1. SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTS: ADDRESSING THE BEHAVIOR OF ALL STUDENTS Tier 1: Session 3 KENTUCKY CENTER FOR INSTRUCTIONAL DISCIPLINE 33 Fountain Place, Frankfort KY 40601 Phone/Fax: 502.223.9932 - www.kycid.org

2. Participant Expectations Be Responsible  Return promptly from breaks  Be an active participant  Use the law of two feet Be Respectful  Maintain cell phone etiquette  Listen attentively to others  Limit sidebars and stay on topic Be Kind  Enter discussions with an open mind  Respond appropriately to others’ ideas

3. Training Objectives for Session 300 Review Evaluation of PBIS Teaching School-wide Expectations School-wide Reinforcement System

4. Team Time Review your PBIS Action Plan and answer the questions on the provided handout. Be prepared to share your progress so far in implementing key PBIS components.

5. Element 7: Lesson Plans for Teaching Expectations and Procedures Develop and teach lesson plans of your schoolwide expectations and all procedures/rules for non-classroom areas

6. Lesson Plan Items A behavioral curriculum includes teaching expectations and procedures/rules Lessons include examples and non-examples Lessons use a variety of teaching strategies Lessons are embedded into subject area curriculum Faculty/staff and students are involved in development and delivery of behavioral curriculum Strategies to share key features of PBIS program with families/community are developed and implemented

7. Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM! My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful

8. Behavioral Errors Typically occur because:  Students do not have appropriate skills (i.e., skill deficits) o Students do not know when to use skills o Students are not taught what they need to know o Skills are not taught in context

9. “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we… …teach? …punish?” “Why can’t we finish the last sentence as automatically as we do the others?” (Herner, 1998)

10. Why Develop a System for Teaching Behavior? Behaviors are prerequisites for academics Procedures and routines create structure Repetition is key to learning new skills: o For a child to learn something new, it needs to be repeated on average 8 times o For a child to unlearn an old behavior and replace it with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

11. Why Develop a System for Teaching Behavior? We can no longer assume: o Students know the expectations/rules and appropriate ways to behave o Students will learn appropriate behaviors quickly and effectively without consistent practice and modeling

12. Students learn appropriate behavior in the same way a child who doesn’t know how to read learns to read—through instruction, practice, feedback, and encouragement.

13. Research on Teaching Behavior Expectations and Procedures Decreases in problem behavior were found in non- classroom areas where there was: o Active teaching of expected behaviors o Active supervision o Use of pre-correction for prevention o High rates of positive reinforcement Lewis, Colvin, & Sugai, 2000; Lewis & Garrison-Harrell, 1999; Lewis, Powers, Kelk, & Newcomer, 2002; Lewis, Sugai, & Colvin, 1998

14. Specially Designed Lesson Plans Provide initial lesson plans and/or lesson plan format for teachers to begin teaching behavior Build on what you have (e.g., Character Education, Leader in Me) Develop a system for expanding behavior lesson plan ideas throughout the year Determine the minimum requirements for teaching behavior (i.e. how often)

15. Strategies for Success Describe specific, observable behaviors for each expectation Plan to model the desired behaviors Provide students with written and graphic cues in the setting where the behaviors are expected Acknowledge efforts Plan to re-teach and restructure teaching Allow students to participate in the development process Use “teachable” moments that arise in core subject areas and in non-academic times

16. Lesson Plans: Two Levels Level 1: Concept Development (Expectations)  Broad expectations  Applicable to all settings Level 2: Skills (Rules)  Observable behaviors  Rules for specific settings

17. Guidelines for Teaching Expectations: Concept Level Teach As You Teach Core Academics: o Define in terms that students will understand o List critical attributes o Provide examples and non-examples o Enhance concept development o Check for understanding o Extend concept development o Acknowledge efforts o Re-teach and restructure teaching

18. Do’s Don’ts Show example, then non-example, then example Use adults only for non-examples Emphasize the positive for following expectations and rules End with non-example Use students (especially well-liked students) for non-examples Make the non-examples look too fun Examples and Non-Examples

19. Team Time What will (d0) your concept level lesson plans look like? How and when will you teach them to staff? How and when will you teach them to students?

20. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluati on Date #7 Develop lesson plans for each of the school-wide expectations Leadership Team OctoberDecemberReview in team meeting; share with staff January 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2012-2013 Critical Elements

21. Develop a Teaching Matrix Every school needs a matrix which succinctly defines key behaviors for success across all non-classroom areas The matrix explains how students can meet the school- wide expectations across all areas in the building The matrix is a key component in documenting your PBIS implementation

23. Team Time Begin working on your teaching matrix. Document plans for completion on your Action Plan.

24. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluati on Date #7 Develop a teaching matrix for all non-classroom areas Leadership Team JanuaryMayReview by team and share with staff June 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2012-2013 Critical Elements

25. Guidelines for Teaching Rules: Skill Level Identify problem settings Review school-wide expectations Use your matrix to identify key rules students need to learn in non-classroom areas Describe the specific, observable skill(s) for a targeted location and provide examples and non-examples Engage students in an activity that will allow them to practice the desired behavior Reward appropriate behavior

26. Guidelines for Teaching Rules: Skill Level Be sure to address both: Lesson plans to teach students necessary skills Arrival_Dismissal_Lesson.ppt Procedures to address staff behaviors such as: Arrival_Dismissal_Procedures.docx Addressing organizational structures and features to maximize efficiency Staff/teacher responsibilities related to supervision, duty, teaching lessons, etc. Reinforcement of desired student behaviors Correction of undesired student behaviors Evaluation

28. Examples of Skill Level Lessons Voice levels Hallways Tardies Cafeteria Buses Entering school in the morning Leaving school in the afternoon Restrooms Playground Assemblies Field trips All Skill Level lessons describe the relationship between SWE and rules

29. Team Time What will your skill level lesson plans look like? How and when will you teach them to staff? How and when will you teach them to students?

30. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluati on Date #7 Develop lesson plans for each of the school-wide expectations Leadership Team OctoberDecemberReview in team meeting; share with staff January #7 Develop lesson plan for teaching hallway behavior Leadership Team NovemberJanuaryReview in team meeting; share with staff Februar y #7 Develop procedure for teaching hallway behavior Leadership Team NovemberJanuaryReview in team meeting; share with staff Februar y 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2012-2013 Critical Elements

31. How Do We Teach Behavior Expectations and Procedures? Introductory Events  Teaching schoolwide expectations and rules On-going Direct Instruction  Specially designed lessons, character education Embed in Other Curriculum Involve Families

32. Introductory Events All faculty and students participate Decide on method that will be most effective for your school Consider importance/impact - Activity/event should be a high priority… not given a few minutes during some other activity

33. Creative Ideas: “Putting it Into Practice” Provide students with a script that includes actions and words expected Rotate students through different settings to teach the behaviors in the setting where the behaviors are expected to occur Have classes compete to come up with unique ideas (student projects, bulletin boards, skits, songs, etc…) Recognize staff for creative activities Video students or staff role-playing to teach expectations and rules and show during morning show or assembly

34. Embedding Expectations Into Curriculum Behavior curriculum does not have to be separate Helps to eliminate time crunches Provides a rationale for student- helps students to see how the expectations fit into everyday life Meets best practices approach o Hands on activities o Meets all learning styles (oral, visual, kinesthetic) o Higher order learning activities (synthesize, analyze, etc.)

