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

Review Of Day One Intro to MTSS Mission & Vision for SW-PBIS Basics of Schoolwide PBIS Identified Behavior Expectations Develop Behavioral Matrix Teaching Behavior Expectations Monitoring 2

Scope and Sequence of the Positive Behavioral Interventions & Supports Series Day 1 –Introduction to Multi-Tiered System of Supports (MTSS) / Response to Intervention (RtI) –Purpose of School Leadership Teams –Creating Effective Systems for Sustainable Implementation –Introduction to Positive Behavioral Interventions & Supports (PBIS) –Identifying and Defining Behavioral Expectations –Teaching Behavioral Expectations –Monitoring Expected Behavior Day 2 –Review/Revisit Day 1 Behavior Matrix Lesson/Launch Plan –Internal Coach/Team Leader –Monitoring –Acknowledging Expected Behavior and Correcting Behavioral Errors –Responding to Behavioral Errors –Team Action Planning

Walk- About Review You complete a recollection, application, and insight about SW-PBIS in the shaded boxes. Circulate around the room and collect recollections, applications, and insights from colleagues. Collect one idea from each person your meet. Please find people from other schools and with whom don’t normally work. Welcoming Activity

Be Responsible –Attend to the “Come back together” signal –Active participation…Please ask questions Be Respectful –Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations –Share “air time” –Please refrain from and Internet browsing –Have an open mind regarding controversial issues Be Safe –Take care of your own needs Setting Group Expectations

Who will do what? Facilitation of Today’s Work ✔ Notetaker ✔ Facilitator for discussions ✔ Timekeeper for discussions ✔ Active team members ALL: What are the big ideas we need to bring back to our whole staff?

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

Finalize Behavior Matrix You voted you want a district-wide matrix Differences between elementary/secondary Differences because of specific building settings: –Stairs, Courtyard Vote on the current language –Content of expectations (bullets) On your own (5 Minutes): Read through the whole matrix 2 ways –Read across by expectation for consistency –Read down for each common area Whole group vote: –Burning questions/clarifications –Vote on each expectation 8

With your school team Tailor the matrix for your school –Adopt as is –Eliminate common areas that do not apply Team Time

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

Hallway/Breezeway We are Responsible  Walk directly to class  Have a Hall Pass Always Respectful  Quiet Voices and Feet  Observe Personal Space Very Safe  Walk  Stay to Right  Be Aware Excellent Attitude  Be Friendly and Courteous

Posters for Common Areas

Making your Expectations Visible “Big Reds” (How many do you need?) –Visible around the school –In every classroom Laminated poster could be printed in district or at ISD? Old Posters/Signs must come down Team Time

With your school team Make final decisions: –Which common areas do you need? –How many of each? –How will you support specials teachers to create their expectations/posters? Indicate on recording chart the common area posters you need Team Time

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

Choosing an Internal Coach for your Team Coaching Duties and Characteristics –Schedule monthly meetings of team –Plan for and help facilitate meetings –Delegate responsibilities for team and for staff –Ensure data is used for Planning Problem-solving Monitoring and evaluating effectiveness of SW-PBIS –Keeper and bringer of Assessment Binder –Attend periodic Coaches Meetings –Keep the PBIS process going and growing! 16

With your school team: Talk about role of coach Who might take on that role? (Someone other than the principal) What questions might you have about the role of the coach? By the end of the day, let us know who is your internal coach Team Time

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

Launch/Lesson Plan Discussion; How will you teach expectations? One of your team work days: –Who –What –When mtssresources.wikispaces.com/file/view/Behavior%20Expectations %20- %20Sampe%20Teaching%20Schedules.pdf/ /Behavior %20Expectations%20-%20Sampe%20Teaching%20Schedules.pdfhttp://maisd- mtssresources.wikispaces.com/file/view/Behavior%20Expectations %20- %20Sampe%20Teaching%20Schedules.pdf/ /Behavior %20Expectations%20-%20Sampe%20Teaching%20Schedules.pdf 19

With your school team: Lesson Plans Launch Plans Complete the bright green Lesson Plan info sheet and give to Steve. Team Time

Combine Team Time with Break

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

Basic Monitoring Practices Active supervision – Movement – Scanning – Positive Interaction Positive contact Reinforcement of expected behavior

Movement – Obvious – Positive – Interactive – Unpredictable

Scanning – Head up – Make eye contact – Overt body position

Using Positives: Two Types –Positive Contact –Positive Reinforcement

“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.

Positive Contact –Variety of interaction types –Social positives & Schoolwide acknowledgements –Variety of students –Quick –Noticeable –Publicly appropriate

Four Positives to One Negative Ratio –Have more positive student contacts than negative –Use variety of contact forms

Positive Reinforcement –Individualized –Informative –Sincere

Systematic Supervision Checklist Look over the Systematic Supervision Checklist and be ready to look for and rate the features as you see them in the videos.

With your School Team: 1.Tell your partner why monitoring with active supervision is critical in common areas. 2.Summarize the three basic monitoring practices 3.Consider current monitoring practices in your school. Are all three basic practices utilized in all settings? If not, where are gaps occurring? What plans might your team need to ensure monitoring occurs in all common areas. Your Turn