1. Interim Tasks Finalize Primary Prevention Tier Implementation Steps 1-3 1-establish leadership team 2-develop brief statement of purpose 3-identify SW-PBS behavior expectations Schedule and meet monthly Present step 2 and 3 draft ‘products’ to faculty and get feedback Presentation to staff – PBIS content & connections to school goals, other initiatives in SIP. How’s it going?

2. PBIS Team Training Process

3. Tier 1 Systems

4. Team Implementation Checklist (TIC)

5. Objectives for today Increase understanding of behavior principles, decide how/when to share with full staff Create draft of School-wide Expectations Matrix and procedures to teach them (step 4) Begin work on procedures for teaching classroom- wide expectations, how to communicate rationale to full staff

6. Time Content Activities/Resources 8:30-8:45 Welcome, Sign In & Warm-upSWPBS Workbook – ‘team placemat’ 8:45-9:30 Review big ideas of SWPBS Vocabulary activity 9:30-10:15 Behavior PrinciplesWhole group & video; University of Kentucky, Understanding Behavior Principles (year 1 links doc) 10:15-10:30 BREAK 10:30-11:15 Step 4: Procedures for Teaching School-wide Expectations Powerpoint Year 1 day 2 11:15-12:00TEAM WORK TIME Step 4SWPBS Workbook, 57-63; Appendices, flashdrive, Websites, Wikispace 12:00-12:45 LUNCH 12:45-1:30 1:30-2:45 2:45-3:30 YR 1 DAY 2 Step 5: Teaching Classroom-wide Expectations TEAM WORK TIME – Step 4 &/or Step 5 Revisit Objectives – How did we do? Next Steps, feedback SWPBS Workbook, 64-66 Action plan templates Workbook 35, 38,39, 40, and in each step section

7. Why Behavior Principles?  Recognize the ABC’s of behavior  Understand the functions of behavior  Shape adult behavior to prevent and decrease problem behaviors

8. Underlying Principles of 3-Tiered Prevention Models 4 Components What are the predictable failures? What can we do to prevent failure? How will we maintain consistency? How will we know if it’s working? 1234 Same at Every Level!! 8

9. 9

10. 10 Science and our experiences have taught us that students… Are NOT born with “bad behaviors” Do NOT learn when presented with aversive consequences …Do learn better ways of behaving by being taught directly & receiving positive feedback

11. Assumptions Behavior is learned (function). Behavior is lawful (function). Behavior becomes patterned through successive interactions (practice). Behavior can be changed/modified through an instructional approach.

12. Why Do We Behave the Way We Do? Behaviors are LEARNED and continue because they serve a PURPOSE or FUNCTION We engage in behaviors because we have learned that a DESIRED OUTCOME occurs 12

13. Functions Functions Pos ReinfNeg Reinf

14. The ABC’s of Behavior: The ABC’s of Behavior: A = Antecedent B = Behavior C = Consequence

15. AntecedentBehaviorConsequence

16. The Three Term Contingency The Three Term Contingency Antecedent: Behavior: Consequence: “Any stimulus presented contingent on a particular response” “Any observable and measurable act of an individual (also called a response).” Any “ stimulus that precedes a behavior” Alberto & Troutman (2006)

17. Reinforcement vs. Punishment Reinforcement: when a consequence of a behavior functions to increase the likelihood of future occurrences of that behavior Punishment: when a consequence of a behavior functions to decrease the likelihood of future occurrences of that behavior

18. Reinforcement and Punishment * Future probability of behavior Inc. ( )* Dec. ( )* Reinforcement Punishment Give ( + )Take ( - ) Positive Negative

19. “School’s not for kids!” When Jake is presented with school work, he whines, “Schools not for kids!” In the past, Jake’s teacher gets frustrated and takes his work away. In the future, Jake continues to whine whenever he is presented with work.

20. Antecedent(S D ): Behavior(s): Consequence:  Action(+ or -):  Effect(  or  ):  So it is: Breakdown of Example: Jake When Jake is presented with school work he whines, “Schools not for kids!” Jake’s teacher…takes his work away In the future, Jake continues to whine Jake’s teacher… takes his work away Negative reinforcement

21. “Brian” During lunch with peers, Brian made a derogatory comment toward one of his peers. The peer punched him. In the future, Brian was less likely to make derogatory comments (at least toward that peer).

22. Antecedent(S D ): Behavior(s): Consequence:  Action(+ or -):  Effect(  or  ):  So it is: Breakdown of Example: Brian During lunch with peers Brian made a derogatory comment The peer punched him less likely to make a derogatory comments Peer “ gave ” a punch Positive punishment

23. “Rachel” During math class lectures, Rachel uses a straw and her math notebook to make spitballs and shoot them at Susan. Peers laugh. Rachel begins to shoot spitballs in other classes during lectures.

24. Antecedent(S D ): Behavior(s): Consequence:  Action(+ or -):  Effect(  or  ):  So it is: Breakdown of Example: Rachel During classroom lectures Rachel shoots spitballs Peers laugh More likely to shoot spitballs during lectures Peer “ gave ” social attention Positive reinforcement

25. “Jasmine” In the hallways between classes Jasmine meets friends at her locker and is late to English class. The teacher doesn’t allow her to enter without a late pass. In the future Jasmine does not meet with friends and goes immediately to class.

