Materials SW-PBIS
Overview of
Philosophy, Practices, and Ideas
www.Pbis.org
www.pbisworld.com
www.pbismn.org
John Beach – Princeton
[email protected]
Summer 2017
Some materials adapted from
National PBIS Center, Sugai,
Horner, Lewis, and
Sandomeirski,
What have been your experiences with
PBIS?
• Good / Bad
• Thoughts
What is PBIS?
•What does it stand for?
•How would you describe it?
3
Positive Behavioral
Interventions and
Supports
4
School-wide Positive Behavioral Interventions and
Supports (PBIS)
• School-wide PBIS is:
• A multi-tiered framework for establishing the social culture
and behavioral supports needed for a school to achieve
behavioral and academic outcomes for all students.
• Evidence-based features of SWPBIS
•
•
•
•
•
•
•
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual intervention supports.
Implementation of the systems that support effective
practices
A session of training, by itself, will not be
life changing
Shift – We create the environment for
students to be successful rather than
students conforming to the environment
Building relationships with students
Each day is a new day
No magic bullet
Just consistency
Infomercial - https://youtu.be/4XTzLex8RvI
Attention signal
Position / Job
Dreams
40 speeches
https://goo.gl/w8mKuI
7
Challenge
8
9
10
Growth of Minnesota PBIS Schools
education.state.mn.us
pbisMN.org
12
By the Numbers
# of Districts/Charters in MN PBIS to date = 203
# Schools in MN PBIS to date = 583
% of MN schools PBIS = 29%
# Students impacted by SW-PBIS = 250,613
education.state.mn.us
pbisMN.org
13
PBIS is about….
Improving classroom
& school climate
Integrating
academic &
behavior
initiatives
Improving
support for
students w/ EBD
Decreasing reactive
management
Maximizing
academic
achievement
06
07
08
09
10
11
12
13
14
15
16
NUMBER 1 PREDICTOR OF SUCCESS*
Staff and teachers who
continually work to create
positive relationships with
students, parents, and other
staff members.
• The fundamental purpose of PBIS is to make schools more
effective, efficient and equitable learning environments for
all students
Positive
Predictable
Consistent
Safe
Supporting Social Competence &
Academic Achievement
Supporting
Decision
Making
Supporting
Staff Behavior
Supporting
Student Behavior
EVIDENCE BASED PRACTICES
School-wide
Non-Classroom
Classroom-wide
Individual Student
Family Engagement
EVIDENCE BASED PRACTICES
SCHOOL-WIDE
•
•
•
•
•
•
•
Leadership team
Set of positive expectations & behaviors
Procedures for teaching school-wide
Procedures for teaching classroom-wide expected behavior
Continuum of procedures for encouraging expected behavior
Continuum of procedures for discouraging rule violations
Procedures for on-going data-based monitoring & evaluation
EVIDENCE BASED PRACTICES
NONCLASSROOM
• Positive expectations and routines are
taught and encouraged
• Active supervision by all staff (Scan,
move, interact)
• Pre-corrections and reminders
• Positive acknowledgement (rewards/
reinforcement)
EVIDENCE BASED PRACTICES
CLASSROOM
• Foundation is school-wide expectations
• Maximum structure & predictability in routines & environment
• Positively stated expectations posted, taught, reviewed,
prompted, & supervised
• Maximum engagement through high rates of opportunities to
respond, delivery of evidence-based instructional curriculum &
practices
• Continuum of strategies to acknowledge displays of
appropriate behavior
• Continuum of strategies for responding to inappropriate
behavior
EVIDENCE BASED PRACTICES
INDIVIDUAL STUDENT
•
•
•
•
•
Behavioral competence at school and district levels
Function-based behavior support planning
Team and data-based decision making
Comprehensive person-centered planning
Targeted social skills and self-management
instruction
• Individualized instructional and curricular
accommodations
EVIDENCE BASED PRACTICES
FAMILY ENGAGEMENT
• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications,
and acknowledgements
• Formal and active participation and involvement as
equal partner
• Access to system of integrated school and community
resources
TEN YEARS OF VIDEOS
https://youtu.be/XcD7879wucU
Intensive
Targeted
Universal
Few
Some
All
Dec 7, 2007
Continuum of
Support for
ALL
Continuum of
Spanish
Support for
Intensive
ALL:
Statistics
Expressing “George”
Targeted
Emotions
Technology
Lawn Mowing
Universal
Tennis
Reading
Comprehension
Cooking
Billiards
Teaching
Bicycle Touring
Label behavior…not
Dec 7, 2007 people
Fair
School-Wide PBIS
Implementation Steps
STEP 1: Establish Leadership Team Membership
STEP 2: Develop Brief Statement of Behavior Purpose
STEP 3:Identify Positive School-Wide Behavioral
Expectations
STEP 4: Develop Procedures for teaching School-Wide
Behavioral Expectations
STEP 5: Develop Procedures for Teaching Classroom-Wide
Behavioral Expectations
STEP 6:Develop Continuum of Procedures for Encouraging
and Strengthening Student Use of School-Wide Behavior
Expectations
STEP 7:Develop Continuum of Procedures for Discouraging
Violations of School-Wide Behavior Expectations
STEP 8:Develop Data-based Procedures for Monitoring
Implementation of SWPBIS (Primary Tier)
STEP 9:Develop Systems to Support Staff
STEP 10:Build Routines to Ensure On-Going Implementation
Team
Membership
STEP 1 - Establish
Team Membership
Working
Agreements
Data-based
Action Plan
Evaluation
Implementation
Working Smarter Matrix
Initiative,
Project,
Committee
Building
Leadership
Purpose
Target Staff on
Outcome
Audience team
Connected
To
Goals
mmmm
Technology
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
…
Template posted with
training materials.
