

81 Cafeteria Kuleana: Be Responsible Have lunch card ready
Be orderly in all lines Ho’ihi: Be Respectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

82 Field Trips Kuleana: Be Responsible Turn in paperwork/$ on time
Wear appropriate footwear/clothing Bring home lunch Ho’ihi: Be Respectful Care for the field trip site Listen to speakers Laulima: Be Cooperative Stay with your chaperone/group Malama: Be Safe Use the buddy system Follow school/bus rules King Kaumualii on Kauai

83 “Cool Tool” Skill Name Getting Help
(How to ask for assistance for difficulty tasks) Teaching Examples 1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student.

84 Teaching Academics & Behaviors

85 “Traveling Passports”
Precorrecting new kids in Tigard, Oregon Procedures Meet with key adults Review expectations Go to class

86 Character Education Easy to change moral knowledge difficult to change moral conduct To change moral conduct... Adults must model moral behavior Students must experience academic success Students must be taught social skills for success

87 Teaching Expectations
Meet as team for 9 minutes Review/develop procedures for teaching school-wide expectations (1 p. 8-10) (5) Present 2-3 “big ideas” from your team (1 min. reports)

88 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

89 Acknowledge & Recognize

90 Janney Jan 06

91 McCormick Elementary School, MD
The Lucky Winner Is . . .

92 Cougar Traits in the Community Student Name __________________________________ Displayed the Cougar Trait of: Respect Responsibility Caring Citizenship (Circle the trait you observed) Signature _____________________________________________ If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

93 Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002 Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

94 “Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

95 McCormick Elementary School, MD
Monitoring Dismissal

96 “Bus Bucks” Springfield P.S., OR Procedures Review bus citations
On-going driver meetings Teaching expectations Link bus bucks w/ schools Acknowledging bus drivers

97 “Super Sub Slips” Empowering subs in Cottage Grove, OR Procedures
Give 5 per sub in subfolder Give 2 out immediately

98 “Positive Office Referral”
Balancing positive/negative adult/student contacts in Oregon Procedures Develop equivalent positive referral Process like negative referral

99 “Piece of Paper” In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment

100 Acknowledgements 10 minutes
Review/develop what your school does to formally acknowledge positive student social behavior (1 p ) Report 2-3 “big ideas” from your table discussion (1 min. reports)

101 Team Managed Staff Acknowledgements Effective Practices Implementation
Continuous Monitoring Administrator Participation Staff Training & Support SAY: School leadership teams and educational leaders should never implement an action plan until the people and resources are organized to support an initially successful implementation. As indicated previously, the effort must begin with agreements and commitments by a majority of the staff (>80%). However, maximizing accurate and consistent implementation of an action plan requires attention to these elements.

102 “80% Rule” Apply triangle to adult behavior!
Regularly acknowledge staff behavior Individualized intervention for nonresponders

103 “Golden Plunger” Involve custodian Procedure
Custodian selects one classroom/ hallway each week that is clean & orderly Sticks gold-painted plunger with banner on wall

104 North Myrtle Beach Primary June 8, 2004 SC

105 “Staff Dinger” Reminding staff to have positive interaction Procedures
Ring timer on regular, intermittent schedule Engage in quick positive interaction

106 “1 Free Period” Contributing to a safe, caring, effective school environment Procedures Given by Principal Principal takes over class for one hour Used at any time

107 “G.O.O.S.E.” “Get Out Of School Early” Procedures Or “arrive late”
Kids/staff nominate Kids/staff reward, then pick

108 Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval
Team-based Decision Making & Planning Evaluation Continuous Monitoring Effective Visual Displays Regular Review SAY: No implementation effort should be conducted without a means of assessing for progress toward action plan goals and objectives. All data mentioned previously that are used for action planning should be included in an on-going data monitoring system for measuring progress. One of the most relevant and commonly available school data-bases is office discipline referrals. To be effective, office discipline referrals must have elements that are clearly defined, have been agreed upon by all staff, and have routines for regularly review and decision making. For more information about the features of high quality office discipline referral systems, see and Appendix 9 for Office Discipline Referral Forms and Checklists.

109 Sample websites (www.)

110 Tools ( EBS Self-assessment
TIC: Team Implementation Checklist SSS: Safe Schools Survey SET: Systems School-wide Evaluation Tool PBS Implementation & Planning Self-assessment ISSET: Individual Student Systems Evaluation Tool (pilot) SWIS: School-Wide Information System (

111 Action Planning: Guidelines
Agree upon decision making procedures Align with school/district goals. Focus on measurable outcomes. Base & adjust decisions on data & local contexts. Give priority to evidence-based programs. Invest in building sustainable implementation supports (>80%) Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)

112 Action Planning (3:00) Review “big ideas” Logistics
Content from today Build action plan (what, when, how, who) “Getting Started” (1) SW PBS (B) EBS Self-Assessment Survey (4) School data Logistics Complete & return TIC (2) TODAY Develop report to staff Build data-management (C/9) capacity Schedule next team meeting date Report 2-3 planned activities from your team action planning (1 min.)

113 PBIS Messages Measurable & justifiable outcomes
On-going data-based decision making Evidence-based practices Systems ensuring durable, high fidelity of implementation

114 To Conclude Create systems-based preventive continuum of behavior support Focus on adult behavior Establish behavioral competence Utilize data based decisions Give priority to academic success Invest in evidence-based practices Teach & acknowledge behavioral expectations Work from a person-centered, function-based approach Arrange to work smarter

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