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New Team Member Training Calvert County Summer Institute. Cathy Shwaery, PBIS Maryland Training Coordinator [email protected]. Participants will understand…. How?. What?. Why?. For Building the PBIS Framework. Why PBIS?. - PowerPoint PPT Presentation
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Cathy Shwaery, PBIS Maryland Training Coordinator
New Team Member TrainingCalvert County Summer Institute
Wh
y?
Ho
w?
Wh
at?
For Building the PBIS Framework
Participants will understand…
Implementation Blueprint and Self- Assessment Positive Behavioral Interventions and Supports Technical Assistance Center on Positive Behavioral Interventions and Supports U. S. Department of Education, Office of Special Education Programs September 25, 2010
Scott, T. & Barrett, S. (2004). Using staff and
student time engaged in disciplinary procedures to evaluate the impact of school-wide PBS. Journal of Positive Behavior Interventions, 6, 21-27.
Barnhart, M.K., Franklin, N.J. (2008). Lessons learned and startegies used in reducing the frequency of out-of-school suspensions. Journal of Special Education Leadership, 21(2), 75-83.
Sugai, G., Simonsen, B., & Horner, R.H. (2008). Creating home school partnerships be engaging families in school-wide positive behavior supports. Teaching Exceptional Children, 40(6), 7-14.
Horner, R.H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A.W., & Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11(3), 133-144.
Bradshaw, C.P., O’Brennan, L.M., & McNeely, C.A. (2008). Core competencies and the prevention of school failure and early school leaving. New Directions for Child and Adolescent Development, 122, 19-32.
Kern, L., Hilt-Panahon, A., & Sokol, N.G. (2009).
Further examining the triangle tip: improving support for students with emotional and behavioral needs. Psychology in Schools, 46(1), 18-32.
Ross, S., & Horner, R. (2009). Bully
prevention in positive behavior support. Journal of Applied Behavioral Analysis, 42(4), 747-759.
Why PBIS?Implement a Three-Tiered Framework to
Support Student Behavior
Increase Instructional Time
Reduce Problem Behavior
Meaningful inclusion of families as partners in their child’s education .
Improve School Culture and/or School Climate
Increase School Completion
Support Inclusive Practices
Bully Prevention
SYST
EMS
PRACTICES
DATASupportingStaff behavior
SupportingDecisionMaking
SupportingStudent behavior
OUTCOMES
Social Responsibility &Academic Achievement Student Outcomes
Benchmarks of QualityCritical Elements
1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with Problem
Behaviors7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
Coaching, Perfo
rmance
Feedback, Administra
tor Support,
District S
upport
What is School-wide Positive Behavior Intervention and Support?
A decision-making framework for establishing the social culture and behavioral supports needed for academic and behavior success for all students.
(OSEP Center on PBIS, 2010)
Process for Continuous Improvement
Consistency Matters
Common Vision/Expectations
Common Language
Common Practices
SCHOOL/COMMUNITY
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
in order to meet benchmarks.
=
These students get these tiersof support
+
Three Tiered Model of Student Supports
The goal of the tiers is student success, not labeling.
Where to Start?
With the data!
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
14
Teaching Matrix
SETTING
All Settings Hallways Playground Cafeteria Resource Bus
BeRespectful
Use kind words/actions
Use level 1 voice
Use kind words/actions.
Find your seat and EAT Use kind
words/actions
Greet the driver
Use kind words /actions
Be Responsible
Give your best effort
Be prepared
Help/share with others
Pick up litter
Walk to right.
Share equipment
Follow playground rules
.
Select healthy foods
Use level 2 voiceClean up eating area
Stay focused on lesson
Work to completion
Hands in/back to back
Use level 2 voice
Be Safe
Follow adult directions
Hands/feet/objects to self
Hands/feet/objects to self
Keep safe distance
Use equipment as instructed
Put litter in garbage can.
Replace trays & utensils
Hands, feet, and food to self
Follow adult directions
Use materials correctly
Follow driver directions
Keep hands/feet/ objects to self
Teacher
Supervise students at all times
Know location of students at all times
Monitor from the middle of the line
Prompt for safe distance
Stay in area to monitor behavior
Arrive on time to pick up classes
Stand in line to monitor behavior
Arrive on time to pick up classes
Stand in line to monitor behavior
Prompt for bus behavior
Expe
ctati
ons
1. Expectations
3. Rules or Specific Behaviors
Invite those who are alone to join in. 2. NATURAL
CONTEXT (Locations)
Why Develop a System for Teaching Behavior?
• Procedures and routines create structure for staff and students
• Repetition is key to learning new skills:• For a child to learn something new, it needs to
be repeated on average of ___ times • Adults average ____ - Joyce and Showers, 2006
• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average ___ times (Harry Wong)
825
28
“If a child doesn’t know how to read, we
If a child doesn’t know how to swim, we
If a child doesn’t know how to multiply, we
If a child doesn’t know how to drive, we
If a child doesn’t know how to behave, we...
Why can’t we finish the last sentence as automatically as we do the others?”
John Herner (NASDE President ) Counterpoint 1998, page 2
teach.
teach.
teach.
teach.
teach? punish?
Lesson Plan to Address BehaviorExpectations and/or behaviors from our Matrix:
Context/Setting:
TEACHING = Tell + Model + Practice + Feedback + Re-teachTELL This component provides the what and why. This should be a brief opener to the lesson.
What is the skill?
Why is it important? In school? In other areas of life?
MODEL Teacher models with examples and non-examples. What would the behavior look like? What would the behavior not look like?
