SchoolWide Positive Behavior Support SWPBS:

1

• School-WidePositive Behavior Support (SWPBS)
• Addressing the Behavior of All Students
• Louisiana Positive Behavior Support Initiative
• Louisiana Department of Education

2
Objectives

• Understand how SWPBS differs from traditional
  approaches to problem behavior
• Become familiar with the elements of SWPBS
• Become familiar with the results of SWPBS in
  Louisiana schools

3
Louisiana PBS Initiative

• Provides training and technical assistance to
  school districts in the development and
  implementation of positive behavior supports at
  the school-wide, classroom, targeted group and
  individual student levels

4
What does SWPBS look like?

• 1) State behavioral expectations
• 2) Specify student behaviors (rules)
• 3) Model/teach appropriate student behaviors
• 4) Students practice appropriate behaviors
• 5) Reinforce appropriate behaviors
• 6) Offer an array of interventions for problem
  behaviors

5
How long has PBS been used?

• Began in special education settings over 20 years
  ago
• It worked well in that setting, but when those
  students went to areas of school that did not
  utilize PBS strategies, the students were not
  successful.
• The idea of school-wide PBS was implemented and
  has worked well.

6
Positive Behavior Support

• Is a collaborative, assessment-based approach to
  developing effective interventions for problem
  behavior
• Emphasizes the use of proactive, educative, and
  reinforcement-based strategies to achieve
  meaningful and durable behavior and lifestyle
  outcomes
• Aims to build effective environments in which
  positive behavior is more effective than problem
  behavior

7
Social Competence Academic Achievement
PBS
OUTCOMES
Systems
Information
Supporting Staff Behavior
Supporting Decision Making
Practices
Supporting Student Behavior
Center for Positive Behavior Interventions and
Supports (2002)
8
Levels of PBSAdapted from Levels and
Descriptions of Behavior Support(George,
Harrower, Knoster, 2003)

• School-Wide Procedures and processes intended
  for all students, staff, in specific settings and
  across campus
• Classroom Processes and procedures that reflect
  school-wide expectations for student behavior
  coupled with pre-planned strategies applied
  within classrooms
• Target Group Processes and procedures designed
  to address behavioral issues of groups of
  students with similar behavior problems or
  behaviors that seem to occur for the same reasons
  (i.e. attention seeking, escape)
• Individual Student Processes and procedures
  reflect school-wide expectations for student
  behavior coupled with team-based strategies to
  address problematic behaviors of individual
  students

9
Floridas SWPBS Project
10
Designing Comprehensive Systems
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
Adapted from the Center for Positive Behavior
Interventions and Supports (2002)
11
(No Transcript)
12
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13
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14
Does theTraditional Approach Work?

• In one school year, 13-year-old Jason received 29
  referrals.
• A high school with 880 students reported over
  5,100 office discipline referrals in one academic
  year.
• A middle school principal must teach classes when
  teachers are absent because substitute teachers
  refuse to work in the school.
• A middle school counselor spends nearly 15 of
  his day counseling staff members who feel
  helpless and defenseless in their classrooms
  because of a lack of discipline and support.

15
Traditional Discipline versus PBS

• Traditional Discipline
• - Focus Students problem behavior
• - Goal Stop undesirable behavior
• - Method Primarily uses punishment (reactive)

• Positive Behavior Support
• Focus Systems perspective to address identified
  needs
• Goal Academic and social success (replacement
  skills)
• - Method Alters environments, utilizes
  teaching and instruction, employs reinforcement
  procedures, (proactive) data management tracking
  system

16
What About Your Experience?

• Is student behavior improving at your school?
• If so, why?
• If not, why not?

17
Number of Suspensions in Louisiana In-school
(ISS) Out-of school (OSS)
Data cited from Louisiana State Education
Progress Report 2005-2006 ISS Student is
temporarily removed from his/her usual classroom
and moved to an alternative setting for a minimum
of one complete school day, and no interruption
of instructional services occurs OSS Student is
temporarily prohibited from participating in
school and no provision is made for instructional
services during this period
18
Number of Expulsions in Louisiana In-school
(ISE) Out-of school (OSE)
Data cited from Louisiana State Education
Progress Report 2005-2006 ISE Student is
removed from his/her usual classroom and moved to
an alternative setting for a period of time
specified by the LEA, and no interruption of
instructional services occurs OSE Student is
removed from school for at least the remainder of
the school semester with no provision made for
instructional services
19
Juvenile Justice Reform Act (1225)

• Passed in 2003
• Subpart C-1 The Education/Juvenile Justice
  Partnership Act legislated that
• BESE would formulate, develop and recommend a
  Model Master Plan for improving behavior and
  discipline within schools that includes the
  utilization of positive behavioral supports and
  other effective disciplinary tools
• Each city, parish, and other local public school
  board should be responsible for the develop of
  school master plans for supporting student
  behavior and discipline based upon the model
  master plan developed and approved by BESE

20
Elements of School-Wide PBS

• Establish a team/faculty buy-in
• Establish a data-based decision-making system
• Modify discipline referral process/forms
• Establish expectations rules
• Develop lesson plans teach
• Create a reinforcement/incentives program
• Effective interventions for rule violations
• Monitor, evaluate, and modify

