Post on 20-Jan-2016
transcript
SW-PBS TrainingUniversal System
Day 2Chris Borgmeier, PhD
Portland State University
cborgmei@pdx.edu
www.web.pdx.edu/~cborgmei
www.swpbis.pbworks.com
Team Progress Reports
What have you accomplished since the last training?Finalize PBS team membersOn-site meeting & meeting scheduleSW RulesExpectations GridLesson PlansPresentation to staffFeedback & participation from staff
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
Defining Classroom Expectations
Encourage individual teachers to define their own behavioral expectations and routines within their classrooms
Linking to SW Rules
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
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?
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
Ways to Involve Families
Family representative on SW-PBIS team
Regular SW-PBIS updates in Parent Newsletter
Back to School Night Intro to PBISPBIS lesson for parentsActivity to integrate PBIS into home
(see workbook)
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
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?
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
PBS: Defining Features
Reinforcing Expected BehaviorTeaching alone is not enough, we also need to
regularly Reinforce students for following expectations
Improving the School ClimateBy increasing the number of Positive
Interactions between staff and students we are improving the school climate.
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
FAILURE SUCCESS 5 : 1
Positive Behavior Support is…. What parents, teachers, peers and others do
to increase student success---the whole village!
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
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
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?
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.
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
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
Team Task
Develop an acknowledgment ticket that coincides with your SW Rules
OR Evaluate any existing tokens used to
identify potential for improvement
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
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
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?
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.
Acknowledgement Assemblies
Part of regular school routineAcknowledgment assemblies should happen
every two to four weeks
Be Creative!System & reinforcers must be
developmentally appropriate across elementary, MS & HS
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.
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.
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
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?
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
Increasing Staff Buy-In
Link incentive program w/ staff incentives Also recognize staff for using program w/
incentivesHave staff acknowledgement systemAlso 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
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 lessNeed to be genuine & verbally paired w/ reason, not
handed out indiscriminately
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)
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
Tasks
Develop or refine your Acknowledgment SystemDevelop a process for the Acknowledgment
System How to give out & collect acknowledgment slips
Develop & distribute acknowledgement slipDevelop an Acknowledgment assembly
schedule & plan assembliesDevelop a list of ReinforcersCollect reinforcersTrain staff in details of how system will work