PBIS TEAM TRAINING DAYS 3 AND 4 Donna Morelli and Cynthia Zingler CREC Education Specialists

Today’s Objectives Develop PBIS content fluency Share what your team has been working on Establish school-wide behavioral expectations Establish class-wide behavioral expectations Begin working on lesson plans for teaching behavioral expectations

Review Internet Resources Available support.wikispaces.com

Team Activity Discuss as a team the following questions and be prepared to share with the group: Something that has gone well for your PBIS team. Question/concern your team has.

Activity – Carousel Brainstorm

SWPBIS is Framework for enhancing adoption & implementation of Continuum of evidence- based interventions to achieve Academically & behaviorally important outcomes for All students

CREC 111 Charter Oak Ave., Hartford, CT 06106

Classroom SWPBIS Practices Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect

SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated 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 Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW

IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING SRBI

SWPBIS is about…. Improving classroom & school climate Decreasing reactive management Maximizing academic achievement Improving support for students w/ EBD Integrating academic & behavior initiatives

STEP 4 – DEVELOP PROCEDURES FOR TEACHING SCHOOL WIDE POSITIVE BEHAVIOR EXPECTATIONS Section 10

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

Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice ________ Eat your own food __________ Stay in your seat _________ Stay to right _________ Arrive on time to speaker __________ Respect Environment & 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 __________

Early Childhood Example

Family Teaching Matrix SETTING At home Morning Routine Homework Meal Times In CarPlayBedtime Respect Ourselves Respect Others Respect Property Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

Behavioral Expectations and Skills Taught in Natural Context

Expectations & behavioral skills are taught & recognized in natural context

STEP 5: DEVELOP PROCEDURES FOR DEVELOPING CLASS-WIDE BEHAVIOR EXPECTATIONS Section

Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. “I Need Assistance” Raise hand or show “Assistance Card”. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES

Teach Friendship Building Skills Target behaviors and role-play and practice during area play. Model phrases to initiate and encourage interactions. Peer modeling, peer buddies Create opportunities for working together (e.g., plan by drawing play partners, assign clean-up buddies). Utilize activities that require turn-taking and sharing. Provide cooperative toys: puppets, 2 phones, board games). Provide storybooks on friends.

Demonstrate the Labeling and Expression of Emotions Model the use of emotion language through real life scenarios: “How do you feel when…?” Publicly acknowledge your own mistakes and emotions. Expect, accept, and acknowledge all emotions. Express that the issue is how we manage those feelings. Teach facial expressions and body language: “When do people smile?”

Demonstrate the Labeling and Expression of Emotions Photos of people in various emotional states. Provide storybooks on feelings. Place a mirror in the classroom. Sing songs about emotions. Make feelings collages. Label a child’s feelings, tone, and body language. Videos of people

Mood Thermometer MAD!! Upset Okay Happy

Activity 1. Create SW matrix – Guidelines Section Create CW matrix – Guidelines Section Begin lesson plans for each setting – Lesson plan handouts Section 11

Video – School Example ault.aspx

Team Implementation Checklist Please go to Enter your school ID Go to Team Checklist and click on Actions Complete the survey on-line together as a team

Self Assessment Survey The survey examines the status and need for improvement of four behavior support systems: (a) school-wide discipline systems, (b) non-classroom management systems (c) classroom management systems (d) systems for individual students engaging in chronic problem behaviors. Each question in the survey relates to one of the four systems.

STEP 6 – DEVELOP CONTINUUM OF PROCEDURES FOR ENCOURAGING SW EXPECTATIONS Workbook 65-67

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

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

Reinforcement Wisdom! “Knowing” or saying “know” does NOT mean “will do” Students “do more” when “doing works”…appropriate & inappropriate! Natural consequences are varied, unpredictable, undependable,…not always preventive

Why Develop a School-Wide Reward System?  Increases the likelihood that desired behaviors will be repeated  Focuses staff and student attention on desired behaviors  Fosters a positive school climate  Reduces the need for engaging in time consuming disciplinary measures

Acknowledge & Recognize

Acknowledge & Recognize

Group Contingency for Appropriate Behavior (Beehive)

Predictable work environments are places where employees: Know what is expected Have materials & equipment to do job correctly Receive recognition each week for good work Have supervisor who cares & pays attention Receive encouragement to contribute & improve Can identify person at work who is “best friend” Feels mission of organization makes them feel like their jobs are important See people around them committed to doing good job Feel like they are learning new things Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup)

Rewarding Staff  Keeping staff motivated is just as important to the PBS process as motivating students  Utilize community resources and local businesses  Incentives for staff that have worked at other schools include: After School Ice Cream Social Leave 5min. Early pass Special Parking Spots Recognition at faculty meetings

Reward System Guidelines  Keep it simple  Provide staff with opportunities to recognize students in common areas who are not in their classes  Include information and encouraging messages on daily announcements  Rewards should target 85-95% of students  Brainstorm Staff rewards too!

Establish Behavioral Expectations/Rules Teach Rules in the Context of Routines Prompt or Remind Students of Expected behavior Monitor Student's Behavior in the Natural Context

STEP 7 – DEVELOP CONTINUUM OF PROCEDURES FOR DISCOURAGING BEHAVIOR RULE VIOLATIONS Section

Procedures for Discouraging Behavior Violations Use Consequences Handout and results from (Major vs. Minor Behaviors) to begin continuum of procedures for discouraging behavior violations. Use wkbk pgs for guidelines/considerations Section

Action Plan Finalize and Present to Staff: SW/CW expectations and Matrices Reward System Continuum of Consequences Please bring to Day 5 of training

Interim Tasks Schedule and Meet Monthly Present all work to Faculty and get feedback Finalize Primary Prevention Tier Implementation Steps 4-7 Have staff complete Self-Assessment Survey

C ONTACT I NFORMATION Donna Morelli CREC Cynthia Zingler CREC