Interim TasksInterim Tasks

Finalize Primary Prevention Tier Implementation Steps 1-3 1-establish leadership team 2-develop brief statement of purpose 3-identify SW-PBS behavior expectations

Schedule and meet monthlyPresent step 2 and 3 draft ‘products’ to faculty and get

feedbackPresentation to staff – PBIS content & connections to

school goals, other initiatives in SIP.

How’s it going?

PBIS Team Training Process

Tier 1 Systems

Team Implementation Checklist (TIC)

Objectives for today

Increase understanding of behavior principles, decide how/when to share with full staff

Create draft of School-wide Expectations Matrix and procedures to teach them (step 4)

Begin work on procedures for teaching classroom-wide expectations, how to communicate rationale to full staff

Time Content

Activities/Resources

8:30-8:45 Welcome, Sign In & Warm-up SWPBS Workbook – ‘team placemat’

8:45-9:30Review big ideas of SWPBS Vocabulary activity

9:30-10:15 Behavior Principles Whole group & video;University of Kentucky, Understanding Behavior Principles (year 1 links doc)

10:15-10:30 BREAK

10:30-11:15 Step 4: Procedures for Teaching School-wide Expectations

Powerpoint Year 1 day 2

11:15-12:00 TEAM WORK TIME Step 4 SWPBS Workbook, 57-63; Appendices, flashdrive, Websites, Wikispace

12:00-12:45 LUNCH

12:45-1:30

1:30-2:45

2:45-3:30

YR 1 DAY 2

Step 5: Teaching Classroom-wide Expectations

TEAM WORK TIME – Step 4 &/or Step 5

Revisit Objectives – How did we do? Next Steps, feedback

SWPBS Workbook,

64-66

Action plan templates Workbook 35, 38,39, 40, and in each step section

Why Behavior Principles?Recognize the ABC’s of behaviorUnderstand the functions of behaviorShape adult behavior to prevent and decrease problem behaviors

Underlying Principles of 3-Tiered Prevention Models

4 ComponentsWhat are the predictable

failures? What can we do to prevent

failure?

How will we maintain

consistency? How will we know if it’s working?

1

2

3

4

Same at Every Level!!

8

9

10

Science and our experiences have taught us that students…

Are NOT born with “bad behaviors”

Do NOT learn when presented with aversive consequences

…Do learn better ways of behaving by being taught directly & receiving positive feedback

AssumptionsAssumptions

Behavior is learned (function).

Behavior is lawful (function).

Behavior becomes patterned through successive interactions (practice).

Behavior can be changed/modified through an instructional approach.

Why Do We Behave the Way We Do?

• Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION

• We engage in behaviors because we have learned that a DESIRED OUTCOME occurs

12

FunctionsFunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

The ABC’s of Behavior:The ABC’s of Behavior:

A = Antecedent

B = Behavior

C = Consequence

Antecedent Behavior Consequence

The Three Term ContingencyThe Three Term Contingency

• Antecedent:

• Behavior:

• Consequence:“Any stimulus presented contingent on a particular response”

“Any observable and measurable act of an individual (also called a response).”

Any “ stimulus that precedes a behavior”

Alberto & Troutman (2006)

Reinforcement vs. PunishmentReinforcement vs. Punishment

Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior

Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

Reinforcement and PunishmentReinforcement and Punishment

* Future probability of behavior

Inc. ( )*

Dec. ( )*

Reinforcement Reinforcement

Punishment Punishment

Give (+) Take (-)

Positive

Positive

Negative

Negative

““School’s not for kids!”School’s not for kids!”

When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.

Antecedent(SD):

Behavior(s):

Consequence:

Action(+ or -):

Effect( or ):

So it is:

Breakdown of Example: Breakdown of Example: JakeJake

When Jake is presented with school work

he whines, “Schools not for kids!”

Jake’s teacher…takes his work away

In the future, Jake continues to whine

Jake’s teacher…takes his work away

Negative reinforcement

““Brian”Brian”

During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).

