1. Lori Lynass, Ed.D.

2. Goal of this Training Overview of Schoolwide Positive Behavior Support (SWPBS) Establish Leadership Team Core Features Implementation Process Action Planning

3. What is going well and needs work at my school? What do you already know about PBIS? What are your goals from this training? 10 Minutes

4. The State of Education Address the social behavior of students; Continually deliver high quality instruction; Implement new initiatives; Meet professional growth goals; Serve an increasingly diverse student body. Paradoxically, as resources for intervention and individually designed instruction are decreasing, the number of students demonstrating problem behavior is increasing (Hawken, Vincent, & Schumann, 2008).

5. The State of Education

6. School Safety: A Top Concern Providing a safe, positive school climate, which engages students in their academic program and supports their social and behavioral development, has been an enduring goal of educators, parents, and policymakers (Barnoski, 2001; Shelton, Owens, & Song, 2009). The 39th Annual Phi Delta Kappa/Gallup Poll of the public's attitudes toward public schools found that addressing a lack of discipline, fighting, and violence were among the top priorities for respondents(Rose & Gallup, 2007).

7. Impact of Behavior on Schools More than 30% of our teachers will leave the profession due to student discipline issues and intolerable behavior of students (Public Agenda, 2004). Students can consume more than 50% of teachers’ and administrators’ time (U.S. Department of Education, 2000).

8. Student Wellbeing It is estimated that the number of students being identified as having an Emotional/Behavioral Disorder has doubled in the last 30 years (US Dept of Ed, 2007). One in five (20%) of students are in need of some type of mental health service during their school years, yet 70% of these students do not receive services (Surgeon General’s Report on Mental Health, 2011)

9. Ever Heard These? “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.” “Phoebe, I’m taking your book away because you obviously aren’t ready to learn.” “You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the Principal.”

10. The Challenge Exclusion and punishment are the most common responses to conduct disorders in schools. –Lane & Murakami, (1987) –Rose, (1988) –Nieto, (1999) –Sprick, Borgmeier, & Nolet, (2002) Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. –Mayer, 1995 –Mayer & Sulzar-Azaroff, 1991 –Skiba & Peterson, 1999

11. The Need for Prevention and Intervention Without prevention and early intervention, children at-risk of EBD are likely to: –Experience mental health problems, such as diagnoses of conduct disorder in adolescence and antisocial personality disorder in adulthood (Reid & Patterson, 1991; Conroy, Dunlap, Clarke, & Alter, 2005.) –Fail courses, drop out of school, not engage in postsecondary education, and have greater difficulties with social relationships and employment (Bullis & Cheney, 1999; Neel, Meadows, Levine, & Edgar, 1998).

12. What is School-wide PBS? School-wide PBS is: –A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students. Evidence-based features of SW-PBS –Prevention –Define and teach positive social expectations –Acknowledge positive behavior –Arrange consistent consequences for problem behavior –Collection and use of data for decision-making –Continuum of intensive, individual interventions. –Administrative leadership – Team-based implementation

14. Outcomes Systems: To sustain the implementation Data: For decision making Practices: Evidenced-based and doable SWPBS IMPLEMENTATION DRIVERS

15. Why implement SWPBS? Create a positive school culture: School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations.

17. What does it mean to have 633 less Discipline Referrals per year than 2006/07 57% Reduction in discipline referrals 155 students involved as opposed to 333 Equates to 37,980 more instructional minutes Or 633 more instructional hours. Or105.5 more school days. Which means More Time for Academics

18. PBIS Implementation & Office Referrals Reductions

19. Reading Data From the Same Three Schools

20. PBIS Video Creating the Culture of Change pbis.org

21. How is my school doing? Next we will assess what is in place and priority of the items for your school. This tool is deigned to guide your implementation of PBS. 20 Minutes

22. 10 Minute Break

23. Establishing the PBS Leadership Team

24. Who should comprise leadership team? Active administrator Representative building staff members, family members & students Members should be respected Members understand behavioral principles Members should be collaborative, critical examiners who are also supportive.

