1. VTPBiS Regional Coordinators Meeting December 2013

2. Welcome and Introductions

3. AGENDA  Purpose of Regional Coordinator Meetings  Networking Activity  Review of VTPBiS Supports  Navigating VTPBiS Training and Implementation  VTPBiS Student and School Acknowledgements  Updates and Info

4. Why Meet? Top three reasons to have these meetings: 1. Share ideas and strategies with peers 2. VTPBiS Professional Development and Updates 3. Practice Using Data for Problem-Solving and Action Planning

5. Activity!!!  Separate into groups.  Select up to three of the following PBIS topics:  Teaching Behavior Expectations  Acknowledgement Systems  Defining and Responding to Problem Behavior  Using Data for Problem Solving  PBIS Potluck  Discuss: What do you do at your school? What are your successes and challenges? What are your questions?  Select a reporter to share two highlights of your discussion

6. State TAs Implementation Coaches SU/District Coordinators School Coordinators Administrator and Leadership Team School & Community VTPBiS Supports

7. VTPBiS – How supports are provided

8. Important VTPBiS Resources: 1. VTPBiS Professional Development Calendar 2. VTPBiS Calendar of Activities 3. Monthly Newsletter 4. www.pbisvermont.org www.pbisvermont.org 5. Other websites

9. Acknowledging Our Students and Our Schools 1. Adult Attention 2. Effective Positive Feedback 3. Tangible Reinforcement System 4. School Acknowledgements Adapted from Tim Lewis presentation, Missouri PBIS

10. Terminology  Acknowledgment  Encouragement  Recognition  Reinforcement  Reward  Positive Feedback  Praise  Teacher Approval

11. Adult Attention Two types of adult attention: 1. Non-contingent–attention provided regardless of student performance  Greetings, proximity, smiles, conversations, jobs, etc. 2. Contingent - provided based upon student performance of an identified expectation or behavior  Praise, positive feedback, reinforcement, tangible item.

12. Positive Effects of Non-Contingent Attention As teachers report that positive student- teacher relationships increase, the number of suspensions students receive decrease. As students report an increase in positive emotional quality in the student-teacher relationship, the number of behavior referrals received decrease and the amount of time on- task increases. Decker, Dona, & Christenson, 2007

13. Low Rates of Teacher Attention Average teacher fails to take advantage of the power of attention. Approval statements for academic responses far outweigh those for social behavior. Highest rates of attention for social behavior occur in 2 nd grade and decrease dramatically after that. Teachers respond more frequently to inappropriate social behavior than to appropriate social behavior. This attention inadvertently maintains or increases the misbehavior.

14. Preferred Adult Behaviors Behaviors that impact student affect, compliance, and learning:  Proximity  Listening  Eye Contact  Pleasant Voice  Smiles  Touch  Use of Student’s Name

15. Activity: Adult Attention & Preferred Behaviors Think-Pair-Share Think about: 1) the preferred behaviors you appreciate someone using with you 2) how you give attention to students and the preferred behaviors you regularly use and 3) the preferred behaviors you could improve. Share with your partner.

16. Positive Feedback Verbal reinforcement; a form of social reinforcement that provides information on successful behavior while reinforcing or increasing the likelihood that behavior will be repeated.

17. Positive Feedback  Essential to change and sustain behavior.  Recognizes successes or efforts at tasks that are difficult for the child.  While general praise contributes to a pleasant classroom, it is insufficient to build and sustain desired behavior.  Students need clear specific feedback on classroom expectations and behaviors.

18. Effective Positive Feedback 1. Specifically describe the behavior: Explicitly define what was done that you want to continue. Like a video-tape replay. Expressed using the words of classroom expectations. “When I said it was time to begin, you cleared off your desk, got your materials out immediately, and began working quickly.”

19. Effective Positive Feedback 2. Provide a rationale: Explain the reason why the behavior is important. Teach the benefits of the behavior and the impact it has on them and others. Typically includes stating the classroom expectation and what the student might expect could happen if they use the appropriate behavior. “Getting started right away shows cooperation, and you will likely have less homework.”

