Positive Behavioral Interventions & Supports (PBIS)

Positive Behavioral Positive Behavioral Interventions & Supports Interventions & Supports

(PBIS)(PBIS)

Muskegon Public SchoolsJune 11 & 20

MAREC Center

MAISDMTSS/School Improvement

Partnership

• Move back from your table so you Move back from your table so you have room to standhave room to stand

• Stand for all statements that are true Stand for all statements that are true for you.for you.

• As you stand, remember to look about As you stand, remember to look about and see who else is standingand see who else is standing

Like MeLike Me

Team TimeTeam Time

To make this day the best possible, we need your assistance and participation

Be Responsible – Attend to the “Come back together” signal – Active participation…Please ask questions

Be Respectful – Please allow others to listen

• Please turn off cell phones and pagers• Please limit sidebar conversations

– Share “air time”– Please refrain from email and Internet browsing

Be Safe– Take care of your own needs

Setting Group ExpectationsSetting Group Expectations

AcknowledgementsAcknowledgements

– Cathy Claes– Melissa Nantais

The material for this training day was developed with the efforts of…

Content was based on the work of…– Rob Horner, University of Oregon– Tim Lewis, University of Missouri– George Sugai, University of Connecticut– Anne Todd, University of Oregon

– Anna Harms– Jennifer Rollenhagen

Who will do what? Who will do what?

Facilitation of TodayFacilitation of Today’’s Works Work

✔ Notetaker ✔ Facilitator for discussions✔ Timekeeper for discussions✔ Active team member

ALL: What are the big ideas we need to bring back to our whole staff?

Scope and Sequence of the Positive Scope and Sequence of the Positive Behavioral Interventions & Supports SeriesBehavioral Interventions & Supports Series

Day 1– Introduction to Multi-Tiered System of Supports (MTSS) / Response to

Intervention (RtI)– Purpose of School Leadership Teams– Creating Effective Systems for Sustainable Implementation– Introduction to Positive Behavioral Interventions & Supports (PBIS)– Identifying and Defining Behavioral Expectations– Teaching Behavioral Expectations– Monitoring Expected Behavior

Day 2 – Acknowledging Expected Behavior and Correcting Behavioral Errors

(Part One)– Acknowledging Expected Behavior and Correcting Behavioral Errors

(Part Two)– Responding to Behavioral Errors– Data-Based Decision Making

Today’s OutcomesToday’s Outcomes– Introduction to Multi-Tiered System of Supports

(MTSS) / Response to Intervention (RtI)

– Purpose of School Leadership Teams

– Establishing our Mission/Vision

– Creating Effective Systems for Sustainable Implementation

– Introduction to Positive Behavioral Interventions & Supports (PBIS)

– Identifying and Defining Behavioral Expectations

– Teaching Behavioral Expectations

– Monitoring Expected Behavior










What is Multi-Tiered System of What is Multi-Tiered System of

Supports / Response to Supports / Response to Intervention?Intervention?

– A total school initiative with the goal of optimizing learning for all students

– About responsive and supportive teaching

MTSS: A Continuum of SupportsMTSS: A Continuum of Supports

Universal Prevention / Tier 1Core Instruction, all students,preventive, proactive and should meet the needs of at least 80% of the students relating to mastery of critical skills. A good core has materials to use with lower-performing students as well.

Targeted Intervention / Tier 2Supplemental, some (15%) students, reduce risk

Intensive Intervention / Tier 3 Individualized, functional assessment, highly specific for few (5%)

Students within SchoolsCenter area refers to students with IEPs

What is Multi-Tiered System of What is Multi-Tiered System of Supports / Response to Intervention?Supports / Response to Intervention?

Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) is a framework to provide all students with the best opportunities to succeed academically and behaviorally in school. MTSS/RtI focuses on providing high

quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes to instruction or goals. Data are used to allocate resources to

improve student learning and support staff implementation of effective practices.

Key Features of MTSS/RtIKey Features of MTSS/RtI– Focus on success for all students – Data-based decision making and problem solving

– Universal screening – Continuous progress monitoring

– A core curriculum is provided for all students– A modification of core instruction is arranged for

students who are identified as nonresponsive– Continuum of evidence-based interventions – A specialized and intensive curriculum for students

with intensive needs– Focus on fidelity of implementation and outcomes

focused – Parent and community involvement

(MAISD Implementation Team/MDE)

What is the Goal?What is the Goal?

To create an integrated Behavior and Academic Multi-Tiered System of Support (MTSS) / Response to Intervention (RtI) that can be implemented with fidelity, is

sustainable over time and utilizes data-based decision making at all levels of implementation support.

Essential Principles in All Essential Principles in All MTSS/RtI TrainingsMTSS/RtI Trainings

– Create systems, not just programs, to support each and every student

– Earlier, rather than later

– Evidence, not opinion

–On your own: Write on a scrap of paper or sticky, How would you explain MTSS/RtI to your (non-educator) spouse or a friend

–Share with your table group.

–Be prepared to share.

Partner ActivityPartner Activity










“Coming together is a beginning. Keeping together is progress. Working together is success.”

