Presentation on theme: "School Wide Positive Behavior Support Overview & Team Process"— Presentation transcript:
1 School Wide Positive Behavior Support Overview & Team Process Chris Borgmeier, PhDPortland State University
2 Challenge…Schools are facing an increasingly diverse and challenging population of students with fewer financial resourcesHow to enhance schools’ capacity to respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools.“Work Smarter”
3 Goals of this Training Series Develop and/or strengthen existing School-wide PBS systems at school sitesDevelop a district framework/support for ongoing support of PBS systems at school sitesProvide a clearer understanding of how to maximize PBS implementation efforts across all 3 levels of the triangle
4 Positive Behavior Support PBS is a broad range of systemic & individualized strategies for achieving important social & learning outcomes while preventing problem behavior with all students.
5 Cost Benefit Analysis Reactive Discipline v. PBS Oregon Middle School Example5100 referrals =76, min./referral= 1275 hrs.= hrs/dayalmost an entire school yearPrincipal was at work 16 hr./day and it didn’t helpImplemented PBS and referrals were reduced by over half in first year
6 Positive Behavior Support Is based on decades of research from the fields of:Behavioral theoryEffective InstructionSystems Change
7 PBS isNot specific practice or curriculum…it’s general approach to preventing problem behaviorNot limited to any particular group of students…it’s for all studentsNot new…its based on long history of behavioral practices & effective instructional design & strategies
8 Values of PBS & Mission for School PBS Teams Improving school/student performanceTying all efforts to the benefit of studentsNever changing things that are workingAlways making the smallest change that will have the biggest impact on students/school
9 CONTINUUM OF SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT School/Classroom- Tertiary Prevention:FBABSP for Students with High-Risk Behavior~5%Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior~15%Primary Prevention:School/Classroom-Wide Systems forAll Students,Staff, & Settings~80% of Students
10 School-wide Positive Behavior Support Systems Classroom Setting SystemsNonclassroomSetting SystemsIndividual StudentSystemsSchool-wideSystems
11 Components of SW PBS Focus of Year 1 School-wide System SW-PBS TeamSchool RulesDefine & Teach:ExpectationsRoutinesAcknowledgment SystemConsequences & Decision MakingHandbookClassroom SupportTraining/ Support opportunitiesIndividual Teacher SupportIndividual Student SystemTargeted Group InterventionsFBA/BSP – Intensive Individualized InterventionsFocus of Year 1
12 Positive Behavior Support Social Competence & Academic Achievement OUTCOMESSupportingDecisionMakingSupportingStaff BehaviorDATASYSTEMSPRACTICESSupportingStudent Behavior
13 Components of School Wide System Developing School RulesDefining & Teaching expectations across settingsDefining & Teaching School-wide routines in common areasAcknowledgment systemConsequences System & Decision Making
14 School Culture v. PBS Shell Developed materialsPosters on wallHandbookIs there staff participation and buy-in80% + participation by staffDo staff & students know rules?Is the acknowledgment system reaching all students?Is a leadership team focused on School-wide PBS programs meeting regularly to maintain the strength of SW-PBS systems?
15 School Culture v. District Culture District level -- PBS Leadership TeamSustainabilitySupport for schools through changes in school PBS team leaders, staff, and administratorsOngoing support to schools from district organization
16 Team Process PBS is active, alive -- not static It’s not something we’ve done – it’s something we’re doingRequires regular team meetings with a team that represents ALL school staffTeam keeps PBS alive through ongoing planning, support, and decision making to address needs as they ariseLooking at data & maintaining & developing programs to meet needs
17 SW - PBS GENERAL IMPLEMENTATION PROCESS TeamSW - PBS GENERAL IMPLEMENTATION PROCESSStaff FeedbackAgreementsData-basedAction PlanSAY: In general, the implementation of a school-wide PBS approach at the school level is built around five main implementation steps.EvaluationImplementation
18 Identifying SW-PBS Team members Team should be representative of all staffAcross grades, departments, houses in school (if multiple houses), classified staff, etc.Allows for all persons in school to have a voice or receive updatesEncourage teams to have a team leader who is not the building administrator
19 Non-Teaching Family Behavioral Capacity Priority & Status RepresentationSpecialized SupportAdministratorTeamCommunityData-basedDecisionMakingAdministratorStudentTeachingCommunicationsSAY: 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.
20 Responsibilities of Team Initially take the lead with development and implementation of SW PBS programsSeek feedback from staff throughout developmentAfter initial implementationMaintain SW PBS programsMonitor data and problem solve areas of concernContinued development of SW-PBS programsSecondary Prevention to support at-risk students (mid-triangle)
21 What is the focus of your current PBS team? Characteristics of Team focused on School-wide systemFocus on overall school climateFocus on maintenance and development of SW systemsEfforts impact all/majority of students in schoolEfforts of team aimed at influencing practices of all building staffLook at School-wide dataMay ID individual students, but not focused on support planningCharacteristics of Individual Student SystemFocus on individual students who pose significant behavioral concernsWork to develop plan for single student(s)Both teams are necessary, but the focus of each team is different & must be kept clear
22 Fostering Buy-in & Support Make PBS visible thru frequent updates and communication w/ staffBuild a PBS minute into all staff meetingsPost progress on PBS programs & data on a PBS Bulletin Board in the staff roomNo surprises, process is importantSeek feedback from all staffBefore finalizing decisions, get feedback from staffMake sure ALL staff have access to using the program – get the materials out
23 Fostering Buy-in & Support Administrative support and participation is essential, but I encourage you to have team members present PBS updates, so it doesn’t appear to be a top/down mandateBuild in incentives for staff participation in the programLink w/ student incentives – staff name drawn get prized parking spot for weekMight start with focus on prominent area of concern among staffMaybe hallways in middle schools offer significant concern
24 “80% Rule” Apply triangle to adult behavior! Regularly acknowledge staff behaviorIndividualized intervention for non-responders
25 School-wide Rules: Creating a Culture Chris Borgmeier, PhDPortland State University(503)
26 Guidelines for Developing School-wide Rules 3-5 Positively Stated RulesRules should be:Broad enough to cover all potential behaviorStated positivelyBrief and easy to rememberCatchy – personalized to your schoolCommon ExamplesBe Safe, Be Responsible, Be Respectful
27 Why 3-5 Positively Stated Rules? They are easier to Learn & RememberIncreased Generalization of Rules:Same rules can be used across staff & settings
28 Publicly Post School Rules Make easily visible rules posters & post them in every room/area of the schoolPosters should be visible from nearly any location in the schoolWhy Post the Rules?Prompts staff & students to acknowledge positive, not only negative behaviorIncreases accountability for staff and students to use language & follow rulesSigns can reduce personal focus of confrontation – now point to the rules poster and site school rule being broken, no longer my rule you’re breaking
30 Few positive SW expectations defined, taught, & encouraged
31 Increasing Staff Buy-In Staff (& student) buy-in can be increased if staff feel they are active in the development of programsGive staff (& students) opportunities to provide feedback and generate ideas in the developments of programs, including:School RulesPoster designGive regular updates & opportunities for staff feedback at monthly staff meetings
33 Plan Ahead (before school year & each day) Before we can teach, reinforce, and enforce anything in our classrooms,We must clearly define:fair behavioral expectations &effective behavioral routinesTo do this effectively, we must know:physical layout of the school# of studentsDaily school schedule (breaks, lunch, recess, etc.)Traffic patterns
34 Defining Expectations Guided by school rulesOutline expectations specific to each settingSeek input from staff, especially from those who work in specific settingsPositively stated expectationsWalk in the hallway v. No runningHelps cue staff to recognize positive, not just negative behaviorFocus on clear, specific behaviorsKeep hands & feet to self v. Keep body under control
35 Behavioral Expectation Grid Defining Expected Behavior across Settings School RulesSettingsBe SafeResponsibleRespectfulHallwayWalk on the right sideAllow others to passHold door open for person behind youHave a pass during class timeUse quiet voicesKeep hands & feet to selfPlaygroundStay in boundariesNo play fightingBe aware of people around youPut equipment away at breakInclude everyoneFollow game rules
36 Behavioral Expectation Grid Defining Expected Behavior across Classroom Routines School RulesBe SafeResponsibleRespectfulClassroomKeep hands and feet to self, know emergency drillsBe prepared and participateListen quietly, follow teacher directives, respect others thoughtsRoutineClass entryWalk quietly into the room and find seatTake out materials for this class, put other stuff on floor under deskTalk with an appropriate volume and respectful toneGroup Instr.Chair legs on floorKeep hands, feet and objects to selfBe prepared and ready to participateRaise your hand to speak & wait patiently; follow teacher directivesHallway PassWalk, look out for opening doors, sign out and take passGo directly to/from the location of your passTalk in a hallway voice, keep hands and feet to self
37 MATRIX Expectations SETTING All Settings Hallways Playgrounds CafeteriaLibrary/Computer LabAssemblyBusRespect OurselvesBe 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 OthersBe 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 mannersWhisper.Return books.Listen/watch.Use appropriate applause.Use a quiet voice.Stay in your seat.Respect PropertyRecycle.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.TEACHINGMATRIXExpectations
38 RAH – at Adams City High School (Respect – Achievement – Honor) ClassroomHallway/CommonsCafeteriaBathroomsRespectBe on time; attend regularly; follow class rulesKeep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to passPut trash in cans, push in your chair, be courteous to all staff and studentsKeep area clean, put trash in cans, be mindful of others’ personal space, flush toiletAchievementDo your best on all assignments and assessments, take notes, ask questionsKeep track of your belongings, monitor time to get to classCheck space before you leave, keep track of personal belongingsBe a good example to other students, leave the room better than you found itHonorDo your own work; tell the truthBe considerate of yours and others’ personal spaceKeep your own place in line, maintain personal boundariesReport any graffiti or vandalism
39 RAH – Athletics RAH Practice Competitions Eligibility Lettering Team TravelRespectListen 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.AchievementSet 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 absencesDemonstrate academic excellence.Complete your assignments missed for team travel.HonorDemonstrate 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.
40 E’ Ola Pono- to live the proper way School Behavioral Standards All SettingsWalkwaysPlaygroundRecessP.E.CafeteriaRestroomsArrival/ DismissalAssemblyField TripsKuleanaBeResponsibleBe on timeBe prepared w/ necessary suppliesBe accountable for choicesRespond to/complete tasksKeep area clean & litter freePlan aheadWalk directly to destinationTake care of equipment/facilitiesPlan appropriate times for drinks/ restroom visitsHave lunch card readyBe orderly in all linesFlushTurn off waterUse restroom at designated timesUse facilities for intended purposesHave money/pass readyListen attentivelyKeep hands and feet to yourselfTurn in paperwork/$ on timeWear appropriate footwear/clothingBring home lunchHo’ihiRespectfulUse appropriate voiceListen to/follow directions of staffRespect self, others propertyBe polite/use mannersExpress appreciationAccept/respect differences in peopleUse quiet voices when classes are in sessionBe a good sportInclude others in your playUse proper table mannersEat your own foodObserve privacy of othersUse polite words and actionsListen to JPO’s supervisors and bus driverUse quiet voice and polite words on busFocus on programSit quietlyClap at appropriate timesCare for the field trip siteListen to speakersLaulimaCooperativeBe helpfulParticipate with a positive attitudeBe patient; share/ wait your turnAcknowledge othersPlay in designated areas onlyKeep movement flowingShare equipment and play spaceFollow rules/ proceduresWait patiently/ quietlyEnter/exit vehicles in an orderly fashionShare bus seatsSit properly in designated areaEnter/exit in an orderly fashionRemain seated unless asked to do otherwiseStay with your chaperone/groupMalamaBe SafeImmediately report dangerous situationsRemain in designated areasPractice healthy behaviors/universal precautionsUse appropriate footwearFollow safety rules in all areasWalk at all timesAvoid rough, dangerous playUse equipment properlyWash handsChew food well; don’t rushUse designated restroomWalkWait in designated areaRemain seated when riding the busWatch out for trafficUse crosswalk onlyBe careful when approaching or leaving the stage areaUse the buddy systemFollow school/bus rulesKing Kaumualii on Kauai
