Prevention: Developing Schoolwide & Classroom Systems

1. Prevention: Developing Schoolwide & Classroom Systems

2. Key Feature 2 • Recognize that ALL students benefit from positive behavioral supports. This includes students with and without behavior problems or disabilities, and requires sensitivity to individual and cultural differences.

3. Key Feature 3 Recognize the critical importance of preventing behavior problems. This is evident throughout school policies and evidence-based practices, especially in preventive classroom management, clear school-wide expectations, and school-wide teaching and recognition of positive behaviors. It also is seen in positive teacher-student, student-student, and school-family relations.

4. Do we have high expectations for students’ social and academic success? YES! Of course we do! Absolutely!

5. Points to Ponder • How do we identify and explain the desirable behaviors students should demonstrate, leading to social-emotional and academic success for all? • How can we transform our focus to promoting positive behaviors and preventing problem behaviors v. just eliminating problems?

6. The Need for commonly defined rules Familiarity with students’ cultural backgrounds enable teachers to draw on shared knowledge that honors students’ heritage and preexisting knowledge. By creating inclusive classrooms, cultural responsive schools and teachers decrease opportunities for student failure and misbehavior by operating in accordance with a mutually defined protocol of rules and expectations. Courtesy of Mid-Atlantic Equity Center

7. School-wide Expectations Expectations are the umbrella for more specific rules: • Identify 3 – 5 positively stated expectations • Use data to determine expectations • Choose positive actions and terms • Keep them simple and easy to remember • Remember to be age appropriate • Promote self-discipline, positive social and academic outcomes

8. Expectation Example Keene "Koalaty" Principles “KOALATY” KIDS: *SHOW RESPECT*FOLLOW DIRECTIONS*ACT RESPONSIBLY*DO THEIR PERSONAL KOALATY” BEST • Show Respect • Act Responsibly • Follow Directions • Always do your personal “Koalaty” best Keene Koalas Where "Koalaty" Counts

9. Expectation Example Cape Henlopen High Expectations • Commitment • Achievement • Pride • Excellence Where "Koalaty" Counts

10. SELF RESPECT OF: OTHERS LEARNING SAFETY School-Wide Expectations SOAR with the FALCON FOUR:

11. Developing a Behavior Matrix

12. School-Wide Behavioral Matrix PURPOSES: • Defines the Expected Behaviors for Specific Settings: • hallways, classrooms, gym, cafeteria, commons, • bus loading, bathrooms, assemblies • Creates the “Curriculum”that will guide the teaching of expected behaviors. • Enhancescommunicationamong staff and between students and staff.

13. School-Wide Behavioral Matrix GUIDELINES: • State definitions positively • Use a few common words • Show what the behavior “looks like”

14. In the Cafeteria, “Be Respectful” means: Wait your turn Use a quiet voice Clean up after yourself In the Bathroom, “Be Safe” means: Walk Report spills & incidents One pump of soap & one paper towel Behavior Matrix Field Example

15. School-wide Expectation Visibility • Promote joint ownership and responsibility for meeting expectations among staff, students and community • Posting expectations & matrix components per location provide reference tools for pre-correction & correction of misbehavior • Include expectation language in school-based materials: agenda books, code of conduct, school promotional items (pencils, t-shirts, etc.) • Represent expectations in various ways to support understanding (pictures/art, words)

16. Teaching Expectations:Creating Cool Tools

19. Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM!

20. Why Develop a System for Teaching Behavior? • We can no longerassume: • Students know the expectations/rules and appropriate ways to behave • Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

21. Why Develop a System for Teaching Behavior? • We mustassume: • Students will require different curricula, instructional modalities, etc… to learn appropriate behavior • We need to teach expectations/rules and appropriate behaviors as effectively as we teach academic skills

22. Remember… “You are a primary model for appropriate behavior.” The IRIS Center http://iris.peabody.vanderbilt.edu

23. How do you teach behavioral expectations? • Teach in the actual settings where behaviors are to occur • Teach the words by demonstrating the actions using examples and non-examples. • Model and practice to fluency • Build a social culture that is predictable and focused on student success

24. Teaching Expectations/Rules Using an Instructional Approach

25. 2. NATURAL CONTEXT 1. SOCIAL SKILL Expectations 3. BEHAVIOR EXAMPLES

26. How Do We Teach Behavior? • Introductory Events • Teaching school to expectations and rules • On-going Direct Instruction • Specially designed lessons, character education • Embedding in Other Curriculum • Booster Trainings • Keeping it Out There • Visual Displays – posters, agenda covers • Daily announcements

27. Introductory Events • All faculty and students participate • Consider school context - decide on method that will be most effective for your school • Consider Importance/Impact - Activity/event should be a high priority… not given a few minutes in some other activity

28. Specially Designed Lessons • Provide initial lesson plans to begin teaching behavior • Build on what you have (i.e. character ed.) • Develop a system for expanding behavior lesson plan ideas throughout the year • Skill of the month, Booster Sessions • Determine the minimum requirements for teaching behavior (i.e. how often)

29. Teach in the Natural Setting • Lessons must be taught in setting that behavior occurs • For example, if you are teaching cafeteria expectations, students need to be in the cafeteria • Have the staff that monitor the area, teach the lesson!!!

