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School-Wide Positive Behavioral Interventions & Supports (PBIS)

2012 Team Training WorkshopDay 2

PBIS Training MatrixClassroom Break Lunch

Be Respectful • Cell phones silent• Computer only used

for team work• Listen to team

members’ ideas

• Cell phones on• Respond to

emails• Return on time

• Return on time• Throw trash

away• Network

Be anActive Participant

• Share work• Ask questions• Contribute Ideas

• Network• Move around• Stretch• Drink water

• Sit with other teams

• Share successful experiences

• Laugh

Be Responsible

• Complete activities • Remain on task• Stay focused during

training• Add unfinished items

to Action Plan

• Smile• Share solutions• Return on time

• Relax• Recharge • Regroup

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Day 2 – Team Acknowledgement System

–Completes activity on time– Helps another team–Volunteers to share

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AgendaPBIS Critical Elements

Day 1 PBIS School Team & Administrative Support

Data Entry & Analysis

School-Wide Expectations & Rules

Day 2 Lesson Plans for Teaching Behavior

Acknowledgement System

Classroom PBIS

Day 3 Effective Discipline

Faculty Commitment

Evaluation

Implementation Planning

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Lesson Plans for Teaching Behavior

Benchmarks of Quality: Teaching Behavior

Critical Element Implementation Goal

Develop Lesson Plans for Teaching Expectations & Rules

1. A behavioral curriculum includes teaching expectations & rules• Lesson plans are developed and used to teach rules and

expectations

2. Lessons include examples and non-examples

3. Lessons use a variety of teaching strategies

4. Faculty/staff and students are involved in development & delivery of lesson plans

5. Strategies to reinforce the lessons with families/community are developed and implemented

• The PBIS Plan includes strategies to acknowledge lessons with families & the community (e.g. after-school programs, newsletters with tips for parents, etc.)

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Be SafeBe ResponsibleBe respectful

Once you have developed school-wide expectations, it is not enough to just post the

words on the walls of the school or just publish in agendas…….

YOU MUST TEACH THEM!!!

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Parr, NASP 2010

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Why Teach Behavior?• Behaviors are prerequisites for academics• Create structure• Repetition is the key to learning new skills

– For a child to learn something new, it needs to be repeated an average of 8 times

– For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

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How Do We Teach Behavior?• Introductory Events:

– Teaching school expectations and rules• Direct Instruction• Embedding in Curricula

– Academics• Booster Trainings• Keeping it Out There:

• Acknowledgement system• School pledges, songs, cheers• Daily announcements

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Direct Instruction

• Provide initial lesson plans and/or lesson plan format for teachers to begin teaching behavior– Develop a system to expand on these

throughout the year• Build on what you already may have• Determine the minimum requirements for

teaching behavior (i.e. how often)

Designing a Lesson Plan

Skills are taken directly from the behavioral

matrix

Initially teach all expectations & rules

Select skills based on the trends in your data

Use your data in monthly meetings in order to

design lesson plans and evaluate changes

1. Name the skill 2. State the purpose(s) of the lesson 3. Develop 3 teaching examples & non-

examples4. Develop student activities5. Develop follow-up/reinforcement

activities

Writing the Lesson Plan

Cool Tool of the WeekPurpose of the Lesson / Why it’s important:1.2.

Teaching examples:1.2.3.

Kid Activities / Role Plays:1.2.3.

Follow-up / Reinforcement activities:1.2.3.

Embedding Expectations in the Curriculum

Language Arts/ReadingUse a novel or story that has an expectation as a themeDiscuss characters in a novel and how they did or did

not demonstrate respectHave students write a persuasive essay or news paper

article on expectations

•

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Samples Galorehttp://pbis.org/training/student.aspx -

http://flpbs.fmhi.usf.edu/teaching_lesson_plans.asp

http://www.madison.k12.ga.us/mchs/pbis/index.htm

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Use A Variety of StrategiesStudents and staff must be involved!!!!

• Role playing examples and non-examples– Video– School assemblies

• Power-point presentations• http://www.monroe.k12.ga.us/education/components/scrap

book/default.php?sectiondetailid=11165&linkid=nav-menu-container-4-51251

• Expectations in songs, raps and rhymes• Student projects, bulletin boards, etc.

