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School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut
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School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Dec 13, 2015

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Page 1: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

School-Wide Positive Behavioral Interventions &

Supports: OverviewPresented by: Milt McKenna

Horner & SugaiOSEP Center on PBIS

Universities of Oregon & Connecticut

Page 2: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

My job today…To provide information about

Positive Behavioral Interventions & Supports (PBIS).

Preparation for Summer Team Training

“BIG IDEAS”

Page 3: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Coordination/ Collaboration

1999 - 2013

PBIS

MSDE Sheppard Pratt Johns Hopkins University Local School Systems

Page 4: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.
Page 5: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

18,276 Schools 18,276 Schools AdoptingAdopting

School-wide PBISSchool-wide PBISOctober 2012October 2012

Page 6: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

SWPBIS (aka PBIS/RtI) ISFramework

Page 7: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

What does PBIS look like in a school? • >80% of students can tell you what is expected of

them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative.

• Administrators are active participants.

• Data & team-based action planning & implementation.

• Function based behavior support is a foundation for addressing problem behavior.

• Full continuum of behavior support is available to all students.

Page 8: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

A Main Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

Page 9: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

PBIS Implementation Logic

Page 10: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Erroneous assumptions are that the student:

• Is inherently “bad”

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

• Will be better tomorrow…….

Page 11: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

ASSUMPTIONS

• BEHAVIOR is learned

• BEHAVIOR is teachable

• BEHAVIOR occurrence is affected by the environment

• BEHAVIOR is changeable

• BEHAVIOR is more likely if effective, efficient, and reinforced

Page 12: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Do Sanctions “work”?

• Sanctions such as office referrals or suspensions may appear to “work” in the short term– Removes student– Provides relief to teachers, peers,

administrator– We often attribute responsibility for

change to student &/or others (family)

Jeffrey Sprague, Ph.D. ([email protected])

12

Page 13: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.
Page 14: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

BIG IDEAS

• 3-5 years

• Organizational Framework

• Critical Features same across schools– unique to the culture of the school

• System investment in Coaching Capacity

Page 15: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

SYST

EMS

PRACTICES

DATASupporting

Staff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

PBIS

Page 16: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

PBIS

Page 17: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individually Designed Interventions

• Address individual needs of student

• Assessment-based

• High Intensity

Intensive, Individually Designed Interventions

• Strategies to address needs of individual students with intensive needs

• Function-based assessments

• Intense, durable strategiesTargeted, Group Interventions

• Small, needs-based groups for

at risk students who do not respond

to universal strategies

• High efficiency

• Rapid response

Targeted, Group Interventions

• Small, needs-based groups for at- risk students who do not

respond to universal strategies

• High efficiency/ Rapid response

• Function-based logic

Core Curriculum and

Differentiated Instruction

• All students

• Preventive, proactive

•School-wide or classroom

systems for ALL students

Core Curriculum and

Universal Interventions

• All settings, all students

• Preventive, proactive

• School-wide or classroom systems for ALL students and

staff

Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS)

Framework

Page 18: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Challenge #1

Page 19: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Challenge # 2

Page 20: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Challenge # 3

Page 21: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan

SUMMER TRAINING

FACILITATED ACTION

PLANNING

Page 22: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan

Page 23: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

TEAM COMPOSITION• Administrator• Grade/Department Representation• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial, Bus, Security,

etc.• Parent• Community

– Mental Health, Business• Student

Start withTeam that “Works.”

Page 24: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Your Turn1. Consider your NEXT steps:

a. Do you have administrator support?

b. Is your team representative of your staff? If not, who else could you include?

c. Can you schedule your monthly mtgs for the year?

d. Can you establish team norms?

e. Does your school’s Mission Statement & SIP reflect school-wide positive behavior?

2. Who will do what - when?

3. Do you need any other resources?

Page 25: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 26: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

80% Staff Buy In

•Start Small•Easy Implementation•Share/ Present Data•Showcase Success

Page 27: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

What does a reduction of 850 office referrals and 25 suspensions mean?

