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Positive Behavior Supports

Lea Ann PasqualeJamie WolfesocialAs a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough...-- Jean Medick

'I was born excited' Mark Twain

More intense supplemental targeted skill interventionsCustomized interventionsFrequent progress monitoring to guide intervention designKansas MultiKansas Multi--Tiered System of Support (MTSS)Tiered System of Support (MTSS)Student centered planningCustomized function-based interventionsFrequent progress monitoring to guide intervention design AcademicsAcademicsBehaviorBehaviorKSDE -July 2007 DraftAll studentsEvidence-based core curriculum & instructionAssessment system and data-based decision makingAll students, All settingsPositive behavioral expectationsexplicitly taught and reinforcedConsistent approach to disciplineAssessment system and data-based decision makingSupplemental targeted function-based interventionsSmall groups or individual supportFrequent progress monitoring to guide intervention designSupplemental targeted skill interventions Small groupsFrequent progress monitoring to guide intervention design

80-90%10-15%1-5%Positive Behavior SupportPBS is a broad range of systemic and individualized strategies for achieving important social and learning outcomes while preventing problem behavior

EBS = PBS = PBIS etc.

OSEP Center on PBIS5This approach is comprehensive, research based, and proactive. It can produce comprehensive change, enduring changeWhat is PBS?SW-PBS is a systems approach to establishing the social culture & behavioral supports needed for all students in a school to achieve both social and academic success.Emphasizes data based decision making, evidence based practices, & on-going staff development & support

SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingStudent BehaviorOUTCOMESSupporting Social Competence &Academic AchievementSupportingDecisionMakingSW PBS77. . . it is NOT A specific practice or curriculumits a general approach that defines core elements that can be achieved through a variety of strategies. Limited to any particular group of studentsits for all students Newits based on long history of behavioral practices & effective instructional design & strategies

Why look at SW-PBS?Problem behavior is increasingSchool-wide discipline systems are typically unclear and inconsistently implementedEducators often rely on reactive and crisis management interventions to solve chronic problem behaviorEducators often lack specialized skills to address severe problem behaviorTeachers are being asked to do more with lessStudents have limited opportunities to learn school-based social skills and to receive feedback on their use

NonclassroomSetting SystemsClassroomSetting SystemsIndividual StudentSystemsSchool-wideSystemsResearch to Practice1010

Focus:Students with marked behavior difficulties. >5 Office referrals or SIT referralGrouping:Individual or small groupProgram:Individualized plan (GEI or BIP) developed from FBAAssessment: Direct observation of measureable outcomesand office referralsFocus:Students needing additional behavior support2-5 Office referrals or SIT referralGrouping:Small group or individualProgram:Function-based interventions/supportsDaily check-in/check-outAssessment: Teacher/student ratings and office referralsFocus:All students All settingsProgram:3-5 defined, positively stated, and explicitly taught expectationsContinuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviorsAssessment: SWIS Schoolwide Information SystemKANDIS Kansas Discipline SystemSchool-Wide Social Behavior SupportSeptember 12, 2007Not a need to walk through may reference PBS sitesUniversal Support Defined(Emphasis on Prevention)The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.(Turnbull, et al., 2002)Tier One Behavior InterventionsTier One Strategies: Require the least amount of attention and interruption to instruction and are used by teachers to reduce occurrences of the problem behavior.Requires front-loading: planning, organizing, teaching, practicing. Are incorporated into daily instruction and provided to all studentsAll students benefit and receive Tier One InterventionsMust be discretely taught and retaught as needed throughout the year.

Tier OneBuild Consensus and Consistency Among Staff:

Establish ExpectationsCreate Building MatrixTeach/Practice (Lesson Plans)Systems of Positive Recognition Major/Minor Behaviors Revise Discipline Referral FormData Systems (Monitor, Evaluate, Modify)Identifying Behavior ExpectationsIdentify 3-5 ExpectationsShort statementsPositive Statements (what to do, not what to avoid doing)MemorableSometimes, we have too many rules to remember!

1616Dont Assume Students Know What You Want Them To Do!

