Positive Behavior Support PBS Madison Metropolitan School District.
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Transcript of Positive Behavior Support PBS Madison Metropolitan School District.
Positive Behavior SupportPBS
Madison Metropolitan School District
Give One to Get One
Name:
Role and School:What you hope to learn this afternoon:
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
Working Agreements
Parking Lot
Outcomes
• Increase understanding of PBS
• Learn PBS Universal Practices
• Connect learning to your work
Agenda
• Inclusion activity
• PBS overview
• Universal system and practices
• Secondary & Tertiary overview
MMSD Guiding Beliefs
•Read the guiding beliefs–What resonates with you?–How do see this practiced in your school or district wide?
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
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.
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
Video
• Story of two schools
RespectfulResponsible
Safe
Above the Line
Positive Behavior Supports
Teaching BehaviorDataAcknowledgementBehavior Referral
Responsive Classrooms
Responsive Classrooms/Developm
ental DesignMorning MeetingTeacher LanguageLogical Consequences
Modeling
PBS Universal System and Practices
Responsive Classrooms &
Developmental Designs
ATL
RespectfulResponsible
Safe
Positive Behavior Supports
30 Second Speech
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
Tier 3 (6+ ODR) 1-5%
Tier 2 (2-5 ODR) 5-10%
Tier 1 (1 ODR) 80-90%
PBS TrianglePBS Triangle
399 Students
2007-08
1st semester
19%
13%
68%
Tier 3 (6+ ODR) 1-5%
Tier 2 (2-5 ODR) 5-10%
Tier 1 (1 ODR) 80-90%
PBS TrianglePBS Triangle
409 Students
1st Semester 08-09
4%
11%
85%
Infinite Campus (IC) demo
La Follette PRIDE
Expectations
Hallway Cafeteria Playground Arrival/Dismissal
Areas
Assemblies/Field Trips
Restrooms Emergencies/Drills
RespectEveryone
Hands & feet to selfWalk on right sideKeep lockers cleanAccept responsibilityUse trash receptaclesLock your locker
Wait your turnAccept responsibilityKeep area cleanSay please and thank you
Play safelyStop your activity at the whistleUse appropriate languageListen to adults
Keep hands & feet to selfFollow adult’s directionsEnter/leave calmly
Listen to speakerApplaud appropriatelyKeep hands and feet to selfParticipate appropriately
Respect others privacyFlushWash your hands
Listen and follow adult directionsRemain quiet
Respect Education
Use a quiet voiceBe on time to classHave your planner visible
Make healthy food choicesBring your coatBring a pass if you are leaving the lunch roomEat something
Keep hands & feet to self Use a quiet voice in hallways
Remove hats/bandanasTurn off electronicsPut electronics in your backpack/ locker and keep them there during the school day
Return permission slips by due dateRepresent Black Hawk with pride
Use a quiet voice Have your planner or a passBe aware of other classes taking place
WalkMove safely when toldRemain with your class
Respect the Environment
Keep your lockers cleanUse trash receptacles
Keep food in cafeteriaClean up after yourself
Keep the area cleanDress for the weather
Clean your area before you leaveWalkUse trash receptacles
Walk on the bleachersStay seated on the busLeave the place cleanBring only needed materials
Keep the restroom cleanUse equipment appropriately
Keep the area clean
Black Hawk Behavior Matrix
• “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, weteach.”
• “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)
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
Voice Volume Cool Tool
Lunch
Middle School Example
Partner Practice
• Choose an appropriate behavior.
• Teach and Model with a partner
Reinforcement/ Acknowledgement is
ineffective if…• Delivered ambiguously
• Is not meaningful
• Creates psychological pressure
• Never fade ( generalize)
Four Corners Activity
Types of acknowledgement
• Verbal
• Symbolic
• Tokens
• Tangibles
School ExampleTeacher 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)
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?
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
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
Where are we as a state?
MMSD PBS website
• Go to MMSD homepage
• Type PBS in the Search box
PBS Summer Opportunities
• Stepping Up PBS Universal with Cultural Practices that are Relevant (CPR) & Social Emotional Learning (SEL)
• Tier 2/Secondary Training
• Responsive Classroom & Developmental Designs
Closing Activity
How does this fit with your current role?
How can you integrate this with other initiatives?
Where do you go from here?