Creating a Positive Environment: P ositive B ehavioral I nterventions & S upports Carol Frodge Former Principal, Edmonds School District PBIS Trainer Fierce.

Creating a Positive Environment:

Positive Behavioral Interventions & Supports

Carol FrodgeFormer Principal, Edmonds School District

PBIS TrainerFierce Conversations Trainer

What is your vision?

On your card, write one word or phrase that describes the kind of school culture you want

for yourself and your child.

Assess Where We Are•What already works well in regards to a positive social environment and behavior? How do you know?• What is not working well? How do you

know?•If you make changes, how will you know if it’s getting better?

10 minutes

What is School-wide PBIS?• School-wide PBIS is:

– A systems approach, establishing the social culture and behavioral supports needed for schools to be effective learning environments for all students.

– Utilizes Three Tiers of Intervention• Evidence-based features of PBIS

– Prevention– Define and teach positive social expectations– Acknowledge positive behavior– Arrange consistent consequences for problem behavior– Collection and use of data for decision-making– Continuum of intensive, individual interventions. – Administrative leadership – Team-based implementation

PBS is NOT:

• A specific practice or curriculum, but rather a general approach to preventing problem behavior

• Limited to any particular group of students, but rather for all students

• New, but rather is based on a long history of behavioral practices and effective instructional design strategies

Systems

How things are done.

Practices

How staff interacts with students.

Data

How decisions are made.

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

SYST

EMS

PRACTICES

DATA

OUTCOMES

Adapted from “What is a systems Approach in school-wide PBS?”OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www.Pbis.org/schoolwide.htm

http://www/

AIM: ALIGNMENT Increased Student Achievement

Aim of the Organization

Aim of the Organization

Goals and Measures

Random Acts of Improvement

Goals and Measures

Aligned Acts of Improvement

From Jim Shipley & Associates

Why implement PBIS?

Students do their best in a positive school culture:School environment is predictable

1. common language2. common vision (understanding of expectations)3. common experience (everyone knows)

School environment is positiveregular recognition for positive behavior

School environment is safeviolent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.

Positive School Climate

• Maximizes academic engagement and achievement

• Minimizes rates of rule violating behaviors

• Encourages acts of respectful and responsible behaviors

• Improves supports for students with disabilities and those placed at risk of educational failure

School-wide and Classroom-wide Systems

1. Identify a common purpose and approach to discipline

2. Define a clear set of positive expectations and behaviors

3. Implement procedures for teaching expected behavior

4. Differentiate supports from a continuum of procedures for encouraging expected behavior

5. Differentiate supports from a continuum of procedures for discouraging inappropriate behavior

6. Implement procedures for on-going monitoring and evaluation.

1. Identify a common purpose and approach to discipline.

Why do students behave appropriately or not appropriately?

Ever Heard These?• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Phoebe, I’m taking your book away because you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention...let’s take a walk down to the office & have a little chat with the Principal.”

What is the underlying belief behind these behavioral interventions?

10 minutes

Science of Behavior has Taught Us that Students:

• Are NOT born with “bad behaviors”

• Do NOT learn when presented contingent aversive consequences

Do learn better ways of behaving by being taught directly and receiving positive feedback.

Ineffective Responses to Problem Behavior

• “Get Tough” (practices)

• “Train and Hope” (systems)

Worry #1“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Reactive Responses are Predictable

When we experience aversive situations, we select interventions that produce immediate relief and:

• Remove students• Remove ourselves • Modify physical environments• Assign responsibility for change to students and/or

others

based on the erroneous assumption that students:

• Are inherently “bad”

• Will learn more appropriate behavior through increased use of “aversives”

• Will be better tomorrow

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies

• Increased surveillance

• Increased suspension and expulsion

• In-service training by expert

• Alternative programming

A predictable, systemic response, but…

creates a false sense of security!

• Fosters environments of control

• Triggers and reinforces antisocial behavior

• Shifts accountability away from school

• Devalues child-adult relationship

• Weakens relationship between academic and social behavior programming

Worry #2:“Train & Hope”

Science of Human Behavior• Behavior is learned

• Behavior occurrences are linked to environmental factors

• Challenging behavior occurs when the demands of the environment exceed a kid’s capacity to respond adaptively.

• Behavior change occurs through teaching needed skills and minimizing environmental triggers.

The single factor common to successful change [in schools] is that relationships improve. If relationships improve, schools get better. If relationships remain the same or get worse,

ground is lost.”

