School-Wide Positive Behavior Support:
Getting Started
George SugaiOSEP Center on PBIS
University of ConnecticutMay 24-25, 2006
www.pbis.org
www.swis.org
PURPOSEEnhance capacity of
school teams to provide the best
behavioral supports for all students…...
MAIN TRAINING OBJECTIVES
• Establish leadership team
• Establish staff agreements
• Build working knowledge of SW-PBS practices & systems
• Develop individualized action plan for SW-PBS– Office Discipline Data
– EBS Self-Assessment Survey
– Team Implementation Checklist
Getting to these objectives
• Rationale & features
• Implementation practices, structures, & processes
• Outcomes & examples
• Brief activities & team action planning
Challenge #1
Challenge #2
Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, & focused on teaching & learning
• Improve student character & citizenship
• Eliminate bullying
• Prevent drug use
• Prepare for postsecondary education
• Provide a free & appropriate education for all
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Leave no child behind
• Etc….
Challenge #3
Challenge #4
SW-PBS Logic!
Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable(Zins & Ponti, 1990)
Context Matters: Examples
Individual Student
vs.
School-wide
“Reiko”
Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.
What would you do?
“Kiyoshi”Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.
What would you do?
“Mitch”Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.
What would you do?
“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it.
What would you do?
Fortunately, we have a science that guides us to…
• Assess these situations
• Develop behavior intervention plans based on our assessment
• Monitor student progress & make enhancements
All in ways that can be culturally & contextually appropriate
Crone & Horner, 2003
However, context matters….
What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?
“141 Days!”Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.
Reiko is in this
school!
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place ta be”
During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.
Kiyoshi is in this
school!
“Cliques”
During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups.
Mitch is in this
classroom!
“Four corners”
Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.
Rachel is in this
school!
“FTD”
On 1st day of school, a teacher found “floral” arrangement on his desk. “Welcome to the neighborhood” was written on the card
You are in this
School!
Questions!• What would behavior support look
like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?
• Are these environments safe, caring, & effective?
Context Matters!
Messages Repeated!1. Successful Individual student
behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable
2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success
2 Worries & Ineffective Responses to Problem
Behavior
• Get Tough (practices)
• Train-&-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!”
Immediate & seductive solution….”Get Tough!”
• Clamp down & increase monitoring
• Re-re-re-review rules
• Extend continuum & consistency of consequences
• Establish “bottom line”
...Predictable individual response
Reactive responses are predictable….
When we experience aversive situation, we select interventions that produce immediate relief– Remove student
– Remove ourselves
– Modify physical environment
– Assign responsibility for change to student &/or others
When behavior doesn’t improve, we “Get Tougher!”
• Zero tolerance policies
• Increased surveillance
• Increased suspension & expulsion
• In-service training by expert
• Alternative programming
…..Predictable systems response!
Erroneous assumption that student…
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
But….false sense of safety/security!
• Fosters environments of control
• Triggers & reinforces antisocial behavior
• Shifts accountability away from school
• Devalues child-adult relationship
• Weakens relationship between academic & social behavior programming
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 & receiving positive feedback….consider function
Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence
• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”
• “Phloem, 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.”
2001 Surgeon General’s Report on Youth Violence: Recommendations
• Establish “intolerant attitude toward deviance”– Break up antisocial networks…change social
context
– Improve parent effectiveness
• Increase “commitment to school”– Increase academic success
– Create positive school climates
• Teach & encourage individual skills & competence
Worry #2:“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
Development “Map”
• 2+ years of team training
• Annual “booster” events
• Coaching/facilitator support @ school & district levels
• Regular self-assessment & evaluation data
• SIG & Center on PBIS for coordination & TA
Role of “Coaching”
• Liaison between school teams & PBS leadership team
• Local facilitation of process
• Local resource for data-based decision making
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
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
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
CO PBS
FCPS
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
Meetings
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee
Character Education
Safety Committee
School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
3-4 YearCommitment
Top 3 School-Wide
Initiatives
Coaching &Facilitation
DedicatedResources
& Time
AdministrativeParticipation
3-Tiered Prevention
LogicAgreements &
Supports
• Work as team for 10 minutes
• Complete “Establishing Team Membership” (1 p. 4-5)
• Touch “Committee Group Work” (6)
• Touch “Guidelines for Conducting Leadership Team Meetings” (3)
• Touch “EBS Self-Assessment Survey” (4)
• Present 2-3 “big ideas” from your group (1 min. reports)
Leadership Team Review
Self-Assessment
EfficientSystems of Data
Management
Team-basedDecisionMaking Evidence-
BasedPractices
MultipleSystems
ExistingDiscipline
DataData-based Action Plan
SWIS
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals by Problem Behavior
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
Referrals per Location
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Referrals by Time of Day
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Do we need to tweak our action plan?