35. Embedding Expectations Into Curriculum: Social Studies Have students research different cultures to find out how they define “Respectful” Talk about how different historical events occurred because of conflict and come up with solutions on how the conflict could have been resolved

36. Embedding Expectations Into Curriculum: Language Arts and Reading Use a novel that has an expectation as a theme Discuss characters in a novel and how they did not show respect, then have the students write the story with the character showing respect Have the students develop their own expectations and/or rules and then have them write a persuasive essay or debate why theirs should be used instead of the school’s

37. Embedding Expectations Into Curriculum: Practice completing Writing Prompts Use writing prompts to practice writing skills and enhance knowledge of schoolwide PBIS practices

38. Embedding Expectations Into Curriculum: Science and Math Have students develop a hypothesis about what they think are the top behavior problems at school. Have them survey students, parents, and teachers, make graphs, and reach a conclusion about the hypothesis. Have students count the number of tickets redeemed monthly for rewards and graph them. You can include ratio of number of tickets to student, number of tickets per teacher, etc.

39. Involving Families Just as we develop expectations for our school settings, we can give families an example of how school expectations can be carried into the home to make them even more powerful and meaningful for their child or children Develop a handout for parents that gives examples of how children can exhibit the school-wide expectations in the home setting Provide parents with a PBIS brochure

40. Team Time Discuss ways to embed teaching expectations into core curriculum and how to share key PBIS teaching components with families

41. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluati on Date #7 Develop a parent brochure explaining PBIS MelissaOctoberMayReview by team and share with staff June 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2012-2013 Critical Elements

42. Element 10: Evaluation Ensure that a system exists to systemically evaluate (a) PBIS implementation fidelity and (b) how PBIS implementation impacts critical student outcomes

43. Evaluation Items Students and staff are surveyed about PBIS Students and staff can identify expectations and rules Staff uses referral process (including which behaviors are office managed vs. teacher managed) and forms appropriately Staff uses reward system appropriately Outcomes (e.g., behavior problems, attendance, morale) are documented and used to evaluate PBIS plan

44. Evaluation of PBIS Teams must establish a process for evaluating fidelity and outcomes associated with PBIS implementation Should be able to answer these questions:  Did we do what we said we would do (fidelity)?  Is it working (outcomes)?  What can we celebrate?  What can we improve?

45. Formal PBIS Evaluation Measures: Assessing Fidelity in Multiple Ways Benchmarks of Quality Self-Assessment Survey Team Implementation Checklist Team assessment of Tier 1 implementation fidelity Staff assessment of PBIS implementation fidelity at Tier 1 (schoolwide, nonclassroom, classroom) and Tier 2/3 (individual student) Quick team assessment of key PBIS components

46. Benchmarks of Quality The Benchmarks of Quality (BoQ) is a research- validated measure that assesses the development and implementation of PBIS across 10 critical elements. The BoQ is completed annually by school PBIS Leadership Teams to assess strengths and identify areas of need. Results are used for action planning. Minimal implementation of universal systems is occurring when a school scores 70 out of 100.

47. PBIS Self-Assessment Survey The PBIS Self-Assessment Survey (SAS), is used by school staff for initial and annual assessment of PBIS systems in schools. 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, and (d) systems for individual students. Each question in the survey relates to one of the four systems. Survey results are summarized and used for a variety of purposes including: annual action planning; internal decision-making; assessment of change over time; increasing awareness of staff; and team validation.

48. Team Implementation Checklist The Team Implementation Checklist (TIC) is a self- assessment completed by the school PBIS Leadership Team. It serves as a guide in appraising the status of PBIS start-up, team functioning, development of key components, and evaluation. The TIC is completed during the monthly PBIS Team meeting. Responses are entered into school account on PBIS Assessment.

49. Who completes the TIC? When is the TIC completed? The PBIS Leadership Team completes the TIC as a group The TIC is completed in October Team Implementation Checklist

50. Team Time Complete the Team Implementation Checklist and enter responses on PBIS Assessment if internet is available.