Henry Ford

Leadership TeamLeadership Team

To coordinate and manage the implementation of an MTSS/RtI model by:

– Planning for implementation of a continuum of supports with fidelity (develop process/procedures and tools).

– Developing and supporting school-based implementation capacity (professional development, technical assistance, coaching).

– Using data for continuous improvement of student outcomes.

Purpose of the Leadership TeamPurpose of the Leadership Team

Work of the Leadership TeamWork of the Leadership Team

– Develop the capacity of all staff members to perform the responsibilities required by a MTSS/RtI model– This capacity will be different for differing roles and

responsibilities within the developing systems

– Create the organizational structures to support continuous improvement

– Customize implementation at the building level to meet specific building needs

– Use data to drive the work and planning

(Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001)

Why do we need a PBIS LeadershipTeam?Why do we need a PBIS LeadershipTeam?

Implementation Team

No Implementation

Team

Percent of Implementation 80% 14%

Time 3 Years 17 years

Implementation of Effective Practices with and without an Implementation of Effective Practices with and without an Implementation Support TeamImplementation Support Team

““I swear to share the I swear to share the wealth of tasks, wealth of tasks,

responsibilities, and responsibilities, and information with all staff. I information with all staff. I will not burn myself out by will not burn myself out by

trying to do everything. trying to do everything. Instead, I will agree to let Instead, I will agree to let others lead beside me.others lead beside me.””

The Power of Teamwork The Power of Teamwork to Solve Problemsto Solve Problems










What is a Mission Statement?What is a Mission Statement?

– A statement of the purpose of an organization, its reason for existing.

– The mission statement should guide the actions of the organization, spell out its overall goal, provide a path, and guide decision-making.

– Answers the question, "Why do we exist?"

Establishing a Mission & Vision for Establishing a Mission & Vision for

your School Leadership Teamyour School Leadership Team

Start with your school’s mission statement

– Does it reflect your work in implementing and sustaining an integrated Multi-Tiered System of Supports (MTSS)?

– How might you further define it to include the work of the School Leadership Team related to implementing a positive approach to school discipline?

Sample Mission StatementSample Mission Statement

The purpose of implementing Positive Behavior Supports and Interventions at Genoa-Kingston

High School is to create a sense of community through a positive

environment in which all members are actively contributing.

Example Mission StatementsExample Mission Statements

Millbrook PBIS Mission Statement:

The PBIS team at Millbrook works to promote student achievement and

responsibility by providing a safe and caring environment where students are a part of a family with teachers and staff

serving as positive role models.

Example Mission StatementsExample Mission Statements

We at Moon School all take responsibility to inspire to

academic excellence, promote respectful, responsible and safe

behavior, and seek community and parental involvement.

What is a Vision StatementWhat is a Vision Statement

– A Vision statement outlines where you want to be. Communicates both the purpose and values of your team/school.

– A vision statement talks about your future.

– It lists where you see yourself some years from now. It inspires you to give your best. It shapes your understanding of why are you working here. It shapes all of your actions and decisions.

Communicate your Communicate your Vision StatementVision Statement

– To your school staff– To your school families– To your district

Your PBIS vision statement will guide your School Leadership Team’s efforts to implement and sustain

PBIS.

Task:Brainstorm on your own some thoughts for the team’s vision for the culture and climate of your building for the future and write several on sticky notes:•In a school with a positive, healthy school climate and culture:

– What will staff believe about a positive approach to discipline/management?

– How will students act/behave?– How will staff act, treat students, treat other staff,

and treat parents?– What is our philosophy?

•Share ideas with your team, compare and look for similarities and patterns.•Come to consensus on one initial idea.

Team Time: VisionTeam Time: Vision

Future Task:•Be thinking about how the vision can be communicated to key stakeholders

– To your school staff– To your school families– To your district

Intended Outcome:

•Your team will have a clearly stated vision statement for the work of implementing and sustaining PBIS within your school.

Your PBIS vision statement will guide your School Leadership Team’s efforts to implement and

sustain PBIS.

Team Time: VisionTeam Time: Vision

Multi-Tiered System of Supports (MTSS)/ Response to Intervention (RtI) is a

framework to provide all students with the best opportunities to succeed academically

and behaviorally in school. MTSS/RtI focuses on providing high quality instruction and interventions matched to student need,

monitoring progress frequently to make decision about changes to instruction or

goals. Data are used to allocate resources to improve student learning and support staff

implementation of effective practices.










Big ideas of PBISBig ideas of PBIS

Summary of PBIS Summary of PBIS ““BIG IDEASBIG IDEAS””

1. Systems – Team-based problem solving – Data-based decision making– Long term sustainability

2. Information – On going data collection & use– SWIS– Student Risk Screening Scale (SRSS)– Suspension/expulsion, attendance, tardy– Program Quality Measures (BoQ, SAS, SET)

3. Practices– Intervention or practice has evidence to support its

efficacy

SYSTEMS

PRACTICES

OUTCOMES

INFORMATION

BreakBreak

• See you in 10 minutes

– On your own: think about who was On your own: think about who was your favorite teacher and why.your favorite teacher and why.