Antecedent(SD):

Behavior(s):

Consequence:

Action(+ or -):

Effect( or ):

So it is:

Breakdown of Example: BrianBreakdown of Example: Brian

During lunch with peers

Brian made a derogatory comment

The peer punched him

less likely to make a derogatory comments

Peer “gave” a punch

Positive punishment

““Rachel”Rachel”

During math class lectures, Rachel uses a straw and her math notebook to make spitballs and shoot them at Susan. Peers laugh. Rachel begins to shoot spitballs in other classes during lectures.

Antecedent(SD):

Behavior(s):

Consequence:

Action(+ or -):

Effect( or ):

So it is:

Breakdown of Example: Breakdown of Example: RachelRachel

During classroom lectures

Rachel shoots spitballs

Peers laugh

More likely to shoot spitballs during lectures

Peer “gave” social attention

Positive reinforcement

““Jasmine”Jasmine”

In the hallways between classes Jasmine meets friends at her locker and is late to English class. The teacher doesn’t allow her to enter without a late pass. In the future Jasmine does not meet with friends and goes immediately to class.

Antecedent(SD):

Behavior(s):

Consequence:

Action(+ or -):

Effect( or ):

So it is:

Breakdown of Example: Breakdown of Example: JasmineJasmine

In the hallway between classes

Meets up with friends

Late to class

Less likely to meet up with friends between classes

Teacher withholds access to class

Negative punishment

Consider awareness level of full staff:At least 80% of faculty, staff, and administration participate/have participated in trainingAll can benefit whether the training is new or review for staffTraining options:Online tutorial http://serc.gws.uky.edu/pbis/home.htmlOverview at faculty meeting using today’s slides

Basic Behavioral Principles

Teaching Academics & Teaching Academics & BehaviorsBehaviors

School Rules

NO Food

No Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

STEP 4 – Develop Lesson Plans for Teaching STEP 4 – Develop Lesson Plans for Teaching SW Positive ExpectationsSW Positive Expectations

WKBK. Pgs.57-63WKBK. Pgs.57-63

Standard lesson plan for teaching each expectationStandard lesson plan for teaching each expectation

Schedule for presenting each lessonSchedule for presenting each lesson

Include positively stated examples for each settingInclude positively stated examples for each setting

Consider how you will know if students understand the Consider how you will know if students understand the expectations and are using them in natural contextsexpectations and are using them in natural contexts

Approach in the same way you approach teaching Approach in the same way you approach teaching academic skillsacademic skills

Looks Like?Looks Like? Sounds like?Sounds like?

What does Respect look like in the café? The hallway? The playground? On the bus?

What does Respect sound like in the cafe? The hallway? The playground? On the bus?

Concrete examples of SW Expectations

Date Completed Implementation Worksheet

Develop and list on the Teaching Matrix 3-5 positively stated rules or expectations that support the school’s mission/purpose. These rules should use common and few words (e.g., Respect Others, Respect Yourself, Respect Property), and should apply to all students and staff members.

Identify and list on the Teaching Matrix all school setting or classroom contexts in which rules are expected

For each rule or expectation, provide at least two positively stated, observable behavioral indicators or examples (e.g., Walk with hands and feet to self, return lunch tray to kitchen) for each setting

Develop a standard lesson plan for teaching each expectation (e.g., Cool Tool).

Develop a schedule for presenting each lesson plan. Develop a procedure for prompting, precorrecting, and encouraging

appropriate displays of expectations. Develop a procedure for proactively correcting errors in displays of

expectations. Develop system for determining the extent to which students (a) have

acquired the rule or expectation and (b) are using the expectation in natural school settings or classroom contexts.

The following worksheet provides a task analysis of the main steps involved in developing a teaching matrix for school-wide behavior expectations: from p. 60, SWPBS Workbook

What does it look like?

Example – teaching expectations using examples and non-examples, giving students opportunities to practice.