Examples Non-examples
GUIDED PRACTICE Student Activities/Role Playing or other activities
FEEDBACK Provide frequent positive feedback that is contingent and specific, re-stating the expectations/rules.
RE-TEACH (teachers should use observation and other data sources to identify when it is necessary to re-teach expectations/rules)
Teachers, co-teaching teams, grade level teams, and/or vertical teams may want to identify connections to curriculum and/or extensions of learning.
Adults may also want to consider using pre-correction, reminding, prompting, signaling, effective responding
The Art and Science of Teaching
…in the cafeteriaTeach in Context Guided practice
Embed into the curriculum
Elementary & Middle School example:http://vimeo.com/20955727
Using Instructional Videos – the Art of Teaching
Century HS -- Majors Only
Century HS -- Mining the Data Problem Behavior at Noon
Century HS -- Mining the Data Referrals at Noon x Grade Level
Century HS -- Majors Only
Classroom Hallway CafeteriaAll School Settings
Respectful
Raise your hand before speakingTalk at appropriate times to appropriate peopleRelate discussion to classroom topicListen while others are talking
Leave space for others to passUse appropriate volume when talking in the hallwaysWalk at all timesKeep to right on stairwells
Be considerate of café workers & othersStay in your place in line and tablePay for all foodUse appropriate language and voiceKeep hands and feet to self
Remain quiet and listen to presenterUse appropriate personal spaceHats off in building during schoolUse appropriate language and volume
Responsible
Complete and turn in all work on time.Work the entire class period as instructed Fulfill your responsibility in groupsStay in seat or assigned work areaComplete and use agenda
Go directly to your next classStore backpacks and electronic devices in your locker (from 7:30 – 2:45)Keep materials off floorFollow West Walk Guidelines
Enter your number onlyClean up your tablePush in chairStay in seat until bellLeave food & beverages in caféDismissal by bell
Stay SeatedKeep hands and feet to selfFollow adult directionsEnter and exit appropriatelyFood and drink in cafeteria onlyDress appropriately at all times
Ready
Arrive on time Bring needed materials Be ready to work Get missing work
Carry supplies appropriatelyBe aware of people around you
Leave books/binders/coats in lockerGo directly to café Have money & number ready
Arrive on time and restedBe ready to participateKnow and follow school expectations
W h a t i s a l l o f t h i s t a r d y b u s i n e s s ?
Definition of ON TIME:
Student is 100% through the threshold of the classroom before the second bell rings.
INAPPR OPR IATE entrance to class:
Appropriate way to enter the classroom:
High School example:http://www.youtube.com/watch?v=5C-Wyy_lPNk
Using Instructional Videos- The Art
McCombs Middle School Teaching ScheduleDATES 6th Discover 6th Explorer Team 7 Team 8
Monday 8/30 2 3 4 5
TuPBISay 8/31 6 7 8 9
WednPBISay 9/1 1 2 3 4
Thursday 9/2 5 6 7 8
Friday 9/3 9 1 2 3
TuPBISay 9/7 4 5 6 7
WednPBISay 9/8 8 9 1 2
Thursday 9/9 3 4 5 6
Friday 9/10 7 8 9 1
Teaching Areas:1 – Cafeteria 4 – Restroom 7 -- Bus2 -- Hallway 5 – Auditorium 8 -- Office3 -- Outside 6 -- Before/After 9 -- Rewards 30
31
The quickest way to change behavior….in anyone.
Research indicates that you can improve behavior
by 80% just by pointing out what someone is doing
correctly.
Laura Riffel, OSEP
Discipline Works When ….
Prevention creates more Positive than Negative consequences
PunishmentReinforceme
nt(success) 4 : 1
Many schools use a ticket system
• Tied into school expectations
• Specific feedback of student’s behavior
• Provides visible acknowledgement of appropriate behavior for student
• Helps to remind staff to catch students doing what is asked of them
Jose R. L.M.
Kalamazoo Central High School
What really mattersis the positive socialacknowledgement & interaction!!
Recognizing Staff
• Keep staff motivated and appreciated!
Clever Variations
• Bus Bucks• Super Sub Slips• Golden Plunger
38
Non-example of Procedures for Dealing with Discipline
Effective Procedures forDealing with Discipline
PreventionEffective responsesCommon behaviors are defined to include
classroom-managed and administrator-managed behavioral examples
Meaningful Data CollectionProblem Solving
T- ChartStaff Managed or
Minor Problem Behaviors
• Eating, drinking, chewing gum• Disruption• Horseplay• Defiance to another student• Pushing or shoving• Lying/cheating• Public Display of Affection• Writing on School Property• Disrespect, minor to another
student or another student’s belongings
Office Managed orMajor Problem Behaviors
• Defiance/Disrespect/Non-Compliant
• Abusive or inappropriate Language
• Fighting or Physical Aggression• Disruption• Theft/Forgery• Property Damage/Vandalism• Use or Possession of
Drugs/Alcohol
Observe Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No Yes
Purpose of Office Referral ?
Getting the right data
• Critical components of SWPBIS• Guides decision-making in school divisions,
school buildings, classrooms, and individual students
• What data do we need?
Create a Communication SystemFor…
sharing ongoing informationpresenting dataobtaining feedback from stake-holders (staff, students, families & community)
44
Some Final Thoughts
On your Road to Success
• Measurable & justifiable Outcomes
• On-going Data-based decision making
• Evidence-based Practices• Systems ensuring durable, high
fidelity of implementation
PBIS Messages
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan
BOQ
SET
IPI
TIC
48