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Positive Behavior SupportModule One Day One
2009-2010
Positive Behavior Support Team
John Ringo, Coordinator
Matthew Burrows Javier Martinez Eric Chaplin Laura Phipps
Courtney Goodson Mitzi Safrit Patrice Hardy Laura Winter
Outline
Slides
Activities
Handouts
Table Items
Your PBS Materials
Module One Agenda•Overview•Effective Teams
•Faculty/Administration Involvement
•Making Decisions Using Data
•Universal Strategies
•Preparing for Implementation
At the end of three days, teams should have:• Established PBS team roles • Dates for PBS team meetings• A plan for staff PBS survey• An initial plan for collecting and
using data• A draft of matrix• Discussed ways to promote
positive behavior• An action/implementation plan
Module One Accomplishments
Module One Day TwoModule One Day Three
Coming Soon…
Participants will learn:• PBS philosophy and strategies
• Effective team practices
• Faculty involvement strategies
• Using data to make decisions
• Universal Strategies: School-Wide Expectations
Today’s Objectives
Be Responsible• Return promptly from breaks
• Be an active participant
• Use laptop computers appropriately
Be Respectful• Maintain cell phone etiquette
• Listen attentively to others
• Limit sidebars and stay on topic
Be Kind• Enter discussions with an open mind
• Respond appropriately to others’ ideas
Participant Expectations
Reinforcement System
• Tickets will be given to individuals who meet expectations.
• Drawings occur throughout both days.
• Winner selects from the prize table.
Please make note of time limits and watch your clocks!
• Trainer will raise his/her hand.
• Finish your thought/comment.
• Participants will raise a hand and wait quietly.
Attention Signal
Take 5 minutes to complete the following:
•Designate a spokesperson who will tell the group the name of your school, your school’s mascot, and something unique or interesting about your school.
Activity 1: Team Introductions
What is Positive Behavior Support?
Positive Behavior Support
A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective
learning environments for all students
- Rob Horner, Ph.D.
Co-Director National Technical Assistance Center for Positive Behavior Support
Guiding Principles:• All students are valuable and
deserve respect.
• All students can be taught to demonstrate appropriate behavior.
• Punishment does not work to change behavior.
• School climate is a shared responsibility among administrators, teachers, staff, students and families.
Guiding Principles:• School personnel must be
willing to examine their own behavior as students are taught to change theirs.
• Cultural differences exist and need to be understood.
• Positive relationships between students and adults are key to student success.
Foundations of PBS• Universal commitment to
managing behavior
• Whole school community involvement
• Focused on building sustainable change (3 to 5 year process)
• Tailored to the unique needs of each individual school
• Data-based decision making
Defining & Teaching Expectations
Routines & ProceduresReinforcement SystemsEffective Consequences
CONTINUUM OFCONTINUUM OFPOSITIVE POSITIVE
BEBEHHAVIORAVIORSUPPORTSUPPORT Social Skills
MentoringCheck In
Self ManagementClassroom Based
Intervention
FBA/BIPDe-escalation
5%
80%
15%
SYSTE
MS
SYSTE
MS
PRACTICESPRACTICES
DATA
DATA
SupportingSupportingStaff Staff
BehaviorBehavior
SupportingSupportingDecisionDecisionMakingMaking
SupportingSupportingStudent BehaviorStudent Behavior
OUTCOMESOUTCOMES
PositivePositiveBehaviorBehaviorSupportSupport
Social Competence &Academic Achievement
Social Competence & Academic Achievement
• The outer perimeter represents a goal or desired outcome.
• Desired outcomes are created by developing a shared vision or analyzing current problems.
OUTCOMESOUTCOMES
Supporting Decision Making
• Utilize data to identify problem areas and check progress toward desired outcomes.
• There are a variety of data resources available to you, such as SWIS, www.pbssurveys.org, and the Implementation Inventory.
DATA
Supporting Staff Behavior• When addressing
problems, examine how your current systems support your desired outcome.
• Examples of non-supportive systems are staff shortfalls or vague expectations for supervision.
SYSTE
MS
Supporting Student Behavior
• Consider how current student procedures support or undermine desired outcomes.
• Creating and teaching expectations ensure students are supported in accomplishing desired outcomes.
PRACTICES
Systems: Effective Teams
Effective TeamsIn this section
• Building an Effective Team
– Issues that teams need to address in advance to ensure productivity
• Effective Team Practices
– Practices teams need to engage in to ensure each meeting is efficient and effective
Building an Effective Team: RationaleAn effective PBS team will…
• bring energy and enthusiasm for PBS.