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Fannin Co. Bus Lesson Assembly

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Guidelines forTeaching Behavior

Teach As You Teach Core Academics:

• Provide examples & non-examples• Have students apply to their own lives• Check for comprehension• Provide opportunities to practice• Acknowledge effort - recognize small steps• Differentiate instruction

Video on Teaching Rules/Expectations

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Activity 9: Developing Lesson Plans

(pp. 14- 16 in Activities Section)• Complete a Lesson Plan for at least one of your

school’s expectations or rulesLesson plan templatePowerpointRole playing or videoMusic, song, rhyme

• Be prepared as a team to demonstrate to the group

• Be sure to include an example and a non-example

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Developing Your Action Plan (p. 1 in Action Planning Section)

• Develop a plan to deliver and collect/create lesson plans to teach rules and expectations

• Determine how faculty/staff, parents, and students will be involved with teaching behaviors

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Break

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Developing An Acknowledgement

System

Benchmarks of Quality: Establish and Acknowledgement System (Kincaid, Childs, &

George, 2005, 2010)

Critical Element Implementation Goal

Establish an Acknowledgement System

1. A system of rewards has elements that are implemented consistently across school/campus

– 90-100% of all members of the school are participating appropriately

2. A variety of methods are used to acknowledge students

3. Rewards are linked to expectations and rules

4. Rewards are varied to maintain student interest

5. Ratios of acknowledgement to corrections are high

6. Students are involved in developing/identifying incentives

7. System includes incentives for staff and faculty

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Begin With The End in Mind • Create a learning environment where students

are engaged and successful.

• Schools should teach, support, and encourage students to be “self-managers”.

• Student should not “depend” on rewards to behave well.

• We want students to sustain and expand the skills they learn in school to life experiences beyond school.

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“What the Worlds Greatest Managers Do Differently” (Buckingham & Coffman 2002, Gallup)

1. Know what is expected2. Have the materials and

equipment to do the job correctly

3. Receive recognition each week for good work.

4. Have a supervisor who cares, and pays attention

5. Receive encouragement to contribute and improve

6. Can identify a person at work who is a “best friend”

7. Feel the mission of the organization makes them feel like their jobs are important

8. See the people around them committed to doing a good job

9. Feel like they are learning new things (getting better)

10. Have the opportunity to do their job well.

Create working environments where employees:

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Rewards are effective when…

• Tied to specific behaviors• Delivered soon after the behavior• Age appropriate (actually valued by

student)• Delivered frequently• Gradually faded away

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Recognition/Reward System Guidelines

• Target 80% - 90% of students• Portable and/or easy to use in multiple settings

across school campus• Frequently in the beginning• Varied to maintain student interest (student identified)

• Naturally occurring reinforcement are still provided and encouraged

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Recognition/Reward System Pitfalls

• Refrain from taking away or threatening to take away rewards once they have been earned

• Ensure an adequate supply• Take steps to prohibit counterfeiting

– But if they do, CELEBRATE! It means your students have bought into the system

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Reward System Challenges

– Delivered ambiguously– Not a “reward” from the learner’s perspective– Partial rewards are delivered when full reward

is expected– Large rewards are delivered briefly and then

withdrawn completely

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Make it easy to use rewards

Visual reminders for staffVisual reminders for staff

Tickets and pen on lanyardTickets and pen on lanyard

Computer Printed stickersComputer Printed stickers

Stacks of tickets glued on edgeStacks of tickets glued on edge

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Types of Acknowledgements

• Social – free time with friends, preferred seating• Activity – reading time, school dance, computer

time, faculty and student ball game• Sensory reward – visual, auditory, etc. example:

music• Escape – free pass to media center, homework pass,

taking breaks• Tangible – Prizes, school store

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Recognizing StaffExamples:

• After School Ice Cream Social• GOOSE Pass (get out of school early) • Special parking spots• Recognition at faculty meetings• Bulletin boards• Student nomination• Don’t forget bus drivers!

Rewarding Staff Behavior

Beach staff recognition lunch

Beach staff recognition lunch

Oakland Schools certificate of training

Oakland Schools certificate of training

Franklin staff acknowledge each

other

Franklin staff acknowledge each

other

Parchment Central staff celebration

Parchment Central staff celebration

Share Data with Staff

Share Data with Staff

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Video on Recognition/Rewards

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Structuring Your Reward System• How many tickets do you want each student in your

school to earn during the first (week, month)– 500 students X 1/day X 5 days/week = 2,500 tickets per week– Plan on 1 ticket per student, but know that only 80% will likely

earn one.

• Do you want students to earn more than 1 token during this time period?

• Give your staff guidelines for distribution

School-wide Acknowledgement Plan• Criteria definition

– Who is eligible, how often award is delivered, how many students receive award

– Should be implemented consistently– Strict criteria are needed for more public awards (student of

month) Looser criteria for awards distributed at higher rate (recess tickets)

• Presentation– Location and form in which award is presented– School assembly, classroom, privately

• Dissemination– Bulletin boards, newsletters, parent letters

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RewardAudit

Name Criterion for Earning

How Delivered

Consistent with School-wide

ImplemStatus

Formal School-wide

“Quick” School-wide

Classroom

Individual Student

Staff

Sustaining Strategy: How to inform new staff and substitutes41

Activity 10 : Developing a Reward/Recognition

System (pp. 17-24 in Activities Section)

Using the Reward System Criteria (next 2 pages) as a guide, develop a school-wide recognition system.

