1. SW-PBS Training Universal System Day 2 Chris Borgmeier, PhD Portland State University cborgmei@pdx.edu www.web.pdx.edu/~cborgmei www.swpbis.pbworks.com

2. Team Progress Reports What have you accomplished since the last training?  Finalize PBS team members  On-site meeting & meeting schedule  SW Rules  Expectations Grid  Lesson Plans  Presentation to staff  Feedback & participation from staff

3. Now that you’ve been working on this…. What questions do you have? Team Representation Team Process Communication with Staff  Understanding  Buy-In & Commitment SW Rules Behavioral Expectations Lesson Plans

4. Behavioral Expectations Extending PBIS into the Classroom

5. Defining Classroom Expectations Encourage individual teachers to define their own behavioral expectations and routines within their classrooms Linking to SW Rules

6. Mapping SW Rules to Classroom Expectations & Procedures

8. Time for Teachers to Complete IDEALLY… Identify and set aside times for teachers to work on this task Teachers may want to work on this in grade level teams to share ideas Have teachers turn in completed Classroom planning worksheets to PBS team to share with other teachers

9. Team Work Time How will you extend the link between SW Rules & defining behavioral expectations into the classroom? How will you actively and explicitly set up teachers to make this link in their classrooms?

10. Family Involvement Extending SW-PBIS into the Home

11. Planning for Family Involvement Complete an inventory of current school efforts to involve families in school & PBIS related activities Brainstorm opportunities for expanding family involvement and participation

12. Ways to Involve Families Family representative on SW-PBIS team Regular SW-PBIS updates in Parent Newsletter Back to School Night  Intro to PBIS  PBIS lesson for parents  Activity to integrate PBIS into home (see workbook)

13. Try PBS at Home Take our 3 school expectations:  Manage Self, Respect Others and Solve Problems Responsibly Select a routine or setting in your home and begin to build your own matrix. For example, let’s take the routine – Doing homework. What would that behavior look like under each of the expectations? Routine Manage Self Respect Others Solve Problems Responsibly Homework -Do homework from 4:30 -5:30 everyday-Do work in study area-No TV or music-Do your best work-Use signal to indicate when help is needed. -Work quietly -Save questions until parent check in -Have all materials ready and organized -Skip difficult problems for help later

14. Team Task How would you like to reach out to families & your community to involve them in your SW-PBIS efforts? Are there existing efforts/events that you could coordinate with to provide outreach to families re: SW-PBIS?

15. Acknowledgement Systems: Catch ‘em being Good

16. PBS: Defining Features Teaching Expected Behavior Increase Structure and Predictability by explicitly teaching Behavioral Expectations and Routines. Reduce the mystery and chaos by making expectations explicit through formal teaching Develop a “United Front” across all staff through consistent language & expectations Increased Structure = Decreased Chaos = Fewer Problems

17. PBS: Defining Features Reinforcing Expected Behavior  Teaching alone is not enough, we also need to regularly Reinforce students for following expectations Improving the School Climate  By increasing the number of Positive Interactions between staff and students we are improving the school climate.

18. Acknowledgment Systems Purpose:  To reinforce school rules, behavioral expectations & positive behavior  Promote a more positive school environment School-wide 5:1 positive/negative interaction ratio Regular school-wide celebration of positive behavior  Increase positive interactions b/w staff & students  Prompt busy adults to remember to reinforce positive behavior

19. FAILURE SUCCESS 5 : 1 Positive Behavior Support is…. What parents, teachers, peers and others do to increase student success---the whole village!

20. 5:1 ratio, it’s not just for kids Business teams  High Performance teams = 5.6 to 1  Medium Performance teams = 1.9:1  Low Performance teams = 1 to 2.7 Losada, 1999; Losada & Heaphy 2004 Married couples that last  5.1 to for speech acts and 4.7 to 1 for observed emotions Gottman, 1994

21. Gottman info. predicted whether 700 newlywed couples would stay together or divorce by scoring their positive and negative interactions in one 15-minute conversation between each husband and wife. Ten years later, the follow-up revealed that they had predicted divorce with 94% accuracy.  Marriages that last: 5.1 to 1 for speech acts and 4.7 to 1 for observed emotions  Marriages likely to end in divorce: 1 (+) to1.3 (-) ratio likely to end up in divorce

22. Team Discussion What concerns might come up at your school regarding ‘caught you being good’, acknowledgement systems, incentives, etc? What ideas or questions do you have about how to address these concerns with staff?

23. Acknowledgment Systems Big pay-off for limited expense  Immediate reinforcement with tokens that are accessible to all students  Link with school wide celebration of positive behavior Lottery system helps to keep incentives cheap  Lot of kids have chance to win… but pay out is cheap Small tangible rewards Public recognition is often powerful  Make the program catchy – link with school rules &/or school mascot Cougar paws, Pawsitives, Starbucks, Bravo tickets, etc.