51. Other Ways to Survey Staff Staff evaluation after implementation of new policy or procedure Staff feedback form Conduct surveys on specific non-classroom areas being implemented such as the restroom, hallways, cafeteria, arrival, dismissal, etc. School climate/culture survey (such as the School Safety Survey) PBIS Walkthrough

52. Students Parents School Safety Survey PBIS Walkthrough School Safety Survey Surveying Students and Parents

53. Evaluation of ODR Referral Process How will you determine if all staff members know the procedures for responding to inappropriate behavior, use ODR forms as intended, and fill out ODR forms correctly?  Review of completed forms  Input from administrator(s) handling referrals  Input from SWIS data entry person  Staff surveys

54. Evaluation of School-wide Reinforcement System How will you determine if all staff members use the school-wide reinforcement system the way it was intended to be used?  Written procedures clear and easy to understand  Discussion by team regarding frequency of acknowledgement, problems they have observed  Staff surveys  Formal evaluation of reinforcement system

55. Evaluation of School-wide Reinforcement System Components of a formal evaluation of reinforcement system  Clearly defined criteria for earning rewards  Able to use across multiple settings/locations  Flexible and varied to meet the diverse needs of students  Access to rewards contingent on exhibiting school-wide expectations/following procedures  Amply supply of rewards  Counterfeit protected  Age-appropriate  Level of rewards match level of behavior exhibited

56. Using Outcome Data to Evaluate PBIS Ensure implementation is producing desired outcomes  Analyze data sources to measure effectiveness and accuracy in recording  Office discipline referrals  Suspension rates  Observation forms  Survey results  Staff perception

57. Using Outcome Data to Evaluate PBIS Ensure fidelity of implementation  Consistently implemented  Plan followed  All staff participating  Team ensures they covered the information adequately

58. Team Time Review the handouts and outline on your Action Plan ways you will ensure that you adequately evaluate PBIS fidelity and outcomes using information from staff, students, and parents.

59. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluati on Date #10 Complete Team Implementation Checklist Leadership Team January Entry into PBIS Assessment January #10 Give Climate Survey to staff and parents Leadership Team AprilMayResults downloaded from PBIS Assessment June #10 Complete PBIS Walkthroughs to evaluate staff and student understanding Leadership Team September and March Forms complied and analyzed by PBIS Team October and April # # 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2012-2013 Critical Elements

60. Element 6: Reward/Recognition Program Established Develop a system to consistently acknowledge and reinforce appropriate student and staff behavior

61. Reward/Recognition Program Items A system of rewards has elements that are implemented consistently across campus A variety of methods are used to reward students Rewards are linked to expectations and rules Rewards are varied to maintain student interest Ratios of acknowledgement to corrections are high Students are involved in identifying/developing incentives The system includes incentives for staff/faculty

62. What is School-Wide Reinforcement and Acknowledgement? Definition: A system that provides immediate, intermittent, and long-term reinforcements, given by adults in the building, to any students displaying desired school-wide expectations, behaviors, or associated rules

63. Why Do We Acknowledge Desired Behavior? Reinforce the teaching of new behaviors Behavior is likely to become a habit and recur in the future only if demonstrating it has been beneficial 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 Improve school climate Create positive interactions and rapport with students

64. Food for thought… “People often say motivation is great but doesn’t last. I just tell them bathing doesn’t either, that’s why I recommend it daily.” --Zig Ziglar

65. Research on Reinforcement Systems High implementing PBIS schools were found to use a variety of individual and group rewards and to inform parents of appropriate student behavior while low implementing schools were found to use schoolwide reinforcement either inconsistently or not at all (Sparks, 2007). Use of a schoolwide reinforcement was found to be a critical component in reaching fidelity implementation of PBIS (Doolittle, 2006)

66. 4:1 Gets the job done!!!

