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PBIS TEAM TRAINING DAYS 3 AND 4

Donna Morelli and Cynthia Zingler

CREC Education Specialists

www.pbis.org www.cber.org www.swis.org

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Today’s Objectives

Develop PBIS content fluencyShare what your team has been

working onEstablish school-wide behavioral

expectationsEstablish class-wide behavioral

expectationsBegin working on lesson plans for

teaching behavioral expectations

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Review Internet Resources Available

www.pbis.orghttp:/crec-pbis-support.wikispaces.co

mwww.swis.orgwww.pbismaryland.orgwww.flpbs.fmhi.usf.eduwww.pbsworld.com

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Team Activity

Discuss as a team the following questions and be prepared to share with the group:

Something that has gone well for your PBIS team.

Question/concern your team has.

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Activity – Carousel Brainstorm

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SWPBIS isFramework for enhancing adoption & implementation of

Continuum of evidence-based interventions to achieve

Academically & behaviorally important outcomes for

All students

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Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

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Classroom

SWPBISPractices

Non-classroom Family

Student

School-wid

e

• Smallest #• Evidence-based• Biggest, durable effect

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SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

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Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

ALL

SOME

FEW

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASEDINTERVENTIONS

STUDENTPERFORMANCE

CONTINUOUSPROGRESS

MONITORING

DATA-BASEDDECISION MAKING

& PROBLEM SOLVING

UNIVERSAL SCREENING

SRBI

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SWPBIS is about….Improving

classroom & school climate

Decreasing reactive

management

Maximizing academic

achievement

Improving support for students w/

EBD

Integrating academic &

behavior initiatives

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STEP 4 – DEVELOP PROCEDURES FOR TEACHING SCHOOL WIDE POSITIVE BEHAVIOR EXPECTATIONS

Section 10

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

MONITOR &ACKNOWLEDGE

Continuously

ADJUST forEfficiency

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Teaching Matrix Activity 

 

  

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•__________

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Early ChildhoodExample

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Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal Times

In Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tio

ns

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

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Behavioral Expectations and Skills Taught in Natural Context

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Expectations & behavioral skills are taught & recognized in natural context

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STEP 5: DEVELOP PROCEDURES FOR DEVELOPING CLASS-WIDE BEHAVIOR EXPECTATIONS

Section

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 Meeting Eyes on speaker.Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

Homework Do 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.

Transition Use 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 Directed Eyes on speaker.Keep hands to self.

Use materials as intended.

Have plan.Ask.

Independent Work Use inside voice.Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to Solve Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

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Teach Friendship Building Skills

• Target behaviors and role-play and practice during area play.

• Model phrases to initiate and encourage interactions.

• Peer modeling, peer buddies • Create opportunities for working

together (e.g., plan by drawing play partners, assign clean-up buddies).

• Utilize activities that require turn-taking and sharing.

• Provide cooperative toys: puppets, 2 phones, board games).

• Provide storybooks on friends.

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Demonstrate the Labeling and Expression of Emotions

• Model the use of emotion language through real life scenarios: “How do you feel when…?”

• Publicly acknowledge your own mistakes and emotions.

• Expect, accept, and acknowledge all emotions. Express that the issue is how we manage those feelings.

• Teach facial expressions and body language: “When do people smile?”

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Demonstrate the Labeling and Expression of Emotions

• Photos of people in various emotional states.

• Provide storybooks on feelings.• Place a mirror in the classroom.• Sing songs about emotions.• Make feelings collages.• Label a child’s feelings, tone, and

body language.• Videos of people

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Mood Thermometer

MAD!!UpsetOkayHappy

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Activity

1. Create SW matrix – Guidelines Section 10

2. Create CW matrix– Guidelines Section 12

3. Begin lesson plans for each setting– Lesson plan handouts Section 11

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Video – School Example

http://www.pbis.org/swpbs_videos/default.aspx

http://vimeo.com/groups/pbisvideos

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Team Implementation Checklist

Please go to https://www.pbisassessment.org/home

Enter your school ID

Go to Team Checklist and click on Actions

Complete the survey on-line together as a team

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Self Assessment Survey The survey examines the status and need

for improvement of four behavior support systems: (a) school-wide discipline systems, (b) non-classroom management systems (c) classroom management systems(d) systems for individual students engaging in chronic problem behaviors.

Each question in the survey relates to one of the four systems.

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STEP 6 – DEVELOP CONTINUUM OF PROCEDURES FOR ENCOURAGING SW EXPECTATIONSWorkbook 65-67

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Acknowledging SW Expectations: Rationale

To learn, humans require regular & frequent feedback on their actions

Humans experience frequent feedback from others, self, & environmentPlanned/unplannedDesirable/undesirable

W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

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Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002

Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001

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Reinforcement Wisdom!

“Knowing” or saying “know” does NOT mean “will do”

Students “do more” when “doing works”…appropriate & inappropriate!

Natural consequences are varied, unpredictable, undependable,…not always preventive

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Why Develop aSchool-Wide Reward System?Increases the likelihood that

desired behaviors will be repeated

Focuses staff and student attention on desired behaviors

Fosters a positive school climate

Reduces the need for engaging in time consuming disciplinary measures

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Acknowledge & Recognize

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Acknowledge & Recognize

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Group Contingency for Appropriate Behavior (Beehive)

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Predictable work environments are places where employees:

Know what is expectedHave materials & equipment to do job correctlyReceive recognition each week for good workHave supervisor who cares & pays attentionReceive encouragement to contribute & improveCan identify person at work who is “best friend”Feels mission of organization makes them feel

like their jobs are importantSee people around them committed to doing

good jobFeel like they are learning new thingsHave opportunity to do the job well (Buckingham & Coffman 2002, Gallup) 

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Rewarding Staff

Keeping staff motivated is just as important to the PBS process as motivating students

Utilize community resources and local businesses

Incentives for staff that have worked at other schools include:• After School Ice Cream Social• Leave 5min. Early pass• Special Parking Spots• Recognition at faculty meetings

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Reward System GuidelinesKeep it simpleProvide staff with opportunities

to recognize students in common areas who are not in their classes

Include information and encouraging messages on daily announcements

Rewards should target 85-95% of students

Brainstorm Staff rewards too!

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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

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STEP 7 – DEVELOP CONTINUUM OF PROCEDURES FOR DISCOURAGING BEHAVIOR RULE VIOLATIONS

Section

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Procedures for Discouraging Behavior Violations

Use Consequences Handout and results from (Major vs. Minor Behaviors) to begin continuum of procedures for discouraging behavior violations.

Use wkbk pgs. 61-64 for guidelines/considerations

Section

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Action Plan

Finalize and Present to Staff:SW/CW expectations and MatricesReward SystemContinuum of Consequences

Please bring to Day 5 of training

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Interim Tasks

Schedule and Meet MonthlyPresent all work to Faculty and get

feedbackFinalize Primary Prevention Tier

Implementation Steps 4-7Have staff complete Self-Assessment

Survey

https://www.pbisassessment.org/home

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CONTACT INFORMATION

Donna MorelliCREC

dmorelli@crec.org

Cynthia ZinglerCREC

czingler@crec.org