25. What are the duties of the leadership team? Examine school climate and behavior Create an action plan based on data Obtain staff commitment to the plan Evaluate progress through data Plan for professional development Meet regularly (Bi-weekly or Monthly)

26. Initiative, Committee PurposeOutcomeTarget Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All studentsEric, Ellen, Marlee Goal #2 Character Education Improve character All studentsMarlee, J.S., Ellen Goal #3 Safety CommitteeImprove safetyPredictable response to threat/crisis Dangerous students Has not metGoal #3 School Spirit Committee Enhance school spirit Improve moraleAll studentsHas not met Discipline Committee Improve behaviorDecrease office referralsBullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis Goal #3 Drug and Alcohol Committee Prevent drug useHigh/at-risk drug users Don Behavior Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All studentsEric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Teaming Matrix

27. ACTIVITY: The PBIS Leadership Team Identify any Redundant Teams/Committees Consider Membership for your PBIS Leadership Team Review Agreements for Getting Started Review the team membership form on your activities handout. Identify Actions Needed for Establishing a Team 10 Minutes

28. Defining School Social Expectations Purpose –Means of communication –Consistent communication Guidelines –Identify 3-5 Expectations – That Are the Desired Behaviors that Replace Your Problem Behaviors –Short, Positive Statements (what to do!) –Easy to remember For all students, staff, and settings –Matrix

29. School Rules NO Food or Gum NO Running NO Swearing NO Bullying Redesign Learning & Teaching Environment

30. Clear and Consistent Expectations

33. ACTIVITY: Identifying Positive Schoolwide SOCIAL Expectations Identify 3-5 Potential Schoolwide Expectations in your group If You Have Expectations – Do They Need Revising? Identify Actions as Needed for Expectations –How will you define these? 15 Minutes

34. Constructing the Behavior Matrix The behavior matrix identifies specific student behavior to meet school-wide expectations across various school settings It establishes universal expectations to guide all students and staff It provides teachers the language for giving behavioral feedback to students on school- wide expectations It uses positive statements

35. Translate Expectations into Specific Behaviors The behavior matrix is used to translate global schoolwide expectations for various all school settings The school identifies the settings to be considered The expectations and settings are placed on the matrix Specific, positively stated behaviors are identified for each expectation in each setting

38. Kuleana: Be Responsible Have lunch card ready Be orderly in all lines Ho’ihi: Be Respectful Use proper table manners Eat your own food Laulima: Be Cooperative Wait patiently/ quietly Malama: Be Safe Walk at all times Wash hands Chew food well; don’t rush Cafeteria King Kaumualii on Kauai

40. ACTIVITY: Construct a Universal Behavior Matrix Identify the Settings (Locations) in Your Schools for the Matrix (Hall, Cafeteria) Begin Your Behavior Matrix by Working on School Settings/Locations in Teams Define Behaviors in Positive Terms that Exemplify Your Schoolwide Expectations in these Settings 20 minutes

41. Lunch

42. Teaching Expectations

43. Behavioral Errors More often occur because:  Students do not have appropriate skills- “Skill Deficits”  Students do not know when to use skills  Students have not been taught specific classroom procedures and routines  Skills are not taught in context

45. Why Develop a System for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure 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)

47. A Comparison of Approaches to Academic and Social Problems We Assume: Student learned it wrong Student was (inadvertently) taught it the wrong way Next We: Diagnose the problem Identify the misrule/ reteach Adjust presentation. Focus on the rule. Provide feedback. Provide practice and review Finally We Assume: Student has been taught skill Will perform correctly in future We Assume: Student refuses to cooperate Student knows what is right and has been told often Next We: Provide a “punishment” Withdraw student from normal social context Maintain student removal from normal context Finally We Assume: Student has “learned” lesson and will behave in future Colvin, 1988