Kennedy Middle School

Savings in Administrative time

ODR = 15 min Suspension = 45 min

13,875 minutes231 hours

29, 8-hour days

Savings in Student Instructional time

ODR = 45 min Suspension = 216 min

43,650 minutes728 hours

121 6-hour school days

Page 28: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

• Integrate past school behavior plans

• Assure clarity of target areas

• Incorporate school colors or mascot

Marketing Strategy

Respectful

Able

Motivated

Safe

Page 29: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Tenets of Kenwood Pride

•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect

Page 30: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 31: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

Page 32: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

3-5 Positively Stated Behavioral Expectations

Page 33: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 34: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

34

“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, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we…

…teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

Page 35: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

35

Once you have developed school-wide expectations, it is not enough to just post the words on the walls

of the building …

YOU MUST TEACH THEM!

My School’s Expectations…

Be Safe Be Responsible Be Respectful

Page 36: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

LEARNING MATRIX

RESPECT

CLASSROOM CAFETERIA NON-CLASSROOM

AREAS

PARKING LOTAFTER SCHOOL

Myself

Be in my seat before bell

Dress appropriately Try my best to

complete work Control my behavior

Be on time Keep my area

clean Dress

appropriately

Move to class within the time given

Keep planners visible at all times

Stay in designated areas

Dress appropriately

Drive carefully Be aware of moving

traffic Display my parking

permit Leave school

property only upon dismissal

Dress appropriately

Be on time and prepared for activities

Carry my student I.D. Dress appropriately

Others

Keep my hands to myself

Say positive things to others

Stay out of others’ personal space

Cooperate with others

Use non-offensive language

Make sure cell phones are off and away

Keep my place in line

Use good manners

Dispose of food in the proper manner

Make sure cell phones are off and away

Use appropriate language and volume

Say only kind things to and about others

Cheer positively Keep my hands to

myself

Play car stereo at a reasonable volume

Follow safe traffic rules

Park in my assigned space

Be kind to others in heavy traffic

Cheer positively Maintain appropriate

noise level

LearningWork QuietlyStay in my areaKeep focused on my workParticipate in class activitiesKeep my eyes on my own paper

Use good manners

Use appropriate voice level

Listen to announcements

Be prepared to leave on time

Stay in assigned areas

Use appropriate language and volume

Keep hallways quiet

Report unlawful or suspicious activity

Be in first period prior to 7:17 a.m.

Pay attention/cooperate with coach or sponsor

Property

Use materials for their intended purpose

Use computers as directed by an adult

Maintain materials in the condition they were given

Throw my trash away

Clean my area Pay for my food

Use equipment properly

Throw my trash away properly

Keep our school free of graffiti

Maintain a smoke-free environment

Keep parking lot clean

Open car doors carefully

Keep my car locked at all times

Use equipment/facilities properly

Eat and drink in designated areas

1. SO

CIA

L SK

ILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Page 37: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Teaching Matrix Activity 

 

 

  Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice

• ________

• Eat your own food

•__________

• Stay in your seat

•_________

• Stay to right

• _________

• Arrive on time to speaker

•__________

Respect Environme

nt & Property

• Recycle paper

•_________

• Return trays

•__________

• Keep feet on floor

•__________

• Put trash in cans

•_________

• Take litter with you

•__________

Respect Yourself

• Do your best

•__________

• Wash your hands

•__________

• Be at stop on time

•__________

• Use your words

•__________

• Listen to speaker

•__________

Respect Learning

• Have materials

ready

•__________

• Eat balanced diet

•__________

• Go directly from bus to

class

•__________

• Go directly to class

•__________

• Discuss topic in class

w/ others

•__________

Stated in a Positive way

What do you want them to do!

Page 38: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

T H E DO NOTs

Page 39: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Expectations & behavioral skills are taught & recognized in natural context

Page 40: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Expectations & behavioral skills are taught & recognized in natural context

Page 41: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Skill Name

Getting Help(How to ask for assistance for difficulty tasks)

Teaching Examples

1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.

Kid Activity

1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.

After the Lesson(During the Day)

1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.

“Cool Tool”

Page 42: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal

TimesIn Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions

1. SOCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIO

R

EXAMPLES

Page 43: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 44: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

What really matters

is the positive social

acknowledgement

& interaction!!