• allow efficient use of time.• create action steps that will be
implemented.• increase ownership of PBS by
faculty and staff.• ensure sustainability.
PBS implementation is only as strong as the team!
Building an Effective Team:Active Administration
Each PBS team should have an administrator on the team who is…
• committed to attending team meetings and module trainings.
• willing to convey the value of PBS implementation to the whole staff
• actively participating in the implementation process.
• empowered to make decisions.
Building an Effective Team: Broad Based Representation
•PBS team should represent the whole school.
•Six to eight members is typical.
•Consider representatives that include: – regular education teachers
– special education teachers
– specialists
– character education representative
– support staff
– guidance/social work
– related services
– parents
– students
Statement of Purpose• State positively.• Focus on everyone and all settings in
school building.• Focus on academic and behavioral
outcomes.
Building an Effective Team: Shared Goals and Objectives
The Ligon PBS Team will promote and maintain a safe, orderly, and positive learning environment for students and staff.
The purpose of the Kingswood PBS team is to enthusiastically support staff in learning the skills needed to: teach and model positive behavior, build quality relationships with students, and create an effective and productive learning environment.
Building an Effective Team: Team Characteristics Shared goals and objectives
Mutual trust and respect
Open communication
Effective conflict resolution
Equity of task distribution
Consensus decision making
Ongoing problem solving
Inattention to Results
Avoidance of Accountability
Lack Commitment
Fear of Conflict
Absence of Trust
Building an Effective Team: Five Dysfunctions of a Team
Building an Effective Team: Five Dysfunctions of a TeamThe nature of operating as a team is flawed and difficult due to:
• Trust - Without trust, team members are unwilling to be vulnerable within the group, and fear admitting mistakes and weakness.
• Conflict - Without trust, teams cannot engage in productive debate.
• Commitment - Without airing opinions, team members rarely commit to decisions.
• Accountability - Without full commitment, team members hesitate to call their peers on actions and behaviors that seem counterproductive to the good of the team.
• Results - Without accountability, individual needs are more likely to be put above the team’s.
Activity 2: Building Effective Team Characteristics
• Take a few minutes to independently fill in the activity sheet.
– What would it look like if others were demonstrating this characteristic?
– What would it look like if you were demonstrating this characteristic?
• As a team, pick one characteristic to discuss at a time.
• As a team, create a list of common answers that will serve as team ground rules.
Before the activity ends, put any additional tasks on your Action Planning Ideas List.
Effective Team Practices
• Integrating PBS
•Clear roles and responsibilities
•Meet frequently and regularly
•Use efficient meeting procedures
Effective Teams: Integrating PBS
PBS should connect with all systems in your school.
• Leadership Team
• School Improvement Team
• Intervention Alignment
Effective Teams: Integrating PBS and Leadership Team
• One staff member serving on both leadership and PBS teams will ensure alignment.
• Regular and open communication between PBS and leadership teams increases effectiveness of implementation.
Effective Teams: Integrating PBS and School Improvement
• School Improvement Plans should address improving positive behavior support practices.
• Goals that address behavior could be included in various areas of your SIP.
– Safe and orderly schools
– Community connections
– School climate
– Staff retention
Effective Teams: Integrating PBS and Intervention Alignment• The concept of layers of
intervention and standardized procedures is part of both PBS and Intervention Alignment.
• All school staff members have a role in providing the support that students need to be successful.
Integrating PBS and Intervention AlignmentThe PBS Team will:• assess current school-wide and student-
specific data to identify areas of need
• assist PLCs in reviewing and analyzing behavioral data
• coordinate with Student Support Team and special education services
• provide support to teachers and PLCs regarding behavioral strategies
• assist in training others and modeling best practices
• provide access to resources
Activity 3: Effective Team Practices: Integrating PBS
• Complete the table listing all relevant committees and groups and required information.
• Include all current resources that support/address behavior issues.
• Are there steps you need to take to ensure connections?Before the activity ends, put any
additional tasks on your Action Planning Ideas List.
The PBS Team will…
• assess current behavior management practices.
• examine patterns of behavior.
• obtain stakeholder commitment and participation.
• develop a school-wide plan.
• model PBS practices.
• monitor and evaluate action plan.
Effective Team Practices:Roles
Effective Team Practices: Roles
• Chairperson• Recorder• Database Manager• Communication Coordinator• Timekeeper• Coach
Effective Team Practices: Meet Frequently & Regularly
•More effective teams meet more often.
