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2010 National PBIS Leadership Forum
Teaching Expectations and Creating Reinforcement Systems (D1)
Marla Dewhirst, Technical Assistance DirectorIllinois PBIS Network
T. Joan Fecteau, PBIS External CoachMilwaukee Public Schools [email protected]
In Partnership with OSEP’s TA Center on PBISCo-Director’s: Rob Horner University of Oregon
George Sugai University of Connecticut
Thanks to:Illinois PBIS NetworkMilwaukee Public Schools Department of Family Services
PBIS Initiative
• www.pbis.org• www.swis.org• www.pbisillinois.org
Content
• Creating and Teaching Expectations • Creating and Implementing Recognition
Systems • Exemplar Milwaukee Public Schools will
highlight their processes for– identifying needs for teaching and recognition– Coaches Skills and Role– Creating and Teaching Expectations including
Coaching Tips– Developing and implementing Recognition systems
with Coaching Tips
Who Inspired You?
Share with three people your name and the first name of ONE Person that helped you achieve your current goals and briefly explain how they supported you.
Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity
1-5% Tier 3/Tertiary Interventions•Individual students•Assessment-based•Intense, durable procedures
Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing
5-15% Tier 2/Secondary Interventions•Some students (at-risk)•High efficiency•Rapid response•Small group interventions•Some individualizing
Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive
80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive
School-Wide Systems for Student Success:A Response to Intervention (RtI) Model
Academic Systems Behavioral Systems
Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/school-wide.htm
SCHOOL-WIDE GOAL: To reduce new cases of problem behavior
and increase instruction time.
Teaching Academics & Behaviors ..Very Important!
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
Classroom
SWPBSPractices
Non-classroom Family
Student
School-w
ide
1. Leadership team
2. Behavior purpose statement
3. Set of positive expectations & behaviors
4. Procedures for teaching SW & classroom-wide expected behavior
5. Continuum of procedures for encouraging expected behavior
6. Continuum of procedures for discouraging rule violations
7. Procedures for on-going data-based monitoring & evaluation
School-wide
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders• Positive reinforcement
Non-classroom
• Classroom-wide positive expectations taught & encouraged
• Teaching classroom routines & cues taught & encouraged
• Ratio of 6-8 positive to 1 negative adult-student interaction
• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum
Classroom
• Behavioral competence at school & district levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &
wraparound processes• Targeted social skills & self-management instruction• Individualized instructional & curricular
accommodations
Individual Student
• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Family
School-Wide Acknowledgement?
School-wide acknowledgment systems: • Are immediate, intermittent, and long-term reinforcements given by adults in the building to any students displaying expected school-wide
behaviors defined by the school’s matrix
Why Do We Do It?• Reinforce the teaching of new behaviors
• Harness the influence of kids who are showing expected behaviors to encourage the kids who are not
• Strengthen positive behaviors that can compete with problem behavior• Prompt for adults to recognize behavior• Encourage school-wide behaviors to be displayed in the future• Improve our school climate• Create positive interactions and rapport with students• Overall, we earn time back to teach and keep kids in the classroom where they
can learn from us!
Every time any adult interacts with any student, it is an instructional moment!
DATA:How decisions
are made
SYSTEMS:How things
are done
PRACTICES:How staff
interact withstudents
School-wide acknowledgement plans are impacted by all
three foci.
How does it fit into PBIS overall?3 PBIS Foci for Effective Behavior Support
“Data”: How Decisions Are Made
• A problem-solving team• Data collection• Data use• Communication with staff about data,
patterns, and decisions. Where do we focus our efforts?
“Systems”: How Things are Done
• Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway)
• Procedures for reinforcing expected behavior
• Procedures for responding to office discipline referrals.
• Procedures for meeting the needs of all students (The Triangle)
“Practices”: How Staff Interact with Students
• Define:• 3-5 school-wide expectations• Classroom managed vs. office referred behavior
• Teach:• Behaviors like we teach academics with Cool Tools• In the moment reminders/redirection• Pre-correct to “get” expected behavior
• Model:• Adults practice what we preach• Students practice what we teach
• Acknowledge:• Immediate, intermittent, long-term reinforcements for
expected behaviors to ensure future compliance
• Re-teach:• Consequences for non-compliance• Review of expected behavior• Addition of needed behavioral/academic supports
“Why should I reward students for something they should be doing
anyway?”