20. Effective Positive Feedback 3. Can include a positive consequence:  Positive feedback alone may be sufficiently reinforcing.  When behavior requires a great deal of effort, pairing verbal feedback with tangible or activity reinforcement may be helpful.  When using a positive consequence, always pair with specific positive feedback.  Promote ownership; student “earns,” teachers do not “give.” “Because you got started so quickly, you have earned a Cardinal Card.”

21. Putting It All Together “When I said it was time to begin, you cleared off your desk, got your materials out immediately, and began working quickly. Getting started right away shows cooperation, and you will likely have less homework. Because you got started so quickly, you have earned a Cardinal Card.”

22. Sincere and Appropriate Feedback  Use a genuine, warm, sincere response that is appropriate for the situation and the individual.  Use a variety of phrases, showing spontaneity and credibility.  Find own style to communicate sincere care and concern. “Super job walking quietly in your group! That shows respect to everyone. Thank you.” “Wow! What a great job of accepting correction. You looked right at me, said ‘okay,’ and didn’t argue or complain. When you do that you show respect and you can learn and avoid mistakes in the future. Why don’t you be the first to leave class today.”

23. Positive Feedback: Considerations Use Positive Feedback: Contingently– only when students demonstrate the desired behavior. Immediately– best when it closely follows the behavior; allow for clear connection between the behavior and the feedback. Frequently when trying to build a new behavior. Intermittently once the skill or behavior has been learned to maintain the behavior.

24. 4:1 Ratio  Establishes a predictable, positive environment  Appropriate behavior receives more attention than inappropriate.

25. Benefits of Positive Feedback “When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.” Davis, 2007

26. Tangible Reinforcers “I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride Ticket. The tangible helps staff remember to give recognition to students.” ~ Tim Lewis, PBIS National Center Co-Director

27. Tangible Reinforcers:  Help teachers be accountable for recognizing student behavior  Build a sense of community through group and class goals.  Enhance staff-student relationships.  Offer a gross measure of the frequency of positive feedback being provided; can help guide teachers to increase use of positive feedback.

28. Classroom Tangible System… … a hallmark of SW-PBS

29. Class Goal T = A = L = K = When students follow expectations, teacher makes a tally mark beside a letter. When class earns 25 marks after each letter, they have free time to talk with classmates.

30. Creative Ways to Use “Tickets”  Set class or school goals.  Write name on ticket and drop in raffle box.  Competition between groups, rows, etc.  Chart and graph tickets earned.  Marbles in a jar  Display tickets outside classroom door.  Make a line of tickets to go around the room.

31. Celebration of VTPBiS Schools! Vermont

32. Annual VTPBiS School Acknowledgements Banner Schools VTPBiS Schools of Recognition VTPBiS Schools of Merit VTPBiS Exemplar Schools

34. Banner Schools: Benson Village School Berlin Elementary Calais Elementary Clarendon Elementary Currier East Montpelier Northfield Elementary Northfield Middle PLUS Program Proctor Waitsfield Elementary

35. VTPBiS Schools of Recognition: Brighton Chamberlin Coventry Edmunds Elementary Fairfield Hinesburg Hyde Park NewBrook Northfield Middle Ottauquechee Proctor Putney Richmond Sheldon Williston

36. VTPBiS Schools of Merit: Bakersfield Bethel/Whitcomb Bingham Brewster Pierce Bridgewater Castleton Green Street Jericho Lakeview Orange Center Pownal

37. VTPBiS Exemplar Schools: Allen Brook School Barnet Dothan Brook School Folsom Jamaica Village Schools Newport Town Orleans St. Albans City School Wardsboro

38. Coordinator Meeting Schedule  March – Data Day Webinar  March – Regional Coordinators Meetings  May – Coordinator Webinar

39. Resources to support you: www.pbisvermont.org