VTPBiS Regional Coordinators Meeting

December 2013

Welcome and Introductions

AGENDA

Purpose of Regional Coordinator MeetingsNetworking ActivityReview of VTPBiS SupportsNavigating VTPBiS Training and

Implementation VTPBiS Student and School

AcknowledgementsUpdates and Info

Why Meet?

Top three reasons to have these meetings:

1. Share ideas and strategies with peers

2. VTPBiS Professional Development and Updates

3. Practice Using Data for Problem-Solving and Action Planning

Activity!!!Separate into groups.

Select up to three of the following PBIS topics: Teaching Behavior Expectations Acknowledgement Systems Defining and Responding to Problem Behavior Using Data for Problem Solving PBIS Potluck

Discuss: What do you do at your school? What are your successes and challenges? What are your questions?

Select a reporter to share two highlights of your discussion

VTPBiS Supports

VTPBiS – How supports are provided

Important VTPBiS Resources:

1. VTPBiS Professional Development Calendar

2. VTPBiS Calendar of Activities3. Monthly Newsletter4. www.pbisvermont.org 5. Other websites

Acknowledging Our Students and Our Schools1. Adult Attention2. Effective Positive Feedback3. Tangible Reinforcement

System4. School Acknowledgements

Adapted from Tim Lewis presentation, Missouri PBIS

Terminology

AcknowledgmentEncouragementRecognitionReinforcementRewardPositive FeedbackPraiseTeacher Approval

Adult Attention

Two types of adult attention:

1. Non-contingent–attention provided regardless of student performance

Greetings, proximity, smiles, conversations, jobs, etc.

2. Contingent - provided based upon student performance of an identified expectation or behavior

Praise, positive feedback, reinforcement, tangible item.

Positive Effects of Non-Contingent Attention

As teachers report that positive student-teacher relationships increase, the number of suspensions students receive decrease.

As students report an increase in positive emotional quality in the student-teacher relationship, the number of behavior referrals received decrease and the amount of time on-task increases.

Decker, Dona, & Christenson, 2007

Low Rates of Teacher Attention

• Average teacher fails to take advantage of the power of attention.

• Approval statements for academic responses far outweigh those for social behavior.

• Highest rates of attention for social behavior occur in 2nd grade and decrease dramatically after that.

• Teachers respond more frequently to inappropriate social behavior than to appropriate social behavior.

• This attention inadvertently maintains or increases the misbehavior.

Preferred Adult Behaviors

Behaviors that impact student affect, compliance, and learning:ProximityListeningEye ContactPleasant VoiceSmilesTouchUse of Student’s Name

Activity: Adult Attention & Preferred Behaviors

Think-Pair-Share Think about:

1) the preferred behaviors you appreciate someone using with you

2) how you give attention to students and the preferred behaviors you regularly use and3) the preferred behaviors you could improve.

Share with your partner.

Positive Feedback

Verbal reinforcement; a form of social reinforcement that provides information on successful behavior while reinforcing or increasing the likelihood that behavior will be repeated.

Positive FeedbackEssential to change and sustain behavior.Recognizes successes or efforts at tasks that

are difficult for the child.While general praise contributes to a pleasant

classroom, it is insufficient to build and sustain desired behavior.

Students need clear specific feedback on classroom expectations and behaviors.

Effective Positive Feedback1. Specifically describe the behavior:

• Explicitly define what was done that you want to continue.

• Like a video-tape replay.• Expressed using the words of classroom

expectations.

“When I said it was time to begin, youcleared off your desk, got your materialsout immediately, and began workingquickly.”

Effective Positive Feedback2. Provide a rationale:

• Explain the reason why the behavior is important.• Teach the benefits of the behavior and the impact it has

on them and others.• Typically includes stating the classroom expectation and

what the student might expect could happen if they use the appropriate behavior.

“Getting started right away shows

cooperation, and you will likely haveless homework.”