– Share with an elbow partner.Share with an elbow partner.

Reflection TimeReflection Time

Starfish










– In your building, what typically are the approaches, actions, reactions related to classroom management and disciplining students?

– How are these approaches and actions working to improve overall behavior?

– What might be some of the practices that are not effective or creating barriers to student success?

Reflection TimeReflection Time

Why Change?Why Change?

Research validated indicators for change

School Practices that Promote School Practices that Promote Serious Discipline ProblemsSerious Discipline Problems

– Unclear rules and expectations regarding behavior.

– Inconsistent and punitive schoolwide, classroom, and individual behavior management practices.

– Failure to correct rule violations as well as to recognize and reward adherence to rules.

– Ineffective overuse of verbal reprimands, restrictions, suspensions, expulsions and other aversive consequence to “control” student behavior.

(Jenson, Evans, Morgan, & Rhode, 2006)

Traditional Approaches to Traditional Approaches to Dealing with Difficult BehaviorDealing with Difficult Behavior

Punishment

Exclusion

Without SW-PBISWithout SW-PBIS

Without SW-PBIS, when punishing problem behaviors is the primary strategy:

Punishment is associated with increased:

– aggression– vandalism– truancy– tardiness– dropping out

(Mayer, 1995; Mayer & Sulzer-Azaroff, 1991)

Without SW-PBISWithout SW-PBIS

Punishment of problem behavior:–Fosters environments of control–Occasions and reinforces antisocial

behavior–Shifts ownership away from school–Weakens child-adult relationship–Weakens relationship between

academic & social behavior programming

Typical Responses to Typical Responses to Student MisbehaviorStudent Misbehavior

– Watch the student more closely for future problem behavior

– Re-review rules and consequences– Become increasingly more punishing– Apply punishments more consistently– Establish the “bottom line.”

Why Change?Why Change?

– Academic and social goals are not being achieved.

– High rates of problem student behavior resulting in loss of academic learning time.

– Inconsistent response to behaviors across environments.

– Evidence does not support suspension, detention, expulsion as real solutions.

– We are often just putting out fires instead of having a significant effect on long term social/emotional growth.

Why Not Just Focus on a “Few?”Why Not Just Focus on a “Few?”

– If we only respond to the toughest students, we will never get to all of them, and we may make more!

– All children and youth need a “village” to return to (school and community)

– Bystanders (peers, parents/family, teachers, others) are the village! –These are the “primary socializing agents”

Jeffrey Sprague

Schoolwide Support Systems for Schoolwide Support Systems for Student SuccessStudent Success

All students in school

Universal PreventionCore instruction, preventative, for all students,

Targeted InterventionSupplemental, to reduce risk, for some students

Intensive Intervention Individualized, function-based, high specific, for few students

80%

7-15%

1-5%

Providing support at all three levels

Students needing strategic/targeted

interventions

Students needing

intensive/ individualized Interventions

Less problems allow for allocation of resources to appropriately meet needs

Not enough resources to address needs of student who are not at desired levels

Students performing at desired levels

Too few performing at desired levels

Implement Universal

Prevention

Implement Targeted

Intervention

Implement Intensive

Intervention

Time Cost of a Discipline ReferralTime Cost of a Discipline Referral(Avg. 45 minutes per student per incident)

1000 Referrals/yr 2000 Referrals/yr

Adminis-trator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

Power of the ConnectionPower of the Connection

Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes

(Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

Reducing Problem Behavior Reducing Problem Behavior Resulting in More Academic Time: Resulting in More Academic Time:

Portage North MSPortage North MS

“I see a definite difference! … I am able to spend more time visiting classrooms.” Celeste Shelton-Harris, Principal

“We have more time to discuss academic concerns and we are getting a lot more accomplished.” Johanna Toth,6th grade teacher

Instructional Time Recovered Instructional Time Recovered Through PBIS: One Teacher’s Through PBIS: One Teacher’s

ExperienceExperience

Before:2006-2006 school year

200 discipline referrals

After:First semester

2007-200818 discipline

referrals(Kalamazoo Central High School)

Children who fall behind academically will be more likely to find academic work aversive and

also find escape-maintained problem behaviors reinforcing.

(McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

Relationship between Behavior and Relationship between Behavior and AcademicsAcademics

Children of the Code: A Social Education Projecthttp://www.childrenofthecode.org/

Change to What?Change to What?

Total school, home, community commitment

Schoolwide SystemSchoolwide System

Schoolwide Positive Behavior Support involves all of us…

– We decide what our focus will be

– We decide how we will monitor

– We decide what our goals are

– We decide what we’ll do to get there

– We evaluate our progress

– We decide whether to keep going or change

An Integrated Behavior and An Integrated Behavior and Academic support model:Academic support model:

– Both are critical for school success– Share critical feature of data-based decision making– Both utilize three tiered prevention model– Both incorporate a team approach at school level,

grade level, and individual level– Models of integrated behavior and reading supports

produce larger gains in literacy skills than the reading-only model

(Stewart, Benner, Martella, & Marchand-Martella, 2007)

Change to What?Change to What?

Clearly defined and communicated

academic and behavioral expectations schoolwide.

