1. PBIS in Practice! Presented by Sherry Schoenberg & Cortney Keene

2. Today’s Learning Objectives : Review essential features of the PBIS framework Explore classroom management tools and strategies Understand the science of reinforcement Review function of behavior and its relationship to intervention Discuss how data systems inform intervention Address any questions or issues you have

3. Presentation Expectations Respect yourselfRespect Others Respect your Environment ●Allow yourself to listen to material and internalize. ●Attend to personal needs ●Ask questions ●Listen and react properly ●Listen to ideas of colleagues ●Whole Body Listening ●Silence your cell phones ●Keep comments on topic. ●Check messages and email after training. ●Carry in/Carry out Trash ●Take care of tables and chairs ●Leave the room the way it was left for you.

4. Activity: Watch the videos and answer the following Questions: 1.What positive teaching practices did you recognize? 2.What practices fit within the PBIS Framework? Video 1 http://video.louisville.edu/vod/flashmgr/sefrey01/Video/1 43826821775 Video 2 http://video.louisville.edu/vod/flashmgr/sefrey01/Video/1 438280021 What are Positive Teaching Practices?

5. Teachers establish smooth, efficient classroom routines. Teachers interact with students in positive, caring ways. Teachers provide incentives, recognition, and rewards to promote excellence. Teachers set clear standards for classroom behavior and apply them fairly and consistently Effective Classroom Management: What the Research Says

6. Develop Rules and Expectations around: General classroom behavior Beginning and ending of day or class period Transitions and interruptions Use of materials and equipment Group work Seatwork Teacher led activities Effective Classroom Management: Best Practices

7. Review the Class Climate and Culture Checklist Consider 1-3 action steps you will take to improve classroom management in your classroom/school Getting Your Classroom in Order

8. PBIS Refresher

9. Intensive individual interventions Targeted small group, short term individual interventions Universal practices ~ in place for 100% of the school population 80% 15% 5% Who Benefits from PBIS? Everyone!

10. TARGETED PREVENTION ●Check in/out ●Targeted social skills instruction ●Peer-based supports ●Social skills club INTENSIVE PREVENTION ●Function-based support ●Wraparound ●Person-centered planning UNIVERSAL PREVENTION ●Teach SW expectations ●Proactive SW discipline ●Positive reinforcement ●Effective instruction ●Parent engagement ~80% of Students ~ 5% ~15% Establishing a Continuum of School-Wide PBIS Support

11. Essential Features: 1.Purpose Statement 2.Defining behavior expectations 3.Teaching expected behavior 4.Acknowledging expected behavior 5.Discouraging problem behaviors 6.Creating procedures for record-keeping and decision making. PBIS at the Universal Level

12. Randolph Elementary School “The purpose of our PBIS team is to support optimal academic achievement and expected behavior by utilizing a proactive systems’ approach for creating and maintaining a safe and effective learning environment.” Essential Feature 1: PBIS Statement of Purpose

13. Ideas for keeping expectations visible: ●Posted in classrooms, hallways, computer wallpaper and/or screen saver ●Printed in the school handbook and websites ●Some schools have made videos of the behavior expectations ●Flags hanging in the hallway outside of classrooms ●Staff and/or student lanyards ●Hats, t-shirts, bracelets, bumper stickers Essential Feature 2: Defining Behavior Expectations

14. Why is it important? Behavioral errors more often occur because ○ Acquisition Deficits (can’t do) ○ Performance Deficits (won’t do) ○ Fluency Deficits (not enough practice) Repetition is key to learning new skills For a child to learn something new, it needs to be repeated on average of 8 times For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong) Essential Feature 3: Teaching Behavior Expectations

15. Essential Feature 3: Teaching Behavior Expectations Cont’d What does it look like?

16. Teaching Matrix SETTING All Settings Hallways Playground s Cafeteria Library/ Compute r Lab AssemblyBus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk.Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/fee t to self. Help/shar e with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watc h. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriatel y. Wipe your feet. Sit appropriatel y. Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES Teaching & Lesson Plans Essential Feature 3: Teaching Behavior Expectations Cont’d

17. Sections to Include: 1)SCHOOL-WIDE EXPECTATION 2)NAME OF THE SKILL 3)PURPOSE OF THE LESSON/WHY IT IS IMPORTANT 4)TEACHING EXAMPLES 5)KID ACTIVITIES/ROLE PLAYS 6)FOLLOW-UP REINFORCEMENT/ACTIVITIES Create Lesson Plans

18. Morning Meeting Rule Creation Pre-teaching and practice Classroom organization Role-playing Positive Teacher language Logical Consequences Interactive Modeling Collaborative problem-solving Responsive Classroom Characteristics

19. Attention Getter Clapping Call and Response

20. 1)Using the template provided, work with a partner to create/revise a Teaching Matrix for your setting 1)Review the lesson plan templates and examples. Draft a 10-15 minute (or less) lesson plan Activity

21. Essential Feature 4: Acknowledging Behavior

22. ●In order for youth behavior to change, adult behavior must change first ●Higher rate of positives than negatives (6-8:1 ratio) ●Timely, specific feedback increases learning ●Take into account the culture or context ●Link individual acknowledgement to overall benefit of others (Gable, Hester, Rock, & Hughes, 2009; Kerr & Nelson, 2006; Nafpaktitis, Mayer, & Butterworth, 1985; Scott, Anderson, & Alter, 2011; Stichter et al., 2009; Walker, Ramsey, & Gresham,2004) Essential Feature 4: Acknowledging Behavior Cont’d

