Pioneer Central School PBIS Summer Training Days

August 2008

Welcome Teachers and Staff !

What do you already know about positive behavior supports?

Wide range of knowledge – nothing to highly trained

Banana splits, mentoring, CST, referrals, etc 3 R’s, pyramid, empowering students, being

positive Involves rewarding students Building relationships Proactive instead of reactive Keeps students connected to school Supports systems work if reinforced and

consistent Models expected behavior

What has been your experience with PBIS?

Limited exposure to program/system Hasn’t modeled, introduced No staff buy-in – need buy-in - Confused staff, no clear vision Instant shut down when PBIS is mentioned CKH/PBIS training Focus on rewarding positive behaviors Oubre is the man Lighthouse guy for mentoring – pukalo A lot under the umbrella – we don’t call it that Delevan feels like they are using it

What are your expectations for the next 3 days?

How do we do this without more work for teachers Brainstorm ideas between buildings How do we get everyone to buy-in How do we get this embedded in the all

schools/students PK-12 Tweaking ICE and detention policy Successful examples, Clarification of letters and programs Not to be a trainer for the rest of the staff How we are implementing it already in other buildings

– Specifics for building Examples from other schools Focus on the middle of the triangle Do a really good job – movie day. Corny is the new COOL

Training Behavioral Expectations

EXPECTATION TRAINING SITE

BE RESPONSIBLE

Be prepared to teach Contribute Use time wisely – back on time Sharing honestly Park correctly

BE RESPECTFUL

Listening to all ideas Be open-minded Allow others to share Speaking kindly to one another Positive body language

BE READY

Be prepared to teach/learn – everything to work

Stay focused Be willing to overcome obstacle Be mentally ready

Training Behavioral Expectations

EXPECTATION TRAINING SITE

BE RESPONSIBLE

Make yourself comfortable & take care of your needs

Address question/activity in group time before discussing “other” topics

Ask questions

BE RESPECTFUL

Turn cell phones, beepers, and pagers “off” or to “vibrate”

Of your OWN time, help me to make today meaningful for you

Contribute when possible Limit “side discussions” to Team Time

segments

BE READY

Follow up on tasks Take (and Pass) notes (Action Plan

throughout day)

PBIS organizes the whole school environment …..

To create a positive learning environment characterized by common core values - such as respect, responsibility, and readiness - for kids who come from a wide variety of backgrounds…

By identifying, teaching, reinforcing and monitoring the specific behaviors that would support those values, e.g. voice level, cafeteria behavior, hallway behavior, being ready for instruction, etc.

A Key Question when considering PBIS:

•Does the school focus on developing an “enabling component” to complement its instructional component?

•An enabling component consists of ALL the things we do to create and sustain a positive learning climate, promote positive mental health, and promote mutual caring and respect between all members of the school community.

•In essence its purpose is to remove barriers to learning.

Why Should We Take the Time to put PBIS in Place?

What’s in it for our school?

What’s in it for our students?

What’s in it for teachers and staff?

What’s in it for parents and families?

The Educational Cost of DisruptiveBehavior

In a poll of AFT teachers:(American Educator, Winter 2003)

17% said they lost 4, or more, hours of teaching time per week due to disruptive behavior.

Another 19% said they lost 2 or 3 hours.

Therefore 36% of the classrooms were losing from 2 to 4 hrs. per week of valuable teaching time to disruptive behavior.

Mental Health and Academic Achievement: A Critical Link

When academic achievement increases there is often a corresponding increase in mental health.

When mental health increases there is a corresponding increase in academic achievement.

Schools that focus exclusively on increasing academic scores, without addressing student mental health are less effective (Becker, 2002)

In Illinois, PBIS schools had 16% more 3rd graders meeting the state reading standard vs. non PBIS schools

Think of PBIS as… A process not a curriculum. Dynamic, evolving.

A research-based system-wide blueprint or template.

An umbrella for all the other enabling initiatives, i.e. Family Support Center, Character Ed., Drug Free Schools, CKH, etc.

A way for us to provide a clear roadmap to social success for our students.

A philosophy: “We believe positive school environments are the most effective learning environments”

NOT an add-on but a better way of doing what we already have to do

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response

Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Designing School-Wide Systems for Student Success: A Multi-tiered, RTI model.

Lost Students Students who are fast-tracked into the

exclusionary interventions (suspension, self contained classes, alternative schools) are students who are described as having “fallen through the cracks”, many of whom become the “lost students” : lost to dropping out, or lost in the pipeline to gangs, or prisons.

An effective multi-tier system prevents students from “falling through the cracks”.

We need the power of all teachers working together to make the base of this system – the green zone- strong enough to enable the whole multi tiered system work.

RtI: Response to Intervention

Frequent progress monitoring of discipline data (ODRs) both individual and large group

Effective use of this data to ensure: Early identification of students, or

groups, who need targeted or secondary levels of support and..

Specific areas of concern that need stronger universal level support

SYSTEMS

PRACTICES

DATA

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Three Components Three Components of PBISof PBIS

“Systems” vs. “Practices”

System: a set of procedures that become part of the institutional/building culture. Behavior Matrix How behavioral expectations are taught Universal leadership team, Child Study Team, action team Adequate training It guides and supports staff practices Goal:>80% implementation with fidelity and sustainability

(a decade not a semester) Practices: the specific techniques or strategies

that deliver the “system” to students the behaviors that are taught the ways we acknowledge SWBE (school-wide behavior expectations)

monitoring behavior violations Meant to support students.

