Your Role in PBIS

PBIS District TeamAugust 23rd, 2013

• How has your week of training been going?

• 5- Great• 4- Good• 3- Okay• 2- Not good• 1- Bad• 0- Horrible

Fist to Five

Learning Intention• Participants will experience and discuss their

role in their school's PBIS framework and understand how implementing Tier 1 behavioral interventions on a daily basis within a school and classroom has a positive effect on the educational experience of all students.

Success CriteriaYou know you are successful when:• You have a clear understanding of your role as a staff

member in your school’s implementation of the PBIS framework

• Understand and can implement some PBIS best practices around your school and classroom to improve the educational experience of all students.

• Intro/ Ice-Breakers• What is PBIS?• PBIS School-wide Elements• What does PBIS look like for you?• Next steps for you• Tier 2

Agenda

• Be Respectful– Listen to others– Allow others to speak– Take phone calls out of room

• Be Responsible– Contribute to discussions– Take notes as needed

• Be Safe– Take care of yourself– Use the bathroom as needed– Walk

Expectations

Attention Signal

Presenter claps twiceParticipants complete thoughtRemain silentFace frontClap twiceRepeat as needed

Table Work ExpectationsBe Safe: •Stay in your area•Remain in seatBe Responsible:•Contribute•Stay focusedBe Respectful•Watch your airtime•Come back to whole group quickly

• We, (your first names)• Four adjectives that describe you (two for each)• Teacher of (list subjects)• Lovers of (four things, people, or ideas)• Who feel (two emotions)• Who need (up to four items)• Who fear (up to four items)• Who would like to meet (two people)• Were born in (city)

5 minuteshttp://timer.onlineclock.net/

Bio Poem (partners)

• We, Gayle and Jon• Witty, compassionate, funny, savvy• Teachers of PBIS• Lovers of food, animals, family, reading• Who feel excited and energetic• Who need a longer weekend, an elaborate vacation, and a

Packers’ Super Bowl• Who would like to meet Barack Obama and Paul

Ruesabagina• Were born in Danville Illinois and Milwaukee

• Share out at table

• 3 minutes

• Will be working with this group today

The Importance of our Work

• Tariq• http://youtu.be/1lUO5ko4ew8

• What stuck out to you about Tariq’s story?

• Think of a teacher you had that you will always remember.

• What about him/her sticks out in your mind?• Why were they influential?

• What can you do starting on Day One to be that kind of influential teacher to every student who walks into your room?

Influential Teacher

• What are 2 things you already know about PBIS?

• What are 2 things you want to know more about with PBIS?

4 minuteshttp://timer.onlineclock.net/

What is PBIS?

What is PBIS?

• Technical answer: (PBIS) provides an operational framework for improving student academic and behavior outcomes. More importantly, PBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best scientifically-based academic and behavioral practices and interventions for improving student academic and behavior outcomes for all students.

Okay, what does that really mean?• Expectations for everyone in all settings• Shows students how to achieve these

expectations (so they don’t have to guess)• Acknowledges students displaying positive

behaviors• Work closer with students in need of greater

interventions• Everyone working together proactively• Build a community in your building

Key Concepts• PBIS is a framework, not a program– Programs can fit within the framework

• School-wide systems and practices support students and staff– Building relationships is critical

• PBIS focuses on being proactive, not reactive• All staff members play a key role in the climate of the

building• Interventions are different than punishments

Tiered System of Support

• Tier 1: All Students

• Tier 2: One Adult/ Multiple Students

• Tier 3: Multiple Adults/ One Student

A world without PBIS……• You make dinner for

your spouse every night and he/she never compliments you, only yells at you when you burn dinner or make something they don’t like.

• Your principal comes into your room and doesn’t notice all the good things, only points out everything you did wrong without explaining or helping you correct these problems.

• This is the way many schools and districts have handled their discipline

• Only addresses behaviors when they are negative or not the behavior we were looking for

• No explanation of the behaviors we would like to see

• Not acknowledging students behaving positively

A world with PBIS• Your spouse tells you

what they like to eat and compliments you every time you make dinner and occasionally treats you to a movie out for being such a great spouse

• Your principal lets the staff know what his/her EXPECTATIONS are for your classroom and compliments the great things (s)he sees in the classroom and works with you to improve areas you need help with

PBIS Elements1. Establish a team to carry on the PBIS efforts in the building

2. Establish and maintain faculty commitment

3. Develop 3-5 school wide expectations

4. Create area specific rules (posters in area)

5. Create classroom specific expectation matrix (varies by grade/ subject)

6. Create a T-Chart of Classroom vs. Office Managed Behaviors

7. Establish a recognition/acknowledgement system

8. Create lesson plans and system for teaching behavior

9. Analyze Big 5 Data Monthly

10. Continue to use PBIS language and practices throughout building

PBIS ties everything together

Pop Quiz

Who is all needed to make PBIS effective at your school?1.Teachers2.Administrators3.Parents4.Safety5.All of the above

5) All of the Above

Everyone in your building is needed to make PBIS effective at your building.

