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

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

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

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. 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
Rachel
What do we do instead?

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

7. One Thought “ Intelligence plus character
One Thought “ Intelligence plus character. That is the goal of true education.” Martin Luther King Jr.

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

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

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” 13 13

14. 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:
“Above the Line”
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
In the past, school-wide discipline has focused mainly on reacting to specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions. Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective. Introducing, modeling, and reinforcing positive social behavior is an important of a student’s educational experience. Teaching behavioral expectations and rewarding students for following them is a much more positive approach than waiting for misbehavior to occur before responding. The purpose of school-wide PBS is to establish a climate in which appropriate behavior is the norm.
~80% of Students

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. 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. 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. SCHOOLWIDE/CLASSROOM PRACTICES
Supporting Social Competence &
Academic Achievement School Wide
SCHOOLWIDE –
ABOVE THE LINE
Aligned Policies,
Practices, and Procedures
Resource Allocation
All-School Activities
Family and Community
Involvement
Physical Environment
OUTCOMES
SYSTEMS
DATA
RTI
PRACTICES/STRATEGIES
ABOVE THE LINE
Supporting Staff Learning and
Behavior
Supporting
Decision
Making
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
ADULT COMMUNITY – ABOVE THE LINE
Strong, Focused Leadership
Shared Vision and Planning
Common Beliefs and Behaviors
Shared Professional Development
Adult Community Building
PBIS organizes the Host Environment
How decisions are made, (Data)
How things are done, (Systems) and
How staff interact with students (Practices),
Supporting
Student Learning and Behavior 18

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

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

22. Behavior/ATL MATRIX
Clearly define expected behaviors for classroom and non-classroom settings
Operationalize the expectations
The behavior teaching curriculum

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. 23 23

24. Behavior/ATL Matrix Classroom Lunchroom Bus Hallway Assembly
Behavior/ATL Matrix
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

25. Hallway Lunchroom Playground Restroom Be Safe Be Responsible Be
Behavior/ATL Matrix
Hallway
Lunchroom
Playground
Restroom
Be Safe
Be Responsible Be
Respectful

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

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

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 28

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 29

30. Examples- Welch Elementary30

31. “GOTCHA” BOXES 31

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. *PBIS/ATL School-Wide Acknowledgment Matrix
Type
What
When
Where
Who
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) 33

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

35. Below the Line
Bottom Line

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

37. Sustainability: PBIS/ATL Kick Off
What
When
Who
Staff
Students
Families

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