67. Ratio of Interactions Teachers should interact with students 4 times more often when they are behaving appropriately than when they are behaving inappropriately (4:1 ratio) Interactions with students are considered positive or negative based on the behavior in which the student is engaged at the time attention is given Negative interactions are not wrong and are sometimes necessary; the key is the ratio Positive interactions can be provided in a variety of ways: verbal praise, nonverbal acknowledgement, non-contingent attention

68. Research on Ratio of Interactions After withdrawing praise from a classroom, off-task behavior increased from 8.7% to 25.5% When the rate of criticism was increased, off-task behavior increased from 25.5% to 31.2% with over 50% off-task behavior on some days (Becker, Engleman, & Thomas, 1975) In classes where teachers provided less than 65% positive statements, the percentage of students reporting that they like school decreased over the course of the school year In classes where teachers provided more than 70% positive statements, students reporting that they like school remained high across the school year (Oregon study)

69. Team Time Discuss the research on school-wide reinforcement systems and ratio of interactions. What potential barriers do you foresee in establishing buy-in from your staff? Brainstorm strategies to increase buy-in.

70. Designing a School-wide Reinforcement System Flexible for staff to encourage responsible behavior Get input from students on reinforcers Inclusive Provide recognition as quickly after the expected behavior as possible Expect students to work for short periods of time to receive recognition Avoid an all-or- nothing type incentive structure Reward the presence of positive behavior rather than the absence of negative behavior

71. Designing a School-wide Reinforcement System Highly visible and “attention grabbing” - Celebrations of success Use rewards that have as little monetary value and as much information value as possible Use reinforcers that are as close to intrinsic rewards as possible Make sure staff focus more on what students accomplish than on what they earn Incorporate strategies that ensure staff and students will maintain their levels of excitement and interest

72. Consider Using a “Rewards Ticket” System Rewards for individual students Rewards for individual classrooms Rewards for the entire school

73. Examples of Reward Tickets XYZ Elementary Name: ________ Date: ______ Has earned 50 points For being Respectful, Responsible and Safe

74. Teach Your Staff How to Provide Reinforcement 1. Name behavior and expectation observed 2. Give positive verbal/social acknowledgement 3. Give student ticket with expectation marked and staff name signed

75. Reward Staff Keeping staff motivated is just as important to the PBIS process as motivating students Utilize community resources and local businesses Incentives for staff that have worked at other schools include:  After-school social  Free duty day pass  Special parking spots  Recognition at staff meetings  Staff member of the month (voted on by students)  Jeans day coupons  GOOSE (Get out of school early) Award

76. Incentives STAFF Friday Refreshments “Fishing for Compliments”

77. Incentives STAFF Jeans on Friday

78. Team Time Develop a school-wide reinforcement system that includes incentives for students and staff. Ensure you have addressed all facets of the school- wide reinforcement system.

79. Include the development, implementation, and management activities of your plan. All Critical Elements should be addressed within your plan. Critical Element Action/ActivityWho is responsible? Start Date Completion Date How will it be monitored? Evaluati on Date #10 Complete Team Implementation Checklist Leadership Team January Entry into PBIS Assessment January #10 Give Climate Survey to staff and parents Leadership Team AprilMayResults downloaded from PBIS Assessment June #10 Complete PBIS Walkthroughs to evaluate staff and student understanding Leadership Team September and March Forms complied and analyzed by PBIS Team October and April #6 Survey students to determine what kinds of incentives they want to earn GregNovember Top 10 list will be complied Decemb er # 1.PBIS Team established (membership, meeting times, roles, mission) 2.Faculty commitment 3.Effective procedures for dealing with discipline 4.Data entry and analysis plan established 5.Expectations and rules developed 6.Reward/recognition program established 7.Lesson plans for teaching expectations/rules 8.Implementation plan 9.Classroom systems 10.Evaluation Positive Behavior Supports: Tier 1/Universal Action Plan School Year: 2012-2013 Critical Elements

80. KYCID Contacts Mike Waford, Director Judy Boggs, Assc. Director Lea Brown, West Kelly Davis, West Janeah Gullett, East Karen Bush, North Tamara Kendrick, Training Assistant mike.waford@eku.edu judy.boggs@eku.edu lea.brown@eku.edu kelly.davis@eku.edu janeah.gullett@eku.edu karen.bush@eku.edu tamara.kendrick@eku.edu www.kycid.org