2010 National PBIS Leadership Forum Teaching Expectations and Creating Reinforcement Systems (D1) Marla Dewhirst, Technical Assistance Director Illinois.

2010 National PBIS Leadership Forum

Teaching Expectations and Creating Reinforcement Systems (D1)

Marla Dewhirst, Technical Assistance DirectorIllinois PBIS Network

[email protected]

T. Joan Fecteau, PBIS External CoachMilwaukee Public Schools [email protected]

In Partnership with OSEP’s TA Center on PBISCo-Director’s: Rob Horner University of Oregon

George Sugai University of Connecticut

Thanks to:Illinois PBIS NetworkMilwaukee Public Schools Department of Family Services

PBIS Initiative

• www.pbis.org• www.swis.org• www.pbisillinois.org

Content

• Creating and Teaching Expectations • Creating and Implementing Recognition

Systems • Exemplar Milwaukee Public Schools will

highlight their processes for– identifying needs for teaching and recognition– Coaches Skills and Role– Creating and Teaching Expectations including

Coaching Tips– Developing and implementing Recognition systems

with Coaching Tips

Who Inspired You?

Share with three people your name and the first name of ONE Person that helped you achieve your current goals and briefly explain how they supported you.

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

Tier 2/Secondary Interventions 5-15%•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing

5-15% Tier 2/Secondary Interventions•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

School-Wide Systems for Student Success:A Response to Intervention (RtI) Model

Academic Systems Behavioral Systems

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/school-wide.htm

SCHOOL-WIDE GOAL: To reduce new cases of problem behavior

and increase instruction time.

Teaching Academics & Behaviors ..Very Important!

DEFINESimply

DEFINESimply

MODELMODEL

PRACTICEIn Setting

PRACTICEIn Setting

ADJUST forEfficiency

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

MONITOR &ACKNOWLEDGE

Continuously

Classroom

SWPBSPractices

Non-classroom Family

Student

School-w

ide

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior errors• Frequent precorrections for chronic errors• Effective academic instruction & curriculum

Classroom

• Behavioral competence at school & district levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management instruction• Individualized instructional & curricular

accommodations

Individual Student

• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family

School-Wide Acknowledgement?

School-wide acknowledgment systems: • Are immediate, intermittent, and long-term reinforcements given by adults in the building to any students displaying expected school-wide

behaviors defined by the school’s matrix

Why Do We Do It?• Reinforce the teaching of new behaviors

• Harness the influence of kids who are showing expected behaviors to encourage the kids who are not

• Strengthen positive behaviors that can compete with problem behavior• Prompt for adults to recognize behavior• Encourage school-wide behaviors to be displayed in the future• Improve our school climate• Create positive interactions and rapport with students• Overall, we earn time back to teach and keep kids in the classroom where they

can learn from us!

Every time any adult interacts with any student, it is an instructional moment!

DATA:How decisions

are made

SYSTEMS:How things

are done

PRACTICES:How staff

interact withstudents

School-wide acknowledgement plans are impacted by all

three foci.

How does it fit into PBIS overall?3 PBIS Foci for Effective Behavior Support

“Data”: How Decisions Are Made

• A problem-solving team• Data collection• Data use• Communication with staff about data,

patterns, and decisions. Where do we focus our efforts?

“Systems”: How Things are Done

• Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway)

• Procedures for reinforcing expected behavior

• Procedures for responding to office discipline referrals.

• Procedures for meeting the needs of all students (The Triangle)

“Practices”: How Staff Interact with Students

• Define:• 3-5 school-wide expectations• Classroom managed vs. office referred behavior

• Teach:• Behaviors like we teach academics with Cool Tools• In the moment reminders/redirection• Pre-correct to “get” expected behavior

• Model:• Adults practice what we preach• Students practice what we teach

• Acknowledge:• Immediate, intermittent, long-term reinforcements for

expected behaviors to ensure future compliance

• Re-teach:• Consequences for non-compliance• Review of expected behavior• Addition of needed behavioral/academic supports

“Why should I reward students for something they should be doing

anyway?”

Store Reward cards?

