Positive Behavior Support Universal Training Day One.
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Transcript of Positive Behavior Support Universal Training Day One.
Positive Behavior Support
Universal Training Day One
InclusionOn your index card, answer the following
questions:• What I know about PBS.
• What I hope to learn.• A Summer Highlight
Inclusion
• Partner Share• Introduce Partner to another
pair
Outcomes
• Increase understanding of PBS
• Establish School–Wide systems and practices to support staff and students
• Determine PBS Team and each person’s roles
Day One Agenda
• Inclusion Activity, Outcomes, Agenda, Working Agreements
• PBS Overview
• Data Driven Decision Making
• Expectations/Matrix• Teaching Behavior and Social Emotional
Learning
Day Two Agenda
• Inclusion Activity, Outcomes, Agenda, Working Agreements
• Acknowledgment Systems
• T Chart & Bottom Line Systems
• Team Composition
• Roll Out
Hopes and Dreams
• On a Post – It note, record your main hope for our time together.• Post your Post – It on the Hopes and Dreams poster.
Working Agreements
• With your team, brainstorm working agreements or guidelines that will help us meet our Hopes and Dreams.•Choose three agreements to share with large group.
Working Agreements
• Share each teams’ agreements.• Decide on three to five agreements for large group.
MMSD Guiding Beliefs
•Read the guiding beliefs–What resonates with you?–What challenges you?
FIRST TURN/LAST TURN
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)
What does a system need to include?
• Body of evidence that enables us to identify strategies that
are effective in preventing and reducing problem behavior (Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995; Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)
– Community building– Safe skills– Social Skills instruction– Positive recognitions and celebrations– Teaching procedures and routines
Team time
Current practices
Who is responsible
Needs
Community
Social Skills
Safe Skills
Positive celebrations and recognitions
Teaching procedures and routines
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.
What PBS is not…
• A “Train and Hope” model• A “Get Tough” model• Not limited to any particular group of children –
it’s for all children• Not a specific practice or curriculum…it’s a
general approach to preventing problem behavior• Not new…its based on a long history of
behavioral practices &effective instructionaldesign & strategies
What is PBS ?
“PBS” 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
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingChild Behavior
OUTCOMES
Supporting Social and Academic Competence &
Behavioral Development
SupportingDecisionMaking
4 PBS Elements
The Big “BIG” Ideas
1.1. Decide what is importantDecide what is important for youth to know
2.2. Teach what is importantTeach what is important for youth to know
3. Acknowledge students for exhibiting skills/behaviors
4.4. Keep trackKeep track of how youth are doing
5.5. Make changesMake changes according to the results
Universal/SchoolWide Systems for
All Students,Staff, & Settings
0-1 referrals/semester
Secondary Systems:
2-5 referrals/semester
Tertiary Systems:
6+ referrals/semester
~80% of Students
~15%
~5% POSITIVE BEHAVIORSUPPORT
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)
In
terv
entio
nAssessm
en
tIllinois PBIS Network, Revised May 15, 2008Adapted from T. Scott, 2004
Group Interventions withIndividualized Focus (CnC, etc)
Simple Individual Interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades,
Running Records, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview,
Scatter Plots, etc.
What does ATL/PBS look like?
Team TimeComplete or discuss the Self-Assessment
Survey (SAS) school-wide section
Data
PBS Data Displays
1. Office Referral Data
2. ISS & OSS
3. Instructional Time Analysis
4. Tier Analysis
CONSISTENTLY review the following data/graphs:
1. The number of referrals: ( BIG 5)– Per month– By type of behavior– By location– By time of day– By student
– By demographic Info – ethnicity, FRL, Grade, Gender
Infinite Campus Demo
Behavioral Data by Month
• Behavioral Data by Grade
CONSISTENTLY review the following data/graphs:
2. In School and Out of School Suspension Rate
Out of School Suspension & In School Suspension by semester
Suspensions
57 43
446
160
80 55
419
133
0
100
200
300
400
500
OSS Students ISS Students
Suspensions and Students
To
tal 1st semester 07-08
1st semester 08-09
CONSISTENTLY review the following data/graphs:
3. Instructional Time Analysis
Middle School Office Referral Sept. to Present 08-09/09-10
0
200
400
600
800
08-09 09-10
Instructional Minutes Regained…
• Referrals Sept. 08- Feb. 16, 09: 599
• Referrals Sept. 09- Feb. 16, 10: 389
• Average time Student Spent out of Class: 20 min.• Average time Admin/Support to Process: 30 min.
