2. Establishing Universal Systems of Positive Behavioral Support Developing Your Universal System Day Two Universal Team Training

3. Agenda Day 2 Team Process Create system for effective meetings Establish procedures for teaching expected behavior Cool Tools/Lesson Plans Teaching Activity Establish a continuum to encourage/celebrate expected behaviors Acknowledgment Plan Outcome data Good news to look forward to

4. Training Behavioral Expectations EXPECTATIONTRAINING SITE BE RESPECTFUL  Turn cell phones, beepers, and pagers “off” or to “vibrate”  Receive and make phone calls in areas outside of training room  Wait for communications with team members until team and break times or write notes  Keep sharing time/questions brief/concise so all may share BE RESPONSIBLE  Sign attendance sheet  Return from lunch/breaks on time  Stay focused and on-task  Complete evaluation form at close of training BE PREPARED  Bring designated materials and supplies to trainings  Make plans to stay until scheduled training dismissal

5. SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Teams: Celebrate Your First Steps

6. 1-5% 5-10% 80-90% Tertiary Interventions Individual Students Assessment-based High Intensity Tertiary Interventions Individual Students Assessment-based Intense, durable procedures Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Secondary Interventions Some students (at-risk) High efficiency Rapid response Small Group Interventions Some Individualizing Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems

7. Meeting Agendas, Action Plans, etc..... Meeting Agendas Action Planning Calendar

8. Team Time  Schedule Universal Team Meetings for the upcoming school year (recommend 2x per month—approximately 40-50 minutes for each meeting.) –One meeting to address Data –One meeting to address Universal structures

9. 5. Establish Procedures for Teaching Expected Behavior Cool Tools/Behavioral Lesson Plans “Teach behaviors like we Teach academics”

10. If we understand that behavioral skills are learned, it is necessary to teach expected behaviors as we would academic skills.

11. 1. It is unfair to punish students before teaching the expected behaviors. 2. Teaching at point of problem behavior (teachable moments) for minor incidents is generally more effective than punishment. 3. Frequent pre-correcting with high school students works as an effective teaching tool. 4. Pre-correcting and acknowledging are part of the teaching process.

12. PBS Emphasizes an Instructional Approach to Discipline 1.Behavioral expectations are taught directly, practiced, and acknowledged -- just like academics. 2.Teams develop “COOL TOOLS” to guide classroom instruction and practice of behavioral expectations. 3.Precorrection is used to “get” the expected behavior. 4.School-wide acknowledgment systems are developed to ensure expected behaviors are displayed in the future.

13. Teaching Behavioral Expectations 1) State behavioral expectations 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4) Students practice appropriate behaviors 5) Acknowledge appropriate behaviors

14. Teaching Behavioral Expectations & Routine Make lessons fun and engaging, just like any lesson should be Make instruction developmentally appropriate Lessons can be more challenging with older kids; may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules Although, practice is always very valuable Choose skills to teach wisely Presentation & attitude are important

15. Difference between Teaching & Nagging Nagging = repeatedly stating to a student what they are doing wrong –Reactive response Teaching provides students with support to ensure they can perform the expected behavior, with the opportunity to practice & clear feedback (positive feedback or corrective feedback) –Can be used proactively or reactively

16. What great teachers do… Have students physically practice the behavior in the setting –Simply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do it Teacher should demonstrate the wrong way –Have students explain why this is the wrong way Students should practice the right way

17. What great teachers do… Learning takes frequent practice of “doing it the right way”, so we build in frequent opportunities to practice the right way to do it Students also need to know if they are doing it the right way or wrong way, so we… –Provide immediate feedback when students do it the right way “great job of ….., that was just like we practiced” –or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way “whoa, remember what we practiced, can you show me what we’ve been practicing?”

18. WHAT ARE COOL TOOLS? Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix. COOL TOOLS USE: A research-based procedure for teaching the behaviors. Examples and non-examples taken from classroom and non- classroom settings and situations. Modeling and role-playing to teach new skills and provide students with practice opportunities. Feedback and acknowledgment to ensure students display the expected/taught behaviors.