Store Reward cards?
Pump Perks?
Cash Back Credit Card?
Star-”bucks”?
INDIVIDUAL EXERCISE:
Look on your keychain and in your wallet or billfold. Count the number of items you have that you carry around because they
“reward” you in some way when you use them.
TYPE WHAT WHEN WHERE WHO
Immediate/High Frequency In the moment, predictable(e.g., Gotchas, Paws, High Fives)
KIDS:
ADULTS:
High frequency for a short time when first
teaching desired behavior or
re-teaching identified problem behavior
from data
ALL KIDS, ALL STAFF
Redemption of high frequency (e.g., school store, drawings)
KIDS:
ADULTS:
At least monthly ALL KIDS. ALL STAFF
Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)
KIDS:
ADULTS:
Maintaining a taught behavior (fading)
ALL KIDS, ALL STAFF
Long-term School-wide Celebrations (school-wide not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day)
BOTH TOGETHER:
At least quarterly ALL KIDS, ALL STAFF
PBIS School-wide Acknowledgement Matrix (Student and Staff!)
Components of School-Wide Acknowledgment Plans
• Immediate/High frequency/Predictable/Tangible – Delivered at a high rate for a short period while teaching new behaviors or
responding to problem behavior – Name behavior and tie back to school-wide expectation upon delivery– E.g. “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals,
points for privilege levels – turned in for tangible/non-tangible prize
• Intermittent/Unexpected– Bring “surprise” attention to certain behaviors or at scheduled intervals– Used to maintain a taught behavior– E.g. Raffles, special privileges, principal random call
• Long-term Celebrations– Used to celebrate/acknowledge school-wide accomplishment– ALL kids, all adults– E.g. Quarterly activities, assemblies, parent dinners, field
trips
Guidelines for Use of Acknowledgements
• School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle
• Over time, move from: other-delivered to self-delivered (extrinsic vs. intrinsic
motivation) highly frequent to less frequent predictable to unpredictable tangible to social
• Adapt to data analysis feedback: “boosters”• Individualize for students needing greater support
systems
Guidelines for Use of Acknowledgements
•Include students in brainstorming and designing
•Vary school-wide acknowledgments
•Communicate school-wide expectations & acknowledgements to parents/guardians:Student handbookWebsiteNewsletterParental involvement in donations, volunteer time during celebrationsSchool Board report
THINK ABOUT IT:How do you involve parents in your PBIS acknowledgement efforts?
TEACHING AND REINFORCEMENT SYSTEMS
Examples from a large, urban school district in second year of PBIS implementation
T. Joan Fecteau
PBIS External Coach
Milwaukee Public Schools
3-Tiered System of Support -Necessary Conversations (Teams)
CICO
SAIG
Group w. individual
feature
Complex
FBA/BIP
Problem Solving Team
Tertiary Systems Team
Brief
FBA/BIP
Brief FBA/BIP
WRAP
Secondary Systems Team
Plans SW & Class-wide supports
Uses Process data; determines overall
intervention effectiveness
Standing team; uses FBA/BIP process for one youth at a time
Uses Process data; determines overall
intervention effectiveness
Sept. 1, 2009
UniversalTeam
Universal Support
Teaching and Reinforcing through 3 Tiers
• Tier 1 – School-wide for all students• Tier 2 – CICO – DPR and process provides additional
opportunity to learn expectations and rules as well as additional opportunity be recognized for appropriate behavior
• Tier 2 – SAIG – DPR had group goals tied to School-wide expectations. Additional opportunity to learn the rules and be recognized for appropriate behavior
• Tier 2 – Mentor/Renew/other on-going system – same as SAIG applies
• Tier 3 – Comprehensive team ties goals to all Tier 2 and Tier 1 Supports
Result: increased opportunity to learn, be recognized, and generalize the skills
Group Think Final Activity
• Form a group of 4• Each person writes down one word
illustrative of the persons learning• The group of 4 creates a sentence from
the four words provided, while adding as few new words as possible.
• Spokesperson reads the sentence out loud to the group
Thank you!