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Audience
Staff on
team
Goals
Attendance
Committee
Increase
attendance
Increase % of students
attending daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to
threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk
drug users
Don
PBIS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office referrals,
increase attendance,
enhance academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
STEP 2 – Develop Behavior Purpose Statement
Why are we doing this?
How does it connect to the district
mission?
Sample Behavior Statements
Ex. 1
Ex. 2
Lincoln School is a
community of learners
and teachers. We are
here to learn, grow,
and become good
citizens.
At West Middle
School, we treat each
other with respect,
take responsibility for
our learning, and strive
for a safe and positive
school for all!
STEP 3 – Identify Positive SW Expectations
What broad pro-social expectations are
important for our school?
What expectations would make your school
be a safer more positive place to learn?
Respect – Myself, Others, Property, and
Community.
Honor Code
STEP 4 – Develop Procedures for Teaching SW Positive
Expectations
Matrix developed around –
•Social Skill
•Natural Context
•Behavior Examples
Teaching Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
Teaching
Matrix
Expectations
Respectful
Responsible
Ready
SETTING
All Settings
Hallways
Playground
s
Cafeteria
Library/
Computer
Lab
Assembly
Bus
Study,
read,
compute.
Sit in one
spot.
Watch for
your stop.
Listen/watch.
Use
appropriate
applause.
Use a quiet
voice.
Stay in your
seat.
Pick up.
Sit
appropriately
.
Be on task.
Give your
best effort.
Be
prepared.
Walk.
Have a
plan.
Eat all your
food.
Select
healthy
foods.
Be kind.
Hands/feet
to self.
Help/share
with
others.
Use normal
voice
volume.
Walk to
right.
Play safe.
Include
others.
Share
equipment.
Practice
good table
manners
Return
books.
Recycle.
Clean up
after self.
Pick up
litter.
Maintain
physical
space.
Use
equipment
properly.
Put litter in
garbage
can.
Replace
trays &
utensils.
Clean up
eating area.
Push in
chairs.
Treat
books
carefully.
Cafeteria Expectations
• https://youtu.be/wsaWHkKtu98?list=PLOxXlvDwofg-c_H0aCrL6wpGAZp2T9MW2
Keeping the School Clean
• http://www.youtube.com/watch?v=rT3Nk5EB7SM&list=PLOxXlvDwofg9K9LE7KlujNBBKAitSr
MHt&index=29
STEP 5 – Develop Lesson Plans for Teaching Positive
Classroom Wide Expectations
Matrix developed classroom-wide routines
•Social Skill
•Natural Context
•Behavior Examples
Main Ideas
□ Classroom behavior support practices blend with schoolwide systems.
■ As a team, how will you work to make all classrooms effective
settings.
□ Melding classroom practices to promote academic gains
with classroom practices to promote behavioral gains.
□ Create a setting that is:
■
■
■
■
Predictable
Consistent
Positive
Promotes student independent behavior (reduce prompts)
Classroom-wide
• Under the umbrella of the whole school
• Build off of the school’s expectations
• Develop classroom routines and structure
Maximize structure & predictability
□ Define and teach classroom routines
□
□
□
□
□
□
□
□
How to enter class and begin to work
How to predict the schedule for the day
What to do if you do not have materials
What to do if you need help
What to do if you need to go to the bathroom
What to do if you are handing in late material
What to do if someone is bothering you.