Why Teach Expectations?If a child doesnt know how to read, we teach.If a child doesnt know how to swim, we teach.If a child doesnt know how to multiply, we teach.If a child doesnt know how to drive, we teach.If a child doesnt know how to behave, we . . . . . . . . . teach? . . . . .punish?John Herner, Counterpoint (1998, p.2)

PreventReactinstead ofTeaching Behavior ExpectationsHelp students better understand the parameters of what is and what is not the expected behaviorTeach behavior like you teach academicsProvide rule and rationaleProvide examples and non-examplesProvide practiceProvide feedbackEstablish expectations & rules Hocker Grove

What does it look like at Westridge?PAWs = Positives at Westridge

Safe Respectful Responsible

Develop Lesson Plans & TeachThe SAFE way

Stay on the RIGHT side of the hall

WALK

Tardy Song

Eagle Excellence

Acknowledging Appropriate BehaviorVariety of reinforcersTrainingRationaleDevelopmentally appropriateIncludes staff and studentsDont forget the big peopleSchedulesFrequent (Daily)Intermediate (Weekly/Monthly)Large (Quarterly/Bi-Annually)

SOAR CARDSApache Eagles are ready to SOAR!!!

The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event.

Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.SOAR CARDS will be collected and student names will be drawn for various positive reinforcements at the classroom level (daily) and at the building level (weekly). A daily teacher goal is to distribute approximately two tickets per child per day. Please see attached list for possible daily reinforcers. After daily drawing, all class SOAR CARDS from the day should be placed in the Principals Weekly Drawing container in the office. The SOAR CARD templates will be sent to staff by e-mail. They are also available on the O drive to individualize and print. Each staff member should type in his or her name in the TEACHER blank on the template and copy as needed. Or if you would like to pick up ready-to-use cards (minus teacher name), there will be a steady supply in the work room.The SOAR CARDS can easily be incorporated into existing classroom management systems. Some ideas include:Set a classroom goal for SOAR CARDSMake each SOAR CARD earned worth a class point, marble, penny, etc. Set individual goals for STAR CARDS

Major and Minor BehaviorsPoliciesClear on office v.s. classCommunicated with staffTaught, posted, remindedSupport what you train/expectMAJOR/MINOR Definitions

VIOLATIONMINORMAJORInappropriate LanguageStudent uses word in conversation with peersStudent uses word toward an adult or peer in an angry mannerPhysical Contact/FightingHorseplay causing a disruptionAggressive contact, possibly causing injury to one or both partiesDisrespect(hall or classroom)Student engages in brief or low intensity failure to respond to an adultStudent refuses to follow directions, talks back, or is socially rude.Non-compliance(hall or classroom)Student does not return signature required documents (office use only)Student skips a scheduled teacher detention.Disruption(classroom)Student disrupts the class again after given a verbal correctionStudent disrupts class a third time.Property MisuseStudent engages in low intensity misuse of propertyStudent use school property in a way it is not intended to be used or that damages the propertyTechnology Student has personal technology out and/or on during school hoursStudent engages in inappropriate use of technology TardyStudent is not in the classroom at the bell Student is tardy 3+ in a quarter to a single class MAJOR VIOLATIONS

VIOLATIONDEFINITIONDress code violationStudent wears clothing that does not comply with the dress code in the student handbookForgery/TheftStudent is in possession of, having passed on, or being responsible for removing someone elses property or has signed a persons name on a document requiring a signatureHarassment/BullyingStudent delivers disrespectful messages, verbal or non verbal, to another person that causes that person to feel threatened or uncomfortableLying/CheatingStudent delivers a message that is not true and/or deliberately violates a rule. Copy or plagiarize another persons work or to allow another person to plagiarize your work.Out of BoundsStudent is wandering the hallways outside of the usual path of their planner pass or without a planner.Inappropriate PDA (Public Display of Affection)Kissing, inappropriate touching, or suggestive dancing

How Decisions Are MadeUse data to decide on the following:Behavioral expectations (classroom and non-classroom settings)

Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals)

Supervision procedures for non-classroom settings

PBIS teams CONSISTENTLY review the following data/graphs:

The Big 5

The average number of referrals: Per day per month By type of behavior By location By time of day By student

Proportional Relationship of Referrals to Students

All StudentsTier I in summary:Students who are in a safe, predictable school environment where people genuinely like them, are glad to see them and will help them are fortunate enough to be part of a caring community.

36END: And that caring community didnt happen by chance. Committed educators made a decision and became intentional about creating it for them.