– Michael Fullan Education reform authority

Why Every Moment Matters

• We experience approximately 20,000 moments every day.

• We react first emotionally, second rationally. Daniel Kahneman — Nobel Prize-winning scientist

• The “magic ratio” is 5 positive interactions for every 1 negative interaction.– 9 out of 10 people say they are more productive when

they are around positive people.– Increasing positive emotions could lengthen life span

by 10 years.

.

Resiliency and Protective Factors at School

• Caring Relationships: A supportive and respectful environment

• High expectations and academic standards• Opportunities for participation and

contribution

Bonnie Barnard Risk to Resiliency: What Schools Can Do

Which of these statements best summarizes your philosophy about student misbehavior?

1.Students who misbehave will learn appropriate behavior through punishment.

2.Students who misbehave will learn appropriate behavior through intentional teaching of appropriate behavior.

5 minutes

2. Define a clear set of common expectations and behaviors.

Schoolwide Social Expectations

• Guidelines

Identify 3-5 Expectations That:

– Desired Behaviors that Replace Your Problem Behaviors

– Short, Positive Statements (what to do!)– Easy to remember – Consider the Culture of Community

• For all students, staff, parents and others who come to your school

School Rules

NO Food or Gum

NO Running

NO Swearing

NO Bullying

Redesign Learning & Teaching Environment

Clear and Consistent

Expectations

Student Ownership

• Identify Ten Problem Behaviors

• Identify 3-5 Potential School wide Expectations that:

Broadly Address Your Problem Behaviors

Consider Culture of Community

• If You Have Expectations – Do They Need Revising?

15 minutes

3. Implement procedures for teaching of expected behaviors.

Why Develop a System forTeaching Behavior?

• Behaviors are prerequisites for academics

• Procedures and routines create structure

• Repetition is key to learning new skills:

• For a child to learn something new, it needs to be repeated on average of 8 times

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

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

Tier 1/Universal Interventions 80-90%•All students•Preventive, proactive

Academic Systems


Tier 2/Secondary Interventions 5-15%

•Some students (at-risk)•High efficiency•Rapid response•Small group interventions• Some individualizing


Academic Systems


Academic Systems

Tier 3/Tertiary Interventions 1-5%

•Individual students•Assessment-based•High intensity

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



Academic Systems

Tier 3/Tertiary Interventions 1-5%•Individual students•Assessment-based•High intensity






80-90% Tier 1/Universal Interventions•All settings, all students•Preventive, proactive


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/schoolwide.htm



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







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






Traditional Approach to Service Delivery

General Education

Intensity of Problem

Amount ofResourcesNeededTo SolveProblem

Sea of Ineligibility

Special Education

Levels of Support“Response to Intervention”

Intensity of Problem

Amount ofResourcesNeededTo SolveProblem

General Education

Special Education

General EducationWith Support

Teaching Expectations

• Teach at the start of the year and review when needed

• Define and offer a rationale for each expectation

• Describe what the behavior looks like

• Actively involve students in discriminating between non-examples and examples of the expectations

• Have students role play the expected behaviors

• Re-teach the expectations often

• Reinforce desired behavior

Source: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.

Kuleana: Be ResponsibleHave lunch card ready Be orderly in all lines

Ho’ihi: Be Respectful Use proper table manners Eat your own food

Laulima: Be CooperativeWait patiently/ quietly

Malama: Be SafeWalk at all timesWash hands Chew food well; don’t rush

Cafeteria

King Kaumualii on Kauai

Effective Classroom Management Systems

• Teach and encourage classroom-wide positive expectations

• Teach and encourage classroom routines and cues • Use a ratio of 5 positives to 1 negative adult-

student interaction• Supervise actively• Redirect for minor, infrequent behavior errors• Precorrect chronic errors frequently

• Who should create the lessons in each setting?

• Who should teach the lessons in each setting?

• Are there some areas that you need to prioritize for teaching?

• How will you assess results?• How will you know when re-teaching is

needed?

10 minutes

4. Differentiate supports from a continuum of procedures for encouraging appropriate behavior.

Motivation

• “Most people are motivated by a mix of intrinsic and extrinsic factors, so we must increase both of these” - Sprick

• Thinking about your job. What are the factors that motivate you for this both intrinsically and extrinsically?

Expectancy X Value

• Expectancy multiplied by Value = Motivation

– Expectancy is the degree to which the student expects to be successful at the given task.

– Value is how much the student values the reward for the success.

– This applies for both academics and behavior.

“Celebrate what you want to see more of."

