Tier I Team Training: Developing PBIS
Positive Behavioral Interventions and Supports
AcknowledgementsWe would like to thank the following for sharing resources
that were used in the development of this presentation:
OSEP Center for PBIS (pbis.org)
Illinois and Midwest PBIS Networks
PBIS Maryland
Missouri Schoolwide Positive Behavior Support
Today’s resources will be available on our website:
cce.astate.edu/pbis/resources/
Introductions
First name
Position at your school
Role on your team
Team Responsibility Person Responsible
Administrator
Internal Coach
Facilitator
Data Manager
Recorder
Communicator
Active Team Members
Behavior Specialist
Team Roles and Responsibilities
Agenda8:30- Welcome
8:45 - Quick review of April training
9:00-11:30: Team Activities
• Team Time to complete activities
• Share completed activities with the group
11:30: Working Lunch
12:15: Team Activities
• Team Time to complete activities
• Share completed activities with the group
PBIS Team meeting protocol
2:30-3:00 – Wrap up
6
Objectives for Today Complete behavior matrices
Create lesson plans
Plan student acknowledgements
Plan staff acknowledgements
Plan Introductory/Kick-off Events
Refine T-Chart
Create flow-chart
Team responsibilities & meetings
7
Review of PBIS and the philosophy behind it
8
Making a Positive Change
9
PBIS is a new philosophy
PBIS = proactive and positive approach to discipline
PBIS = positive school climate
PBIS = positive student behavior
PBIS ≠ waiting for students to make a mistake
PBIS ≠ focus on punitive discipline
Guiding Questions
Keep asking these questions:
What outcomes do we want for our students?
What supports will help them reach those outcomes?
How will we deliver those supports?
How will we know if they are working?
OutcomesRespectful
Responsible
Safe
Kind
Collaborative
Resilient
…
12
Academic
and Personal
Success
Supports for Outcomes- How you support staff so that they can support students
Plan for how and when you teach students behavior
Plan for acknowledging appropriate behavior
Plan for addressing inappropriate behavior
Develop problem solving team to make decisions
Delivery of Supports for Students- Reduce problem behaviors across the entire
student body
- Everyone receives general education and other
universal practices to support behavioral success
• Teach appropriate behavior
• Model appropriate behavior
• Recognize appropriate behavior
• Discourage inappropriate behavior
Tier 1: Core instruction for all
students.
Tier II: Targeted supports for
students with non-serious
repetitive behaviors.
Tier III: Individualized supports
for students engaging in
dangerous or threatening
behaviors
A continuum of
practices
How to Know if Supports are Working
Monitor data (e.g., Office Discipline Referrals)
How will you make informed decisions & measure
success?
Answer the following:
Who
What
When
Where
Why
Data Allow Informed Decisions
What behavior do you want to see?
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Behavior Expectations
What expectations did you choose?
Why did you choose them?
Share
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Use POSITIVE language: tell students what TO DO
Be brief
Use simple language
You can use pictures for very young children
Guidelines for Defining Expectations
20
BandRoom
21
23
Example
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25
Activity: Behavior Matrices
Identify non-classroom areas of your building (hallways,
restrooms, cafeteria, library, bus, playground, assemblies,
etc.)
Working in pairs, define your chosen behaviors for your
expectations in those areas.
Behavior Matrix Handout
Share your Work On what areas did you focus?
How did you define behaviors?
Are they all phrased positively?
27
Lesson Plans
28
Teaching Expectations
Teaching ExpectationsNow that expectations are defined, how will you teach
students?
Give definition
Model the behavior
Let students practice
Give students feedback
Elementary Lesson Plan For The Bus Line
• Teacher checks for
understanding in multiple
ways
• Students are given
opportunities to practice
Example of Voice Level Chart
31
Some guiding questions:
Who will teach the expectations?
What method or means will you use?
Where will you teach the expectations?
When will you teach expectations?
Activity: Create some Lesson Plans
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Lesson Plan Handout
The PBIS Compendium
http://pbiscompendium.ssd.k12.mo.us/
Wisconsin PBIS Network
http://www.wisconsinpbisnetwork.org/educators/resources.
html
Missouri Schoolwide PBS
http://pbismissouri.org/archives/1150
Some Great Resources for Lesson Plans
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Present an example of a lesson plan
Share Your Work
34
Acknowledgements
35
Encouraging Appropriate Behavior
AcknowledgementsAcknowledgements should ONLY be given to students who are demonstrating school-wide expectations
All staff should be giving acknowledgements
Acknowledgements should be linked to the appropriate behavior based on the Expectations Matrix.
When a staff member acknowledges a student for using an expected behavior, the ‘reward’ should be given immediately.
When you award acknowledgements to a student, the student should know exactly why he/she is getting the recognition. The reason should be valid and connected to the core values (expectations).
Examples of Acknowledgements
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Example
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Some Other Examples of Acknowledgements
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Activity: Student AcknowledgementsCreate your plan for Acknowledgements. Some guiding questions:
• Will you use tangible rewards? If so, what type (tickets,
coupons, etc.)?
• How will you ensure they are being given out properly and
consistently?
• What non-tangible rewards will work for your students?
• What types of group, classroom, or schoolwide rewards will
you use?