Signals for moving through different activities.
■ “Show me you are listening”
□ How to determine if you are doing well in class
□ Teach effective transitions
□ Establish a signal for obtaining class attention
https://goo.gl/VVoCbx
Typical Contexts/
Routines
All
Morning Meeting
Homework
Transition
“I Need
Assistance”
Teacher Directed
Classroom-Wide Rules/Expectations
Respect Others
Respect Property
Respect Self
Use inside voice.
Recycle paper.
Do your best.
Raise hand to
Put writing tools inside
Ask.
answer/talk.
desk.
Put announcements in
Eyes on speaker.
Put check by my
desk.
Give brief answers.
announcements.
Keep feet on floor.
Turn in lesson on
Put homework neatly
Do own work.
time.
in box.
Turn in before lesson.
Do homework
Touch your work only.
night/day before.
Use inside voice.
Keep hands to self.
Raise hand or show
“Assistance Card”.
Wait 2 minutes & try
again.
Eyes on speaker.
Keep hands to self.
Independent Work
Use inside voice.
Keep hands to self.
Problem to Solve
Stop, Step Back,
Think, Act
Put/get materials first.
Keep hands to self.
Have plan.
Go directly.
Have materials ready.
Have plan.
Ask if unclear.
Use materials as
intended.
Use materials as
intended.
Return with done.
Stop, Step Back,
Think, Act
Have plan.
Ask.
Use time as planned.
Ask.
Stop, Step Back,
Think, Act
Classroom Management Self-Assessment
Teacher__________________________
Rater_______________________
Date___________
Instructional Activity
Time Start_______
Time
End________
Tally each Positive Student
Contacts
Total #
Tally each Negative
Student Contacts
Ratio of Positives to Negatives: _____ to 1
Total #
Classroom Management Practice
Rating
1.
I have arranged my classroom to minimize crowding and distraction
Yes
No
2.
I have maximized structure and predictability in my classroom (e.g., explicit classroom
routines, specific directions, etc.).
Yes
No
3.
I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or
rules).
Yes
No
4.
I provided more frequent acknowledgement for appropriate behaviors than
inappropriate behaviors (See top of page).
Yes
No
5.
I provided each student with multiple opportunities to respond and participate during
instruction.
Yes
No
6.
My instruction actively engaged students in observable ways (e.g., writing, verbalizing)
Yes
No
7.
I actively supervised my classroom (e.g., moving, scanning) during instruction.
Yes
No
8.
I ignored or provided quick, direct, explicit reprimands/redirections in response to
inappropriate behavior.
Yes
No
9.
I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., Yes No
class point systems, praise, etc.).
10. In general, I have provided specific feedback in response to social and academic
behavior errors and correct responses.
Yes
No
Overall classroom management score:
# Yes___
Pick an area (problem behavior) that is getting
in the way of instruction
Use the reflection prompts to take a deeper
look at the area
Develop or improve your plan
https://goo.gl/cgG1wa
TIGER PRIDE – CLASSROOM
HTTPS://DRIVE.GOOGLE.COM/OPEN?ID=0BWUWJ3A4XWOVZTNSX3JRSMVLEDG
• Classroom Management Strategies http://goo.gl/O0F9oo
• Classroom Routines Template –
https://goo.gl/7Wwdzp
• Tips for Creating Classroom Routines http://goo.gl/giv9mw
• Classroom Management Plan http://goo.gl/198iDU
STEP 6 – Develop Continuum of Procedures for Encouraging SW
Expectations
• Acknowledge
• Reinforce
• Recognize
Rewards are effective when
• Tied to specific behaviors
• Delivered soon after the behavior
• Age appropriate (actually valued by
student)
• Delivered frequently
If Then vs. Now That
• If you finish you work, you can have 5
minutes of free time
• Now that you worked so hard on that I
assignment, I want to show my thanks and
appreciation – take the next 5 minutes as
free time
O GREAT ONE!
