1. MMSD Guiding Beliefs

2. Why a positive approach to discipline? Most common responses to at risk students are punishment and exclusion (Lipsey, 1991; Tolan & Guerra, 1994) Punishment, counseling and psychotherapy are the least effective responses to reduce antisocial and violent behavior in group settings (Gottfredson, 1997; Kazdin, 1985; Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994) Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness and dropping out (Mayer and Sulzer-Azaroff (1991)

3. 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% POSITIVE BEHAVIOR SUPPORT

4. Key Questions: Is positive behavior support being applied in needed dosage for ALL students? How do we move from “expert driven”, one-student at a time, reactive approaches to building capacity within schools to support the behavior of ALL students?

5. Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems Tier 2/Secondary Tier 3/ Tertiary SIMEO Tools: HSC-T, RD-T, EI-T Small Group Interventions (CICO, SSI, etc) Intervention Assessment Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004 Group Interventions with Individualized Focus (CnC, etc) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc) Multiple-Domain FBA/BIP Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

6. One Thought “Intelligence plus character. That is the goal of true education.” M artin L uther K ing Jr.

7. What is PBS ? “PBIS” is a research-based systems approach designed to enhance the capacity of schools to… (Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)  effectively educate all students, including students with challenging social behaviors  adopt & sustain the use of effective instructional practices

8. What does PBS look like? Universal PBS >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged. Positive adult-to-student interactions exceed negative Data- & team-based action planning & implementation are operating. Administrators are active participants. Full continuum of behavior support is available to all students Secondary & Tertiary Team-based coordination & problem solving Local specialized behavioral capacity Function-based behavior support planning Person-centered, contextually & culturally relevant Capacity for wraparound facilitation District/regional behavioral capacity Linked to PBS practices & systems

9. Tier1/Universal Practices of PBS Define *3-5 school-wide expectations Teach/Pre-correct *cool tools/ behavior lesson plans direct instruction *in-the-moment reminders Model/Practice *adults model what they teach *students practice what we teach Acknowledge *daily recognition – ex. gotchas *weekly/quarterly grade-level/whole school celebrations Re-teach * re-teach the expectation using different strategies * have the student practice the skill

11. ExpectationsClassroomHallwayCafeteria Playground Arrival/ Dismissal Areas Assemblies/ Field Trips Restrooms Emergencies /Drills Respect Everyone  Listen to speaker  Use appropriate language  Hands & feet to self  Accept responsibility  Be helpful  Hands & feet to self  Walk on right side  Keep lockers clean  Accept responsibility  Use trash receptacles  Lock your locker  Wait your turn  Accept responsibility  Keep area clean  Say please and thank you  Play safely  Stop your activity at the whistle  Use appropriate language  Listen to adults  Keep hands & feet to self  Follow adult’s directions  Enter/leave calmly  Listen to speaker  Applaud appropriately  Keep hands and feet to self  Participate appropriately  Respect others privacy  Flush  Wash your hands  Listen and follow adult directions  Remain quiet Respect Education  Be on time  Be prepared  Accept responsibility  Participate  Use your planner  Be attentive during announcements  Use a quiet voice  Be on time to class  Have your planner visible  Make healthy food choices  Bring your coat  Bring a pass if you are leaving the lunch room  Eat something  Keep hands & feet to self  Use a quiet voice in hallways  Remove hats/bandanas  Turn off electronics  Put electronics in your backpack/ locker and keep them there during the school day  Return permission slips by due date  Represent Black Hawk with pride  Use a quiet voice  Have your planner or a pass  Be aware of other classes taking place  Walk  Move safely when told  Remain with your class Respect the Environment  Accept responsibility  Clean up after yourself  Use materials & equipment appropriately  Keep your lockers clean  Use trash receptacles  Keep food in cafeteria  Clean up after yourself  Keep the area clean  Dress for the weather  Clean your area before you leave  Walk  Use trash receptacles  Walk on the bleachers  Stay seated on the bus  Leave the place clean  Bring only needed materials  Keep the restroom clean  Use equipment appropriately  Keep the area clean Black Hawk Behavior Matrix

12. Teaching behavioral skills Systems Who does the instruction? When is the instruction done? Who creates/shares lesson plans?

13. Teaching Behavioral Expectations 1) State behavioral expectations (3-5 expectations) 2) Specify student behaviors (skill on matrix) 3) Discuss why it is important 4) Model appropriate student behaviors 5) Students practice appropriate behaviors 6) Reinforce/acknowledge appropriate behaviors 7) Re-teach as appropriate

14. Tips for Teaching Behavior Practice should be conducted in actual setting whenever possible. Non-examples – use discretion. Use frequent acknowledgement. Precorrect with students before activity. Have a plan for behavioral acting-out.

15. Cool Tools Behavioral Lesson Plan Universal Expectation: Name of the Skill/Setting: SEL: Purpose of the lesson/Why it’s important: Teaching Examples: Kid Activities/Role-Plays: Follow-Up Reinforcement Activities:

16. Acknowledgement plan Establish a continuum to encourage/celebrate expected behaviors

17. KIM’S acknowledgement stuff…

18. 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

19. Guidelines for Use of Rewards/Acknowledgements to Build Intrinsic Motivation Move from other-delivered to self-delivered highly frequent to less frequent (intensive teaching to practice/pre-correction) predictable to unpredictable tangible to social Individualize

20. Establish Procedures for Data Collection and Analysis PBIS teams CONSISTENTLY review the following data/graphs: 1.The average number of referrals: – Per month – By type of behavior – By location – By time of day – By student – By demographic Info – ethnicity, FRL, Grade, Gender

21. Questions to Guide Data Analysis Every time the PBIS team reviews the data, ask these questions… Has our goal been achieved? Are we making some progress, but want more progress? Why aren’t we making progress?

22. Team Composition Administrator Grade level representatives Specials representative Special education/ELL representative Support staff representative Others – IRTs, Title I, Learning Coordinator…

23. Roles of Team Members Administrator Coach: Internal, Co-coach Data manager Recorder – minutes/decisions/action plans Time-keeper Facilitator Family/community liaison