Positive Behavior Support Technical Assistance Day Louisiana Positive Behavior Support Project
Expectations Be Respectful Positive Behavior Support Be an active listener Be Responsible Manage time wisely during activities & breaks (silence cell phones) Be Positive Work smarter, not harder
Welcome! • Celebrate! • Agenda • Materials • Report Card • Session Instructions/Notes
Session 1:Monthly Meetings • No agenda is prepared • People get off task • No one establishes meeting dates • No one shows for meetings • 1 or 2 people do all of the work
Strategies for Meetings No agenda is prepared • Team Leader/Coach can set agenda • Use agenda template to guide conversation (examples provided) • Begin next meeting’s agenda at the previous one People get off task • Identify time keeper • Remain focused on positive • Divide & Conquer Method
No one establishes meeting dates No one shows for meetings • Set a schedule (team leader) • Identify who will send out reminders • Scheduling Creativity (all PBS team members are off at same time, grade level meetings, set aside 2 full days at beginning of school year)
1 or 2 people do all of the work • Always remind people of their “homework” before they leave a meeting • Rotate responsibilities on team • Recruit people to help & remove others who don’t contribute; rotate team members each year Other Considerations • How are new team members going to be trained/taught about PBS elements? • Who is going to provide data so that your team can make decisions? • Team Process Survey provided on flash drive to assess how well your team is functioning
Session 2:Adult Behavior • Teachers aren’t motivated • Some teachers still scream at kids & escalate behavior
Strategies forAdult Behavior Teachers aren’t motivated • Show them the data! (staff satisfaction survey provided), # of referrals • Get out of school! Faculty Retreat • Divide & Conquer Method • Make PBS Fun!! • Create a reinforcement system for adults & model! (tickets/bucks, attendance, lessons, parking, gift cards, duty free, faculty luncheon, etc.)
Strategies forAdult Behavior Some teachers still scream at kids & escalate behavior • Possible topics for in-service/grade level/faculty meetings: • Importance of modeling behavior (speech & actions) • Escalation vs De-escalation • Classroom Management • Role Play! • Peer Observations • “Open Door” Policy/Administrator Presence
Session 3:Expectations & Rules • Consistency with how to teach expectations and rules • Students knew at first, but now seem to have forgotten • Adults aren’t consistent when using
Strategies forExpectations & Rules Consistency with how to teach expectations and rules • Develop a schedule and script (teach continually) • Teach in context of area • Let students practice! • May want to take pictures and place by your rules
Students knew at first, but now seem to have forgotten • Morning announcements & Student Rap! • A few, positively stated rules! Adults aren’t consistent when using • Align expectations with rules and post accordingly in all areas • Make administrator presence known • Reinforcement system!
Other Considerations for Expect. & Rules • Add adult responsibilities on posters • Classroom rules??? Consider having faculty bring to meeting • Use short corrections -“Zip and Flip”: quiet & fold arms -“HOT”: here on time - “SALAMI”: stop and look at me - “CLAYGO”: clean as you go - “Hips, Lips, Ears”: hands by your side, quiet, ears open for instruction
Team Time Critical Elements 1-4 on Action Plan 35 minutes BOQ PBS Team (1-4), Faculty Commitment (5-7), Expectations & Rules Developed (20-24) FLASH DRIVE Agenda Templates Team Process Survey
Session 4:Lessons & Reinforcements LESSONS • How do I fit it in to the schedule? • Who determines what the lessons are and for how long? • Who delivers the lessons?
REINFORCEMENTS: • Faculty are giving out too easily (or not at all) and for the wrong reasons • Too costly • “Better/quiet” students are complaining because they never get a buck/cash/ticket • Students have no idea why they are getting bucks/cash/tickets
Strategies for Lessons How do I fit it in to the schedule? • Set a schedule & script (example) • Discuss frequency of lessons Who determines what the lessons are and for how long? • Use what you have for booster lessons(Second Chance, Too Good for Drugs/Too Good for Violence, Character Counts) • Look at your data to determine problem behaviors
Who delivers the lessons? • Varies by school-be cautious! • Make administrator presence known
Strategies forReinforcement Faculty are giving out too easily (or not at all) and for the wrong reasons • In-service on the importance of praise & how to deliver a reinforcement • Consider a limit for how bucks/tickets teachers can hand out • Reinforce the students for adult-contingent behavior “Better/quiet” students are complaining because they never get a buck/cash/ticket • Popsicle sticks • Levels of reinforcement (it’s not all about a buck!)
