2010 National PBIS Leadership Forum Teaching Expectations and Creating Reinforcement Systems (D1) Marla Dewhirst, Technical Assistance Director Illinois PBIS Network T. Joan Fecteau, PBIS External Coach Milwaukee Public Schools

In Partnership with OSEP’s TA Center on PBIS Co-Director’s: Rob Horner University of Oregon George Sugai University of Connecticut Thanks to: Illinois PBIS Network Milwaukee Public Schools Department of Family Services PBIS Initiative

Content Creating and Teaching Expectations Creating and Implementing Recognition Systems Exemplar Milwaukee Public Schools will highlight their processes for –identifying needs for teaching and recognition –Coaches Skills and Role –Creating and Teaching Expectations including Coaching Tips –Developing and implementing Recognition systems with Coaching Tips

Who Inspired You? Share with three people your name and the first name of ONE Person that helped you achieve your current goals and briefly explain how they supported you.

Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at SCHOOL-WIDE GOAL: To reduce new cases of problem behavior and increase instruction time.

Teaching Academics & Behaviors..Very Important! DEFINE Simply MODEL PRACTICE In Setting MONITOR & ACKNOWLEDG E Continuously ADJUST for Efficiency

Classroom SWPBS Practices Non-classroom Family Student School-wide

1.Leadership team 2.Behavior purpose statement 3.Set of positive expectations & behaviors 4.Procedures for teaching SW & classroom-wide expected behavior 5.Continuum of procedures for encouraging expected behavior 6.Continuum of procedures for discouraging rule violations 7.Procedures for on-going data-based monitoring & evaluation School-wide

Positive expectations & routines taught & encouraged Active supervision by all staff –Scan, move, interact Precorrections & reminders Positive reinforcement Non-classroom

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 Classroom

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 Student

Continuum of positive behavior support for all families Frequent, regular positive contacts, communications, & acknowledgements Formal & active participation & involvement as equal partner Access to system of integrated school & community resources Family

School-Wide Acknowledgement? School-wide acknowledgment systems: Are immediate, intermittent, and long-term reinforcements given by adults in the building to any students displaying expected school-wide behaviors defined by the school’s matrix

Why Do We Do It? Reinforce the teaching of new behaviors Harness the influence of kids who are showing expected behaviors to encourage the kids who are not Strengthen positive behaviors that can compete with problem behavior Prompt for adults to recognize behavior Encourage school-wide behaviors to be displayed in the future Improve our school climate Create positive interactions and rapport with students Overall, we earn time back to teach and keep kids in the classroom where they can learn from us! Every time any adult interacts with any student, it is an instructional moment!

How does it fit into PBIS overall? 3 PBIS Foci for Effective Behavior Support

“Data”: How Decisions Are Made A problem-solving team Data collection Data use Communication with staff about data, patterns, and decisions. Where do we focus our efforts?

“Systems”: How Things are Done Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway) Procedures for reinforcing expected behavior Procedures for responding to office discipline referrals. Procedures for meeting the needs of all students (The Triangle)

“Practices”: How Staff Interact with Students Define: 3-5 school-wide expectations Classroom managed vs. office referred behavior Teach: Behaviors like we teach academics with Cool Tools In the moment reminders/redirection Pre-correct to “get” expected behavior Model: Adults practice what we preach Students practice what we teach Acknowledge: Immediate, intermittent, long-term reinforcements for expected behaviors to ensure future compliance Re-teach: Consequences for non-compliance Review of expected behavior Addition of needed behavioral/academic supports

“ Why should I reward students for something they should be doing anyway?” Store Reward cards? Pump Perks? Cash Back Credit Card? Star-”bucks”? INDIVIDUAL EXERCISE: Look on your keychain and in your wallet or billfold. Count the number of items you have that you carry around because they “reward” you in some way when you use them.

TYPEWHATWHENWHEREWHO Immediate/High Frequency In the moment, predictable (e.g., Gotchas, Paws, High Fives) KIDS: ADULTS: High frequency for a short time when first teaching desired behavior or re-teaching identified problem behavior from data ALL KIDS, ALL STAFF Redemption of high frequency (e.g., school store, drawings) KIDS: ADULTS: At least monthlyALL KIDS. ALL STAFF Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway) KIDS: ADULTS: Maintaining a taught behavior (fading) ALL KIDS, ALL STAFF Long-term School-wide Celebrations (school-wide not individually based) FOR: Ex: ODR reduction, school-wide target met for certain setting/behavior area ACTIVITY: (e.g., ice cream social, dance, game day) BOTH TOGETHER: At least quarterlyALL KIDS, ALL STAFF PBIS School-wide Acknowledgement Matrix (Student and Staff!)

Components of School-Wide Acknowledgment Plans Immediate/High frequency/Predictable/Tangible –Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior –Name behavior and tie back to school-wide expectation upon delivery –E.g. “Caught Being Good”, “Lincoln Loot”, “Titan Bucks”, positive referrals, points for privilege levels – turned in for tangible/non- tangible prize Intermittent/Unexpected –Bring “surprise” attention to certain behaviors or at scheduled intervals –Used to maintain a taught behavior –E.g. Raffles, special privileges, principal random call Long-term Celebrations –Used to celebrate/acknowledge school-wide accomplishment –ALL kids, all adults –E.g. Quarterly activities, assemblies, parent dinners, field trips

Guidelines for Use of Acknowledgements School-wide reinforcements are for every student in the building, regardless of where they fall in the PBIS triangle Over time, move from: other-delivered to self-delivered (extrinsic vs. intrinsic motivation) highly frequent to less frequent predictable to unpredictable tangible to social Adapt to data analysis feedback: “boosters” Individualize for students needing greater support systems

Guidelines for Use of Acknowledgements Include students in brainstorming and designing Vary school-wide acknowledgments Communicate school-wide expectations & acknowledgements to parents/guardians: Student handbook Website Newsletter Parental involvement in donations, volunteer time during celebrations School Board report THINK ABOUT IT: How do you involve parents in your PBIS acknowledgement efforts?

TEACHING AND REINFORCEMENT SYSTEMS Examples from a large, urban school district in second year of PBIS implementation T. Joan Fecteau PBIS External Coach Milwaukee Public Schools

3-Tiered System of Support -Necessary Conversations (Teams) CICO SAIG Group w. individual feature Complex FBA/BIP Problem Solving Team Tertiary Systems Team Brief FBA/ BIP Brief FBA/BIP WRAP Secondary Systems Team Plans SW & Class-wide supports Uses Process data; determines overall intervention effectiveness Standing team; uses FBA/BIP process for one youth at a time Uses Process data; determines overall intervention effectiveness Sept. 1, 2009 Universal Team Universal Support

Teaching and Reinforcing through 3 Tiers Tier 1 – School-wide for all students Tier 2 – CICO – DPR and process provides additional opportunity to learn expectations and rules as well as additional opportunity be recognized for appropriate behavior Tier 2 – SAIG – DPR had group goals tied to School- wide expectations. Additional opportunity to learn the rules and be recognized for appropriate behavior Tier 2 – Mentor/Renew/other on-going system – same as SAIG applies Tier 3 – Comprehensive team ties goals to all Tier 2 and Tier 1 Supports Result: increased opportunity to learn, be recognized, and generalize the skills

Group Think Final Activity Form a group of 4 Each person writes down one word illustrative of the persons learning The group of 4 creates a sentence from the four words provided, while adding as few new words as possible. Spokesperson reads the sentence out loud to the group Thank you!