Positive Behavioral Interventions & Supports (PBIS) Day 2

Acknowledgements Mary Bechtel Susan Bogart Steve Goodman Anna Harms Sue Mack Norman McIntyre Melissa Nantais Jennifer Rollenhagen Kim St. Martin Brenda Tarsa Stephaine Williams Sheila Williams-White Jerry Zielinski Content was based on the work of: –Rob Horner, Anne Todd, University of Oregon –George Sugai, University of Connecticut The material for this training day was developed with the efforts of…

To make this day the best possible, we need your assistance and participation Be Responsible –Attend to the “Come back together” signal –Active participation…Please ask questions Be Respectful –Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations –Share “air time” –Please refrain from and Internet browsing Be Safe –Take care of your own needs Setting Group Expectations

When you see this, it means... This is an important idea!

Outcomes By the end of Day 2, participants will have A common understanding of the importance of explicit teaching of schoolwide behavioral expectations and begun developing lesson plans for teaching behavioral expectations. A common understanding of the need to monitor behavior as part of the Schoolwide Positive Behavioral Interventions and Supports (PBIS). A common understanding of the importance of acknowledging appropriate behavior and begun developing a system for acknowledging appropriate behavior within their school. A common understanding of the use of various sources of data for making decisions regarding the implementation of Schoolwide PBIS. 1

Agenda Teaching Behavioral Expectations Monitoring Expected Behavior Acknowledging/Encouraging Expected Behaviors Data-Based Decision Making 2

5.0 Teaching Behavioral Expectations

“If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we……..... ……….teach? ………punish?” “Why can’t we finish the last sentence as automatically as we do the others?” Tom Tom Herner (NASDE President ), 1998

Big Ideas In Positive Behavioral Interventions & Supports Identify & define expectations Teach expectations Monitor expected behavior Acknowledge/Encourage expected behavior Use data for decision making Correct behavioral errors (continuum of consequences) Yesterday January, along with classroom management

Teaching Academic and Behavior DEFINE Simply MODELMODEL PRACTICE in Setting ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously 28

Contrasting Positive and Negative Examples of Behavioral Expectations Purpose: to help students better understand the parameters of what is and what is not the expected behavior- helps to “Define the Edges” Choose examples that best “fit” the general case of the behavior expectation Choose nonexamples that are: –Close to being examples of expected behavior rather than outrageous nonexamples –Typical of what students do when they are not engaged in the expected behavior 28

Provide multiple examples and non-examples from Engelmann S., & Carnine, D. (1991). Theory of instruction: Principles and applications. Eugene, OR: ADI This is galoof. This is not galoof. Is this galoof? This is galoof. Is this galoof?

Process for Teaching Behavioral Expectations Define the Expectation Provide a Rationale Teach the Critical Discrimination –Demonstrate Appropriate Behavior –Demonstrate Unacceptable Behavior –Practice telling the difference with multiple examples If there is a “signal” teach the signal (when should the appropriate behavior occur?) Have everyone practice the appropriate behavior Acknowledge students for demonstrating appropriate behavior 29

Teaching behavior expectations like academic lessons at Woodward

Hopkins Teaching Expectations Example

Students participate in communicating behavior expectations at Holland Heights

Arcadia Elementary Parkwood UpJohn Hillside Middle School Milwood Middle School PostersPostersPostersPosters PostersPostersPostersPosters

Use Behavior Matrix to Create Behavior Lesson Plans

Expected Behavior Lesson Plan Sample # 1 30

Expected Behavior Lesson Plan Sample # 2 31

Teaching Behavior Expectations in Hallway: East Elementary Presentation: By grade, students will file into hallway. Facilitator will announce expectation to the group, define it, and discuss the rationale. Volunteers will then demonstrate the incorrect way to act safe and respectful in the hallway (e.g., touching and pushing others, looking around and not paying attention, talking in line, and turning around looking and talking to other students.) Students that are observing will rate the performance by holding up pre-made signs that either say, “wrong way” or “right way”. A set of students will then demonstrate the expectation the right way (e.g., walking with hands at sides and feet to self, watching where class is going, no talking, looking straight ahead.) Students will then be asked to hold the signs up again. Volunteers will be acknowledged with reinforcers (pencils/erasers). Practice: Each individual class will be asked to demonstrate. The remaining class(s) will rate the demonstrating classroom with performance cards. Reinforcement: Provide specific verbal praise to students after practice session. After completion of training, each student will get a punch on the card with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4) bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained, the card will be worth a snow cone or free popcorn. Follow-up Plan: Daily, for the first three weeks of school, teachers provide precorrections (reminders about what the hallway expectations are as part of transition to specials, re-entry after recess, and dismissal). Weekly, next four weeks of school. Students will be reinforced with tickets. A video will be created to show students as needed for reinforcement. Materials Needed: Facilitator for lesson, Volunteers to do skit (classroom teachers for particular grade levels, Kim, Miriam, Special teachers), Performance cards, Video recorder, tickets, punch cards, and reinforcers.