Page 45: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Discipline Works When ….

Prevention creates more Positive than Negative consequences

PunishmentReinforceme

nt(success) 4 : 1

Page 46: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

“Positive Office Referral”

• Balancing positive/negative adult/student contacts in Oregon

• Procedures– Develop equivalent positive referral– Process like negative referral

Page 47: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.
Page 48: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

“GOLDEN PLUNGER”• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe,

caring, effective school environment

• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”• Procedures

– Kids/staff nominate – Kids/staff reward, then pick

“DINGER”• Reminding staff to have positive

interaction• Procedures

– Ring timer on regular, intermittent schedule

– Engage in quick positive interaction

Staff Incentives

Page 49: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 50: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

• Brainstorm classroom vs. office managed behaviors

• Come to consensus on language to be used

• Agree on behaviors to list

Nuts and Bolts

Page 51: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Staff Managed Behaviors•Tardiness (on 3rd tardy, enter student into Response System)•Non-compliance with staff direction•Classroom disruption•Bullying•Inappropriate language•Failure to serve teacher assigned reflection•Unprepared for class•Leaving the classroom without permission•Skipping class•Inappropriate hallway behavior•Inappropriate computer use •Inappropriate locker behavior•Dress code violation•Throwing objects•Eating/drinking in class•Academic dishonesty •Sleeping in class•Carrying backpack•Electronic devices/cell phones (visible and/or on)

OFFICE MANAGED BEHAVIORS•Bomb Threat/False Alarm

•Possession of a Weapon/Explosive Device

•Threats of bringing/using Weapons

•Fighting/Physical Aggression

•Physical Assault/Harassment

•Intimidation

•Sexual Harassment/Sexual Offense

•Loitering

•Theft/Burglary

•Verbal Abuse and/or Threat of Violence

•Inappropriate Bus Behavior

•Failure to Identify Oneself

•Truancy

•Vandalism/ Property Damage

•False Fire Alarm or Arson

•Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol

•Leaving the Classroom without Permission

•Forgery/Extortion

Page 52: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Level 1Productive Personal

Environment

Level 2Productive Classroom

Environment

Level 3Orderly Environment

Level 4Safe Environment

Behaviors that affect only the student:

Behaviors that interfere with others learning:

Behaviors that affect an orderly environment:

Behaviors that cause harm or are illegal:

-Not prepared-Out of seat-Breaking pencils-Not following directions-Whining-Playing in desk-Not doing class work-Bubbles while washing -hands-Not in line-Sleeping-Copying behavior-Not listening-Leaning in chair-Refusing to work-Crawling on floor-Not taking responsibility for action-No homework

-Talking out-Visiting/talking-Inappropriate noises-Tattling-Touching-Poking-Standing on furniture-Constant talking-Out of seat and interfering with others’ learning-Crawling on floor and -interfering with others’ learning-Inappropriate chair manners-Consistently not following directions

-Talking back to adult-Throwing things-Teasing-Lying-Cheating-Forgery-Cursing-Tantrums-Cutting others’ hair-Bathroom climbing-Bathroom-looking under stalls-Pushing-Disrespect to adults-Disrespect to children-Leaving room without permission-Name calling-Hallway Behavior-Banging on window-Profane hand gestures

-Actions that cause harm-Stealing-Fighting-Drugs-Weapons-Punching-Biting-Throwing furniture-Stealing-Threatening to do injury on person or property-Sexual harassment

Level 1 Level 2 Level 3 Level 4Consequences may include: Consequences may include: Consequences may include: Consequences may include:

-Looking-Proximity-Discussion/talking-Verbal warning-Timeout in room-Study Hall-Parent contact

--Timeout in another room-Study Hall-Loss of part of recess-Parent contact -Behavior contract -Office referralAdm/parent/student/teacher Conference-In-school suspension

--Behavior contract-Office referralAdm/parent/student/teacherConference-In-school suspension-Out of school suspension

Per Board of Education Policies

Page 53: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Page 54: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Purpose of Office Referral ?

Does Your “SYSTEM” have all of the info you

need to make a decision?

