Positive Behavioral Interventions & Supports (PBIS) Muskegon Public Schools June 11 & 20 MAREC Center Presented By: Lynn Batchelder, Alecia Hoppa, Pam Varga, and Steven Vitto MAISD MTSS/School Improvement Partnership

Today’s Outcomes –Finalizing Behavior Matrix –Making Expectations Visible –Identifying an Internal “Coach”/Team Leader –Teaching Behavioral Expectations –Monitoring Expected Behavior –Acknowledge/Encourage Expected Behavior –Correcting Behavioral Errors-Continuum of Consequences –Using Data for Decision-Making –Team Action Planning

Negative consequences within a system of Positive Behavioral Interventions & Supports Negative consequences are a way to “keep the lid on” Prevents escalation of problem behaviors Prevents or minimizes reward for problem behaviors 3

It is important to remember: Before you consider punishing inappropriate behavior you should… Clearly identify the behavior you want to see Teach students how to perform the behavior Acknowledge students for engaging in the identified behavior expectations Do not expect negative consequences to change behavior patterns. Teaching changes behavior. 4

Do not expect negative consequences to change behavior patterns. Teaching changes behavior! 5

Why not just punish problem behavior and not worry about all this “PBIS stuff?” Punishment does not teach new behavior (only escape or avoidance of the punisher) Punishment may elicit aggression Emotional side effects have been linked to punishment (e.g., fear, anxiety) Situations and people associated with punishment may become conditioned punishers Students may model or imitate punishment Person applying punishment may be reinforced for doing so 6

VIDEO: PROBLEMS WITH PUNISHMENT 7

General guidelines for handling problem behaviors Proactively teach expectations and rules Ensure that there is a greater ratio of positive to negative interactions (e.g., 4:1) Provide hierarchy for rule violations Consequences are preplanned and posted Consequences for rule violation are explained and regularly reviewed Consequences are delivered consistently and in a timely manner Tie management of problem behavior back to the schoolwide expectations Think-Pair-Share 8

Categorize Problem Behavior Minor school infractions –Typically managed immediately by staff in the context in which they occur Major school violations –Can be managed in the classroom or referred to the office Major illegal behavior –Are referred to the office and almost always are managed by school administration in conjunction with local law enforcement agents 9

Minor Discipline Offenses "Minor" discipline events are behaviors that can be redirected quickly without disrupting the flow of instruction or school activity, do not require the direct contact with the office, and if performed infrequently would not be considered a problem. 10

Major Discipline Offenses Problem behavior that is considered "major" requires the behavior to be addressed immediately in the classroom or may need to be referred to the office. Major problem behavior may: –Place self-or others at physical risk –Prevent the on-going delivery of instruction –Cause significant property damage –Be illegal 11

Practice: Major vs. Minor Travis always calls Amanda "Amanda Panda" and he has a crush on her. Amanda hates this name and complains about it. Audrena slams her locker door after going to retrieve her pencil. Andrew carries a container of Skoal in his pocket to school. After being told to stop, a child running down the hall keeps on going and bumps into another child. Minor Major Minor 12

Practice: Major vs. Minor Brandy continues to call another student a "name" despite being reminded of the respectful expectations several times, and begins to call the student's home nightly despite being asked not to. Johnny was very frustrated by the amount of homework the teacher has assigned, he mumbled under his breath, "I'm not doing this stuff", and he slept the rest of the class period. During the group lesson, Juan repeatedly scrapes his rubber soled shoe along the tile floor. The other students laugh at the weird noise. Major Minor 13

Managing Minor Problem Behavior Managing Minor Problem Behavior Walker, Colvin, & Ramsey (1995) Fully establish a classroom management system that is pro-active, positive, and relies on teaching Remove adult and peer attention –Reinforce appropriate student behavior around the student with the problem behavior Redirect student to the expected behavior –Acknowledge subsequent compliance and expected behavior Privately process with student –Help problem-solve why the conflict/problem is occurring –Remind student the impact of his/her behavior and why we have the specific expectation 14

Managing Minor Problem Behavior Managing Minor Problem Behavior Walker, Colvin, & Ramsey (1995) Deliver a warning –Provide an opportunity for the student to choose between the expected behavior and a penalty or loss of privilege Use additional resources to address the problem –If problem continues after 3 occasions develop a planned intervention Document the problem behavior and the intervention 15

Addressing Infrequent or Unpredictable Behavior Errors Signal that error has occurred. State rule and expected behavior. Ask student to state/show expected behavior. Give positive feedback. 16