20. Designing a Cool Tool STEP ONE: Select the skill to be taught Skills are taken directly from the behavioral matrix Select skills based on the trends in your data STEP TWO: Write the lesson plan Name the skill & align to the school-wide expectation RESPECT: Say My Name, Please Introduce the rule/skill Demonstrate the rule/skill Provide acknowledgment and feedback

21. Cool Tool/Behavioral Lesson Plan Name of Setting or Skill________________________ School-wide expectation/s addressed: 1)Explain expectations & why needed 2) Check for student understanding/buy-in (ask some ???s) 3) Model examples 4) Check for student understanding/buy-in 5) Adult/s model non-examples 6) Check for student understanding/buy-in 7) Model examples 8)Students practice

22. Team Time  Develop a cool tool/behavior lesson plan for one unique setting

23. To strengthen behavior… Teach Pre-correct Re-teach

24. How will you teach expectations? Teach expectations in the identified setting (i.e. cafeteria, hallway, etc.) Have staff who are present in the settings participate/lead lessons (i.e. recess staff lead lesson) Schedule specific times for trainings to occur across settings Have principal & leadership team provide support across settings for teaching

26. Teaching Behavioral Lesson Plans Explain expectations and why needed Check for student understanding/buy-in Model examples Check for student understanding/buy-in Model non-examples Check for understanding Model examples Students practice

27. Tips for Teaching Behavior Practice should be conducted in actual setting whenever possible Real students should never practice non- examples Use high frequency acknowledgments Precorrect with students before activity Have a plan for behavioral acting-out

28. Provide Booster Sessions during targeted times of the year Teach, pre-correct, re-teach Vary school-wide acknowledgments Vary class and individual acknowledgments Include students in brainstorming and designing Increase density/frequency of acknowledgments

29. Advanced Teaching How will new students who move to your school be taught the lessons? How will new staff or substitute teachers be introduced to rules and expectations? How will review and booster sessions be handled?

30. Team Time  Practice Teaching a Behavior Expectation

31. 6. Establish a continuum to encourage/celebrate expected behaviors Acknowledgment Plan

32. Purposes of Acknowledgments Reinforce the teaching of new behaviors Encourage the behaviors we want to occur again in the future Harness the influence of the 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

33. Guidelines for Use of Rewards/Acknowledgements Move from other-delivered to self-delivered highly frequent to less frequent predictable to unpredictable tangible to social Individualize

34. Components of School-Wide Acknowledgment Plans High frequency/Predictable –Delivered at a high rate for a short period –E.g. “Gotchas” (Falcon Feathers), positive referrals, phone calls Unexpected/Intermittent –Bring “surprise” attention to certain behaviors or at scheduled intervals –E.g. Unpredictable use of “Gotchas”, ticket lottery, special announcements Long term Celebrations –E.g. Quarterly activities, assemblies, parent dinners, field trips

35. Examples of acknowledgmentsacknowledgments Tangible acknowledgments (immediate, frequent) High 5 Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good, Gold Card and privileges Intermittent (unexpected) acknowledgments Hi Five surprises, Hi Five button # calls, skill-of-the- day, raffles Social recognition Brag boards with photos, newsletters, good-news phone calls to parents

36. PBS School-Wide Acknowledgment Matrix Type WhatWhenWhereWho High Frequency In the moment, predictable (e.g., Gotchas, Paws, High Fives, etc) Redemption of high frequency (e.g., school store, drawings) Unpredictable/Intermittent (e.g., surprise homework completion treat, random use of gotchas in hallway) Long-term School-wide Celebrations School climate, school-wide target met (e.g., ice cream social, dance, game day)

37. TYPEWHATWHENWHEREWHO Immediate/High Frequency In the moment, predictable (e.g., Gotchas, Paws, High Fives) STUDENTS: ADULTS: High frequency for a short time when first teaching desired behavior or re-teaching identified problem behavior from data ALL STUDENTS, ALL ADULTS Redemption of high frequency (e.g., school store, drawings) STUDENTS: ADULTS: At least monthlyALL STUDENTS, ALL ADULTS Intermittent/Unpredictable (e.g., surprise homework completion treat, random use of gotchas in hallway) STUDENTS: ADULTS: Maintaining a taught behavior (fading) ALL STUDENTS, ALL ADULTS 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 STUDENTS, ALL ADULTS PBIS School-wide Acknowledgement Matrix (Students and Adults!)