PBIS School Level

Pop Quiz

What are the 3 expectations used at all schools?

1. Be Respectful, Be Responsible, Be Reasonable

2. Be Safe, Be On Time, Be Courteous

3. Be Responsible, Be Safe, Be Respectful

4. Be Responsible, Be Respectful, Be Scholarly

30

Set the Expectations

• Selected by school• MPS School-wide Expectations– Be Safe– Be Respectful– Be Responsible– Optional School Selection

• Do you know your school’s expectations?

31

Define the Expectations• Define clearly what the expectations look like

in all settings throughout the school.– School-wide expectations apply to the entire

school; that is why they are school-wide!– What does it look like to be safe in the hallway?

• Classroom rules and procedures should be aligned to the expectations– Classroom Matrix

Expectations and RulesExpectations

Rules

Expectation Posters for Adults

Group ActivityRe-write each of these negative rules as a Positive PBIS Rule and select which expectation it would fit:•No running•No electronics•No swearing•Don’t be late•No horseplay in the bathroom•No hogging all the materials at recess4 minutes http://timer.onlineclock.net/

Teaching Lessons Telling is not Teaching

•Weekly all staff and students participate•10-15 minute lesson created at the school or found online •Lessons focus on areas of need•Students allowed opportunities to practice•Lesson topics rotated•Lessons can be videos, role play, discussion, scenarios, free-writing, etc. (Transition)•Booster Sessions throughout year

Examples of Curriculum/ Programs

• 2nd Step• Steps to Respect• Restorative Practices/ Community Building Circles• Ropes and Challenges• Classroom Organization and Management

Program (COMP)• Talking about Touching• Conflict Resolution

Activity

• How will you teach the expectations to your students on a continual basis?

39

T-Chart• Created by staff (reviewed often)• Lists what is Classroom Managed vs Office Managed

Behaviors– Classroom Managed Behaviors receive a classroom

intervention (aren’t ignored)– Office Managed Behaviors receive an office intervention

(aren’t automatically a suspension)

• Must be followed with fidelity by all parties

Group Activity

• What are 2 classroom managed behaviors? – What is something you can do in the classroom to

manage each?

• What are 2 office managed behaviors?– What is something the office can do to manage

each?

5 minutes http://timer.onlineclock.net/

41

41

• No Supplies• No

Homework• Talking• Gum• Tardy

• Fighting• Weapon• Illegal

Substances

Sample T-Chart

Break • 10 minute get up and stretch break• http://timer.onlineclock.net/

43

Acknowledgement Systems: Three Levels

• Immediate/High frequency/Predictable/Tangible –Delivered at a high rate for a short period while teaching

new behaviors or responding to problem behavior. –Name behavior and tie back to school-wide expectation

upon delivery.• Intermittent/Unexpected–Bring “surprise” attention to certain behaviors or at

scheduled intervals.–Used to maintain a taught behavior.

• Long-term Celebrations–Used to celebrate/acknowledge school-wide

accomplishment.–ALL kids, all adults.

Acknowledgements does NOT equal “stuff.”

High Frequency Acknowledgement • Verbal to students– Every time you see a behavior that you would want the

student to repeat next time– Be specific, use student name when possible

• High-five, knuckles, hand shake, etc• Participate in school’s acknowledgement – Pass out ticket or “gotcha” slips– Can draw these for prizes, display these, read these on the

announcement, send home, save up for a PBIS store, etc– All staff participate

Purposes of Acknowledgments• Reinforce the teaching of new behaviors• Encourage the behaviors we want to occur again in

the future• Strengthen positive behaviors that can compete

with problem behavior• Prompt for adults to recognize behavior• Build relationships• Engage students in school

Acknowledged as Adults• Insurance companies reduce your premium

for not having any accidents• Frequent buyer card at Subway• Earn vacation hours• Thank you letters• Earn points on a credit card

• When verbally acknowledging…– Use PBIS terms (thank you for showing respect by…….)– Have enthusiasm– Publish acknowledgement (calls home, notes home,

mention to mentor, other teachers, etc)– Be consistent– Mean it (don’t fake it)

Verbally acknowledge

Practice

• Look to a neighbor- • “Thank you for showing responsibility by

attending this meeting.”• “Thank you for showing respect by listening

and taking this seriously.”• It’s that easy to verbally acknowledge

behaviors.