24. To consider when developing an acknowledgment ticket Must be Easy for Staff to use  Limit writing, and make easy to carry around - fit in pocket  If not easy to use & carry, it won’t be used Frequent feedback for students  All staff should have tickets  ALL students should be able to access tickets & acknowledgment, even those students with most challenging behavior At least 50% of the students should get acknowledged every 2 months

25. Acknowledgment Tickets Link acknowledgment to a school rule Some schools like to include the specific behavior being acknowledged… but don’t want extra writing to reduce use of tickets

27. Team Task Develop an acknowledgment ticket that coincides with your SW Rules OR Evaluate any existing tokens used to identify potential for improvement

28. Acknowledgement System: Logistics

29. Example: Chavez Academy (K-8) Handing out Thank You tickets is not limited to the students in a classroom. The opportunity exists to positively acknowledge a student's behavior in all areas of the school. Teach Students during Introduction of system:  I'll try my best to notice you. But you can't let me know; that's my job.“  Students may not solicit tickets for themselves or for others

30. Train staff how to hand out Acknowledgments “Sergio, thank you for picking up Jackie’s book for her you are being very Respectful. I want to recognize your good behavior with a Caught Being Good ticket, I really appreciate it when you follow the school rules.” 1) Always pair the ticket with a verbal explanation that is genuine, clear & specifically identifies the behavior 2) Link with school rule 3) It is best to provide the ticket immediately after the student engages in the behavior

31. How will students turn in their tickets? In classroom? In box at lunch? In barrel in hallway? Then, what will happen to the tickets  Earn School-wide reward? Fill the barrel & whole school earns a popcorn party  Earn classroom reward? Classes can earn free time after so many tickets earned  Drawing for individual students?

32. Example: Chavez Academy (K-8) A student who receives a Thank You ticket should hold on to the ticket until an appropriate time when he/she can stop by the library and drop it in the piñata. Staff can remind students to drop off tickets but ultimately the students are responsible for dropping off their own tickets. There are two different piñatas in which to drop the tickets: one for grades K-3 and another for 4-8.

33. Acknowledgement Assemblies Part of regular school routine  Acknowledgment assemblies should happen every two to four weeks Be Creative!  System & reinforcers must be developmentally appropriate across elementary, MS & HS

34. Example: Chavez Academy (K-8) Each Friday, 10 names will be drawn, five from each piñata, by the principal. These 10 students will be called down to the principal's office. Each student will share with the administrator why they received the ticket. They will also get to pick an "opportunity" from the opportunity box. The opportunity box will have several selections for the students to choose from, either a coupon for a special privilege or a small item. Students will also sign a triangle to glue to the large triangle poster on the wall outside the principal’s office as a visual reminder of students who have been recognized for being safe, responsible, and/or respectful.

35. Example: Chavez Academy (K-8) When students put tickets in the piñatas in the library, the tickets will remain in the piñata for the month. At the end of the month, all tickets will be counted and dumped into the larger, clear container. It will be centrally located and visible to all. Periodically, there will be drawings from the big container for larger items such as a school t-shirt, etc.

36. Reinforcer Ideas Elementary  Usually any trinkets paired with public recognition  Toys  School supplies  Bubble parties Middle & High School  Homework pass  Discounts at school store  Tickets to school dance  Time w/ peers Pizza party Social & listen to music  Lunch w/ staff  Staff serve spaghetti dinner  In-school movie  Early release from class  Class parties or cultural events  Movie tickets

37. Team Tasks LOGISTICS How & where will tickets be turned in? What is the schedule for Acknowledgment assembly? How will the acknowledgment celebration/ assembly work? What reinforcers will be handed out to selected students at the acknowledgment celebration/assemblies?

38. Focus of Acknowledgment System It is important that an Acknowledgment system is accessible to ALL students all the time Beginning of year  Heavy emphasis on reinforcing all school rules & expectations Returning from breaks, or entering months in which there were higher referrals in previous years  May want to re-teach expectations & remind staff to boost up use of acknowledgments

39. Increasing Staff Buy-In Link incentive program w/ staff incentives Also recognize staff for using program w/ incentives  Have staff acknowledgement system  Also acknowledge staff when students is drawn Staff Incentive ideas  Starbucks dollars  Free hour ticket to cash in for principal to cover class  Front parking spot for week/month

40. Frequently Asked Questions Should we track Positive Referrals?  Track it broadly, not individually Are teachers going through enough referral pads? Are grade levels invested in the system? How many should be given out?  Better to err on the side of more than less  Need to be genuine & verbally paired w/ reason, not handed out indiscriminately

41. Frequently Asked Questions Shouldn’t students be expected to do these things without being rewarded? 1) Sure, BUT students are bringing a varied set of experiences and skills to school, unfortunately some students may not get enough acknowledgment at home 2) How many of you feel you get acknowledged often enough for the work you do? 3) This system should not replace regular verbal praise and pats on the back for students …all this system provides in addition for most students is a small piece of paper 4) This system is as much to help remind the adults to catch kids doing the right thing in school… we get busy and too often get caught up focusing on predominantly negative behavior  (5 to 1 ratio)

42. Targeted Use of Acknowledgements & Incentives As year progresses, and specific areas of concern come up in the school  Can begin to target specific behaviors or areas in which to more heavily focus use of acknowledgment system i.e. hallway behavior, appropriate language, etc. Schools can also have other systems for recognizing students  Classroom reward system in addition to school-wide system  Incentives for most responsible class in cafeteria  Class clean bathroom award  Perfect attendance  Honor Roll

43. Tasks Develop or refine your Acknowledgment System  Develop a process for the Acknowledgment System How to give out & collect acknowledgment slips  Develop & distribute acknowledgement slip  Develop an Acknowledgment assembly schedule & plan assemblies  Develop a list of Reinforcers  Collect reinforcers  Train staff in details of how system will work

44. Follow-up Tasks Finalized SW PBS team & meeting schedule Developing Expectations Grid Developing Lesson Plans  Developing a teaching schedule for School Rules Develop Acknowledgment System Ongoing plan for presentation to staff & feedback