--Thomas J. Peters,

Reinforcement : Rationale• Focuses attention on desired behaviors • Increases the repetition of desired

behaviors • Fosters a positive school climate• Reduces amount of time spent on

discipline• Increases instructional hours

positive feedback = reinforcement

Praise and positive feedback have an enhancing effect on intrinsic motivation.

Daniel Pink DRIVE: The Surprising Truth about What Motivates Us 2009Edward L. Deci, “Intrinsic Motivation, Extrinsic Reinforcement, and Inequity,” Journal of Personality and Social Psychology 22 (1972):119-20

What is effective praise?

Characteristics of Effective Praise

• Good praise includes student’s names.• Good praise is descriptive.

– Simply describe what the student is doing at the time - focusing on actions.

• Good praise is convincing.• Good praise is varied.• Good praise is about effort and

accomplishment. (Carol Dweck Mindset )

Why praise effort?

“Effort is one of those things that gives meaning to life. Effort means you care about something, that something is important to you and you are willing to work for it. It would be an impoverished existence if you were not willing to value things and commit yourself to working toward them.”

Carol Dweck, Mindset

Reward = Reinforcement

The big debate: Rewards No Rewards

Reinforcement Systems: Types of Reinforcement

• Social (lunch with friends, principal, teacher)

• Activity (dance, extra recess, assembly, picnic)

• Sensory (music, books/magazines)

• Token Economies (school store)

• Tangibles (treasure box)

Reinforcement Systems: Guidelines for Implementing

• Encourage every staff member to reinforcement positive student behavior and review often

• Reward frequently in the beginning (4 to 1 minimum)

• Ensure that earned = kept• Provide equal access to reinforcement for all

students• Collect data on frequency of reinforcement

Starbucks PBIS Example

Dolphin Pride Awards

Posters

Washington High Franklin Pierce School District

Desired Behaviors Reinforced

“Super Sub Slips”

• Procedures– Give 5 slips in

subfolder for each class

– Subs gives 2 out immediately for students who start class correctly

• Cottage Grove, OR

“Bus Bucks”

• Procedures– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus drivers

• Springfield P.S., OR

What Methods Could You Use to Recognize & Reinforce Students?

– Ideas for high Level and low level reinforcement– Who will manage the reinforcement system?– How will you know if it is effective?– How will you reinforce staff?

10 minutes

5. Differentiate supports from a continuum of procedures for discouraging inappropriate behaviors.

Responding to Problem Behaviors

83

Consequences to behavior

We need to have an agreed upon continuum for managing behavior, that is enforceable and reasonable.

We also need to understand the function of the behavior, and individualize the response at times. (One size does not fit all)

Classrooms with poor behavior management produce

negative student outcomes – Classroom management linked to the number of

students at risk for EBD (National Research Council, 2002)

– Poor classroom management place students at risk of current and future behavior problems (Aber, Jones, Brown, Chaudry, & Samples,1998; Ialongo, Poduska, Werthamer, & Kellam, 2001)

Mirror, Mirror- Neurons

“Neural Wi-Fi”

Cause & Effect, Logic are “High Road” aspects of social interaction

Fight, Flight, or Freeze and Mirroring are “Low Road” aspects of social interaction

The frontal lobe does not fully develop until the mid-twenties

Mirror neurons pick up on others’ emotional states, assist with empathy and compassion, along with survival

Emotions and the Brain

Discouraging Problem Behavior

• Clearly defined problem and context– e.g., hat in class, tardies, transitions, etc.

• Precorrection/preventive strategy– for identified risk times or settings

• Consistent procedures– e.g, all staff, settings, minor behaviors

• Teaching Opportunity– focus on appropriate expectation

An effective correction system will work for most students and staff, most of the time

It won’t be perfect…there will always be the top of the triangle to keep us humble.

Keep in mind…

Teach Correction Procedures for Level One Behaviors

• Teach Students How You Will Respond and Be Consistent

– I will make eye contact– I will move closer to you– I will ask you “Are you with me?”– I will point to the in class “Break Space”– I will hand you the Buddy Room Form

Responding to Level One Behaviors

• Acknowledge students exhibiting expected behavior

• Secure attention & redirect student to expected behavior

• Provide choice between expected behavior and staff-managed consequence

• Deliver staff-managed consequences consistently

• Do not make Mountains out of Molehills

• Avoid escalating problems

• Follow through with office-managed consequences

• RETEACH and REINFORCE

Correction Procedures

• Analyze and Adjust the Implementation of Your Basic Management Plan

• Analyze and Adjust the Strategies You Are Using to Build a Positive Relationship

• Analyze the Misbehavior and Develop a Function Based Intervention

• Have You Reviewed Desired Behavior?