Time regained
Student Administrator
9 days 13 days
CONSISTENTLY review the following data/graphs:
4. Tier Analysis
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
PRE-PBS
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
POST PBS
(universal)
4%
11%
85%
Data Practice
• Look at Self-Assessment Survey results
• Identify three strengths
• Identify three areas of need
ESP Activity
School-wideAbove the Line
Expectations
• 3-5 positively and broadly stated expectations
For example:
Be Safe
Be Respectful
Be Ready
Above The Line
Be Safe
Be Responsible
Be Respectful
Below the Line
Bottom
Line
Behavioral Expectations
• Come to consensus on your 3-5 behavioral expectations
Extension Activity
• Spend time brainstorming ways to introduce the expectations to your staff, students.– Is it catchy?– Is it appropriate for all grade levels?– Visual displays around the building?
Behavior/ATL MATRIXClearly define expected behaviors for classroom and non-classroom settings
46
School-Wide Behavior/ATL Matrix
PURPOSES:
Defines the Expected/ATL Behaviors for Specific Settings.
hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground
Creates the “Curriculum” that will guide the teaching of expected behaviors.
Enhances communication among staff and between students and staff.
Behavior/ATL Matrix
Lunchroom Bus Hallway Assembly
Respect Others
Eat your own food
Stay in your seat
Stay to rightArrive on time to speaker
Respect Environment & Property
Return traysKeep feet on
floorPut trash in
cansTake litter with you
Respect Yourself
Wash your hands
Be at stop on time
Use your words
Listen to speaker
Respect Learning
Eat balanced diet
Go directly from bus to
class
Go directly to class
Discuss topic in class w/
others
Classroom
Hallway Lunchroom Playground Restroom
Be Safe
Be Responsible
Be
Respectful
Behavior/ATL Matrix
49
Team Time
3-5 School-Wide
Above the Line Expectations
Create your Behavior/ATL Matrix
(complete and examine)
Teaching Behavior and Social Emotional Learning
Social Emotional Learning
Research shows:
• Improved math, literacy, and social studies skills.
• Higher achievement test scores.
• Have improved attendance.
• Reductions in aggression and disruptions.
• Less likely to drop out.
• Participate more in class.
MMSD Social Emotional Learning: Content Focus
Self-Awareness Self-Regulation
Social Awareness Social and Interpersonal Regulation
Jig Saw Activity
• Read assigned Social Emotional Learning Standard
• Determine ways to share out content with large group.
• Share out to large group
What is a Cool Tool?
A Cool Tool is a lesson that teaches school-wide behavioral expectations. It provides students with the “tools” to make positive academic and behavioral choices.
Teaching Behavioral Expectations
1) Teach
2) Model
3) Practice
4) Reinforce
5) Reteach
Tips for Teaching Behavior
• Practice should be conducted in actual setting whenever possible.
• Students should never practice incorrect examples.
• Use frequent acknowledgement.
• Pre-correct/Remind/Reinforce with students before activity.
• Have a plan for behavioral acting-out.
Writing a Cool Tool
Cool ToolsBehavioral Lesson Plan
Universal Expectation/SEL Key Concept: Name of the Skill/Performance Standard:Setting:
Purpose of the lesson/Why it’s important:
Teaching Examples:
Student Activities/Role-Plays:
Follow-Up Reinforcement Activities:
Cool Tool in Action
• Voice level
• Classroom Behavior Matrix Activity
• Link to literacy example
• Sherman Middle School’s written example
Create a Cool Tool
• As a school, choose an Expectation or Social Emotional Learning Key Concept.
• Break into small groups of 2-3 people.
• Complete the Cool Tool format.
• Practice teaching Cool Tool within your small group.
Closing Activity
On notecard,
GOTS
WANTS