49

Use the Data

• The school team uses data throughout the year to determine what steps need to be taken to address problem behaviors or areas.

• In order to use data, data must be collected. Schools cannot be afraid to record incidents as they happen.

50

50

Data Reports • Referrals by Time• Referrals by Location• Referrals by Student• Average Referrals per Day per Month• Referrals by Problem Behavior• PBIS Universal Screener Report• Intervention Summary/Student Profile• Attendance by Grade

PBIS in Your Classroom

PBIS Classroom Basics

• Classroom Matrix• Procedures• Attention Signal• Pre-correction• Re-direction• Verbal Acknowledgements/ Build Relationships

• List behavior expectations

• What behaviors do you want?

• When do you want to see them?

• All rules fit under the school-wide expectations

–Be Safe, Be Respectful, and Be Responsible

• Practice, Practice, Practice

• Consistency

Classroom Matrix

Whole GroupWhole Group Small GroupSmall Group Assessment Assessment

Be Be SafeSafe

Remain in seat Remain in seat Keep materials on or below Keep materials on or below your desk your desk

Stay with your assigned group Stay with your assigned group membersmembers Use materials for their Use materials for their intended useintended use

Remain in you seatRemain in you seat Keep materials on or below Keep materials on or below your deskyour desk

BeBeRespectfulRespectful

Raise your hand to shareRaise your hand to share

Actively listen to all members Actively listen to all members of the classroomof the classroom

Raise your hand to share or Raise your hand to share or for questionsfor questions

Actively listen to all members Actively listen to all members of your groupof your group

Use a 4 foot voice level Use a 4 foot voice level

Quiet until all have completed Quiet until all have completed the assessment the assessment Raise your hand if you have Raise your hand if you have questionsquestions

BeBeResponsible Responsible

Stay focused on the assigned Stay focused on the assigned task task Bring supplies everydayBring supplies everyday

Hand-in your workHand-in your work

Work cooperatively with Work cooperatively with group membersgroup members Perform the duties of your Perform the duties of your individual roleindividual role

Have materials ready before the Have materials ready before the assessment beginsassessment begins Read all directions ,use your Read all directions ,use your time wisely, & check your work time wisely, & check your work when finishedwhen finished

Create a Matrix

• What areas or transitions will you have in your classroom? (small groups, lining up, story time, etc)

• Write each on the top of the table heading each column.

• Now for each create 2-3 positive rules under the school-wide expectations

7 minutes http://timer.onlineclock.net/

How might you print this or make this larger for your classroom?•Each column on a separate flip chart•Each column on a separate Power Point slide•Shared with parents•Created as an art project and posted throughout room•Others?

Procedures

• What times of the day will you need procedures for?– Start/ end of class– Sharpening pencil– Etc

In groups brainstorm as many as possible5 minutes http://timer.onlineclock.net/

First Day of School Practice• It is the first day of school….. How are you

going to practice each of the procedures that the students will need to know?

Remember:Telling is NOT teaching!

5 minutes http://timer.onlineclock.net/

• Used to get the attention of all students• Involves visual and sounds• Students all stop what they are doing and pay

attention to teacher• Needs to be practiced with students• Acknowledge students who follow the

attention signal

Attention Signal

Group Activity

Think of a few attention signals you could use in your classroom.

4 minutes http://timer.onlineclock.net/

Any group want to come up and practice it with the group?

• When entering an area – hallway, cafeteria, etc

• When transitioning within a classroom– Going into small groups

• Stop, teach the expectations (use poster)• Wait to see expectations in students• Transition

**Use the Classroom Matrix**

Pre-Correction

ScenariosHow would you pre-correct in each:•Passing out a test•Lining up•Going to recess•Entering the cafeteria•Going to an assembly in auditorium•Getting into groups•Have a guest speaker•Others?

• When students fail to meet expectations• Need to remind of expectations• Allow for student to reach expectation• Implement classroom level intervention• Interventions:– Proximity to student– Moving student– Call home– Behavior Contract

Re-direction

Group Activity

ScategoriesList as many positive re-direction strategies as your group can think of (be ready to explain any).

Call home, eye contact, etc5 minutes http://timer.onlineclock.net/

Share out to whole group

• Active Supervision• Meet and Greet• Seat Change• Corrective Feedback• Verbal Acknowledgement• Voice Matching• Attention Signal• Detention• Secret Signal• Antiseptic Bounce• Proximity Control• Re-Direction• Parent Contact

• Time Out• One-to-One Conference• Eye Contact• Call Safety/ Admin• Hurdle Help• Loss of Privilege• Alpha Command• Planned Ignoring• Pre-Correction• Praise 3• Self-Monitoring• Building Relationships• Behavior Contract

Classroom Acknowledgement

• All positive behaviors should always be verbally acknowledge– I appreciate you showing respect by being quiet in

the hallways.– Thank you for being responsible and bringing your

materials to class.