38. Team Time  Develop one School-Wide Acknowledgment/Encouragement System

39. Cost Benefit Analysis (Barrett & Swindell, 2002) Assume:  ODR: Admin. (10 min.), Student (20 min.), Staff (5 min.)  ISS: Admin. (20 min.), Student (6 hours), Staff (5 min.)  OSS: Admin. (45 min.), Student (6 hours), Staff (5 min.)

40. Time Lost to Discipline 2001-2002 962 total referrals 301 suspension events involving 181 students 1129 days of suspension 2003-2004 472 total referrals 195 suspension events involving 111 students 600 days of suspension

41. Time Lost to Discipline 2001-2002 Teacher minutes-4,810 minutes or 13/6 hour days Student minutes-425,680 minutes or 1,182/6 hour days Administrator time-20,155 minutes or 56/6 hour days 2003-2004 Teacher minutes-2,360 minutes or 7/6 hour days Student minutes-225,440 minutes or 626/6 hour days Administrator time-13,495 minutes or 37/6 hour days

42. Time Gained Back Teacher time-2,487 minutes or 6-six hour days Student time-200,240 minutes or 556-six hour days Administrator time-6,660 minutes or 19-six hour days

43. Student time reclaimed: 150 less OSS X 360 minutes saved = 54,000 minutes = 180 days More time for learning: Out-of-School Suspensions (OSSs) Springfield High School - 38%

44. - 43%- 53%- 59% More Time for Learning: Out-of-School Suspensions (OSSs), Springfield Elementary Schools

45. West Elementary, Alton, IL Reduced ODRs by 719, ISSs by 47, OSSs by 27* ODRsISSsOSSsTotal Admin7190 min. 119.8 hrs. 940 min. 15.7 hrs. 1215 min. 20.3 hrs. 9345 min. 155.8 hrs. 25.9 days Student14380 min. 239.7 hrs. 16920 min. 282 hrs. 9720 min. 162 hrs. 41020 min. 683.7 hrs. 144 days Staff3595 min. 59.9 hrs. 235 min. 3.9 hrs. 135 min. 2.3 hrs. 3965 min. 66.1 hrs. 11 days * gained at least 27 days of state aid

46. Does PBIS make a difference? Dr. Shep Kellam Baltimore Research School-Wide Behavior Support Systems In Place School-Wide Behavior Support Systems NOT In Place Literacy Interventions In Place Improved Literacy No Literacy Improvement Literacy Interventions NOT In Place No Literacy Improvement

50. Mark Twain School, Kankakee Comparison of ODRs Total ODRs

51. Stockton School Office Discipline Referrals (ODRs)

52. Stockton School Percent of Students Meeting or Exceeding Standards on ISAT Scores

53. Lovejoy Elementary Suspension Data & ISAT Scores

54. School-wide System Implementation Focus of Year 1 School Rules & Posters Lesson plans Schedule for teaching expectations Acknowledgment system –Example tickets & description of system Responding to Misbehavior Discipline referral system Classroom v. Office Managed Behavior PBS Handbook Staff Participation & Buy-in …. & More

55. PBS: Defining Features Teaching Expected Behavior Increase Structure and Predictability by explicitly teaching Behavioral Expectations and Routines Reduce the mystery and chaos by making expectations explicit through formal teaching Develop a “United Front” across all staff through consistent language & expectations Increased Structure = Decreased Chaos = Fewer Problems

56. PBS: Defining Features Reinforcing Expected Behavior –Teaching alone is not enough, we also need to regularly Reinforce students for following expectations Improving the School Climate –By increasing the number of Positive Interactions between staff and students we are improving the school climate.

57. It’s not just about behavior! Good TeachingBehavior Support STUDENT ACHIEVEMENT Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems

58. Team Time  Team Implementation Checklist  Specify next steps (update Action Plan)  Set next meeting date and time  Time permitting-teams can work on any component they need to complete (i.e. matrix, cool tools, acknowledgement system, meeting calendar, visuals, etc.)

59. One final thought “ Intelligence plus character. That is the goal of true education.” M artin Luther King Jr.

60. www.pbs.org www.pbis.org www.pbisillinois.org www.pbisflorida.org www.pbismaryland.org www.pbssurveys.org www.swis.org Helpful Websites: