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1 ATL/PBS Creating a School-wide System of Behavioral Support.

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1 1 ATL/PBS Creating a School-wide System of Behavioral Support

2 2 Agenda Welcome and History MMSD Guiding Principles Current Practices PBIS Overview/theory/components Break 9:40 am Common Expectations: Matrix Work Lunch 11:30 am Acknowledgments and Celebrations Break 1:30 pm Inappropriate Behaviors Below/Bottom Line Kick off and Sustainability Sharing Out and Closing

3 3 MMSD Guiding Principles Team Time What resonates with you? How does this document fit with beliefs in your building?

4 4 Why a positive approach to discipline? Most common responses to at risk students are punishment and exclusion (Lipsey, 1991; Tolan & Guerra, 1994) Punishment, counseling and psychotherapy are the least effective responses to reduce antisocial and violent behavior in group settings (Gottfredson, 1997; Kazdin, 1985; Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994) Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness and dropping out (Mayer and Sulzer-Azaroff (1991)

5 5 What does a system need to include? Body of evidence that enables us to identify strategies that are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996) –Community building –Safe skills –Social Skills instruction –Positive recognitions and celebrations –Teaching procedures and routines

6 6 Team time Current practicesWho is responsible Needs Community Social Skills Safe Skills Positive celebrations and recognitions Teaching procedures and routines

7 7 One Thought “ Intelligence plus character. That is the goal of true education.” M artin L uther K ing Jr.

8 8 What PBIS is… A process that emphasizes the creation of systems that support the adoption and durable implementation of evidence-based practices and procedures. An interactive approach that includes opportunities to correct and improve four key elements used in Universal PBS focusing on:

9 9 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Child Behavior OUTCOMES Supporting Social and Academic Competence & Behavioral Development Supporting Decision Making 4 PBS Elements

10 10 What PBIS is not… A “Train and Hope” model A “Get Tough” model Not limited to any particular group of children – it’s for all children Not a specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…its based on a long history of behavioral practices &effective instructional design & strategies

11 11 Who should use PBIS? Schools that want to: Improve general activity & school climate & community relations Decrease dependence on reactive disciplinary practices Maximize impact of instruction to affect skill development and behavioral competency Improve behavioral supports for students with emotional & behavioral challenges

12 12 The Big “BIG” Ideas 1.Decide what is important 1.Decide what is important for youth to know 2.Teach what is important 2.Teach what is important for youth to know 3.Keep track 3.Keep track of how youth are doing 4.Make changes 4.Make changes according to the results

13 13 “Positive Behavior Supports Biggest Idea!” Instead of working harder, schools have to establish systems/processes and use data and practices that enable them to work smarter. PBS Enables Schools To… –Establish a small number of priorities ABOVE THE LINE strategies “do less, better” –Consolidate/integrate whenever possible “only do it once” –Specify what is wanted & how you’ll know when you get there “invest in a clear outcome and assess progress” –Give priority to what works “invest in a sure thing”

14 14 Primary Prevention: “Above the Line” School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT

15 15 PBS Emphasizes Instruction and Prevention at Each Tier Universal Tier “Above the Line”  GOAL: To increase social learning and reduce new cases of problem behavior Secondary Tier  GOAL: provide targeted interventions with a continued focus on asset development and skill- building. Tertiary Tier  GOAL: reduce the intensity and complexity of existing occurrences of severe problem behaviors

16 16 School-wide Practices of ATL/PBS Define *3-5 School-wide Above the Line Expectations Teach /Precorrect *Direct Instruction of expectations Teaching Matrix, Cool Tools *In the moment reminders Boosters, pre-corrections Model/ adults practice what we preach Practice/ kids practice what we teach Acknowledge *Daily recognition social, tangible *Weekly/quarterly grade-level/whole school celebrations Reteach *Classroom procedure for minor problem behaviors * Discipline Referral for major problem behaviors

17 17 What does ATL/PBS look like? >80% of students can tell you what is expected of them & give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Function based behavior support is foundation for addressing problem behavior. Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students

18 18 OUTCOMES SYSTEMS DATA RTI PRACTICES/STRATEGIES ABOVE THE LINE Supporting Decision Making Supporting Student Learning and Behavior Supporting Social Competence & Academic Achievement School Wide Supporting Staff Learning and Behavior ADULT COMMUNITY – ABOVE THE LINE Strong, Focused Leadership Shared Vision and Planning Common Beliefs and Behaviors Shared Professional Development Adult Community Building SCHOOLWIDE/CLASSROOM PRACTICES ABOVE THE LINE Rule Creation Fix It/Logical Consequences Morning Meeting Celebrations Infused Social Skills across Curriculum Collaborative Problem Solving Behavior and Academic Choice Classroom Meetings Classroom Organization Pro-active Adult Modeling Positive Teacher Language Working with Families SCHOOLWIDE – ABOVE THE LINE Aligned Policies, Practices, and Procedures Resource Allocation All-School Activities Family and Community Involvement Physical Environment

19 19 School-wide Above the Line Expectations 3-5 positively and broadly stated expectations For example:  Be Safe  Be Respectful  Be Ready

20 20 Above The Line Be Safe Be Responsible Be Respectful Below the Line Bottom Line

21 21

22 22 Behavior/ATL MATRIX Clearly define expected behaviors for classroom and non-classroom settings

23 23 School-Wide Behavior/ATL Matrix PURPOSES: Defines the Expected/ATL Behaviors for Specific Settings. hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground Creates the “Curriculum” that will guide the teaching of expected behaviors. Enhances communication among staff and between students and staff.

24 24 Behavior/ATL Matrix ClassroomLunchroomBusHallwayAssembly 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 paperReturn 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

25 25 HallwayLunchroomPlaygroundRestroom Be Safe Be Responsible Be Respectful Behavior/ATL Matrix

26 26 Team Time 3-5 School-Wide Above the Line Expectations Create your Behavior/ATL Matrix (complete and examine)

27 27 Acknowledgement plan Establish a continuum to encourage/celebrate expected behaviors

28 28 Purposes of Acknowledgments Reinforce the teaching of new behaviors Encourage the behaviors we want to occur again in the future Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not Strengthen positive behaviors that can compete with problem behavior Prompt for adults to recognize behavior

29 29 Guidelines for Use of Rewards/Acknowledgements to Build Intrinsic Motivation Move from other-delivered to self-delivered highly frequent to less frequent (intensive teaching to practice/pre-correction) predictable to unpredictable tangible to social Individualize

30 30 Examples- Welch Elementary


32 32 Examples of Reinforcements School Bucks “Golden Plunger” Reinforcements: first in line, extra recess Closed Circuit TV announcements and PA announcements “Shout Outs” Dances, Field Trips Staff celebrations and recognitions Assemblies Showcase student talent All STAR, Super STAR, Rock STAR Social Skills Skits Social Action Projects and Service Learning Multimedia presentations – photos, video Staff Reminders to Reinforce Rubberbands on your wrist switch when giving an acknowledgement Daily “Badges”

33 33 *PBIS/ATL School-Wide Acknowledgment Matrix Type WhatWhenWhereWho High Frequency In the moment, predictable (e.g., Gotchas, Paws, High Fives, etc) Redemption of high frequency (e.g., school store, drawings) Unpredictable/Intermittent (e.g., surprise homework completion treat, random use of gotchas in hallway) Long-term School-wide Celebrations School climate, school-wide target met (e.g., ice cream social, dance, game day)

34 34 Discouraging Inappropriate Behaviors Below the Line – Fix-it Plans=Teacher responsibility Bottom Line = Administrative responsibility

35 35 Below the Line Bottom Line

36 36 T- CHART OF BEHAVIOR Classroom Managed BELOW THE LINE Behaviors Office-Managed BOTTOM LINE Behaviors

37 37 WhatWhen Who Staff Students Families Sustainability: PBIS/ATL Kick Off

38 38 Ongoing Support Day Two – January 22 or other date??????? –Social Skills curriculum –Data –Ongoing process (team member roles, kick offs & sustainability) Contact us: –Rachel Saladis –Karen Windels –Sara Knueve

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