Effective Positive Feedback3. Can include a positive consequence:

Positive feedback alone may be sufficiently reinforcing. When behavior requires a great deal of effort, pairing verbal feedback

with tangible or activity reinforcement may be helpful. When using a positive consequence, always pair with specific positive

feedback. Promote ownership; student

“earns,” teachers do not “give.”

“Because you got started so quickly,you have earned a Cardinal Card.”

Putting It All Together

“When I said it was time to begin, youcleared off your desk, got your materials

out immediately, and began workingquickly. Getting started right away shows

cooperation, and you will likely haveless homework. Because you got started

so quickly,you have earned a Cardinal Card.”

Sincere and Appropriate Feedback

Use a genuine, warm, sincere response that is appropriate for the situation and the individual.

Use a variety of phrases, showing spontaneity and credibility.

Find own style to communicate sincere care and concern.

“Super job walking quietly in your group! That shows respect to

everyone. Thank you.”“Wow! What a great job of accepting correction. You looked right at

me, said ‘okay,’ and didn’t argue or complain. When you do that you show respect and you can learn and avoid mistakes in the future. Why don’t you be the first to leave class today.”

Positive Feedback: ConsiderationsUse Positive Feedback:

•Contingently–only when students demonstrate the desired behavior.•Immediately–best when it closely follows the behavior; allow for clear connection between the behavior and the feedback.•Frequently when trying to build a new behavior.•Intermittently once the skill or behavior has been learned to maintain the behavior.

4:1 Ratio

Establishes a predictable, positive environment

Appropriate behavior receives more attention than inappropriate.

Benefits of Positive Feedback

“When we focus our praise on positive actions, we support a sense of competence and autonomy that helps students develop real self-esteem.”

Davis, 2007

Tangible Reinforcers

“I have not worked with a school that has been able to give enough feedback to students to maintain positive behavior without using a tangible item, like a Pride Ticket. The tangible helps staff remember to give recognition to students.”

~ Tim Lewis, PBIS National Center Co-Director

Tangible Reinforcers:Help teachers be accountable for recognizing student

behaviorBuild a sense of community through group and class

goals.Enhance staff-student relationships.Offer a gross measure of the frequency of positive

feedback being provided; can help guide teachers to increase use of positive feedback.

Classroom Tangible System…… a hallmark of SW-PBS

Class Goal

T =A =L =K =When students follow expectations, teacher makes a tally mark beside a letter. When class earns 25 marks after each letter, they have free time to talk with classmates.

Creative Ways to Use “Tickets”

Set class or school goals.Write name on ticket and drop in raffle box.Competition between groups, rows, etc.Chart and graph tickets earned.Marbles in a jarDisplay tickets outside classroom door.Make a line of tickets to go around the room.

Celebration of VTPBiS Schools!

Vermont

Annual VTPBiS School Acknowledgements

Banner Schools

VTPBiS Schools of Recognition

VTPBiS Schools of Merit

VTPBiS Exemplar Schools

Banner Schools:

Benson Village SchoolBerlin ElementaryCalais ElementaryClarendon ElementaryCurrierEast Montpelier

Northfield ElementaryNorthfield MiddlePLUS ProgramProctorWaitsfield Elementary

VTPBiS Schools of Recognition:

BrightonChamberlinCoventryEdmunds ElementaryFairfieldHinesburgHyde ParkNewBrook

Northfield MiddleOttauquecheeProctorPutneyRichmondSheldonWilliston

VTPBiS Schools of Merit:

BakersfieldBethel/WhitcombBinghamBrewster PierceBridgewaterCastletonGreen Street

JerichoLakeviewOrange CenterPownal

VTPBiS Exemplar Schools:

Allen Brook SchoolBarnetDothan Brook SchoolFolsomJamaica Village SchoolsNewport TownOrleans

St. Albans City SchoolWardsboro

Coordinator Meeting Schedule

March – Data Day Webinar

March – Regional Coordinators Meetings

May – Coordinator Webinar

Resources to support you:www.pbisvermont.org