23. What is it? consequence of behavior occurs immediately after a behavior What purpose does it serve? increases future frequency of behavior occurring What forms can it take? attention tangible avoid sensory If it does not increase likelihood of behavior occurring again, it is not an effective reinforcer. Essential Feature 4: Acknowledging Behavior/Reinforcement

24. Attention Getter “Class” “Yes”

25. The Office Video

26. Reinforcement Punishment Positive Negative Positive Negative A-B-C’s

28. Tokens- they are not reinforcement on their own for all kids and must be paired with what IS reinforcing (e.g. specific positive praise). The key with reinforcers is the VALUE of them. If the value drops then we need to pair more with other known reinforcement (e.g. teacher praise). Provided frequently Tokens also serve a reminder for the adults to acknowledge expected behaviors. Generalized Conditioned Reinforcers: Tokens

29. Attention Getter “Hocus Pocus” “Everybody Focus:

30. Video: Classroom Teacher Classroom Teacher Discuss at your table: 1)How does this fit into the PBIS framework? 2)What are the principles of reinforcement that you see in action? 3)How can you increase your use of these scientific principles in your classroom? Video

31. ●Tangible to Social –Tangibles are physical reminders to adults to provide reinforcement to students –Tangibles make it very overt to students that this is reinforcement ●External to Internal –Once students become more fluent with the skill, use of tangibles can be reduced Continuum of Positive Acknowledgements

32. Frequent to Infrequent –When students possess the skill, fade out the schedule of reinforcement Predictable to Unpredictable –Behaviors are more likely to be maintained when reinforcement is delivered upon intermittent schedules –Increases the power of the acknowledgements Continuum of Positive Acknowledgments Cont’d

33. What does it look like? -Preventing problem behaviors -Responding to minor problem behaviors -Responding to major problem behaviors Essential Feature 5: Discouraging Problem Behavior

34. -All behavior serves a function -Understanding the function of behavior allows for determining the most appropriate intervention strategy. -There are four: Escape/Avoidance, Attention, Tangible, Sensory -This can be simplified into TWO main functions: to get/obtain or avoid/escape Function

35. Positive Reinforcement Negative Reinforcement from Horner & Sugai at www.pbis.org Function: Two Basic Functions

36. The way we respond to behavior makes it more or less likely to occur BUT it still serves a function. If you attempt to punish (decrease) a behavior without teaching a replacement and reinforcing it (increase) that serves the same function the student will add another behavior to their repertoire that serves the same function that will likely not be desireable! Why does Function Matter?

37. Data How do we know?

38. Avg. Referrals Per Day Per Month Grade Student Problem Behavior Day of Week Location Time School-Wide Data SWIS Big 7: Core Reports

39. Where do we get the data? Office Discipline Referral (ODRs) forms for majors and minors At an individual level, this can give you a good idea of what happened before and after (antecedent and consequence) and also a possible motivation (function). This data helps you find patterns quickly so you can make decisions. Essential Feature 6: Procedures for Record Keeping and Decision Making

40. The sixth graders are disruptive & use inappropriate language in the cafeteria between 11:30 AM and 12:00 PM to get peer attention. Hypothesis

41. Prevention: Remove/alter “trigger” for problem behavior Teaching: Define, instruct & model expected behavior Reward: Expected/alternative behavior when it occurs; prompt as necessary Extinction: Increase acknowledgement of presence of desired behavior Corrective Consequence: Use non-rewarding/non-reinforcing responses when problem behavior occurs Data Collection: Indicate how you know when you have a solution Essential Feature 6: Using PBIS Data for Decision-Making

42. Prevention: Remove/alter “trigger” for problem behavior Maintain current lunch schedule, but shift classes to balance numbers. Teaching: Define, instruct & model expected behavior Teach behavioral expectations in cafeteria Reward: Expected/alternative behavior when it occurs; prompt as necessary Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days. Extinction: Increase acknowledgement of presence of desired behavior Encourage all students to work for “Friday Five”… make problem behavior less rewarding than desired behavior Corrective Consequence: Use non- rewarding/non-reinforcing responses when problem behavior occurs Active supervision and continued early consequence (ODR) Data Collection: Indicate how you know when you have a solution Maintain ODR record and supervisor weekly report Essential Feature 6: Using PBIS Data for Solution Development

43. SWIS Individual Data Example

46. Attention Getter “All right, Stop!” “Collaborate and Listen”

47. Look at the SWIS data of the student you have been given. What information about the student can you gather? Based on the function, talk to your group about possible interventions for this student. Activity

48. “When will it work?” Do Schools see Improvement?

49. 6 00 ODRs 25 days lost 198 ODRs 8.3 days lost 67% improvement 16.7 days of administrative and instructional time saved! Example: Vermont Elementary School with 195 Students

50. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior

51. 3-5 Years Stages of Implementation

52. PBISworld Gonoodle Vermont PBIS Wisconsin PBIS Cool Tools Cost/Benefit Calculator Other Tools and Resources

53. Teacher Says/DoesStudent Says/Does “Ready to Rock”“Ready to Roll” “Kapeesh”“Kapoosh” “Easy Peasy”“Lemon Squeezy” “W.w.w.”“dot zip it dot com” “Mac and cheese”“everybody freeze” Uses one spot to stand in silently to get attention Students are pretaught the spot and teacher only stands there to get attention “Rocketship, Satellite, Launchpad...blast off” Students put arms in specific movements More Attention-Getters

54. ...from a Dancing Guy Leadership Lessons...

55. Dothan Brook Video PBIS in Action

56. THANK YOU!