1. Positive Behavior Support PBS Madison Metropolitan School District

2. Give One to Get One Name: Role and School: What you hope to learn this afternoon:

3. Give One to Get One Partner with someone and share information from notecard Exchange cards Find a new partner and introduce the person on the notecard Keep rotating and meeting new people

4. Working Agreements

5. Parking Lot

6. Outcomes Increase understanding of PBS Learn PBS Universal Practices Connect learning to your work

7. Agenda Inclusion activity PBS overview Universal system and practices Secondary & Tertiary overview

8. MMSD Guiding Beliefs Read the guiding beliefs –What resonates with you? –How do see this practiced in your school or district wide?

9. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

10. Text as Expert Read handout –Put a “!” by text that resonates with you. –Put a “?” by text that you want to know more or have questions about. Share “!” and “?” with a partner.

11. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

12. Respectful Responsible Safe Above the Line

13. Positive Behavior Supports  Teaching Behavior  Data  Acknowledgement  Behavior Referral

14. Responsive Classrooms Morning Meeting  Teacher Language  Logical Consequences  Modeling

15. PBS Universal System and Practices Responsive Classrooms ATL Respectful Responsible Safe Positive Behavior Supports

16. 30 Second Speech

17. What Will We SEE? 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

20. Tier 3 (6+ ODR) 1-5% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% PBS Triangle 399 Students 2007-08 1 st semester 19% 13% 68%

21. Tier 3 (6+ ODR) 1-5% Tier 2 (2-5 ODR) 5-10% Tier 1 (1 ODR) 80-90% PBS Triangle 409 Students 1 st Semester 08-09 4% 11% 85%

22. Infinite Campus (IC) demo

25. Expectation s HallwayCafeteria Playground Arrival/ Dismissal Areas Assemblies/ Field Trips Restrooms Emergencies /Drills Respect Everyone  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  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  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

27. “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?” (Tom Herner, NASDE President 1998)

28. 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

29. Voice Volume Cool Tool

30. Middle School Example

31. Partner Practice Choose an appropriate behavior. Teach and Model with a partner

34. Reinforcement/ Acknowledgement is ineffective if… Delivered ambiguously Is not meaningful Creates psychological pressure Never fade ( generalize)

35. Four Corners Activity

36. Types of acknowledgement Verbal Symbolic Tokens Tangibles

38. School Example Teacher Managed Behavior Attendance/Tardy – Inform parents on effect on academic performance Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment Office Managed Behavior Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual)

39. Key Questions How does a staff member make an office referral? Who responds to the call? How is data recorded? What does the intervention look like? How is information communicated back to referring staff members? What does re-entry look like?

40. Tier 3/Tertiary Interventions 1-5% Individual students Assessment-based High intensity 1-5%Tier 3/Tertiary Interventions Individual students Assessment-based Intense, durable procedures Tier 2/Secondary Interventions 5-15% Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing 5-15%Tier 2/Secondary Interventions Some students (at-risk) High efficiency Rapid response Small group interventions Some individualizing Tier 1/Universal Interventions 80-90% All students Preventive, proactive 80-90%Tier 1/Universal Interventions All settings, all students Preventive, proactive School-Wide Systems for Student Success: A Response to Intervention (RtI) Model Academic Systems Behavioral Systems Illinois PBIS Network, Revised May 15, 2008. Adapted from “What is school-wide PBS?” OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports. Accessed at http://pbis.org/schoolwide.htm

41. AB Teach Label yourself Partner A & Partner B Both partners read paragraph 1 Partner A read paragraph 2 & 4 and prepare to share out to your partner Partner B read paragraph 3 & 5 and prepare to share out to your partner Share out

43. Where are we as a state?

44. MMSD PBS website Go to MMSD homepage Type PBS in the Search box

45. Closing Activity How does this fit with your current role? How can you integrate this with other initiatives? Where do you go from here?