•PBS needs to be a priority all year long.
•Plan your meeting schedule in advance and commit to it.
•Review statement of purpose and ground rules regularly.
•Honor roles and responsibilities.
•Develop and distribute agenda prior to meeting based on PBS action plan.
•State and stay focused on desired outcomes for each agenda item.
•Begin and end meetings with action items.
•Summarize the meeting results.
•Distribute meeting notes to team members.
Effective Team Practices: Meeting Procedures
Activity 4: Effective Teams• Assign/discuss possible roles within
the team and determine if roles are best suited to people’s strengths.
• Discuss frequency of PBS team meetings and schedule with coach.
• Set upcoming meeting dates and times for the year with coach.
Before the activity ends, put any additional tasks on your Action Planning
Ideas List.
The remaining teams will introduce themselves.
Please tell the group the name of your school, your school’s mascot, and something unique or interesting about your school.
Activity 5: Team Introductions
LUNCH
Systems: Building Faculty Involvement
Building Faculty Involvement
In this section:• Rationale
• Four approaches to gain faculty involvement
• A plan to get faculty involvement
Faculty Involvement: Rationale
When everyone is involved in the process…
• practices are more consistently implemented.
• change is sustained more over time.• interventions are more meaningful and
relevant.• positive overall school climate inspires
others to invest in new practices.
The goal is to achieve ownership in which all faculty and staff view themselves as the PBS team.
Building Faculty Involvement: Four Strategies
• Use the existing data.
• Utilize school-wide vision process.
• Ensure opportunities for input.
• Support and reinforce staff.
Building Faculty Involvement: Use the Existing Data
The use of data helps to build faculty involvement by…• creating a common awareness of
what is working and what needs to change.
• building a climate of openness and trust.
• encouraging dialogue.
• committing everyone to the same cause.
• showing results of efforts.
Building Faculty Involvement:Use a School-Wide Vision Process
Building a common vision ensures faculty involvement by…
• allowing everyone to imagine the kind of school they want to have.
• creating clarity about what needs to change so that you can meet goals.
• giving a different viewpoint for understanding why change is needed.
Building Faculty Involvement: Strategies for Increasing Input
Have a process to ensure equitable participation in the discussion. Consider including the following:•Effective communication processes
•Staff review of draft documents
•Opportunities for dissent
•Ability to “opt out”
•Staff surveys
Building Faculty Involvement: Strategies for Increasing Input
Conduct staff surveys to…
•obtain staff feedback to set priorities for PBS implementation.
•create involvement without holding more meetings.
•generate new ideas.
•build a sense of faculty ownership.
Building Faculty Involvement: Support and Reinforce Staff
• Remember to support staff efforts.
• Everyone needs encouragement to change.
• Model ways to focus on the positive.
• Facilitate understanding of why reinforcement works.
• When people feel good about what they are doing, they keep doing it!
Key Points for Building Faculty Involvement
• Emphasize benefits.– Conservation of time/effort– Greater professional accountability
• Expect, respect, and respond to resistance (encourage questions and discussion).
• Enlist leaders with integrity, authority, resources and willingness to assist.
• Clarify how changes align with other initiatives.
• Emphasize what will happen if change does not occur.
Activity 6: Planning for Faculty Involvement
• Brainstorm the potential challenges in your school to faculty involvement.
• Generate a prioritized list.
• Develop ideas to improve faculty involvement.
Before the activity ends, put any additional tasks on your Action Planning
Ideas List..
Practices: Universal Strategies
Universal Strategies• Universal strategies are for all
students.
• Focus on universals before focusing on more intensive strategies
• Effectively implemented universals will assist the majority of students to demonstrate appropriate behavior.
• Universals will not decrease behavior problems to zero.
Universal Strategies
Today, we will cover: • School-wide expectations
On day two we will cover:• Expectations and procedures in
specific settings• Teaching expectations
• Universals in the classroom
• Reinforcing expectations
On day three we will cover:• Responding to problem behavior
School-Wide Expectations:Definition
A list of broad, positively stated behaviors that is desired of all faculty and students and is…
•aligned with the school’s mission statement.
•taught to all faculty, students, and families.
School-Wide Expectations:Rationale
• Creates a universal language.
• Increases consistency across settings.
• Helps teachers and administrators problem solve with students.
• Changes the climate by focusing on what to do instead of what not to do.