• In addition classrooms can have a tangible acknowledgement system (marbles, etc)

Building Relationships• http://youtu.be/xRygxI9OPyA

• How is this clip reflective in your classroom climate?

• Do you think your students have made similar observations about attention from adults?

Building Relationships Activities• Meet and greet at the door• Student Survey of interests• Anagram Nametags• Acknowledging students with their name

wherever you see them (hallways, etc)• Weekly questions about you• Weekly ice breaker questions• Student of the Week• Personal notes on assignments• Birthday chart

Non-tangible Relationship Building• Look for commonalities/ speak on differences• Be yourself• Open up to your students• Go to sporting events or part-time jobs• Showing/ telling students you know they can do well• Smile• Develop classroom pride (display student work)• Classroom Décor (lighting, music, etc)• Tone of voice/ decorum with students

Group Activity

Building Relationships from Day One:•What are some activities you can do on Day One to begin to build relationships with your students•Each group share out one

5 minutes http://timer.onlineclock.net/

• Information about CICO and SAIG and completing a DPR?

Tier 2

We have to work with and connect with every student that enters our classroom.

What is Tier 2?

• An additional support for those students not responding to Tier 1 Supports alone

• Check-In/ Check-Out (CICO)• Social Academic Instructional Group (SAIG)

• Other Tier 2 and Tier 3 Supports

Check-in/Check-outRelatively easy & quick to implement for up to 7-10% of all students

throughout the course of the year.Description:• Each adult volunteer checks in and out with multiple

youth (up to 10 students)• All youth get same intervention • Same check in and out time• Same school-wide behavioral expectations as goals• Same number of opportunities for behavioral feedback • Same Daily Progress Report (DPR)

Data to assess Response to Intervention: Points earned on Daily Progress Report (DPR), reduction in ODRs, attendance etc.

CICO Daily Cycle• Check-in with assigned adult upon arrival to school

– Positively greet youth– Review SW expectations (daily goals) – Pick-up new Daily Progress Report card– Provide materials (pencil etc.) if needed

• Meet with teacher in each class– Teacher provides behavioral feedback– Teacher completes DPR

• Check-out at end of day– Receive reinforcer

Teacher Role• THE INTERVENTION IS THE REGULARLY

SCHEDULED, POSITIVE INTERACTION OF THE CLASSROOM TEACHER WITH THE STUDENT– Show excitement over intervention– Remove excuses for students to not participate– Focus on positives– Provide corrective feedback

SAIG

• Students meet weekly with a support staff• Learn and practice a specific skill• Carry a DPR• Can be paired with CICO or separate from

CICO• Usually last 9 weeks• Variety of curriculum– Also MPS created Curriculum available

• On a sticky-note:– One idea or activity you are going to implement

beginning day one of school– Stick the sticky-note on poster paper labeled:

Take-Aways

Your take-aways

Resources• MPS RtI Website – http://www5.milwaukee.k12.wi.us

• MPS PBIS YouTube Channel– http://youtube.com/mpspbis

• MPS PBIS Pinterest Page– http://pinterest.com/mpspbis/

• Monthly Newsletter (available on RtI Website)• School Administrator• Contact your School’s Team Facilitator

Action Plan

• Remaining Time:• Add any best practice ideas you have learned

yesterday or today to your action plan.• For each:– What is it?– Steps to take?– Resources, information, etc you need?

Your Role in PBIS

MPS Board of School Directors

Michael Bonds, Ph.D., President, District 3Meagan Holman, Vice President, District 8Mark Sain, District 1Jeff Spence, District 2Annie Woodward, District 4Larry Miller, District 5Tatiana Joseph, Ph.D., District 6Claire Zautke, District 7Terrence Falk, At-Large

Senior Team

Gregory E. Thornton, Ed.D., Superintendent

Naomi Gubernick, Chief of StaffDarienne Driver, Chief Innovation OfficerTina Flood, Chief Academic OfficerKaren Jackson, Ph.D., Chief Human Capital Services OfficerMichelle Nate, Chief Operations OfficerGerald Pace, Esq., Chief Financial OfficerKeith Posley, Ed.D., Chief School Administration OfficerDenise Callaway, Executive Director, Community EngagementPatricia Gill, Executive Director, Family Services Sue Saller, Executive Coordinator, Superintendent’s Initiatives