Universals at one elementary school

Teaching Matrix ActivityTeaching Matrix Activity

 

Getting StartedAPPENDIX A

 

  

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen to speaker•__________

Respect Learning

• Have materials ready•__________

• Eat balanced diet•__________

• Go directly from bus to class•__________

• Go directly to class•__________

• Discuss topic in class w/ others•__________

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal

TimesIn Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions 1. S

OCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Behavioral Expectations and Behavioral Expectations and

Skills Taught in Natural Skills Taught in Natural ContextContext

Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines

Prompt or Remind Students of Expected behavior

Monitor Student's Behavior in the Natural Context

Activity: Team work - Begin Step 4

Draft a SW Teaching Matrix for your school workbook 62, Yr 1 Products, Appendix A, Wiki, links doc for samples

Draft lesson plans for each setting using a standard lesson plan template. workbook 57-63; Appendix J on flashdrive, Wiki

Action Planning for Step 4: decisions on timeline for drafting lessons, brainstorming engaging ways to teach expectations, ways to engage students & families in teaching them, what/when to share with full staff use guiding questions on p. 61 in workbook How are expectations currently taught and practiced for SW settings? Draft a schedule for teaching throughout the year (goal of 2014-2015)

[General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout]

STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations

Workbook p. 64 – guiding questionsWorkbook p. 64 – guiding questions

#3: Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

#8: #8: Involvement by staff, students, and families in development

#9: #9: Contextually/culturally appropriate (e.g., age, level, language)

#12: #12: Agreement by >80% faculty and staff

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning MeetingEyes on speaker.

Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

HomeworkDo own work.

Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

TransitionUse inside voice.

Keep hands to self.Put/get materials first.

Keep hands to self.Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready.Have plan.

Ask if unclear.

Teacher DirectedEyes on speaker.

Keep hands to self.Use materials as

intended.Have plan.

Ask.

Independent WorkUse inside voice.

Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to SolveStop, Step Back,

Think, ActStop, Step Back,

Think, ActStop, Step Back,

Think, Act

1. SOCIAL SKILL2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Why do WE address classroom-wide?

“When developing lesson plan for teaching classroom-wide behavior expectations, the school the school leadership team’s goal is to increase consistency leadership team’s goal is to increase consistency between school-wide and classroom-wide between school-wide and classroom-wide expectations and proceduresexpectations and procedures. HoweverHowever, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines.”

Page 64, SWPBS Workbook

3. State, teach, review & reinforce positively stated expectations

Establish behavioral expectations/rules.

Teach rules in context of routines.

Prompt or remind students of rule prior to entering natural context.

Monitor students’ behavior in natural context & provide specific feedback.

Evaluate effect of instruction - review data, make decisions, & follow up.

Excerpt from p. 88, Classroom Mgt. Practices, SWPBS Workbook

Purpose of the Classroom-Wide (CW) Matrix and lesson plans

Activity: Team work - Step 4 & 5

Continue with Step 4 work and/orBegin Step 5: Draft a CW Teaching Matrix for your

school workbook 65, Yr 1 Products, Appendix A, questions 3, 8, 9, 12 on p.

64 Discuss - How are expectations currently taught and practiced for

CW expectations? How might we effectively guide teachers to define and teach

expectations that align with SW matrix and lessons? To what extent is this already in place, how do we know?

NOTE – Classroom management practices will be part of December training session and other guidelines on p. 64 overlap other steps, so focus conversation today on the questions above for step 5

[General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout]

STOP @ 2:45

1. Leadership team2. Behavior purpose statement3. Set of positive expectations & behaviors4. Procedures for teaching SW behaviors5. Procedures for teaching CW expected behavior6. Continuum of procedures for encouraging expected

behavior7. Continuum of procedures for discouraging rule

violations8. Procedures for on-going data-based monitoring &

evaluation

School-wide

Revisit Objectives – How did we do?

Increase understanding of behavior principles, decide how/when to share with full staff

Create draft of School-wide Expectations Matrix and procedures to teach them (step 4)

Begin work on procedures for teaching classroom-wide expectations, how to communicate rationale to full staff (step 5)