Seven Basic ComponentsSeven Basic Components

1. Administrative Leadership2. Team based Implementation3. Define Behavior Expectations4. Teach Behavior Expectation5. Acknowledge/Reward Appropriate

_Behavior6. Monitor/Correct Behavior Errors7. Use Information for Decision Making

PBIS “Big Ideas”PBIS “Big Ideas”

PBIS is not a curriculum - it is a framework for systems to identify

needs, develop strategies, and evaluate practice toward success

The The ““Big IdeaBig Idea”” of School-Wide of School-Wide

Support SystemsSupport Systems

Goal is to establish host environments that support:

–adoption –expansion–sustained use of evidence-based

practices.

(Zins & Ponti, 1990)

Framework

Continuum

Academically

All

What is Positive Behavior Interventions What is Positive Behavior Interventions and Support?and Support?

Positive Behavioral Interventions Positive Behavioral Interventions and Supportsand Supports

– Emphasis is placed on prevention of problem behavior through creating predictable environments, teaching appropriate behavior and acknowledging appropriate behavior.

– Providing behavior interventions and supports matched to student need- more intense behavior problems require more intensive supports

Prevention Logic for AllPrevention Logic for All(Biglan, 1995; Mayer, 1995; Walker et al., 1996)

Decrease Decrease development development

of new of new problem problem

behaviorsbehaviors

Prevent Prevent worsening & worsening &

reduce reduce intensity of intensity of

existing existing problem problem

behaviorsbehaviors

Eliminate Eliminate triggers & triggers &

maintainers maintainers of problem of problem behaviorsbehaviors

Teach, Teach, monitor, & monitor, &

acknowledge acknowledge prosocial prosocial behaviorbehavior

Redesign of teaching environments … not students!

Big Ideas In Big Ideas In Positive Behavioral Interventions & Positive Behavioral Interventions &

Supports (PBIS)Supports (PBIS)– Establish mission and vision– Identify & define expectations– Teach expectations– Monitor expected behavior – Use data for decision making– Acknowledge/Encourage expected behavior– Correct behavioral errors (continuum of

consequences)

The vision of the State Board of Education is to create learning environments that prepare students to be successful citizens in the 21st century. The educational community must provide a system that will support students’ efforts to manage their own behavior and assure academic achievement. An effective behavior support system is a proactive, positive, skill-building approach for the teaching and learning of successful student behavior. Positive behavior support systems ensure effective strategies that promote pro-social behavior and respectful learning environments. Research-based positive behavior support systems are appropriate for all students, regardless of age. The principles of Universal Education reflect the beliefs that each person deserves and needs a positive, concerned, accepting educational community that values diversity and provides a comprehensive system of individual supports from birth to adulthood. A positive behavior support policy incorporates the demonstration and teaching of positive, proactive social behaviors throughout the school environment. A positive behavior support system is a data-based effort that concentrates on adjusting the system that supports the student. Such a system is implemented by collaborative, school-based teams using person-centered planning. School-wide expectations for behavior are clearly stated, widely promoted, and frequently referenced. Both individual and school-wide learning and behavior problems are assessed comprehensively. Functional assessment of learning and behavior challenges is linked to an intervention that focuses on skill building. The effectiveness of the selected intervention is evaluated and reviewed, leading to data-based revisions. Positive interventions that support adaptive and pro-social behavior and build on the strengths of the student lead to an improved learning environment. Students are offered a continuum of methods that help them learn and maintain appropriate behavior and discourage violation of codes of student conduct. In keeping with this vision, it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

Adopted September 12, 2006

Michigan State Board of Education Positive Behavior Support Policy

…it is the policy of the State Board of Education that each school district in Michigan implement a system of school-wide positive behavior support strategies.

Integrating Bully Prevention into Schoolwide Positive

Behavioral Interventions & Supports (PBIS)

Most Important Piece (MIP):Most Important Piece (MIP):–Using the article, “Integrating Bully Prevention into School-wide Positive Behavioral Supports (SW-PBIS) –With your team, divide the reading on pages 50, 51, and the first column of 52.–Highlight what you feel is the Most Important Piece.–Share your MIP with your team.

– How does your current Bully Prevention system How does your current Bully Prevention system align with SW-PBIS?align with SW-PBIS?

– Be thinking about integrating BP as you develop Be thinking about integrating BP as you develop your SW-PBIS approach.your SW-PBIS approach.

ActivityActivity

Researchers and practitioners alike recognize that simple solutions such

as stand-alone curriculums or targeting only a subset of students for

interventions are not effective. Schools need systemic approaches

that noticeably change aspects of the school culture while also teaching

ALL students the skills to meet their social needs without bullying.

(Olweus, 2003 as cited in IL-PBIS Technical Assistance Brief, December 2010, p.1)

A promising alternative to the stand-alone anti-bullying program is to include the

anti-bullying program as part of a broader systems-level approach to preventing and

addressing problem behaviors.”

(Good, McIntosh, & Gietz, 2011, p. 50)

Research has demonstrated that when PBIS is implemented with fidelity there are reductions in problem behaviors

such as fighting, aggression, and harassment as well as increases in the

perception of school safety and pro-social behaviors.