• How often?
• Who?
• What?
• Where?
• When?
• How much?
If problem,
• Which students/staff?
• What system?
• What intervention?
• What outcome?
+ If many students are making same mistake, consider changing system….not students+ Start by teaching, monitoring & rewarding…before increasing punishment
Discipline Data Review
• 8 minutes
• Complete “Discipline Referral Data Self-Assessment” Checklist (9)
• Report 2-3 “big ideas” from your team discussion (1 min. reports)
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
1.Common purpose & approach to discipline
2.Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4.Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging inappropriate behavior
6. Procedures for on-going monitoring & evaluation
School-wide Systems
• 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
ClassroomSetting Systems
• Positive expectations & routines taught & encouraged
• Active supervision by all staff– Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
NonclassroomSetting Systems
• 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 StudentSystems
Organizational Features
Common Vision
Common Language
Common Experience
ORGANIZATION MEMBERS
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Few positive SW expectations defined, taught, & encouraged
Jesse Bobo Elementary June 8, 2004 SC
Carmen Arace Intermediate, Bloomfield
Reviewing Strive for Five
• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
McCormick Elem. MD 2003
Identifying School-wide Expectations
• 11 minutes
• Select different spokesperson
• Review/develop positively stated school-wide expectations (1 p. 6-7)– 3-5 positively stated
– Mutually exclusive
– Comprehensive
– Contextually appropriate
• Present 2-3 “big ideas” from your team (1 min. reports)
Expectations & behavioral skills are taught & recognized in natural context
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
TEACHING MATRIX
Exp
ecta
tions
SETTING
All Settings
Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.Select healthy foods.
Study, read,
compute.
Sit in one spot.
Watch for your stop.
Respect Others
Be kind.Hands/feet
to self.Help/share
with others.
Use normal voice
volume.Walk to
right.
Play safe.Include others.Share
equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils.Clean up
eating area.
Push in chairs.Treat books
carefully.
Pick up.Treat chairs appropriately
.
Wipe your feet.Sit
appropriately.
TEACHING MATRIX
Exp
ecta
tions
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
Use inside voice
Eat your own food
Stay in your seat
Stay to rightArrive on time to speaker
Respect Environment & Property
Recycle paper
Return traysKeep feet on
floorPut trash in
cansTake litter with you
Respect Yourself
Do your bestWash your
handsBe at stop on
timeUse your
wordsListen 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
Expected behaviors are visible
Sirrine Elementary June 8, 2004 SC
RAH – at Adams City High School(Respect – Achievement – Honor)
RAH Classroom Hallway/
Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement
Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
RAH – Athletics
RAH Practice Competitions
Eligibility Lettering Team Travel
Respect Listen to coaches directions; push yourself and encourage teammates to excel.
Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.
Show up on time for every practice and competition.
Show up on time for every practice and competition; Compete x%.
Take care of your own possessions and litter; be where you are directed to be.
Achievement
Set example in the classroom and in the playing field as a true achiever.
Set and reach for both individual and team goals; encourage your teammates.
Earn passing grades; Attend school regularly; only excused absences
Demonstrate academic excellence.
Complete your assignments missed for team travel.
Honor Demonstrate good sportsmanship and team spirit.
Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.
Show team pride in and out of the school. Stay out of trouble – set a good example for others.
Suit up for any competitions you are not playing. Show team honor.
Cheer for teammates.
Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.