The PBS Team will complete the following steps:
• Determine problem behaviors
• Specify desired behaviors
• Categorize behaviors
• Name each category
• Use categories to create school-wide expectations that are easy to remember
School-Wide Expectations:Process
Heritage Elementary
Elementary School-Wide Example
Vance Elementary School
• This is an assembly during the first week of school.
• Additional assemblies also planned for later in the year.
• School in second year of implementation.
Elementary School-Wide Example
• Swift Creek Kindergarten student• Demonstrates a student’s
knowledge of both the acronym and how to display the behaviors, when taught the expectations.
West Lake Middle School
HAWK S
ave respect for self, others and property.
rrive on time.
ork responsibly to succeed.
eep a positive attitude.
afetey first.
ork responsibly to succeed.
ork responsibly to succeed.
eep a positive attitude.
eep a positive attitude.
ork responsibly to succeed.
eep a positive
afety first.
ork responsibly to succeed.
TTTHHHEEE GGGOOOLLLDDDEEENNN RRRUUULLLEEESSS:::
“Building a Tradition of Excellence!”
Holly Springs High School
Activity 12: Defining School-Wide Expectations
Process:• List problem behaviors (page one or use
chart paper).• Change each problem behavior to a
replacement behavior. State positively. • Categorize replacement behaviors into 3-5
groups.• Name each group.• Have a method for making expectations easy
to remember (acronym, alliteration, etc.).• Complete the Expectations Self-Check (page
three).• Prepare to share your SWE ideas.
Before the activity ends, put any additional tasks on your Action Planning Ideas List.
Tools for Implementation
Tools for Implementation: Determining Pace
There is no required amount of implementation that should be completed by the end of the first year.
• Some schools plan all year.
• Some implement right away.
• Some follow a cyclical model (plan/implement/evaluate/modify).
Different teams move through planning and implementation at different rates!
Tools for Implementation: Phases• Research shows that schools move
through distinct phases of implementation along the way towards PBS outcomes
• There are 4 phases with specific tasks and outcomes– Preparation– Initiation– Implementation– Maintenence
• Coaches will support schools in moving through the phases and meeting outcomes
Tools for Implementation: Action Planning• The action plan is the document that
guides the work of PBS and assist you to move through the phases of implementation.
• Action plans should drive the creation of meeting agendas as well as generate clear action steps at the end of each meeting.
• Effective action plans are:– Used regularly– Frequently reviewed and updated– Accessible to all staff– Made of specific, manageable action steps with
clear timelines– Developed using data from staff and teams
Tools for Implementation: :Action Planning
• Use all available data to help focus the team.
• Work on one goal at a time.
• Break large goals into smaller, more manageable action steps.
• Delegate responsibility for completion of each step.
• Ensure accountability by checking back on progress at every meeting.
Tools for Implementation: : Action Planning
Make action plans easily accessible to all team members and staff.
• Use shared folder or Blackboard
• Keep current goal and action steps on the minutes from each meeting
• Create a PBS bulletin board or newsletter with current goals and progress
Tools for Implementation:
Action PlanningComponents of an effective action plan:• Desired outcomes
• Prioritized action steps required to meet the goal
• Person responsible and deadline for each step
• Resources needed to complete each step
• Evaluation measure to indicate the step was completed
Activity 18: Action Planning• Review your action planning ideas list• Determine the first priority for your school• Create a goal statement• Brainstorm all required action steps needed
to meet that goal• Determine how the action steps will get met
and complete one of the action planning forms
• Review with your coach before leaving
• Establish team processes.
• Work on statement of purpose.
• Introduce PBS to staff and build faculty involvement.
• Conduct staff survey and tabulate results.
• Create and revisit action plan regularly.
Where do we go from here?
Looking Ahead to Day Two• Be prepared to talk about your
team accomplishments & challenges.
• Add details of day 2
John Ringo, Coordinator ([email protected])
Matt Burrows ([email protected])
Eric Chaplin ([email protected])
Courtney Goodson ([email protected])
Patrice Hardy ([email protected])
Javier Martinez ([email protected])
Laura Phipps ([email protected])
Mitzi Safrit ([email protected])
Laura Winter ([email protected])
PBS Coaches are here to help you!
Other Resources
PBIS.org
SWIS.org
http://www.ncpublicschools.org/positivebehavior/
htp://www.wcpss.net/positive-behavior/
http://[email protected]
Evaluations
Please take a few minutes to complete the evaluation forms provided.
Your feedback is essential for our team to provide the most effective training experiences in the future!
THANK YOU!
Looking Forward to Day Two!