Positive Behavior Support Universal Training Day One
Inclusion On your index card, answer the following questions: • What I know about PBS. • What I hope to learn. • A Summer Highlight
Inclusion • Partner Share • Introduce Partner to another pair
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 • Acknowledgment Systems • T Chart & Bottom Line Systems • Team Composition • Roll Out
Hopes and Dreams • On a Post – It note, record your main hope for our time together. • Post your Post – It on the Hopes and Dreams poster.
Working Agreements • With your team, brainstorm working agreements or guidelines that will help us meet our Hopes and Dreams. •Choose three agreements to share with large group.
Working Agreements • Share each teams’ agreements. • Decide on three to five agreements for large group.
MMSD Guiding Beliefs •Read the guiding beliefs –What resonates with you? –What challenges you? FIRST TURN/LAST TURN
Why a positive approach to discipline? • Most common responses to at risk students are punishment and exclusion (Lipsey, 1991; Tolan & Guerra, 1994) • Punishment, counseling and psychotherapy are the least effective responses to reduce antisocial and violent behavior in group settings (Gottfredson, 1997; Kazdin, 1985; Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994) • Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness and dropping out (Mayer and Sulzer-Azaroff (1991)
What does a system need to include? • Body of evidence that enables us to identify strategies that are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996) – Community building – Safe skills – Social Skills instruction – Positive recognitions and celebrations – Teaching procedures and routines
Team time Current practices Who is responsible Needs Community Social Skills Safe Skills Positive celebrations and recognitions Teaching procedures and routines
Text as Expert • Read handout – Put a “!” by text that resonates with you. – Put a “?” by text that you want to know more or have questions about. • Share “!” and “?” with a partner.
What PBS is not… • A “Train and Hope” model • A “Get Tough” model • Not limited to any particular group of children – it’s for all children • Not a specific practice or curriculum…it’s a general approach to preventing problem behavior • Not new…its based on a long history of behavioral practices &effective instructional design & strategies
What is PBS ? “PBS” is a research-based systems approach designed to enhance the capacity of schools to… effectively educate all students, including students with challenging social behaviors adopt & sustain the use of effective instructional practices (Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)
Supporting Social and Academic Competence & Behavioral Development 4 PBS Elements OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Child Behavior
The Big “BIG” Ideas 1. Decide what is important for youth to know 2. Teach what is important for youth to know 3. Acknowledge students for exhibiting skills/behaviors 4. Keep track of how youth are doing 5. Make changes according to the results
Tertiary Systems: 6+ referrals/semester POSITIVE BEHAVIOR SUPPORT ~5% Secondary Systems: ~15% 2-5 referrals/semester Universal/School Wide Systems for All Students, Staff, & Settings 0-1 referrals/semester ~80% of Students
Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Small Group Interventions (CICO, SSI, etc) ODRs, Attendance, Tardies, Grades, Running Records, etc. Group Interventions with Individualized Focus (CnC, etc) Daily Progress Report (DPR) (Behavior and Academic Goals) Tier 3/ Tertiary Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Multiple-Domain FBA/BIP SIMEO Tools: HSC-T, Wraparound RD-T, EI-T Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004
Team Time Complete or discuss the Self-Assessment Survey (SAS) school-wide section
PBS Data Displays 1. Office Referral Data 2. ISS & OSS 3. Instructional Time Analysis 4. Tier Analysis
CONSISTENTLY review the following data/graphs: 1. The number of referrals: ( BIG 5) Per month By type of behavior By location By time of day By student – – – – – By demographic Info – ethnicity, FRL, Grade, Gender –
CONSISTENTLY review the following data/graphs: 2. In School and Out of School Suspension Rate
Out of School Suspension & In School Suspension by semester Suspensions 500 446 419 400 300 1st semester 07-08 1st semester 08-09 Total 160 200 133 80 57 55 100 43 0 OSS Students ISS Students Suspensions and Students
CONSISTENTLY review the following data/graphs: 3. Instructional Time Analysis
Middle School Office Referral Sept. to Present 08-09/09-10 800 600 400 200 0 08-09 09-10
Instructional Minutes Regained… • Referrals Sept. 08- Feb. 16, 09: 599 • Referrals Sept. 09- Feb. 16, 10: 389 • Average time Student Spent out of Class: 20 min. • Average time Admin/Support to Process: 30 min. Time regained Student 9 days Administrator 13 days
CONSISTENTLY review the following data/graphs: 4. Tier Analysis
PBS Triangle Tier 3 (6+ ODR) 1-5% 399 Students 19% 2007-08 PRE-PBS Tier 2 (2-5 ODR) 5-10% 13% Tier 1 (1 ODR) 80-90% 68%
PBS Triangle Tier 3 (6+ ODR) 1-5% 409 Students 1stSemester 08-09 4% POST PBS Tier 2 (2-5 ODR) 5-10% (universal) 11% Tier 1 (1 ODR) 80-90% 85%
Data Practice • Look at Self-Assessment Survey results • Identify three strengths • Identify three areas of need
School-wide Above the Line Expectations • 3-5 positively and broadly stated expectations For example: Be Safe Be Respectful Be Ready
Above The Line Be Safe Be Responsible Be Respectful Below the Line Bottom Line
Behavioral Expectations • Come to consensus on your 3-5 behavioral expectations
Extension Activity • Spend time brainstorming ways to introduce the expectations to your staff, students. – Is it catchy? – Is it appropriate for all grade levels? – Visual displays around the building?
Behavior/ATL MATRIX Clearly define expected behaviors for classroom and non-classroom settings
School-Wide Behavior/ATL Matrix PURPOSES: Defines the Expected/ATL Behaviors for Specific Settings. hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground Creates the “Curriculum” that will guide the teaching of expected behaviors. Enhances communication among staff and between students and staff. 46
Behavior/ATL Matrix Lunchroom Bus Hallway Assembly Classroom Respect Others Eat your own food Stay in your seat Arrive on time to speaker Stay to right Respect Environment & Property Keep feet on floor Put trash in cans Take litter with you Return trays Respect Yourself Wash your hands Be at stop on time Use your words Listen to speaker Go directly from bus to class Discuss topic in class w/ others Respect Learning Eat balanced diet Go directly to class
Behavior/ATL Matrix Hallway Lunchroom Playground Restroom Be Safe Be Responsible Be Respectful
Team Time 3-5 School-Wide Above the Line Expectations Create your Behavior/ATL Matrix (complete and examine) 49