“ T H E P OW E R O F R E C O G N I T I O N ”
POWER OF RECOGNITION
•SPONTANEOUS
•UPLIFTING
•GRATEFUL
•AUTHENTIC
•RECOGNITION
https://www.youtube.com/watch?v=1VZlK
SBtu2g
Link to Laura Riffel’s book - https://goo.gl/wlzK3N
If you would like the following slides, please
email [email protected]
▪ Staff recognition
▪ Student Advisory
▪ Passing the tiger torch
▪ Recognition leaves
▪ Spinning a prize
▪ Recognition Assemblies
▪ Target bullseye
▪ We Are North Elementary
▪ Sub/Bus Pass
▪ Plants pots decorations
▪ Substitute Sub Party
▪ Minnesota Nice Plates
▪ Northstar Café
▪ Decorated Puzzle Pieces
▪ Students hanging out on Rooftop
▪ Writing Displays
▪ Mascots and assemblies
▪ Tiger PRIDE Shirts
▪ Tiger Bingo
▪ Tiger Pride – Film Festival
▪ Roll out the red carpet
▪ Tiger PRIDE Family Night
▪ Tiger PRIDE tickets
Step 7 – Develop Continuum of Procedures for
Discouraging Behavior Rule Violations
Define Majors and Minors
Office Vs. Classroom Managed
Office Discipline Referral Form
Preventing Problem Behavior
1. Develop positive relationships with students
2. Continuous teaching & rewarding
3. Active Supervision
4. Modify the environment and/or instruction
A. Traffic flow, tempting materials, line of sight, organization, visual boundaries
B. Change schedule
C. Interesting & engaging instruction (adapt curriculum, special assignment, tutoring,
computer/internet work, role play)
5. Provide prompts/Pre-Correction
6. Provide Choices
7. Utilize verbal de-escalation techniques (CPI Institute)
8. Community circles
Defining Incident Levels
1. Office-Managed Incidents (Majors)
a. Handled by the administration
b. Physical fights, property damage, weapons, tobacco
Defining Incident
Levels
2. Teacher-Managed Incidents (Minors)
a. Handled quickly and efficiently
b. Typically by the classroom teacher
c. Handled where incident occurred
d. Tardy, lack of materials, incomplete assignments, gum chewing
3. Crisis Incidents
a. Require an immediate response from administration and/or crisis response team
B. Bomb Threats, weapons alerts, intruder, fire evacuations, etc.
*Consult district and school policies for crisis incidents
Reflection- Turn & Talk
•
Think of a teacher that made a difference in your
life?
•
What was it they did?
•
What do you remember about them?
Think of your most challenging student...
How can you build that relationship so that they view
you as that teacher or staff member who made a huge
difference in their life?
Reasons Students Commonly Misbehave
• Unsure of expectations
• Unsure how to exhibit expected behavior
• Unaware he/she is engaged in the misbehavior
• Misbehavior is providing student with desired
outcome:
❖ Gain something
❖ Escape something
Trigger – Series of Unresolved Conflicts
• Repeated failures
Recognize – Refocus Reassure
• Frequent corrections
-
• Interpersonal conflicts
• Low rates of positive
reinforcement
This is where signs of
early stress need to be
recognized. This is the
best time to refocus the
person’s attention away
from the stress.
Trigger – Prevention & Redirection
• Consider function of problem behavior
• Remove from or modify problem context
• Increase opportunities for success
• Reinforce what has been taught
THREE KEY STRATEGIES
• Intervene early
• Identify environmental factors that can be manipulated
• Identify replacement behaviors that can be taught (&
serve same function as problem).
Major Minor
flowchart
Techniques to Manage Minor Behavior
Proximity Control - The strategic placement/movement by the teacher in order
to encourage positive behavior. The teacher is a source of protection and
strength, helping the student to control impulses.
Signal, Non-verbal Cue - Non-verbal techniques such as sustained eye contact,
hand gestures, clearing one’s throat, etc. suggesting that the teacher is aware of
the behavior and prepared to intervene if it continues.
Ignore, Attend, Praise - Uses the power of praise or positive feedback. The
teacher praises an appropriately behaving student in the proximity of a student
who is not following expectations. The praise serves as a prompt. When the
student exhibits the desired behavior, attention and praise are then provided.
Techniques to Manage Minor Behavior
Re-direct - Brief, clear, private verbal reminder of the expected behavior. A restatement of school-wide and non-classroom behavior, or classroom procedure.
Re-teach - Builds on the re-direct by specifically instructing the student on
exactly what should be done.
Provide Choice - Can be used when a re-direct or re-teaching have not worked. A
statement of two alternatives–the preferred or desired behavior or a less
preferred choice.
Student Conference - Lengthier re-teaching or problem solving. Discusses the
behavior of concern, teaches the desired behavior, provides reasons why it is
important, and a plan is made for future use. Can include role-play or practice.
