1. Multi-Tiered System of Supports: Tier 1 Training
Addressing the Behavioral and Academic Needs of All Students
Session 2

2. 3 and 1
With your group, list 3 things you learned or were reminded of about PBIS at the first training.
Identify one question you have.
Communicators – be prepared to share 

3. Session Objectives Teaching School-wide Expectations
School-wide Reinforcement System

4. 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
Element 7: Lesson Plans for Teaching Expectations and Procedures

5. 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
BoQ

6. My School’s
Expectations…
1. Be Safe
2. Be Responsible
3. Be Respectful
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!
Can’t just put them on the wall and walk away..
If you emphasize it the kids will…
If you model it the kids will…
Consistently recognize students who are doing it.

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

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

9. Why Develop a System for Teaching Behavior?
Behaviors are prerequisites for academics
Procedures and routines create structure
Repetition is key to learning new skills:
For a child to learn something new, it needs to be repeated on average 8 times
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)

10. Reflection: When I want my students to know how to do something, I teach and practice it ___ number of times.

11. 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

13. Team Time
Begin working on your teaching matrix. Document plans for completion on your Action Plan.
Handouts:
Blank matrix form
Completed matrix form

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
This information is provided to help staff understand that there are 2 instructional components embedded into many of the lessons on school-wide expectations: Concepts (respect, preparedness, safety) and social skills. Skill components require staff to task analyze a sequence of observable behaviors related to the concept. Many schools tend to skip the concept development component to the detriment of the learning process.

17. Examples and Non-Examples
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

18. Develop one lesson plan to teach an expectation(s).
Team Time
Develop one lesson plan to teach an expectation(s).
Handouts:
Blank matrix form
Completed matrix form

19. 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

20. Address Both: Lesson plans to teach students necessary skills
Procedures to address staff behaviors such as:
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

22. 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

23. Develop one lesson plan to teach a procedure for a non-classroom area.
Team Time
Develop one lesson plan to teach a procedure for a non-classroom area.
Handouts:
Written lessons/procedures for teaching behavior in a non-classroom area
Power point lesson for teaching behavior in a non-classroom area

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

25. 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
BoQ

26. 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

27. Why Do We Acknowledge Desired Behavior?
Because the behavior we pay the most attention to is the behavior we will get more of in the future!
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

28. 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

29. 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)

30. 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

31. Interacting with Students
It’s not just about the ratio… We must also consider:
The rate of interactions
The quality of interactions

33. Research on 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)

34. Team Time
What is one bit of information about interactions that you want to make sure your staff knows and understands?

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

36. Teach Your Staff How to Provide Reinforcement
Name behavior and expectation observed
Give positive verbal/social acknowledgement
Give student ticket with expectation marked and staff name signed
Give an example or two.

37. 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

38. Team Time
Discuss how you want to set up your school-wide reinforcement system that includes incentives for students and staff. Ensure you have addressed all facets of the school-wide reinforcement system.

39. Team Time
Use this time to make any additions to your Action Plan and to plan your staff training.