Teaching Behavior Expectations in Hallway: East Elementary Reduction in Major Discipline Referrals

Critical Features of Effective Behavioral Expectation Lessons Behavior expectation is clearly identified Lesson is being taught in the location Rational provided Examples provided Examples “fit” the general case Non-examples are provided Non-examples are similar to examples of expected behavior Non-examples are typical of what students do Opportunities to practice Expected behavior(s) acknowldeged 32

“Critique” the Lesson 32

Use the “Behavior Expectation Lesson Plan” worksheet to create your own lesson plan(s) for teaching behavior expectations for the 1- 2 key areas identified yesterday on your matrix.Use the “Behavior Expectation Lesson Plan” worksheet to create your own lesson plan(s) for teaching behavior expectations for the 1- 2 key areas identified yesterday on your matrix. If you have previously created lesson plans for all areas in your school, use the Critical Features Checklist to identify any areas in need of improvement. If you have previously created lesson plans for all areas in your school, use the Critical Features Checklist to identify any areas in need of improvement. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 33

Teach Behavioral Expectations Teach in the actual settings where behaviors are to occur Teach both: (a)the words (b)the actions Build a social culture that is predictable and focused on student success. 34

“Traveling Passports” Precorrecting new kids Procedures –Meet with key adults –Review expectations –Get “Passport” stamped –Go to next teaching location Sandy Hill Elementary Cameron School Portage Community High School

Important to teach behavior within the context you want it to occur Loftis Elementary Muskegon Hts., MI Parkwood-UpJohn ElementaryLoftis Elementary 34

How will your school conduct the teaching of behavior expectations in the setting where the behavior should occur? Use the “Teaching Behavior Expectations Schedule of Events – Fall 2011” worksheet to record your plan. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 34-35

When to Teach Expectations Teaching Sessions –Younger students: minutes sessions –Older students: longer teaching sessions First week- every day First month- every Monday Throughout year- first day back from extended vacations When new person (student or staff) joins class 34

Other times we have found helpful Prior to an assembly or special program Prior to a substitute teacher coming Prior to a change in routine When data suggests a need for a refresher

Booster Trainings There will be times when we all need a more intensive refresher across campus. –When might those times may be? –What will the format booster training look like? How will you introduce/teach new students and staff?

Using Data to Make Decisions about Teaching Your school’s expectations are: –Show Respect –Be an Active Learner –Be Prepared –Show Self-Control Each month your school focuses on teaching one expectation during homeroom and in the ISS room

This is your school’s baseline data. In which months do you think your school should consider a booster training?

What expectation should your school focus on teaching next month?

Keeping in mind that you need to teach students the behaviors where they typically occur, in what locations on campus do students need a “refresher”?

Use games to reteach behavior expectations Jeopardy format with questions and answers regarding behavior expectations in different settings (Hallways for $200 please) Are you Smarter Than a 5 th Grader with questions about how students should behave BINGO using behavior expectations

Reviewing Behavior Expectations by Using Technology Are you Smarter Than an 8th Grader? Milwood Middle School

Milwood Magnet (Middle) School: Behavior expectations review using sentence strips

Getting Students Involved in Reviewing Expectations Parkwood-UpJohn Music Class Congress Elementary School Assembly

Reviewing Behavior Expectations in Many Different Ways Vandenboom School Song  Be Safe  Be Respectful  Be Responsible  Be Safe  Be Respectful  Be Responsible

Story Starter 6th grade class At our school, we believe that everyone should be respectful, responsible and safe. Last week I noticed another student following these rules by….

Reviewing behavior expectations with students at Pentwater Middle School

Teaching Behavior Expectations: Booster Lessons South Range Elementary School- Recess Expectations

Lincoln Park Elementary: Reviewing Expectations with Door Contest

How will your school conduct the re-teaching of behavior expectations? Use the “Teaching Behavioral Expectations: Yearly Schedule of Events” worksheet to record your plan. Team Time Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done 36-37