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Developing Your Action Plan (p. 1 in Action Planning Section)

• Develop acknowledgement system for faculty and students

• Determine how faculty/staff and students will be involved with developing/identifying incentives

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Benchmarks of Quality: Classroom Systems

(Kincaid, Childs & George, 2005,2010)

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Critical Element Implementation Goal

Classroom Systems 1. Classroom rules are defined for each of the school-wide expectations and are posted in classrooms.

2. Classroom routines and procedures are explicitly identified for activities where problems often occur (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)

3. Expected behavior routines in classroom are taught

4. Classroom teachers use immediate and specific praise

5. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently than acknowledgement of inappropriate behaviors

6. Procedures exist for tracking classroom behavior problems

7. Classrooms have a range of consequences/interventions for problem behavior that are documented and consistently delivered

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• 11:45-1:00

• Workshop will begin promptly at 1:00

Enjoy!!

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PBIS in the Classroom

Activity 11:Tier 1 and The Pyramid of Learning (pp.

25 in Activities Section)

• What types of instruction do you see in classrooms? – Lecture based– Discussion– Demonstration– Reading to Them– Teaching Others– Practice by Doing

Quiz: with your elbow partner, discuss your answers tothe Retention of Learning Pyramid

5%

10%

20%

30%

50%

75%

90%

Pretest- Insert & Rank OrderList:

Discussion

Practice by Doing

Lecture

Auditory/Visual

Teaching Others

Demonstration

Reading to Them

Pyramid of Learning

Retentionof Learning

Rates

(Dale, 1960, LLC 1999, PENT-Browning-Wright, 2005)

Fill in the answers

Low

High

(Dale, 1960, LLC 1999, PENT-Browning-Wright, 2005)

(Hock , 2009; Schumaker, et al., 2002; 2005)

(Hock, 2009; Schumaker, et al., 2002; 2005)

Classroom Rules

• 3-5 positively stated – simple and age

appropriate

• Observable and measurable

• Communicate desired behaviors

• Aligned with school-wide expectations

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Are These Your Classroom Rules?

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Classroom Rules

Examples Non-examples

Turn in completed assignments on time.

Be responsible.

Walk at all times in the classroom. Be a good citizen.

Keep hands, feet, and objects to yourself.

Respect authority.

Be in your seat when the bell rings. Be on time.

Do what your teacher asks immediately.

Do your best.

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Classroom Rules

Examples Non-examples

Be respectful of yourself and others.

Silence in the classroom.

Do not do anything unless you are told to do so.

Don’t make a mess.

Keep your dear teacher happy.

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Classroom Tracking Forms

Collect data that are necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)

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Classroom Tracking

57from University of South Florida

Teaching Rules & Procedures1. Prerequisites for academics2. Create structure3. Taught like core academics

– Review the rationale– Describe specifics; examples and non-

examples– Allow students to practice– Acknowledge desired/expected behavior

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Routines and Procedures

• Rules alone are not enough

• Establish sequence of behaviors

• Task analysis of each activity

• Teach, teach, teach and provide frequent and

consistent acknowledgement59

Procedures• Lining up• Turning in assignments• Class discussions• Sharpening pencils• Entering the classroom• Leaving the classroom• Going to the restroom• Upkeep of student desks• Cooperative group work

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Break

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Specific Behavior Praise & Acknowledgement

• Immediate and specific praise• Occurs more frequently than

acknowledgement of inappropriate behaviors–Ratio of positive to corrective is at

least 4:1

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Activity 11: Classroom Self-Assessment (p. 25-30 in Activities Section )

• As a team, complete the Effective Classroom Management and Instructional Strategies for the majority of the classrooms in your building.

• Identify two elements (one classroom management and one instructional) from the self-assessment that would make the biggest difference in your building

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Developing Your Action Plan (p. 1 in Action Planning Section)

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•Determine the plan for professional learning for teachers around creating positive classroom systems

•Determine how team will ensure that classroom expectations and rules are aligned with school wide expectations and rules and posted, taught, reviewed, monitored, and reinforced

Wrap-Up Day 2• Day 3 Start time: 8:30 a.m.• Acknowledgement System = Individual

Lottery Tickets• Burning Questions????• Aha Moments????

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