(Horner, Sugai, & Anderson, 2010)

The demonstrated effectiveness of SW-PBIS provides a logical

framework for the integration of strategies targeting bullying behavior.

(Good, McIntosh, & Gietz, 2011)

Based upon what you know so far . . .–Why should schools create a system

of positive behavior supports?

–How might PBIS support student learning?

–How might PBIS support teaching and instruction?

Elbow PartnerElbow Partner










To create a culture of competence within our schools

we need a common set of behavior expectations…


SupportsSupports– Establish mission and vision– Identify & define expectations– Teach expectations– Monitor expected behavior – Acknowledge/Encourage expected behavior– Use data for decision making– Correct behavioral errors (continuum of

consequences)

Define School-wide ExpectationsDefine School-wide Expectations

for Social Behaviorfor Social Behavior

–Identify 3-5 Expectations–Short statements–Positive Statements (what to do,

not what to avoid doing)–Memorable

Sometimes, we have too

many to remember!

School RulesNO Food

NO WeaponsNO Backpacks

NO Drugs/SmokingNO Bullying

Consider your impressions Consider your impressions of this schoolof this school

Taxi VideoTaxi Video

List problem behaviors that you most commonly deal with in your

classroom or school (cafeteria, playground, etc.)

Team TimeTeam Time

Making the Expectations VisibleMaking the Expectations Visible

Sandy Hill Elementary

Pentwater ElementaryHolland Heights Elementary

Superior Hills Elementary

Berrien Springs Middle School

Soo Township Elementary

Computer Computer Wall Paper and Wall Paper and Screen SaversScreen Savers

Mellen Elementary

South Range ElementaryLakeview Elementary

Kalamazoo Central High

Hall Elementary

Some schools display expectations on shirts, Some schools display expectations on shirts,

lanyards, hats, bumper stickers...lanyards, hats, bumper stickers...

Displaying Expectations on Displaying Expectations on Milwood Middle School Student PlannerMilwood Middle School Student Planner

Tasks: 1. Generate ideas for how you will make your

behavior expectations visible.2. Plan to share with school staff, obtain

feedback and possibly revisit thinking throughout year.

3. Be ready to share ideas with whole group

Intended Outcome:Teams will use Muskegon’s schoolwide

behavior expectations and create ideas for making them visible around your school building

Team TimeTeam Time



consequences)

Further define your school-wide

expectations

by translating them into specific, observable behaviors

What is a “Common” Area?What is a “Common” Area?

Places where many different groups of students from many different classrooms will go.

–Cafeteria–Playground–Special Classrooms–Parking Lot

Behavior Expectation Matrix Behavior Expectation Matrix

(example)(example)Lunchroom Bus Hallway Playground

Respectful

Excellent (about attitudes)

Dependable (about actions)

Safe

Examples of Examples of

Behavior Expectation MatrixBehavior Expectation Matrix

See examples in your handouts

These will be used to: –Create posters for specified common

areas–Create lesson plans for training in

each area

Milwood Magnet (Middle) School Planner

– Identify Common Areas in your building– Any commonalities between buildings?– Divide and conquer and share ideas for

tweaking?– Define observable behaviors for each

common area for each behavior expectation– What does it mean to be respectful at

assemblies?– What does it look like to be respectful at

assemblies?– Begin filling in behavior matrix

NOTE: Behavior Matrix needs to be completed by June 20 SW-PBIS Day 2

Team TimeTeam Time

LunchLunch

Please return at

REDS for ClassroomsREDS for Classrooms

How will teaching staff incorporate the REDS acronym into classroom rules and expectations?

Carousel ReviewCarousel Review

With your school team:– Go and read over the

expectations for each identified common area

– Knowing you can tweak/change for your building

– 1 minute each chart












consequences)

With your partner, read each statement and share With your partner, read each statement and share your thoughts on the last question.your thoughts on the last question.

““If a child doesn't know how to read, we teach.If a child doesn't know how to read, we teach.””

““If a child doesn't know how to swim, we teach.If a child doesn't know how to swim, we teach.””

““If a child doesn't know how to multiply, we teach.If a child doesn't know how to multiply, we teach.””

““If a child doesn't know how to drive, we teach.If a child doesn't know how to drive, we teach.””

““If a child doesn't know how to behave, If a child doesn't know how to behave, we……..... ……….teach? ………punish?we……..... ……….teach? ………punish?””