Students have no idea why they are getting bucks/cash/tickets • Connect back to expectations (print out on) • Verbalize and have them restate Other Considerations: • Reinforcement menu should be posted! • Classroom vs. school-wide • Ask students what they want & vary (FOCUS GROUP) • Dress Code, Tardies, Dances, Sporting Events, etc., Social Time, Game Room • Ties back in to faculty reinforcement system • Drawing for teachers of those students who turned in bucks
Strategies forStores • Filing cabinet, actual room, rolling store • Offer varying increments ($1, $5, $10) • Solicit the community for donations or have staff bring in non-used items from home
Session 5:Data • Our system’s data system is too difficult to use! • No one brings the data • We don’t have time to look at the data during the meetings • What do we do with the data?
Strategies for Data Our system’s data system is too difficult to use! • Find someone in the technology dept. at the school board to help simplify it • www.swis.org is an option ($250/school year) • Use excel or www.surveymonkey.com No one brings the data • Should be one of the team member’s responsibility We don’t have time to look at the data during the meetings • Your data should drive your PBS meetings
What do we do with the data? • Always share with the faculty (meetings, Blackboard, posters) • Have the kids get involved! • Try to examine: *Time of Day *Referrals/Student *By Teacher *By incident *Location *Total # of Referrals/Day/Month
Team Time Critical Elements 5-8 on Action Plan 35 minutes BOQ Lesson Plans for Teaching (33-38) Reward/Recognition (25-32) DATA ENTRY (15-19) FLASH DRIVE Lesson Plan Template
Session 6: Discipline & Interventions • Faculty doesn’t follow flow chart/interventions/minor infraction forms • Faculty is inconsistent when applying consequences
Faculty doesn’t follow flow chart/interventions/minor infraction forms • In-service on minor infraction forms (focus on choices for interventions) • May need to modify form (examples provided) • Make sure you have identified minor vs. major behavior—flow chart should be posted • What is the administrator’s response?
Strategies for Discipline Faculty is inconsistent when applying consequences • Establish need for consistency (parents, accountability, students) • Give updates (data) at faculty meetings! • If teachers aren’t following process, what is being done about it?
Other Considerations: • Dress code & consistency—administrators can keep a checklist! • Announce to perform dress code check after morning announcements • Reinforce where your problem behaviors occur most often • Find out the function of the behavior (tardies, dress, etc.) • Post it in office/walls/let student know • Behavior chart considerations
Session 7:Implementation, Evaluation, & Visibility • How do we organize all of this? • How are you evaluating this process? • If I could just get my parents involved….. • Not enough people know about PBS • I don’t have any support outside of my school for PBS
Strategies for Implementation, Evaluation, & Visibility How do we organize all of this? • Consider a PBS Binder for faculty (helps with subs, new teachers) • Always keep an action plan (template) • See example calendar • Keep a Book of Products (see example) How are you evaluating this process? • Constantly use data to drive your decisions • Surveys (examples provided) • Benchmarks of Quality (submitted every Spring); see example • School-wide Evaluation Tool (SET)
If I could just get my parents involved….. • Not enough people know about PBS • I don’t have any support outside of my school for PBS • PBS on your website • Newsletters & Newspapers • Open House & Student Orientation • Sporting Events/Dances • Get Community Partners (Donations), Signs • Ask parents to volunteer • Post data in office (brochures, video, etc.)
Team Time Critical Elements 9-12 on Action Plan 35 minutes *DISCUSS REPORT CARDS BOQ Effective Procedures for Discipline (8-14) Implementation Plan (39-45) Crisis Plan (46-48) Evaluation (49-53) FLASH DRIVE Staff Satisfaction Survey Sample Implementation Plan Benchmarks of Quality Book of Products Minor Infraction Forms Example School Climate Survey
Before you leave…. Certificates & Evaluations
Resources • www.pbis.org • www.lapositivebehavior.com **examples • http://www.modelprogram.com/ • Parenting with Positive Behavior Support by Hieneman, Childs, & Sergay • Responding to Problem Behavior In Schoolsby Crone, Horner, & Hawken
Remember: PBS at your school is determined by you and your efforts PBS is a process PBS is best practice PBS is data-driven Embed all other initiatives into PBS We can’t pick and choose which portions of PBS we like—then it is no longer PBS We can’t “fix a kid” until we first “fix our environment”