40
Student Acknowledgement Handout
Binder Location: Acknowledgements
High frequency/Predictable– Delivered at a high rate for a
short periodGotchas, coupons, positive referrals, phone calls, etc.
Unexpected/Intermittent– Bring “surprise” attention to
certain behaviors or at scheduled intervalsClassroom surprises (by Principal), ticket lottery, special announcements, raffles,
etc.
Long term CelebrationsQuarterly activities, assemblies, parent dinners, field trips, year-end celebrations
School-wide Acknowledgements
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Acknowledgment Matrix
Share your work• Will you use tangible rewards? If so, what type (tickets,
coupons, etc.)?
• How will you ensure they are being given out properly
and consistently?
• What non-tangible rewards will work for your students?
• What types of group, classroom, or schoolwide rewards
will you use?
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Activity: Staff Acknowledgement Brainstorm some ideas for how you can support and encourage staff in
their implementation of PBIS.
Binder Location: Acknowledgements
Staff Acknowledgement Handout
Share your work• How will you acknowledge staff?
• What problems do you expect?
• How will you ensure they are being given out properly
and consistently?
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How to address problem behaviors
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Discouraging Inappropriate Behavior
Activity: Finalize your T-Chart1. Make a list of all major problem behaviors in your classes
and school. These are the behaviors that will be office-
managed.
2. Make a list of all minor problem behaviors. These are the
behaviors that will be managed by classroom teachers.
Creating a T-chart Handout
Binder Location: Procedural Charts
T-chart ExampleTeacher managed
behaviors (minor)
Office managed
behaviors (major)
Tardy
Inappropriate language
Food/drinks/gum
Not having materials
Tattling
Teasing
Lying
Cheating
Minor dress code violation
Minor disruption
Non-compliance
Chronic/severe bullying
Stealing
Vandalism
Chronic non-compliance
Profanity directed at person
Repeated disruptions
Fighting/assault
Threat
Chronic class skipping
Harassment
Repeated minor behaviors
Activity: Flow chart for behavior Create a flow chart describing the procedures for staff to
use when addressing problem behaviors.
Flow chart Handout
Binder Location: Procedural Charts
Proceduralchartexample
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Example
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The PBIS Team
Team Responsibilities
Develop school-wide PBIS action plan
Hold regular team meetings
Monitor & evaluate behavior data
Monitor & evaluate progress
Maintain communication with staff & coach
Report outcomes to school & district stakeholders
Critical Components of efficient, effective team meetings:
Predictability
Participation
Communication
Accountability
Team Meetings
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Example of a PBIS Action Plan
Example of a Yearly Plan
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Preparing for Kick-Off
Staff – all staff in school
Students
Parent
Kick-off Activity
Preparing for Kick-Off: Staff Think about issues your staff may have with PBIS
implementation
Think about the best way(s) you can present PBIS to your
staff
Preparing for Kick-Off: Students
Idea: Teaching expectations with “Rotation Stations”
Thank you to Brookland Middle School
Preparing for Kick-Off: Parents
Next steps before Kick-Off Develop posters/instructions for each non-classroom
location in school of expected behaviors
Complete behavior lesson plans for each area in school
Develop plans for how to teach behavior
Determine who, what, and when to teach behavior
Complete tangible acknowledgement for good behavior
Determine Assessment Schedule
Kick-off Activity
Develop PBIS
Team
PBIS Team
Preparation
Training
PBIS
Implementation
Training
(all staff)
PBIS
Kick- Off!
March April May August
PBIS Team
PBIS
Overview
Coaching and Technical Assistance from Arkansas State University
2016 Timeline for Little Rock PBIS Implementation
Team
Expectations:
Trainings:
March April May August
PBIS
Implementation
Training
PBIS
Kick- Off!
2016 Timeline for Little Rock PBIS Implementation
August … and beyond
• Day 1: PBIS Team – 3 hours
• Day 2: PBIS Team rolls out PBIS to school staff
• Beyond:
• www.pbis.org
• www.pbisapps.org
• The PBIS Compendium http://pbiscompendium.ssd.k12.mo.us/
• Wisconsin PBIS Network http://www.wisconsinpbisnetwork.org
• Missouri Schoolwide PBS http://pbismissouri.org
• Midwest PBIS Network http://www.midwestpbis.org/
• Maryland PBIS http://www.pbismaryland.org/
Resources
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Example of PBIS Teacher Manual Contents
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Item Locating the
Form
Page
1. Welcome Letter 1
2. Expectations and Settings Matrix 2
3. School-Wide Recognition Matrix 3
4. Caught-Being-Good (postcard sample) Main Office 4
5. Good-News-Referral Main Office 5
6. Help Referral Email Jill Buday 6-7
7. Behavior Referral Form (& Vocabulary
Key)
Main Office 8-9
8. Student Behavior-Log Faculty Lounge
File drawer10
9. Student Behavior Management Process
Flowchart.
11
10. Continuum of Consequences Planning Tool
and Sample
Cindy Nolan 12-13
11. Self Assessment Cindy Nolan 14
12. Classroom Management Resources 15
13. Study Hall Expectations for Teachers. Email C
DellaPenta16
14. Study Hall Expectations: for Students. Email C
DellaPenta17
15. Sample Lesson Plans for Teaching
Expectations
18-19