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President ), 1998

Think-Pair-ShareThink-Pair-Share

Teaching Academics and BehaviorTeaching Academics and Behavior

DEFINE SimplyDEFINE Simply

MODELMODEL

PRACTICE in PRACTICE in SettingSetting

ADJUST for ADJUST for EfficiencyEfficiency

MONITOR & MONITOR & ACKNOWLEDGE ACKNOWLEDGE

ContinuouslyContinuously

Contrasting Positive and Negative Contrasting Positive and Negative Examples of Behavioral ExpectationsExamples of Behavioral Expectations

– Purpose: to help students better understand the parameters of what is and what is not the expected behavior- helps to “Define the Edges”

– Choose examples that best “fit” the general case of the behavior expectation

– Choose non-examples that are:– Close to being examples of expected behavior rather

than outrageous non-examples– Typical of what students do when they are not

engaged in the expected behavior

Teaching ExamplesTeaching Examples

More Teaching ExamplesMore Teaching Examples

Process for Teaching Behavioral Process for Teaching Behavioral

ExpectationsExpectations– Define the Expectation– Provide a Rationale– Teach the Expected Behavior

– Demonstrate Appropriate Behavior– Demonstrate Unacceptable Behavior– Practice telling the difference with multiple examples

– If there is a “signal” teach the signal (when should the appropriate behavior occur?)

– Have everyone practice the appropriate behavior– Acknowledge students for demonstrating appropriate

behavior

Teaching behavior expectations like Teaching behavior expectations like academic lessons at Woodwardacademic lessons at Woodward

Students participate in Students participate in communicating behavior communicating behavior expectations at Holland expectations at Holland HeightsHeights

Arcadia ElementaryParkwood UpJohn

Hillside Middle School Milwood Middle School

PPoos s t t e e r r ss

Location Expectations

Hallways Cafeteria Playground Restrooms Classroom

Be Safe

Walk

Stay to the right

Allow others to pass

Keep all food to self

Sit with feet on floor, bottom on bench, and facing table

Walk to and from playground

Stay within playground boundaries

Keep feet on floor

Keep water in sink

Wash hands

Keep hands and feet to yourself

Sit with feet on floor, bottom on bench, and facing table

Walk

Be Respectful

Use quiet voices

Hold door open for person behind you

Wait your turn in lunch line

Use quiet voices

Ask before you borrow

Take turns with playground equipment

Play fair-follow rules

Include everyone

Knock on stall door

Give others privacy

Use quiet voices

Use quiet voices

Wait for your turn

Be Responsible

Keep ha llways clean

Keep lockers closed

Go directly to your location

Get all utensils, milk etc. when first going through line

Clean up after yourself

Keep play ground free of trash

Line up when bell rings

Flush toilet after use

Return to room promptly

Report problems to an adult

Return borrowed items

Be on time

Take care of your property

Use Behavior Matrix to Create Use Behavior Matrix to Create Behavior Lesson PlansBehavior Lesson Plans

Critical Features of Effective Critical Features of Effective Behavioral Expectation LessonsBehavioral Expectation Lessons

• Behavior expectation is clearly identified

• Lesson is being taught in the location

• Rational provided• Examples provided• Examples “fit” the

general case

• Non-examples are provided

• Non-examples are similar to examples of expected behavior

• Non-examples are typical of what students do

• Opportunities to practice• Expected behavior(s)

acknowldeged

Expected Expected Behavior Behavior

Lesson PlanLesson PlanSample # 1Sample # 1

Behavior expectation or rule to be taught: Be Respectful Location for expectation: Hallway Rationale- tell why following the rule is important: It is important to be respectful to your peers and adults in school. Using words or actions to harass, tease, or bully another person is inappropriate and can hurt others physically or emotionally. Negative interactions in the school interfere with learning and can cause problems at school and in the community Provide examples to help students better understand what is and what is not the expected behavior: Examples of expected behavior. Choose examples of that best ŅfitsÓ the general case of what the behavior expectation

Non examples of expected behavior that are: -More similar to examples of expected behavior rather than outrageous nonexamples -Typical of what students do when they are not engaged in the expected behavior

Joe bumped into Mary in the hallway and her books fell to the ground. She was upset because she would be late to class and started to call him names. Joe recognized that he was not paying attention and decided to apologize and help Mary pick up her books. Her teacher gave him a positive referral, and Mary thanked him for resolving the problem with respect.

Joe bumped into Mary in the hallway and her books fell to the ground. She was upset because she would be late to class and called Joe a Ņjerk.Ó Joe got angry and told Mary she was ugly and stupid. He walked away and Mary was late for class. Mary was mad and began to spread untrue rumors about Joe to hear friends.

Provide opportunities to practice and build fluency:

1. Set aside a few minutes at the beginning of each period to practice the rule. 2. As the teacher models, have individual students demonstrate examples and nonexamples of

following the rule (role play) 3. Tell students about the consequences for following and not following the rules

Acknowledge appropriate/expected behavior:

When students model the expected behavior during the practice session, the teacher will point out how the behavior demonstrates showing respect to others.

The teacher will acknowledge respectful behaviors from students throughout the day following the ŅBe RespectfulÓ lesson

Expected Expected Behavior Behavior

Lesson PlanLesson PlanSample # 2Sample # 2

Behavior expectation or rule to be taught: Be Safe Location for expectation: Cafeteria Rationale- tell why following the rule is important: It is important to be safe with your peers and adults in school. During lunchtime, there are many students present in the cafeteria and in the entryway to the cafeteria. Running or pushing others in this busy location could lead to someone getting injured. Provide examples to help students better understand what is and what is not the expected behavior: Examples of expected behavior. Choose examples of that best ŅfitsÓ the general case of what the behavior expectation

Non examples of expected behavior that are: -More similar to examples of expected behavior rather than outrageous nonexamples -Typical of what students do when they are not engaged in the expected behavior

Instructors will demonstrate the expectation the right way (e.g., quiet voices, orderly line, adequate spacing).