Techniques to Manage Minor Behavior
• Broken Record – repeating directions
• Giving choices (that you can live with and do) –
space and time
• Please start working on your math and check back in a
few minutes
• I need you to start on your math. You can work on it
now or …
Intervention Examples
https://goo.gl/OYiZhz
From the Center for SW-PBS – Full resource - https://goo.gl/fe2ari
College of Education
University of Missouri
STEP 8 – Develop Procedures for Data-Based Decision-Making &
Monitoring
• Collection and use of all data
sources
• Office Discipline Referrals
(ODRs)
• Tiered Fidelity Inventory (TFI)
• Self-Assessment Survey (SAS)
• Climate Surveys
• Any other sources
#1 Predictor of Sustaining PBIS
Team Use of Data
• School team/staff skill,
• Regular team meetings,
• Data collection,
• Use of data for decision making,
• Presenting data to staff & community.
Source: McIntosh, et al., 2014
education.state.mn.us
pbisMN.org
80
Evaluation Schedule for Schools in Training
Source: pbisMN.org/documents/dataCalendarAtAGlance_Training2015_16.pdf
education.state.mn.us
pbisEvalMN.org
81
Evaluation Schedule for Sustaining Schools
Source: pbisMN.org/documents/dataCalendarAtAGlance_Sustaining2015_16.pdf
education.state.mn.us
pbisEvalMN.org
82
Tiered Fidelity Inventory
STEP 9:Develop Systems to Support Staff
• Explicit Training
• Coaching/Prompting
• Performance Feedback
• Staff Recognition
STEP 10: Build Routines to Ensure On-Going Implementation
• Work as a team
• Make decisions based upon data
• Consider needs of all students
• Integrate PBIS activities into other initiatives and projects
• Begin teaching, learning, and behavioral expectations on the first day
• Involve students, staff, parents, and community
• Increase use of reminders and pre-corrections before and after
transitions
• Increase/maintain high rates of positive acknowledgements
• Specify expected outcomes of every activity
Beginning of School Year
• Set PBIS team meeting schedule for the
year
• Review membership of PBIS team
• Update written policies and procedures
• Collect data to establish/modify PBIS
action plan for next year
• Orient new staff members
• Plan for Student Kick-Off/Fall training
• Plan for Staff Kick-Off
Beginning of School Year Continued
• Plan for Parent Kick-Off (minimally a letter should be sent
home describing PBIS, the school-wide expectations,
rewards system and how they can contact the school for
more information or if they are interested in joining the
committee)
• Plan for Bus Driver Kick-Off
•
Set up data management system and plan for sharing data
with staff throughout the year
•
Develop proactive transition plan for at- or high-risk
students
•
Establish schedule for communicating/reporting/problemsolving with staff for the year
•
Establish schedule of celebrations/reinforcement activities
Active Supervision
• https://youtu.be/u23WEkt1FvM
Yes
No
2. Did I move throughout the area I was supervising?
Yes
No
3. Did I frequently scan the area I was supervising?
Yes
No
4. Did I positively interact with most of the students in the area?
Yes
No
5. Did I handle most minor rule violations quickly and quietly?
Yes
No
6. Did I follow school procedures for handling major rule violations?
Yes
No
7. Do I know our school-wide expectations (positively stated rules)?
Yes
No
8. Did I positively acknowledge at least 5 different students for
displaying our school-wide expectations?
Yes
No
1.
Did I have at least 4 positive for 1 negative student contacts?
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
Implementation Examples
Themes
▪ PI – Investigate the Possibilities!
▪We are North Elementary – I Belong!
▪Be Brave!
10 Years of Music Videos ▪MN Nice
https://goo.gl/Rh3w9Q
▪Traveling Through Books
▪Tiger Pride is Growing
▪Traveling Through Time
▪Traveling Through MN
▪Traveling Around the World
Tiger Pride Shirts
Tiger Pride News
TPN Link – Live morning announcements https://goo.gl/5wuRRY
Tiger Pride - Videos
▪ Main Page http://goo.gl/H3baOs
▪ 2013 National Film Festival Winner - http://goo.gl/s389Qy
▪ 2014-2015 Music Video – Be Brave!
http://goo.gl/MVdktO
Playground – Include Me https://youtu.be/hiNci0zEgrM?list=PLOxXlvDwofg__ctkdBXklEqDZ2
wJyv6Uz
February - 2016 Film Festival Playlist - https://goo.gl/Xodt5M
December – 2016 Film Festival Playlist https://www.youtube.com/playlist?list=PLOxXlvDwofg8xyV84K8yL6Y94B9UamSS
Senior Dining
Questions / Thoughts?