1. Positive Behavior SupportPBS Madison Metropolitan School District

2. Give One to Get One Name: Role and School:What you hope to learn this afternoon:

3. Give One to Get One • Partner with someone and share information from notecard • Exchange cards • Find a new partner and introduce the person on the notecard • Keep rotating and meeting new people

4. Working Agreements

5. Parking Lot

6. Outcomes • Increase understanding of PBS • Learn PBS Universal Practices • Connect learning to your work

7. Agenda • Inclusion activity • PBS overview • Universal system and practices • Secondary & Tertiary overview

8. MMSD Guiding Beliefs Read the guiding beliefs What resonates with you? How do see this practiced in your school or district wide?

9. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

10. 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.

11. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

12. Respectful Responsible Safe Above the Line

13. Teaching Behavior • Data • Acknowledgement • Behavior Referral Positive Behavior Supports

14. Responsive Classrooms • Morning Meeting • Teacher Language • Logical Consequences • Modeling Responsive Classrooms

15. Responsive Classrooms ATL Respectful Responsible Safe PBS Universal System and Practices Positive Behavior Supports

16. 30 Second Speech

17. >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students What Will We SEE?Universal PBS

20. 19% PBS Triangle 399 Students 2007-08 1st semester Tier 3 (6+ ODR) 1-5% 13% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% 68%

21. PBS Triangle 409 Students 1st Semester 08-09 Tier 3 (6+ ODR) 1-5% 4% 11% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% 85%

22. Infinite Campus (IC) demo

25. Black Hawk Behavior Matrix

27. “If a child doesn’t know how to read, we teach.” • “If a child doesn’t know how to swim, we teach.” • “If a child doesn’t know how to multiply, weteach.” • “If a child doesn’t know how to drive, we teach.” • “If a child doesn’t know how to behave, we……teach? …punish?”(Tom Herner, NASDE President 1998)

28. Teaching Behavioral Expectations 1) State behavioral expectations (3-5 expectations) 2) Specify student behaviors (skill on matrix) 3) Discuss why it is important 4) Model appropriate student behaviors 5) Students practice appropriate behaviors 6) Reinforce/acknowledge appropriate behaviors 7) Re-teachas appropriate

29. Voice Volume Cool Tool

30. Middle School Example

31. Partner Practice • Choose an appropriate behavior. • Teach and Model with a partner

34. Reinforcement/ Acknowledgement is ineffective if… Delivered ambiguously Is not meaningful Creates psychological pressure Never fade ( generalize)

35. Four Corners Activity

36. Types of acknowledgement Verbal Symbolic Tokens Tangibles

38. 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) 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

39. Key Questions • How does a staff member make an office referral? • Who responds to the call? • How is data recorded? • What does the intervention look like? • How is information communicated back to referring staff members? • What does re-entry look like?

40. School-Wide Systems for Student Success:A Response to Intervention (RtI) Model Academic Systems Behavioral Systems • Tier 3/Tertiary Interventions 1-5% • Individual students • Assessment-based • High intensity • 1-5% Tier 3/Tertiary Interventions • Individual students • Assessment-based • Intense, durable procedures • 5-15% Tier 2/Secondary Interventions • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 2/Secondary Interventions 5-15% • Some students (at-risk) • High efficiency • Rapid response • Small group interventions • Some individualizing • Tier 1/Universal Interventions 80-90% • All students • Preventive, proactive • 80-90% Tier 1/Universal Interventions • All settings, all students • Preventive, proactive Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

41. AB Teach • Label yourself Partner A & Partner B • Both partners read paragraph 1 • Partner A read paragraph 2 & 4 and prepare to share out to your partner • Partner B read paragraph 3 & 5 and prepare to share out to your partner • Share out

43. Where are we as a state?

44. MMSD PBS website • Go to MMSD homepage • Type PBS in the Search box

45. Closing Activity How does this fit with your current role? How can you integrate this with other initiatives? Where do you go from here?