Page 55: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 56: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Gather InformationAVAILABLE DATA:

• Office Referrals,

• Suspensions,

• Attendance,

• Academics

• SST Referrals

Page 57: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

DECISION MAKING• Is there a problem?

• What areas/systems are involved?

• Are there many students or a few involved?

• What kinds of problem behaviors are occurring?

• When are these behaviors most likely?

• What is the most effective use of our resources to address this problem?

Page 58: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.
Page 59: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

How long would it take to answer the BIG 5 SW discipline questions in your

school?

1.Who committed the offense?

2.What did they do?

3.Where did they do it?

4.When did they do it?

5.How MANY were involved?

Page 60: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

If you can predict it,you can prevent it!

Data-based decision making

Data-driven problem solving

Page 61: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Tota

l ODR

s

Academic Years

FRMS Total Office Discipline Referrals

SUSTAINED IMPACTPre

Post

Page 62: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 63: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Classroom

SWPBIS

Subsystems

Non-classroomFamily

Student

School-wid

e

Page 64: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

• Define and TEACH classroom routines• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.

– “Show me you are listening”

• Establish a signal for obtaining class attention• Teach effective transitions.

Procedures and Routines

Page 65: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 66: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.
Page 67: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan

Page 68: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Using Your Action Plan

• Organize/record your SW PBIS process

• Keep a record of what has been completed

• Keep a record of what needs to be addressed

• Critical Elements guides the process

Page 69: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with

Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan

SUMMER TRAINING

FACILITATED ACTION

PLANNING

Page 70: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Resources

• www.pbis.org

• www.pbismaryland.org

• www.swis.org

[email protected]

Page 71: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

www.pbismaryland.org

Page 72: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

School-Wide Positive Behavioral Interventions &

Supports: OverviewPresented by: Milt McKenna

Horner & SugaiOSEP Center on PBIS

Universities of Oregon & Connecticut

Page 73: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Planning Phase I (March – July: Year 1)TASK COMPLETION DATE

Administrator agrees to actively support and participate in PBIS activities. Administrator agrees to:

attend meetings 90% of the time provide funding for PBIS activities allocate time on staff agenda for PBIS updates actively promote PBIS as priority, and integrate PBIS with other initiatives/improvement activities

April 30

Administrator submits “Statement of Intent”. (Online at www.pbismaryland.org/forms.htm) April 30

Identify team members and team leader: (Team should be representative of school staff)June 1

Establish 80% staff commitment. Staff agrees to: Provide input in determining what our school’s problems are and what our goals should be Make decisions about rules, expectations, and procedures in the common areas of the school as

a school community Follow through with all school-wide decisions, regardless of individual feelings for any particular

decision Commit to positive behavior support systems for a full year - allowing performance toward

school’s goals to determine future plans

June 1

Identification of Behavior Support Coach. (Appointed by local school system PBIS Point of Contact). June 1

Schedule at least 2 full days in August for PBIS team meetings & planning. June 1

Register as a team for Maryland Institute 2013.**In order to qualify as a TRAINED team, 4 people including an administrator must attend both days

of the Summer Institute. (Obtain registration information from LSS Point of Contact -

on line registration available April 15 – June 1)

June 1

Page 74: School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon.

Complete online PBIS Staff Survey. (Statement of Intent form required for school account to be activated, account numbers will be emailed to school administrator) www.pbisassessment.org/

June 1 (or before staff leave for the summer)

(Bring summary to 2013 New Team Training)

Review SWIS readiness checklist to be SWIS compatible. www.swis.org (Required to utilize SWIS) June 22

Review/revise/update office referral form. (see compatibility checklist and sample at www.swis.org)

July 6(Bring revised form to 2013 New Team Training)

Entire team attends 2013 New Team Training. Elementary Teams: July 16 and 17 Secondary Teams: July 17 and 18

In order to facilitate the planning process, teams should bring:School Mission and Vision statements; School Improvement Plans (discipline sections)DATA – Office Referrals; In and Out of School suspensions; Expulsions; Attendance; Achievement; Dropouts; TardysSchool Map (if available) to facilitate discussion of problem areas.