PBIS Interlocking Circles:Key points:

• You need all 3 components to create and sustain effective system change. It’s what enables PBIS to “organize the host environment”. PBIS does not work with just a set of practices.

• “Practices” are critical because they are the things we do to support student behavior- everything from simple acknowledgement of expected behavior (CKH) to complex FBA’s (functional behavior assessments).

• “Data” is a critical piece because it guides our use of practices and systems. If you can’t measure it, you can’t manage it.

• “Systems” are critical because they support teachers in being able to make practices a regular part of their teaching repertoire. Systems enable PBIS to become a sustainable part of the school culture. (Universal Team = the “Heart of the System”)

• Only with all 3 in place, can we go beyond “train and hope” to “train and implement” and “implement and sustain.”

Interlocking Circles Activity3 groups

Group 1: Identify existing data collection and analysis strategies used in your building to drive behavior support decision making.

Group 2: Identify practices that are used by all staff to support positive behavior in students.

Group 3: Identify systems that support teachers in using those practices.

Group 1: Identify existing data collection and analysis strategies

No idea – who collects, who analyzes it, Mixed messages about ODRs Not consistent in data collection How to use referral – explanation Only one box used for data base Elementary – self-contained vs. an exploratory

who sees ¼ student pop. In 2 days Definition of offenses Dealing at classroom vs ODR Data sometimes being “lost” Process vs offenses, person vs. offenses, Sharing data and students – yr to yr

Group 2: Identify practices

Only K-12 – student of wk/mo. Everything else is bldg wide, gr. Level,

team, Long list of practices that are isolated,

inconsistent, lack buy-in, not implemented with fidelity

NOTE: Practices need to be supported by data and systems!

Group 3: Identify systems

Staff dev/training Code of conduct coaches/advisors Team/grade level meetings Mentoring – formal/informal/critical friends Tracking – computer systems SASI BOCES software – teachers at Lancaster –

markers on students who have 504, IEP, special needs, behavioral referral specific (skipping class, fights,…)

Video

“Creating a Culture of

Positive Behavior”

Challenges

Doing more with less

Educating increasing numbers of

students who are more different than

similar from each other

Educating students with moderate-to-

severe problem behavior and/or mental

health issues

“Natural” Individual Response to Problem Behavior

Clamp down on rule violators Extend continuum of aversive

consequences Improve consistency of use of

punishment. Establish “bottom line.”

Do more of what hasn’t worked

Some typical discipline strategies :

• punishment • exclusion

• “counseling”

The most effective research-based interventions include:

Teaching social skills Academic curricular restructuring Behaviorally based intervention

Expect Define Instruct Practice Reinforce, reinforce, reinforce…

Paradigm Shift

Punitive approach

Positive approach

ROADBLOCKS

My job is to teach academics, not behaviors Teaching proper behavior is the job of the

parents I don’t have time to provide prompts and

reinforce behavior Providing prompts and reinforcements for

problem students is not fair to the vast majority of my students who do fine without.

Reinforcement is counterproductive-students should value learning for its own sake.

The rules are posted, why should we have to teach them?

Staff Responses:

“My job is to teach academics,not behaviors.”

The purpose of education is to prepare students to be successful in life!

Academics and behaviors are inextricably related

Very wide variations in family values and discipline approaches

For many students, without specific behavioral instruction, they will fail both behaviorally and academically

“I don’t have time to provide prompts and reinforce behavior.”

It takes more time to react to problem behavior than it does to pre-correct or prompt positive behavior

By definition, reinforcing desired behavior makes that behavior more likely to occur again in the future

Prompts and reinforcement are part of effective teaching

“Providing prompts and reinforcements for problem students is not fair to the vast majority of my students who do fine without.”

The majority of students are regularly and naturally reinforced for their successes

Students who are not successful have no reason to try - they don’t believe they’ll be successful -- our job as teachers is to make them successful

Why Teach The Rules When They Are Already Posted?

Posting rules is necessary but, by itself, only minimally effective.

Posting rules and distributing student handbooks are very passive approaches.

Behavior expectations need to be actively embedded in all our interactions with students.

Rules need to be taught with the same priority, clarity and intentionality as academics.

Time to Reflect(Self-reflect then share with partner)

Do any of these roadblocks sound familiar to me?

Does active teaching of behavior and frequent reinforcement of positive behavior fit into my teaching style?

Am I already there or do I need more time, or more evidence, to get there?

ACCOUNT NUMBERS

Arcade 123050Delevan 447189Middle 189030High 180174Website www.pbssurveys.org

Gathering Preliminary System Data

School-wide Systems of Behavioral Support

Non-classroom Systems Classroom Systems Individual Systems… the Self

Assessment Survey. Ticket to lunch – complete survey on

your building. LUNCH (11:15-11:45)

Developing a Building-Wide Universal Team.

The team develops practices for:1. Gathering and analyzing behavior data

(Available through SASI)2. Teaching behavior systematically3. Defining school-wide behavior

expectations. (Most buildings have this)4. Acknowledging and rewarding behavior,

establishing the 5:1 ratio5. Monitoring/correcting behavior infractions

Establishing a Building Level TeamGroup discussion

1. Who needs to be on your Building Team? Be specific.

2. What would it take for people to commit to being on a team in your building?

3. To support the team: What can colleagues and staff do? What can administration do? What systems of support need to be in place?

Creating Behavioral ExpectationsActivity

Handout: “Defining Respect

in the Classroom”