30. Creative Ideas:“Putting it into Practice” • Provide students with a script that includes actions and words expected • Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) • Recognize staff for creative activities • Video students role-playing to teach expectations and rules and show during morning show • Play “rule charades” • Writing about an expectation or making a cartoon • Matching cards with behaviors to expectations • Using literature

31. Strategies for Success • Describe specific, observable behaviors for each expectation • Plan for modeling the desired behaviors • Provide students with written and graphic cues in the setting where the behaviors are expected • Acknowledge efforts • Plan to re-teach and restructure teaching • Allow students to participate in the development process • Use “teachable” moments that arise in core subject areas and in non-academic times

32. Designing a Cool Tool/Behavior Lesson Plan Step one: Select the skill to be taught • Skills are taken directly from the behavioral matrix • Select skills based on the trends in your data Step two: Write the lesson plan • Name the skill & align to school-wide expectation • Also align with SEL standards Responsibilityis the expectation • Name the expectation: (Take) Responsibility • Name the location: Hallway • Name the skills: Students who take responsibility: • Move silently • Walk with hands at your sides • Own their choices

33. Cool Tool Template Purpose of the Lesson / Why it’s important: 1. 2. Teaching examples: 1. 2. 3. Student Activities / Role Plays: 1. 2. 3. Follow-up / acknowledgement activities: 1. 2. 3.

34. Acknowledgement Plan

35. Keep in Mind • 10 Key Features of PBS • “Recognition of Positive Behaviors” is one component of Key Feature #3 • There are many other pieces of the pie!

36. What motivates students? Discussion • What systems of positive reinforcement are in place in your school? • Do they affect all students? Do they appeal to all grades? • Who is resistant to participate? • In your view, what is the most powerful source of reinforcement for students? “Supports for All, Some and a Few”, Sprague, 2006

37. Purpose of Reinforcers/Acknowledgements • Recognizing desired behavior is a strategy to prevent behavior problems. • Teach new behavior • Strengthen replacement behaviors that compete with habitual undesirable behavior • Create frequent positive interactions between staff and students

38. Punishment Reinforcement(success) Prevention creates more positive than negative consequences 5 : 1

39. Can rewards be harmful? • Rewards can be used badly • If rewards are delivered ambiguously (not clearly tied to performance of expectation) • If what we deliver is not a “reward” from the student’s perspective • If partial rewards are delivered when full reward is expected • If reward is used as bribery • If large rewards are delivered briefly and then withdrawn completely Horner & Goodman, Using Rewards withinSchool-wide PBIS, www.pbis.org

40. What do we know about rewards? • Rewards are effective when used: • To build new skills or sustain desired skills, with • contingent delivery of rewards for specific behavior, and • gradually faded over time. • Akin-Little, Eckert, Lovett, Little, 2004 • “In terms of the overall effects of reward, our meta-analysis indicates no evidence for detrimental effects of reward on measures of intrinsic motivation.” • Cameron, Banko & Pierce, 2001 p.21 Horner & Goodman Using Rewards within School-wide PBIS www.pbis.org

41. Effective Use of Rewards • Rewards are effective when • Tied to specific behaviors • Delivered soon after the behavior • Age appropriate (actually valued by student) • Delivered frequently • Gradually faded away Horner & Goodman, Using Rewards withinSchool-wide PBIS, www.pbis.org

42. Strategic Use of Praise and Rewards • Use strategically to recognize and reinforce social and emotional competencies that underlie prosocial behavior • E.g., students routinely recognized with praise and rewards for demonstrating empathy, caring, responsibility, and respect • Pair reward with verbally labeled praise

43. Guidelines for Use of Reinforcers/Acknowledgements • Tailor the system of acknowledgements to your school population • Select ones that are grade appropriate • Intersperse public vs. individual acknowledgement for behavior • Pair verbal praise w/ acknowledgement • Vary acknowledgements (individual, classroom, grade level)

44. Acknowledgement Plan • Every faculty and staff member acknowledges appropriate behavior. • At least 5 to 1 ratio of positive to negative contacts • System that makes acknowledgement easy and simple for students and staff. • Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) • Beginning of class recognition • Raffles • Open gym • Social acknowledgement Rob Horner, University of Oregon www.pbis.org

45. High Frequency Acknowledgements • Way to quickly and easily reinforce when students meet the expectations; catch them being good • Frequent acknowledgements must be tied to the School-wide expectations • These acknowledgements must have value (not necessarily trinkets, emphasize social opportunities)

46. High Frequency Acknowledgements • Keep the system simple • Build in opportunities for data collection • Start Small • Emphasize the following: • The importance of enhancing social skills & self-discipline • The link between appropriate behavior and academic success • The link between SW PBS and other SW initiatives (e.g., multicultural education & character education) Adapted from Florida PBS Project

47. Activities for staff and student relationship building • Supporting everyday relationship building: • Finding/asking about student interests/extracurricular activities • Students providing 1-minute reports on areas of their interest (i.e. sports, drama) • Attending extracurricular events • Highlighting student talents (i.e. bulletin board with newspaper articles)

48. Activities for staff and student relationship building • Community and service learning activities • Pep rallies • Students earn the chance for staff to do silly things • Staff and student team challenges • Fund raisers • Hallway decorating • Sporting event attendance

49. Promoting Positive Contacts Home • Positive Behavioral Referral • Phone call logs • Positive post cards (labels pre-made for each student) • Names listed in a parent newsletter

50. Unexpected/Intermittent Acknowledgements • Special focus on each expectation • Special focus and increased reinforcement based on referral data – target the problem areas • Random Classroom Checks • Random Drawings for students and staff • Increased worth of acknowledgements given by substitute teachers