Pump Perks?

Cash Back Credit Card?

Star-”bucks”?

INDIVIDUAL EXERCISE:

Look on your keychain and in your wallet or billfold. Count the number of items you have that you carry around because they

“reward” you in some way when you use them.

TYPE WHAT WHEN WHERE WHO

Immediate/High Frequency In the moment, predictable(e.g., Gotchas, Paws, High Fives)

KIDS:

ADULTS:

High frequency for a short time when first

teaching desired behavior or

re-teaching identified problem behavior

from data

ALL KIDS, ALL STAFF

Redemption of high frequency (e.g., school store, drawings)

KIDS:

ADULTS:

At least monthly ALL KIDS. ALL STAFF

Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway)

KIDS:

ADULTS:

Maintaining a taught behavior (fading)

ALL KIDS, ALL STAFF

Long-term School-wide Celebrations (school-wide not individually based)FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior areaACTIVITY: (e.g., ice cream social, dance, game day)

BOTH TOGETHER:

At least quarterly ALL KIDS, ALL STAFF

PBIS School-wide Acknowledgement Matrix (Student and Staff!)

Components of School-Wide Acknowledgment Plans

• Immediate/High frequency/Predictable/Tangible – Delivered at a high rate for a short period while teaching new behaviors or

responding to problem behavior – Name behavior and tie back to school-wide expectation upon delivery– E.g. “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals,

points for privilege levels – turned in for tangible/non-tangible prize

• Intermittent/Unexpected– Bring “surprise” attention to certain behaviors or at scheduled intervals– Used to maintain a taught behavior– E.g. Raffles, special privileges, principal random call

• Long-term Celebrations– Used to celebrate/acknowledge school-wide accomplishment– ALL kids, all adults– E.g. Quarterly activities, assemblies, parent dinners, field

trips

Guidelines for Use of Acknowledgements

• School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle

• Over time, move from: other-delivered to self-delivered (extrinsic vs. intrinsic

motivation) highly frequent to less frequent predictable to unpredictable tangible to social

• Adapt to data analysis feedback: “boosters”• Individualize for students needing greater support

systems

Guidelines for Use of Acknowledgements

•Include students in brainstorming and designing

•Vary school-wide acknowledgments

•Communicate school-wide expectations & acknowledgements to parents/guardians:Student handbookWebsiteNewsletterParental involvement in donations, volunteer time during celebrationsSchool Board report

THINK ABOUT IT:How do you involve parents in your PBIS acknowledgement efforts?

TEACHING AND REINFORCEMENT SYSTEMS

Examples from a large, urban school district in second year of PBIS implementation

T. Joan Fecteau

PBIS External Coach

Milwaukee Public Schools

3-Tiered System of Support -Necessary Conversations (Teams)

CICO

SAIG

Group w. individual

feature

Complex

FBA/BIP

Problem Solving Team

Tertiary Systems Team

Brief

FBA/BIP

Brief FBA/BIP

WRAP

Secondary Systems Team

Plans SW & Class-wide supports

Uses Process data; determines overall

intervention effectiveness

Standing team; uses FBA/BIP process for one youth at a time

Uses Process data; determines overall

intervention effectiveness

Sept. 1, 2009

UniversalTeam

Universal Support

Teaching and Reinforcing through 3 Tiers

• Tier 1 – School-wide for all students• Tier 2 – CICO – DPR and process provides additional

opportunity to learn expectations and rules as well as additional opportunity be recognized for appropriate behavior

• Tier 2 – SAIG – DPR had group goals tied to School-wide expectations. Additional opportunity to learn the rules and be recognized for appropriate behavior

• Tier 2 – Mentor/Renew/other on-going system – same as SAIG applies

• Tier 3 – Comprehensive team ties goals to all Tier 2 and Tier 1 Supports

Result: increased opportunity to learn, be recognized, and generalize the skills

Group Think Final Activity

• Form a group of 4• Each person writes down one word

illustrative of the persons learning• The group of 4 creates a sentence from

the four words provided, while adding as few new words as possible.

• Spokesperson reads the sentence out loud to the group

Thank you!