41 Playground / Recess / P.E. Kuleana: Be ResponsibleTake care of equipment/facilitiesPlan appropriate times for drinks/restroom visitsHo’ihi: Be RespectfulBe a good sportLaulima: Be CooperativeFollow rules/ proceduresMalama: Be SafeAvoid rough, dangerous playUse equipment properlyKing Kaumualii on Kauai
42 Cafeteria Kuleana: Be Responsible Have lunch card ready Be orderly in all linesHo’ihi: Be RespectfulUse proper table mannersEat your own foodLaulima: Be CooperativeWait patiently/ quietlyMalama: Be SafeWalk at all timesWash handsChew food well; don’t rushCafeteriaKing Kaumualii on Kauai
43 Setting Fair & Reasonable Expectations By setting unreasonable expectations we set ourselves up to be inconsistent in enforcing expectationsInconsistency = reduced credibilityIf we believe expectations are unfair or unreasonable, we will not enforce themLining up in hallwayBe careful not to set yourself up with expectations you will not enforce
46 Teaching Behavioral Expectations & Routines Basic Strategy for Establishing Behavioral RoutinesExplainSpecify Student BehaviorsModel Desired BehaviorLead - Student Practice – each individual student should get an opportunity to practice the routineTest/ MonitorFollow-up -- reinforce & review regularly
47 Teaching Behavioral Expectations & Routine Make lessons fun and engaging, just like any lesson should beMake instruction developmentally appropriateLessons can be more challenging with older kids;may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rulesAlthough, practice is always very valuableChoose skills to teach wiselyPresentation & attitude are important
48 Difference between Teaching & Nagging Nagging = repeatedly stating to a student what they are doing wrongReactive responseTeaching provides students with support to ensure they can perform the expected behavior, with the opportunity to practice & clear feedback (positive feedback or corrective feedback)Can be used proactively or reactively
49 What great teachers do… Have students physically practice the behavior in the settingSimply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do itTeacher should demonstrate the wrong wayHave students explain why this is the wrong wayStudents should practice the right way
50 What great teachers do… Learning takes frequent practice of “doing it the right way”, so we build in frequent opportunities to practice the right way to do itStudents also need to know if they are doing it the right way or wrong way, so we…Provide immediate feedback when students do it the right way“great job of ….., that was just like we practiced”or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way“whoa, remember what we practiced, can you show me what we’ve been practicing?”
52 How will you teach expectations? Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.)Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson)Schedule specific times for trainings to occur across settingsHave principal & leadership team provide support across settings for teaching
53 Advanced TeachingHow will new students who move to your school be taught the lessons?How will new staff or substitute teachers be introduced to rules and expectations?How will review and booster sessions be handled?
54 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 punishmentDo 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?
55 Expectations & behavioral skills are taught & recognized in natural context
56 How will you teach expectations? Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.)Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson)Schedule specific times for trainings to occur across settingsHave principal & leadership team provide support across settings for teaching
57 Advanced TeachingHow will new students who move to your school be taught the lessons?How will new staff or substitute teachers be introduced to rules and expectations?How will review and booster sessions be handled?
58 “Traveling Passports” Precorrecting new kidsProceduresMeet with key adultsReview expectationsGo to class
59 “Cool Tool” Skill Name Getting Help (How to ask for assistance for difficulty tasks)Teaching Examples1. 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 Activity1. 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.
60 Tasks for teams Schedule site meetings Decide on School Rules/ evaluate current rulesComplete Expectations grid/ evaluate current gridDevelop lesson plans across settings/ evaluate current lessonsIdentify when and how lessons will be taughtGood to model a lesson for staffSchedule time at staff meeting to discuss SW PBS and programs in developmentShare & seek feedback from staff frequently