Students that are observing will rate the

performance by holding up pre-made signs that either say Ņwrong wayÓ or Ņright wayÓ.

Instructors will demonstrate the incorrect way to line up at the door (e.g., pushing, loud voices, large gaps between some students in line while other students standing in line are much too close to each other).

Students that are observing will rate the

performance by holding up pre-made signs that either say Ņwrong wayÓ or Ņright wayÓ.

Provide opportunities to practice and build fluency:

Students will be split into groups of 20 students. Each group will then be asked to exit the cafeteria and line up the ŅrightÓ way. As each group demonstrates the expectation, observing students will rate the performance with cards.

Acknowledge appropriate/expected behavior:

Staff will provide specific verbal praise to students after practice session. After completion of training, each student will get a punch on the card with school-wide settings listed 1) cafeteria, 2) hallways, 3) recess, 4) bus. This card, when all settings have been trained, is worth an ice-cream or another snack item from the cafeteria.

Teaching Teaching Behavior Behavior

Expectations Expectations in Hallway:in Hallway:

East East ElementaryElementary

Presentation: By grade, students will file into hallway. Facilitator will announce expectation to the group, define it, and discuss the rationale. Volunteers will then demonstrate the incorrect way to act safe and respectful in the hallway (e.g., touching and pushing others, looking around and not paying attention, talking in line, and turning around looking and talking to other students.) Students that are observing will rate the performance by holding up pre-made signs that either say, “wrong way” or “right way”. A set of students will then demonstrate the expectation the right way (e.g., walking with hands at sides and feet to self, watching where class is going, no talking, looking straight ahead.) Students will then be asked to hold the signs up again. Volunteers will be acknowledged with reinforcers (pencils/erasers).

Practice: Each individual class will be asked to demonstrate. The remaining class(s) will rate the demonstrating classroom with performance cards.

Reinforcement: Provide specific verbal praise to students after practice session. After completion of training, each student will get a punch on the card with the school-wide settings listed 1) hallway, 2) bathroom, 3) lunchroom, 4) bus, 5) playground, 6) LMC, 7) Assembly. When all settings have been trained, the card will be worth a snow cone or free popcorn.

Follow-up Plan: Daily, for the first three weeks of school, teachers provide precorrections (reminders about what the hallway expectations are as part of transition to specials, re-entry after recess, and dismissal). Weekly, next four weeks of school. Students will be reinforced with tickets. A video will be created to show students as needed for reinforcement.

Materials Needed: Facilitator for lesson, Volunteers to do skit (classroom teachers for particular grade levels, Kim, Miriam, Special teachers), Performance cards, Video recorder, tickets, punch cards, and reinforcers.

““CritiqueCritique”” the Lesson the Lesson

Lesson Design Processing Task – 1.Review lesson plan example2.Does lesson plan include the critical features?

Team TimeTeam Time

Teach Behavioral ExpectationsTeach Behavioral Expectations– Teach in the actual settings where

behaviors are to occur– Teach both:

– the words– the actions

– Build a social culture that is predictable and focused on student success.

– If possible, have the staff present who work in that setting.

““Traveling PassportsTraveling Passports””• Precorrecting new kids• Procedures

– Meet with key adults– Review expectations– Get “Passport” stamped– Go to next teaching location

Sandy Hill Elementary CameronSchool

Portage Community High School

Important to teach behavior within the Important to teach behavior within the context you want it to occurcontext you want it to occur

Loftis ElementaryMuskegon Hts., MI

Parkwood-UpJohn Elementary

When to Teach ExpectationsWhen to Teach Expectations

– Teaching Sessions– Younger students: 10- 15 minutes sessions– Older students: longer teaching sessions

– First week- every day– First month- every Monday– Throughout year- first day back from extended

vacations– When new person (student or staff) joins class

Other times we have found helpfulOther times we have found helpful

– Prior to an assembly or special program– Prior to a substitute teacher coming– Prior to a change in routine– When data suggests a need for a

refresher

Launching SW-PBIS System Launching SW-PBIS System Fall 2013 Fall 2013

How to teach –Stations/locations–assigned staff/teachers–When to teach–Resources needed (what)

• Task: Plan for developing lessons to teach the specific behavior expectations in common each setting.

• Intended Outcome: The team will have a plan in place, enlisting the help of additional staff members if necessary, to complete lesson plans teaching the specific behavior expectations in each common setting within the school

• Modify

Team TimeTeam Time

BreakBreak

• See you in 10 minutes

Other times we have found helpfulOther times we have found helpful

– Prior to an assembly or special program– Prior to a substitute teacher coming– Prior to a change in routine– When data suggests a need for a

refresher

Using Data to Make DecisionsUsing Data to Make Decisionsabout Teachingabout Teaching

• Your school’s expectations are:

–REDS• You have planned a launch for September; all

students will be trained in all common areas.• Each month your school focuses on teaching

one expectation during homeroom with weekly activities.

