1. August 28 th 2014 Learning Improvement Day Cascade High School Positive Behavior Instructional Supports

2. Visualizing Success: Please take a few minutes to complete this activity. The ultimate behavior prevention system

8. When behavior doesn’t improve, we “Get Tougher!” Zero tolerance policies Increased surveillance Increased suspension and expulsion In-service training by expert Alternative programming A predictable, systemic response, but…

9. based on the erroneous assumption that students: Are inherently “bad” Will learn more appropriate behavior through increased use of “aversives” Will be better tomorrow

10. Science of Behavior has Taught Us that Students: Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences Do learn better ways of behaving by being taught directly and receiving positive feedback…

11. What PBIS is and is not: It is:It is not: PBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior with all students. What is in room 211/212. A specific practice or curriculum, but rather a general approach to preventing problem behavior Limited to any particular group of students, but rather for all students New, but rather is based on a long history of behavioral practices and effective instructional design strategies

12. The 12’s know: The PBIS mindset pays off “It comes down to taking care of the people in your program and making them the best they can be—not giving up on them and never failing to be there for them.” – Coach Carroll Pete Carroll Philosophy – short clip Pete Carroll voted “coach most NFL players want to play for”

13. Traditional Approach to Service Delivery General Education Intensity of Problem Amount of Resources Needed To Solve Problem Sea of Ineligibility Special Education

14. Levels of Support “Response to Intervention” Intensity of Problem Amount of Resources Needed To Solve Problem General Education Special Education General Education With Support

15. School-wide and Classroom-wide Systems 1.Identify a common purpose and approach to discipline 2.Define a clear set of positive expectations and behaviors 3. Implement procedures for teaching expected behavior 4.Differentiate supports from a continuum of procedures for encouraging expected behavior 5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior 6. Implement procedures for on-going monitoring and evaluation

16. Non-classroom Setting Systems Classroom Setting Systems Individual Student Systems School-wide Systems SW Application of Positive Behavior Support

17. ADAPTED FROM: Geierstanger, S. P., & Amaral, G. (2004). School-Based Health Centers and Academic Performance: What is the Intersection? April 2004 Meeting Proceedings. White Paper. Washington, D.C.: National Assembly on School-Based Health Care. Mental Health Factors Academic Outcomes Educational Behaviors Student mental health problems (anxiety, depression, anger, trauma) High-risk Behaviors (e.g. Substance use) Student social-emotional wellbeing & resilience Educator social- emotional wellbeing & competence Attendance Behavioral problems Academic engagement Interpersonal problems Academic motivation Attitudes Toward School School Connection Graduation/Drop-out College entry Grades/ school performance Standardized test scores School climate Teacher Retention Mental health and academic outcomes

18. Establish 3 to 5 behavioral expectations (e.g., safe, respect, responsible) Teachable Positively stated (Dos not Don’ts) Memorable Class-Wide PBS: Teach, model, cue, and reinforce Teach, model, cue, and reinforce behavioral expectations

19. Teaching expectations on a regular basis in all settings (small group, hallways, lunch, etc.) Activate students’ frontal lobes by reminding them of the expected behaviors before they begin the activity or go to the next setting Class-Wide PBS: Teach, model, cue, and reinforce Teach, model, cue, and reinforce behavioral expectations

20. Model (i.e., show) examples and non-examples of behavioral expectations Showing students what to do and what not to do Practice and feedback (i.e., role play) Create situations and allow students to practice the behavioral expectations Class-Wide PBS: Teach, model, cue, and reinforce Teach, model, cue, and reinforce behavioral expectations

21. Cue expectations by providing visual signals or nonverbal prompts Everyone can benefit from a prompt or a cue now and then to remind them of the expected behavior Helps bring the expectations to the forefront of the students mind during a particular activity Class-Wide PBS: Teach, model, cue, and reinforce Teach, model, cue, and reinforce behavioral expectations

22. Reinforce students when they exhibit behavioral expectations (catch students behaving good) Praise & positive recognition Earn rewards (stickers, pencils, toys) Privileges (first in line, extra free time, class helper, preferred seat, etc.) Class-Wide PBS: Teach, model, cue, and reinforce Teach, model, cue, and reinforce behavioral expectations

23. 16 Proactive Classroom Management Strategies Relationship StrategiesProcedural Strategies 1. Strategically and intentionally establishing positive relationships with all students in the class 2. 5 to 1 ratio of positive to negative interactions (Magic ratio) 3. Smiling and being nice 4. Positive greetings at the door to precorrect and establish a positive climate 5. Communicating competently w/ students 6. Organizing a productive classroom 7. Providing numerous opportunities to respond 8. Classroom rules/expectations and procedures are visible and known by every student 9. Teach, model, and reinforce social-emotional skills 10. Transitions are managed well 11. Independent seatwork is managed and used when needed 12. Teacher proximity and mobility 13. Motivation system to reward desirable behavior 14. Goal setting and performance feedback 15. Visual schedule of classroom activities 16. Effective cuing systems to release and regain attention

24. Maintaining the Relationship: Not Taken Students for Granted 24 The 5 to 1 ratio of positive to negative interactions with students (the “Magic Ratio”) Paying attention to behavior to positively recognize and reinforce students (not taking for good behavior for granted) Positive interactions consist of words, gestures (thumbs up), or physical contact (pat on the shoulder, high five) that have a positive quality to them and are delivered in response to desirable behavior 5:1 Gets the job done!!!

25. Good Behavior Game: Group management procedures that increases academic engagement and reduce disruptive behavior at times when students are likely to misbehave

26. Good Behavior Game 26 Group-based behavior management 28 independent replications across different grade levels, types of students, and settings Prevents substance abuse, antisocial behavior, and school dropout Interdependent group contingency Capitalizes on human nature Social influence and competition

27. Good Behavior Game Scoreboard Team 1Team 2 Points(+): Points(+): Fouls (-): Fouls (-):

28. Small Group Work Time…

29. Strategically and intentionally establishing positive relationships with ALL students 29 Basics of building a relationship (trust, understanding, & connection): Spending individual ‘child time’ Child guides activity, open-ended questions, validation, and reflective listening Keep track of relevant information about the student and reference when appropriate Special occasions, pets, family members, hobbies, likes/dislikes Become an expert about what the kid culture (what it means to be a kid these days)

30. POSITIVE TEACHING is warm, supportive, understanding, and encouraging while being firm, consistent and clear with limits and boundaries.  HIGH Nurturance  HIGH Expectations  HIGH Respect DOMINATING TECHING is harsh, punitive and rigid. “You better or else.”  LOW Nurturance  HIGH Expectations  LOW Respect PERMISSIVE TEACHING is inconsistent enforcement of rules, or no rules at all and a need to be a pal, more than a parent.  HIGH Nurturance  LOW Expectations  MODERATE Respect UNENGAGED TEACHING is inconsistent presence in a child’s life. Too busy for or inconvenienced with parenting.  LOW Nurturance  LOW Expectations  LOW Respect Recipe for Teaching Success

31. PBIS Team (Robert Aguilar, Jill Jackson, Nicole Eells, Debbie Gomes, Bill Stengele, Tim Gravelle, Jen Stockdale) Main Messages School Positive Climate Systems Team Commitments, LIF, HS Partnerships, Providing Resources at Staff Meetings 3-5 Year Plan Implementation towards effective school wide success. Pride in the Caf

32. Brene Brown on Vulnerability If time permits: TED Talk