PPerseverance
Holding to a course of action despite
obstacles
• Stay positive• Set goals
• Learn from mistakes
RRespectTo show
consideration, appreciation, and
acceptance
• Respect yourself• Respect others• Demonstrate
appropriate language and behavior
IIntegrity
Adherence to an agreed upon code
of behavior
• Be responsible• Do your own work
• Be trustworthy and trust others
DDiscipline
Managing ones self to achieve goals and meet
expectations
• Strive for consistency
• Attend class daily; be on time• Meet deadlines; do your homework
EExcellence
Being of finest or highest
quality
• Do your personal best
• Exceed minimum
expectations• Inspire
excellence in others
NEHS website, Oct. 26, 2004
E’ Ola Pono- to live the proper way
School Behavioral Standards
All Settings Walkways PlaygroundRecessP.E.
Cafeteria Restrooms Arrival/ Dismissal
Assembly Field Trips
Kuleana
BeResponsible
Be on timeBe prepared w/ necessary suppliesBe accountable for choicesRespond to/complete tasksKeep area clean & litter free
Plan aheadWalk directly to destination
Take care of equipment/facilitiesPlan appropriate times for drinks/ restroom visits
Have lunch card ready Be orderly in all lines
FlushTurn off waterUse restroom at designated timesUse facilities for intended purposes
Have money/pass readyBe on time
Listen attentivelyKeep hands and feet to yourself
Turn in paperwork/$ on timeWear appropriate footwear/clothingBring home lunch
Ho’ihi
BeRespectful
Use appropriate voiceListen to/follow directions of staffRespect self, others propertyBe polite/use mannersExpress appreciationAccept/respect differences in people
Use quiet voices when classes are in session
Be a good sportInclude others in your play
Use proper table mannersEat your own food
Observe privacy of othersUse polite words and actions
Listen to JPO’s supervisors and bus driverUse quiet voice and polite words on bus
Focus on programSit quietlyClap at appropriate times
Care for the field trip siteListen to speakers
Laulima
BeCooperative
Be helpful Participate with a positive attitudeBe patient; share/ wait your turnAcknowledge othersPlay in designated areas only
Keep movement flowingShare equipment and play space
Follow rules/ procedures
Wait patiently/ quietly
Wait patiently/ quietly
Enter/exit vehicles in an orderly fashionShare bus seats
Sit properly in designated areaEnter/exit in an orderly fashionRemain seated unless asked to do otherwise
Stay with your chaperone/group
Malama
Be Safe
Immediately report dangerous situationsRemain in designated areasPractice healthy behaviors/universal precautionsUse appropriate footwearFollow safety rules in all areas
Walk at all times Avoid rough, dangerous playUse equipment properly
Walk at all timesWash hands Chew food well; don’t rush
Use designated restroomWalk
Wait in designated areaRemain seated when riding the busWatch out for trafficUse crosswalk only
Be careful when approaching or leaving the stage area
Use the buddy systemFollow school/bus rules
King Kaumualii on Kauai
Walkways
Kuleana: Be Responsible Plan aheadWalk directly to destination
Ho’ihi: Be Respectful Walk quietly when classes are in session
Laulima: Be CooperativeKeep movement flowingShare equipment and play space
Malama: Be SafeWalk at all times
King Kaumualii on Kauai
Kuleana: Be Responsible Take care of equipment/facilitiesPlan appropriate times for drinks/restroom visits
Ho’ihi: Be Respectful Be a good sport
Laulima: Be CooperativeFollow rules/ procedures
Malama: Be SafeAvoid rough, dangerous play Use equipment properly
Playground / Recess / P.E.
King Kaumualii on Kauai
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
Kuleana: Be Responsible Turn in paperwork/$ on timeWear appropriate
footwear/clothingBring home lunch Ho’ihi: Be Respectful Care for the field trip siteListen to speakers
Laulima: Be CooperativeStay with your
chaperone/group
Malama: Be SafeUse the buddy systemFollow school/bus rules
Field Trips
King Kaumualii on Kauai
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”
Teaching Academics & Behaviors
DEFINESimply
DEFINESimply
MODELMODEL
PRACTICEIn Setting
PRACTICEIn Setting
ADJUST forEfficiency
ADJUST forEfficiency
MONITOR &ACKNOWLEDGE
Continuously
MONITOR &ACKNOWLEDGE
Continuously
“Traveling Passports”
• Precorrecting new kids in Tigard, Oregon
• Procedures
– Meet with key adults
– Review expectations
– Go to class
Character Education• Easy to change moral
knowledge..... ...difficult to change moral conduct
• To change moral conduct...
