DE-PBS School-wide Positive Behavior Supports Team Training

DE-PBS School-wide Positive Behavior Supports Team Training June 18 & 19, 2013

Prevention: Developing Schoolwide & Classroom Systems

DE-PBS Key Features for SW • Program Development & Evaluation • Problem-Solving/Leadership Team • Data • Professional Development & Resources • Developing SW and Classroom Systems to Prevent Problem Behavior • Expectations, Teaching and Recognition • Positive relationships • Correcting Problem Behaviors • Consistent and clear procedures • Disciplinary encounters used as learning opportunities to teach problem solving strategies • Developing Self-Discipline

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.

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.

Developing SW and Classroom Systems to Prevent Problem Behavior • Expectations • Expectation development • Posting • Teaching • Kick off • Lesson plans • Recognition • Matrix • Recognition delivery • Positive relationships • Teacher-student • Student-student • School/teacher - home

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

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?

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

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

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

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

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

Developing a Behavior Matrix

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. Illinois PBIS Network, 2011

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

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

Behavior Expectations in the Classroom (B. Simonsen & H. George, 2009)

High School Behavior Matrixproblem behavior and teaching behavior Illinois PBIS Network, 2011

Behavioral Expectations To Be Developed To Be Reviewed/Revised Discuss your current expectations with your team. Do these meet your needs? Do they address concerns identified by your data? Are they clear and easy to remember? Are they few in number? Are they positively stated? • What is going well? • What do our data indicate as problems? • How can we convert these to positive behaviors? • As a team, identify and prioritize 3 – 5 positively stated expectations.

PBS Matrix Activity To Be Developed To Be Reviewed/Revised Break into groups by location Review existing matrix Address new expectations or areas • Break into groups by location (not including classroom) • Define what each expectation will look like in one location or area of the school • Be sure to have at least 1 location complete Are definitions stated positively? Were common and few words used? Does it show what the behavior “looks like”?

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)

Illinois DHS PBS Staff Matrix Every adult on the DHS staff can affect student behavior in a positive manner if we model that behavior when we interact with each other.

Teaching Expectations:Creating Cool Tools

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!

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

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

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

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

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

Teaching Expectations/Rules Using an Instructional Approach

Introductory Events/Kick off • All faculty and students participate • 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

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)

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

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.

What is our System for Teaching Behavior? • Introductory Events • Teaching school all 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

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

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

Things to Consider When Making Teaching Videos • Matches the climate of your building • Data driven • Pair with follow up activity (Discussion, etc.) • Always follow up non-examples with examples • Involve students in the process • Students involved are representative of your student body

Key Feature Status Tracker • Prevention: Implementing School-wide & Classroom Systems • Expectations & Teaching • Status • Discuss as a team if components are: • In Place, Partially in place, Not in Place • Action Plan • Discuss as a team the items Partially in place or Not in Place • Note activities to be completed, who will do them and when

Acknowledgement Plan

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!

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

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

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

DE-PBS School-wide Positive Behavior Supports Team Training