Chronic Errors

• Precorrect=prompt for desired behavior in problem context

– go to problem setting/situation– get attention of students– give reminder or opportunity to practice skills– watch child for demonstration of skill– acknowledge demonstration

• Provide positive feedback

Major Problem Behaviors• Time Owed

• Time-out

• Restitution

• Positive Practice /Overcorrection

• Response Cost

• Detention

• Office Referral

Adapted from CHAMPs

Red Zone – The Final Frontier

• We all share this story……

• What can we really do?

– Be in youth’s shoes.– Build a relationship.– Set clear limits.– Monitor frequently.– Reinforce desired behaviors.– Work with your student support team.

1. Look at the list of possible misbehaviors and decide whether they should be handled in the classroom or the office. (handout: List of Misbehaviors)

2. What is the general rule for how you decided?

10 minutes

6. Implement procedures for ongoing monitoring and evaluation.

Importance of Data

• “Insanity is doing the same thing over and over, but expecting different results”

~ Einstein

15 Elementary Schools Suspension Data

1393

1244.5

423

0

200

400

600

800

1000

1200

1400

1600

1 2 3

3Years

PBIS Implementation & Suspensions

In Highline School District

Impacts In Highline in Just One YearTime Bought Back When We Reduce

Problem Behaviors that Lead to Office Referrals

This Data Reported Yearly to the Highline School Board As Part of Their Visibility and Sustainability Efforts

Emphasize Data-based Evaluation

• Conduct self-assessment and action planning

• Evaluate self-improvement continuously

• Identify strengths and needs

• Plan and implement strategic dissemination

Results from PBIS• Reduction in Office Referrals

• Reduction in Suspension

• Reduction in Drop Outs

• Increase in Academic Gains

• Increase in Staff Satisfaction

• Increase in Student Satisfaction

• Increase in Parent Satisfaction

* Return on Investment is High

• Do you have a data system where you can easily store office referral information and analyze it for decision making?

• What systems do have in place to analyze the data about problem behavior?

10 minutes

What Does PBS Look Like?SW-PBS (primary)

• >80% of students can tell you what is expected of them and give behavioral example because they have been taught, actively supervised, practiced, and acknowledged

• Positive adult-to-student interactions exceed negative

• Function-based behavior support is foundation for addressing problem behavior

• Data and team-based action planning and implementation are operating

• Administrators are active participants

• Full continuum of behavior support is available to all students

Secondary and Tertiary• Team-based coordination and problem-solving occurs

• Local specialized behavioral capacity is built

• Function-based behavior support planning occurs

• Person-centered, contextually and culturally relevant supports are provided

• District/regional behavioral capacity is built

• Supports are instructionally oriented

• SW-PBS practices and systems are linked

• School-based comprehensive supports are implemented

Active Administrative Participation

• Actively participates as a member of the leadership team

• Establishes PBS initiative as one of the top three improvement plan priorities

• Commits to and invests in a 2-3 year implementation effort

School Wide PBIS Team

• Team is representative

• Team has regular meetings and creates an action plan

• Team assesses progress regularly and reports back to staff

• Team uses data to drive decisions

Coaches

• Establish a network of highly skilled personnel who have:

– Fluency with PBS systems and practices– Capacity to deliver technical assistance– Capacity to sustain team efforts

• Follow-up training throughout the year includes:

– Specialized topics– Communication and problem-solving

District Scale Up Model

• School-wide PBS Team

– Represents school, meets regularly, et cetera

• Coach

– Provides technical assistance to school– Links school to district to state

• District Leadership Team

– Guides planning and development– Coordinates Training– Comprises regional teams/structure

1. Look at Team Implementation Checklist.

2. Where is your school?

15 minutes

Want more information?

• www.pbisnetwork.org

• www.pbis.org - Creating the Culture of Change

• www.swis.org

• [email protected]

http://www.pbisnetwork.org/

http://www.pbis.org/

http://www.swis.org/

What Works Clearinghouse

• Research to Practice

• Evaluation of Research Evidence

• Recommendations on best practices

ies.ed.gov/ncee/wwc/

Creating a Positive Environment: P ositive B ehavioral I nterventions & S upports Carol Frodge Former Principal, Edmonds School District PBIS Trainer Fierce.

Documents

positive school culture

positive environment

positive school climate

schoolwide pbis

expected behavior

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