– Adults must model moral behavior
– Students must experience academic success
– Students must be taught social skills for success
Teaching Expectations
• Meet as team for 9 minutes
• Review/develop procedures for teaching school-wide expectations (1 p. 8-10) (5)
• Present 2-3 “big ideas” from your team (1 min. reports)
Acknowledging SW Expectations: Rationale
• To learn, humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment– Planned/unplanned
– Desirable/undesirable
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
Acknowledge & Recognize
Janney Jan 06
The Lucky Winner Is . . .McCormick Elementary School, MD
Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship
(Circle the trait you observed)
Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
“Good morning, class!”
Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.
Monitoring DismissalMcCormick Elementary School, MD
“Bus Bucks”• Springfield P.S., OR
• Procedures– Review bus citations
– On-going driver meetings
– Teaching expectations
– Link bus bucks w/ schools
– Acknowledging bus drivers
“Super Sub Slips”
• Empowering subs in Cottage Grove, OR
• Procedures
– Give 5 per sub in subfolder
– Give 2 out immediately
“Positive Office Referral”
• Balancing positive/negative adult/student contacts in Oregon
• Procedures
– Develop equivalent positive referral
– Process like negative referral
“Piece of Paper”
In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment
Acknowledgements• 10 minutes
• Review/develop what your school does to formally acknowledge positive student social behavior (1 p. 11-13)
• Report 2-3 “big ideas” from your table discussion (1 min. reports)
Team Managed
StaffAcknowledgements
ContinuousMonitoring
Staff Training& Support
AdministratorParticipation
EffectivePractices
Implementation
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders
“Golden Plunger”
• Involve custodian
• Procedure
– Custodian selects one classroom/ hallway each week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
North Myrtle Beach Primary June 8, 2004 SC
“Staff Dinger”
• Reminding staff to have positive interaction
• Procedures
– Ring timer on regular, intermittent schedule
– Engage in quick positive interaction
“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
Relevant &MeasurableIndicators
Team-basedDecision Making &
Planning
ContinuousMonitoring
RegularReview
EffectiveVisual Displays
EfficientInput, Storage, &
Retrieval
Evaluation
Sample websites (www.)• pbis.org
• swis.org
• pbis.maryland.org
• bethel.k12.or.us
• cde.state.co.us/pbs
• flpbs.fmhi.usf.edu
• ebdnetwork-il.org
Tools (pbis.org)
• EBS Self-assessment
• TIC: Team Implementation Checklist
• SSS: Safe Schools Survey
• SET: Systems School-wide Evaluation Tool
• PBS Implementation & Planning Self-assessment
• ISSET: Individual Student Systems Evaluation Tool (pilot)
• SWIS: School-Wide Information System (swis.org)
Action Planning: Guidelines
• Agree upon decision making procedures
• Align with school/district goals.
• Focus on measurable outcomes.
• Base & adjust decisions on data & local contexts.
• Give priority to evidence-based programs.
• Invest in building sustainable implementation supports (>80%)
• Consider effectiveness, & efficiency, relevance, in decision making (1, 3, 5 rule)
Action Planning (3:00)• Review “big ideas”
– Content from today
– Build action plan (what, when, how, who)• “Getting Started” (1)
• SW PBS (B)
• EBS Self-Assessment Survey (4)
• School data
• Logistics– Complete & return TIC (2) TODAY
– Develop report to staff
– Build data-management (C/9) capacity
– Schedule next team meeting date
• Report 2-3 planned activities from your team action planning (1 min.)
• Measurable & justifiable outcomes
• On-going data-based decision making
• Evidence-based practices
• Systems ensuring durable, high fidelity of implementation
PBIS Messages
To Conclude• Create systems-based preventive continuum of
behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach & acknowledge behavioral expectations
• Work from a person-centered, function-based approach
• Arrange to work smarter