This is your schoolThis is your school’’s baseline data. In which months s baseline data. In which months do you think your school should consider do you think your school should consider

a booster training? a booster training?

What expectation should your school focus on What expectation should your school focus on teaching next month?teaching next month?

What expectation should your school focus on What expectation should your school focus on

teaching next month?teaching next month?

Keeping in mind that you need to teach students the Keeping in mind that you need to teach students the behaviors where they typically occur, in what behaviors where they typically occur, in what

locations on campus do students need a locations on campus do students need a ““refresherrefresher””??

Reviewing Behavior Expectations Reviewing Behavior Expectations Using GamesUsing Games

• Jeopardy format with questions and answers regarding behavior expectations in different settings (Hallways for $200 please)

• Are you Smarter Than a 5th Grader with questions about how students should behave

• BINGO using behavior expectations

Reviewing Behavior Expectations Reviewing Behavior Expectations Using MediaUsing Media

Milwood Magnet (Middle) School

Reviewing Behavior ExpectationsReviewing Behavior Expectations

Using Sentence StripsThe kids at North Muskegon Schools are training to be

stars S.T.A.R.SS.T.A.R.SS.T.A.R.S

We’re training to be stars

Using School Song

North Muskegon Elementary School

Congress Elementary

Reviewing Behavior ExpectationsReviewing Behavior ExpectationsGetting Students InvolvedGetting Students Involved

Student AssemblyStory Starter

At our school, we believe that everyone should be respectful, responsible and safe. Last week I noticed

another student following these rules

by….

Reviewing Expectations Reviewing Expectations using Door Contest using Door Contest

Lincoln Park Elementary

With your team, discuss the following:

–When might you need to reteach behavior expectations.

–What are some possible ways to reteach or review the behavior expectations?

Your TurnYour Turn












consequences)

Why emphasize monitoring and Why emphasize monitoring and active supervision?active supervision?

– By monitoring and actively supervising we can see first hand what our students are doing.

– We need to be actively present in order to acknowledge appropriate behavior, document inappropriate behavior, and deliver a continuum of consequences.

Nonclassroom SettingsNonclassroom Settings– Particular times or places where

supervision is emphasized– Cafeteria, hallways, playgrounds, bathrooms

– Buses & bus loading zones, parking lots

– Study halls, library, “free time”

– Assemblies, sporting events, dances

– Where instruction is not available as behavior management tool

VideoVideo

HIGH SCHOOL SYSTEMATIC SUPERVISION

Classroom vs. NonclassroomClassroom vs. Nonclassroom

Classroom–Teacher directed–Instructionally

focused–Small # of

predictable students

Nonclassroom–Student focused–Social focus–Large # of

unpredictable students

GRADE SCHOOL SYSTEMATIC SUPERVISION VIDEO

Basic Monitoring PracticesBasic Monitoring Practices

Active supervision– Movement– Scanning– Positive Interaction

•Positive contact•Reinforcement of expected behavior

MovementMovement

– Obvious

– Positive

– Interactive

– Unpredictable

ScanningScanning

– Head up– Make eye contact– Overt body position

Using Positives: Two TypesUsing Positives: Two Types

–Positive Contact

–Positive Reinforcement

““Good morning, class!Good morning, class!””

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

Positive ContactPositive Contact

– Variety of interaction types–Social positives & Schoolwide

acknowledgements– Variety of students– Quick– Noticeable– Publicly appropriate

Four Positives to One Negative Four Positives to One Negative RatioRatio

– Have more positive student contacts than negative

– Use variety of contact forms

Positive ReinforcementPositive Reinforcement

–Individualized–Informative–Sincere

Systematic Supervision

Checklist

With your School Team:1. Tell your partner why monitoring with

active supervision is critical in common areas.

2. Summarize the three basic monitoring practices

3. Consider current monitoring practices in your school. Are all three basic practices utilized in all settings? If not, where are gaps occurring?

Your TurnYour Turn

ResourcesResources

MAISD-MTSS Resources Wikiwww.maisd-mtssresources.wikispaces.com

– PBIS Resources (matrix examples, lesson plan examples)

– MPS-specific resources (common templates for matrix and lesson plans, behavior expectations master graphic)

– Other resources that teams would like to share

http://www.maisd-mtssresources.wikispaces.com/

Work with your team to:•Before June 20

– Complete Building-Level Matrix• Bring completed copies for your team• Send electronic file to [email protected]

•Before August– Plan for making Behavior Expectations Visible– Develop lesson plans teaching specific behavior

expectations for all common settings in the school– Develop a plan for teaching the behavior lessons

during the first week of school in the fall– NOTE: May use the “Teaching Behavior

Expectations Schedule of Events – Fall 2013” worksheet to record your plan

Next StepsNext Steps

mailto:[email protected]

Circle, Square, TriangleCircle, Square, Triangle– Something I learned that SQUARES with my

Beliefs

– A question that is going AROUND in my head

– Three POINTS I want to remember

Reminder:Reminder:June 20 – 8:30 am – 3:30 pm

• MAREC Center

ReflectionReflection

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