48. Teaching Expectations Teach at the start of the year and review when needed Define and offer a rationale for each expectation Describe what the behavior looks like Actively involve students in discriminating between non- examples and examples of the expectations Have students role play the expected behaviors Re-teach the expectations often Reinforce desired behavior Source: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

49. Creative Ideas: “Putting it into Practice” Provide lesson format for teachers to teach behavior Expand lesson plan ideas throughout the year Provide students with a script (actions and words) Teach behaviors in settings where behaviors occur Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) Recognize staff for creative activities Video students role-playing to teach expectations and rules and show during morning show – –High School Example

50. Examples of Teaching Expectations Video Clip from PBIS Training, & North Star Way http://www.youtube.com/watch?v=i3yw mqKN8dM&feature=relatedhttp://www.youtube.com/watch?v=i3yw mqKN8dM&feature=related

51. Teaching Expectations Discuss & Design a Lesson Plan in your group using the template provided. * An example plan is in your packet 20 Minutes

52. Using Data to Make Decisions about Teaching & Reviewing Expectations

53. What expectation should your school focus on teaching next month?

54. Teaching the Lessons How will your expectations be taught? How will lesson plans be further developed? How will you know when a re-teaching is needed? Discuss & write down needed action items for teaching expectations. 10 Minutes

55. 10 Minute Break

56. Reinforcing Desired Behavior

57. “Celebrate what you want to see more of." --Thomas J. Peters,

58. Reinforcement Systems: Rationale Focuses attention on desired behaviors Increases the repetition of desired behaviors Fosters a positive school climate Reduces amount of time spent on discipline Increases instructional hours

59. Reinforcement Systems: Typical Concerns “Aren’t we bribing them to do what they should do anyway?” “Where are we going to get the money to buy all that stuff?” “We are reinforcing materialism.” “It keeps them from learning intrinsic motivation.”

60. Reinforcement Systems: Responses We all need external motivators. Not every child knows what they should do to be successful in school. Motivators can be free or donated. Reinforcers do not have to be tangible. Intrinsic motivation is not automatic. Some students need help learning to feel good when they do the right thing.

61. Starbucks PBS Example

62. Washington High Franklin Pierce School District Desired Behaviors Reinforced

63. Tomcat Tickets

64. TICKET BOX

65. Reinforcement Systems: Planning Get input on possible reinforcements. Consider menus to accommodate different needs. Determine how students will earn reinforcement (group/individual). Decide how reinforcers will be distributed and managed. Align school wide system with classroom systems. Keep it simple.

66. Reinforcement Systems: Types of Reinforcement Social (lunch with friends, principal, teacher) Activity (dance, assembly, picnic) Sensory (music, books/magazines) Token Economies (school store) Tangibles (treasure box)

67. Reinforcement Systems: Guidelines for Implementing Encourage every staff member to reinforcement positive student behavior and review often Reward frequently in the beginning (4 to 1 minimum) Ensure that earned = kept Provide equal access to reinforcement for all students Collect data on frequency of reinforcement

68. Eagle Pride Store

69. Donation Round-Up

70. Dolphin Pride Awards

71. “Bus Bucks” Procedures –Review bus citations –On-going driver meetings –Teaching expectations –Link bus bucks w/ schools –Acknowledging bus drivers Springfield P.S., OR

72. “Super Sub Slips” Procedures –Give 5 slips in subfolder for each class –Subs gives 2 out immediately for students who start class correctly Cottage Grove, OR

73. ACTIVITY Reinforcement What Methods Could You Use to Recognize & Reinforce Students? –High Level and Low Level? –Who Will Manage the Reinforcement System? –How Will you Reinforce Staff? 15 Minutes

74. ACTIVITY – Action Planning What Final Questions Do You Have About Today’s Content? What Items Do You Need to Add to Your Action Plan? 15 Minutes