Positive Behavior Support Universal Training Day Two
Delve & Dialogue • Review PBS components and practices • Make a connection to your work.
Outcomes • Increase understanding of PBS • Establish School–Wide systems and practices to support staff and students • Determine PBS Team and each person’s roles
Day One Agenda Inclusion Activity, Outcomes, Agenda, Working Agreements PBS Overview Data Driven Decision Making Expectations/Matrix Teaching Behavior and Social Emotional Learning
Day Two Agenda Inclusion Activity, Outcomes, Agenda, Working Agreements PBS Review Team Composition Acknowledgment Systems T Chart Roll Out
ESTABLISHING CONTINUUM of PBS • TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • TERTIARY PREVENTION ~5% ~15% • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • SECONDARY PREVENTION • PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement • PRIMARY PREVENTION ~80% of Students
23 RTI Continuum of Support for ALL Few Some All Dec 7, 2007
Basic Recommendations for implementing PBS • Never stop doing something that is already working. • Always look for the smallest change that will produce the largest effect. • Adapt to make it “fit” your school community, culture, context.
Team Composition • Administrator • Grade level representatives • Specials representative • Special education/ELL representative • Support staff representative • Others – IRTs, Title I, Learning Coordinator, SEA, EA
Functions of PBS Universal Team • Put a ✔ by items already in place • Put a circle around items left to complete • Put a ? by that needs further explanation.
Roles of Team Members • Administrator • Coach: Internal, Co-coach • Data manager • Recorder – minutes/decisions/action plans • Time-keeper • Facilitator • Family/community liaison
PBSUniversal Team InternalCoach Role • Coordinate monthly Universal meetings • Attend monthly Coaches Meeting and Trainings • Liaison to External Coach • Coordinate PBS Assessment tools • Present to staff, PTO, School Groups • Point person for building PBS Teams • Creating/Developing PBS teaching tools/materials • Coordinate acknowledgment system • Manage Behavior Data
PBSUniversal TeamData Manager • Organize the data for the team (IC) • Assure that office referrals are being entered consistently • Assist the team with interpretation • Coordinate the monthly building staff presentations • Coordinate with internal coach for end of year data summary forms
Acknowledgement plan What is an acknowledgement? It is to Recognize.
“Why should we acknowledge students for something they should be doing anyway?” Does acknowledgment shape our behavior?
Current Acknowledgement Practices Inappropriate Behavior - Sent to counselor - Principal’s office -After school with an adult -Stay in from recess -Call home -Parent meeting -Special incentives - In school suspension -1 positive to 4 neutral Appropriate Behavior More challenging work “Free time” Ignored Call Home _ Verbal praise
Reinforcement/ Acknowledgement can be ineffective if… • Delivered with ambiguity • Is not meaningful • Creates psychological pressure • Never fade ( generalize)
Why Do We Acknowledge? • Reinforce the teaching of new behaviors • Strengthen positive behaviors that compete with problem behavior •Prompt for adults to recognize behavior- 4:1 • Overall, we earn time back to teach and keep kids in the classroom where they can learn from us! Every time any adult interacts with any student, it is an instructional moment! CELEBRATE
What will work for my school? • Who – School wide, classroom, individual, staff • What – data driven • How –Verbal, token, tangible, symbolic, activity
Types of acknowledgement • Praise • Tokens • Symbolic • Tangible
Team Time Develop student and staff school-wide acknowledgment system
Below and Bottom Line Below the Line Bottom Line
Discouraging Inappropriate BehaviorsBelow the Line: Fix-it Plans = Teacher responsibilityBottom Line = Office Referred
School Example Teacher Managed Behavior Attendance/Tardy – Inform parents on effect on academic performance Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment Office Managed Behavior Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual)
Work time T- CHART OF BEHAVIOR Classroom Managed BELOW THE LINE Behaviors Office-Managed BOTTOM LINE Behaviors
Roll Out Activity Complete PBS Action Plan
Closing Activity • -Rubber band: What has stretched you? • How have you grown? • Gum: How can we help this stick in your school?