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

RespectfulResponsible

Safe

Above the Line

Positive Behavior Supports

Teaching BehaviorDataAcknowledgementBehavior Referral

Responsive Classrooms

Responsive Classrooms

•Morning MeetingTeacher LanguageLogical ConsequencesModeling

PBS Universal System and Practices

Responsive Classrooms 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

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

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

http://lafolletteweb.madison.k12.wi.us/

Where are we as a state?

MMSD PBS website

• Go to MMSD homepage

• Type PBS in the Search box

Closing Activity

How does this fit with your current role?

How can you integrate this with other initiatives?

Where do you go from here?