26. Antecedent(S D ): Behavior(s): Consequence:  Action(+ or -):  Effect(  or  ):  So it is: Breakdown of Example: Jasmine In the hallway between classes Meets up with friends Late to class Less likely to meet up with friends between classes Teacher withholds access to class Negative punishment

27. Consider awareness level of full staff: At least 80% of faculty, staff, and administration participate/have participated in training All can benefit whether the training is new or review for staff Training options:  Online tutorial http://serc.gws.uky.edu/pbis/home.html  Overview at faculty meeting using today’s slides Basic Behavioral Principles

28. Teaching Academics & Behaviors

29. School Rules NO Food No Weapons NO Backpacks NO Drugs/Smoking NO Bullying

34. STEP 4 – Develop Lesson Plans for Teaching SW Positive Expectations STEP 4 – Develop Lesson Plans for Teaching SW Positive Expectations WKBK. Pgs.57-63 Standard lesson plan for teaching each expectation Standard lesson plan for teaching each expectation Schedule for presenting each lesson Schedule for presenting each lesson Include positively stated examples for each setting Include positively stated examples for each setting Consider how you will know if students understand the expectations and are using them in natural contexts Consider how you will know if students understand the expectations and are using them in natural contexts Approach in the same way you approach teaching academic skills Approach in the same way you approach teaching academic skills

35. Looks Like? Sounds like? What does Respect look like in the café? The hallway? The playground? On the bus? What does Respect sound like in the cafe? The hallway? The playground? On the bus? Concrete examples of SW Expectations

36. Date CompletedImplementation Worksheet Develop and list on the Teaching Matrix 3-5 positively stated rules or expectations that support the school’s mission/purpose. These rules should use common and few words (e.g., Respect Others, Respect Yourself, Respect Property), and should apply to all students and staff members. Identify and list on the Teaching Matrix all school setting or classroom contexts in which rules are expected For each rule or expectation, provide at least two positively stated, observable behavioral indicators or examples (e.g., Walk with hands and feet to self, return lunch tray to kitchen) for each setting Develop a standard lesson plan for teaching each expectation (e.g., Cool Tool). Develop a schedule for presenting each lesson plan. Develop a procedure for prompting, precorrecting, and encouraging appropriate displays of expectations. Develop a procedure for proactively correcting errors in displays of expectations. Develop system for determining the extent to which students (a) have acquired the rule or expectation and (b) are using the expectation in natural school settings or classroom contexts. The following worksheet provides a task analysis of the main steps involved in developing a teaching matrix for school-wide behavior expectations: from p. 60, SWPBS Workbook

37. What does it look like? Example – teaching expectations using examples and non-examples, giving students opportunities to practice. Universals at one elementary school

38. Teaching Matrix Activity Getting Started APPENDIX A 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 __________

39. 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

40. Behavioral Expectations and Skills Taught in Natural Context

41. 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

42. Activity: Team work - Begin Step 4 Draft a SW Teaching Matrix for your school  workbook 62, Yr 1 Products, Appendix A, Wiki, links doc for samples Draft lesson plans for each setting using a standard lesson plan template. workbook 57-63; Appendix J on flashdrive, Wiki Action Planning for Step 4: decisions on timeline for drafting lessons, brainstorming engaging ways to teach expectations, ways to engage students & families in teaching them, what/when to share with full staff use guiding questions on p. 61 in workbook  How are expectations currently taught and practiced for SW settings?  Draft a schedule for teaching throughout the year (goal of 2014-2015) [General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout]

43. Workbook p. 64 – guiding questions STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations Workbook p. 64 – guiding questions #3: Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines. #8: #8: Involvement by staff, students, and families in development #9: #9: Contextually/culturally appropriate (e.g., age, level, language) #12: #12: Agreement by >80% faculty and staff

44. 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

45. Why do WE address classroom-wide? the school leadership team’s goal is to increase consistency between school-wide and classroom-wide expectations and proceduresHowever “When developing lesson plan for teaching classroom-wide behavior expectations, the school leadership team’s goal is to increase consistency between school-wide and classroom-wide expectations and procedures. However, individual teachers should fit examples, activities, etc. to the context of their individual classrooms, students, and routines.” Page 64, SWPBS Workbook

46. 3. State, teach, review & reinforce positively stated expectations  Establish behavioral expectations/rules.  Teach rules in context of routines.  Prompt or remind students of rule prior to entering natural context.  Monitor students’ behavior in natural context & provide specific feedback.  Evaluate effect of instruction - review data, make decisions, & follow up. Excerpt from p. 88, Classroom Mgt. Practices, SWPBS Workbook Purpose of the Classroom-Wide (CW) Matrix and lesson plans

47. Activity: Team work - Step 4 & 5 Continue with Step 4 work and/or Begin Step 5: Draft a CW Teaching Matrix for your school  workbook 65, Yr 1 Products, Appendix A, questions 3, 8, 9, 12 on p. 64  Discuss - How are expectations currently taught and practiced for CW expectations?  How might we effectively guide teachers to define and teach expectations that align with SW matrix and lessons? To what extent is this already in place, how do we know? NOTE – Classroom management practices will be part of December training session and other guidelines on p. 64 overlap other steps, so focus conversation today on the questions above for step 5 [General action planning templates, workbook 35, 38, 39, 40, also in Yr 1 Products; planning pages at end of TIC handout] STOP @ 2:45

48. 1. Leadership team 2. Behavior purpose statement 3. Set of positive expectations & behaviors 4. Procedures for teaching SW behaviors 5. Procedures for teaching CW expected behavior 6. Continuum of procedures for encouraging expected behavior 7. Continuum of procedures for discouraging rule violations 8. Procedures for on-going data-based monitoring & evaluation School-wide

49. Revisit Objectives – How did we do? Increase understanding of behavior principles, decide how/when to share with full staff Create draft of School-wide Expectations Matrix and procedures to teach them (step 4) Begin work on procedures for teaching classroom- wide expectations, how to communicate rationale to full staff (step 5)