Addressing Infrequent or Unpredictable Behavior Errors 17

Quick Error Corrections Your error corrections should be… –Contingent: occur immediately after the undesired behavior –Specific: tell learner exactly what they are doing incorrectly and what they should do differently in the future –Brief: after redirecting back to appropriate behavior, move on –Neutral, Non-Emotional 18

Additional Strategies Quietly interact with a student who is behaving appropriately near the student who is misbehaving on your way to resolve/diffuse the problem. May serve as a prompt to the offending student without requiring a reprimand and keeps others on-task. Nonverbal interaction with students; moving towards a student who is beginning to engage in inappropriate behavior, winking at another who is on track with instruction or giving eye contact to another who is in need of a gentle reminder. 19

Identifying a Continuum of Procedures to Address Problem Behavior It is important to identify a continuum of consequences that are matched to the intensity of the problem behavior. 20

School-Wide Plan The absence of a school-wide plan that is agreed- upon, data-driven, and fully implemented: Inconsistent administration of consequences. Exclusionary practices that encourage further misbehavior through escape. Disproportionate amounts of staff time and attention to inappropriate behaviors. Miscommunication among staff, administration, students, and parents. Over reliance on punishment of problem behaviors. Ineffective practices that do not result in improved behaviors.

Applying Consequences… Develop a system for notifying: –Staff involved with the discipline of a particular student. –Parents to avoid inconsistencies. –Students of their responsibilities with regard to consequences if the intervention will not be administered immediately.

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Sample Correction Procedures: Dodge City Elementary 25

“It’s not the SEVERITY of your consequences that will make them effective … it’s the CERTAINTY ” CHAMPS - Safe & Civil Schools (2006) 26

Task: Action Planning Continuum of Problem Behavior Worksheet On Your Own: Brainstorm a list of problem behaviorsBrainstorm a list of problem behaviors As a team: Combine your listsCombine your lists Using the table, list from least severe to most severeUsing the table, list from least severe to most severe Draw a box around:Draw a box around: –Behaviors that need to be addressed away from the instructional environment –Behaviors that can be handled through quick redirection/prompting to task Team Time 27

Task: Action Planning Continuum of Problem Behavior Worksheet As a team: Draw a box around:Draw a box around: –The remaining behaviors that need more than quick redirection but less than office managed Write in possible consequence /interventions to address these three different categories as listed in directions.Write in possible consequence /interventions to address these three different categories as listed in directions. You may not agree on this now. You will need to have further discussion at team meetings to come to consensus.You may not agree on this now. You will need to have further discussion at team meetings to come to consensus. Team Time 28

Today’s Outcomes –Finalizing Behavior Matrix –Making Expectations Visible –Identifying an Internal “Coach”/Team Leader –Teaching Behavioral Expectations –Monitoring Expected Behavior –Acknowledge/Encourage Expected Behavior –Correcting Behavioral Errors-Continuum of Consequences –Using Data for Decision-Making –Team Action Planning

Task: Action Planning Keeping in mind that consistency is the key, How will you train the rest of your staff on the behavior flowchart, continuum of consequences, your new ODR form, acknowledging appropriate behaviors, etc? How will you train the rest of your staff on the behavior flowchart, continuum of consequences, your new ODR form, acknowledging appropriate behaviors, etc? Intended Outcome: Teams will develop a plan to train school staff and build consistency in behavior management. Team Time 30

Assignment 1.Plan for training your entire school staff in preparation for PBIS Kick-off (This involves training/communicating several items from SWIS Readiness work as well as PBIS Trainings.) 1.If needed, refine your school crisis plan and procedures 37 31

Send any drafts of lesson plans and launch plans to to post on the Wiki Responses to your lesson/launch plan requests will be on the Wiki under MPS Work with Central Office Admin for Posters for making Expectations Visible Schedule your team work days and send dates to particularly if you need additional assistance Who is your internal coach/team leader? Next Steps 32

. Next Steps 33 With your team: Using the “Follow-Up Activity Worksheet” on pages of your stapled packet or from the Word doc on the Wiki Begin planning for what needs to be done, by when, who will take the lead, products needed, etc.

. Reflection 34 Circle, Square, Triangle Something I learned that SQUARES with my Beliefs A question that is going AROUND in my head Three POINTS I want to remember

The work you are doing is so important. Thank you for being a part of our learning community and for all that you do for students! Safe travels! 35