21
Comparison of SWPBS over the years
Horseshoe Drive Elementary Rapides
22
Pre-Post SWPBS in one year
Implementation in January
23
Comparing Year 1 to Year 2
24
A High School Suspension Rate
25
Student Wasted (i.e., non-instructional) Days
Began implementing PBS
60 reduction!
26
Average School Performance Score Growth of SWPBS
Demonstration Sites and Their Respective Districts
27
Results of School-Wide PBS

• When PBS strategies are implemented school-wide,
  students with and without disabilities benefit by
  having an environment that is conducive to
  learning
• All individuals (students, staff, teachers,
  parents) learn more about their own behavior,
  learn to work together, and support each other as
  a community of learners

28
In SummaryThe Process for School-Wide PBS
Includes

• A committed team leading all PBS efforts
• Positively stated behavior expectations/rules
• A method for identifying current problems (data)
• Lesson plans to teach expectations/rules
• Procedures for encouraging expected behaviors
• Procedures for discouraging violations of
  school-wide expectations/rules
• A plan for monitoring implementation and
  effectiveness

29

• Establishing a Foundation for Collaboration and
  Operation

30
Objectives

• Understand the importance of collaborative
  teaming
• Understand the characteristics of effective team
  collaboration
• Identify critical team roles and responsibilities
• Identify how to support team members to
  participate on the school-wide PBS team
• Understand how to align PBS and schools mission
  and improvement plan
• Identify how to work smarter, not harder

31
Activity 1 Working Together (5 minutes)
TM p. 12 RM p. 5

• Take 2 minutes by yourself and count all the
  squares that you see above
• As a team, reach a consensus as to how many
  squares there are

32
Whats the point of the activity?

• By yourself, you established a certain of
  squares.
• While working collaboratively, others in your
  team showed you new squares that you never saw.
• By working with others during this PBS process,
  it will allow your team to see various points of
  view that you may not otherwise examine on your
  own.

33
Have you ever been part of this team?

• No agenda is prepared
• Meeting starts late
• No time schedule has been set for the meeting
• No one is prepared
• No facilitator is identified
• No one agrees on anything
• No action plan is developed
• Everyone is off task
• Negative tone throughout the meeting

34
A School-based PBS Team

• School Improvement Team must be committed to
  SWPBS and actively support the process
• SWPBS core team (3-7 participants)
• Must have an administrator, special education
  representative, general education representative,
  counselor/behavior specialist, etc.
• A peripheral team may be established as needed to
  increase input
• Support staff (bus drivers, secretaries, etc.)
• Support stakeholders (parents, students,
  community)

35
Responsibilities of the SWPBS Team

• Assess and monitor behavior management practices
  and patterns of behavior
• Obtain staff commitment
• Develop a school-wide plan
• Obtain parental participation and input
• Hold regular team meetings (at least monthly)
• Maintain communication with staff and facilitator
• Oversee, monitor, and evaluate all planned
  objectives and activities
• Report outcomes to facilitator district contact

36
Team Roles and Responsibilities

• Team leader - facilitates meeting by reviewing
  purpose keeping the team focused on the task
• Recorder - transcribes the teams responses on
  flip chart paper, transparency, or team
  agenda/minutes form
• Timekeeper- monitors the amount of time available
  and keeps the team aware of time limits by
  prompting (i.e., 10 minutes left)
• Data Specialist- trained in entering and
  accessing data from the discipline data
  management system
• Behavior Specialist- competent with behavioral
  principles and assists in analyzing data
• Snack Master coordinates refreshments
• Facilitator- district-level (external) or
  school-based (internal) individual that
  facilitates the team through the process, becomes
  the schools main contact
• District Contact- district-level individual that
  coordinates trainings and serves as the liaison
  between LA SWPBS Project, SDFSC, related
  projects, and facilitators

37
Resources for PBS Teams

• Sample meeting agendas (p. 14-16)
• Helpful Hints (p. 17)

38
District Contacts Roles Responsibilities

• Liaison between SWPBS Project, Safe and Drug Free
  Schools, related projects, and facilitators
• Manage district budgets and secure additional
  funding that support school-wide initiatives
• Schedule trainings and district level meetings
• Oversee the evaluation activities/system
• Attend initial school-wide trainings for new
  teams
• Attend and possibly co-train with the SWPBS
  project for on-going teams

39
Facilitator/Coach Roles Responsibilities

• Support teams throughout the process (i.e. ensure
  critical elements are in place)
• Attend trainings/meetings with their respective
  school-based teams
• Are active and involved team members
• Report to the district contact
• Are the main contact person for the
• school-based team

40
Team Leader Role Responsibilities

• Establishes meeting times that are conducive to
  the schedules of all team members
• Sets the agenda, conducts the meeting maintains
  focus
• Delegates responsibilities as needed
• Serves as liaison between school-based and
  district level administration

41
Facilitating vs. Leading
42
Administrations Roles Responsibilities

• ALL administrators are encouraged to participate
  in the process
• Plays an active role in the SWPBS change process
  and communicates this commitment
• Familiar with schools current data and reporting
  system
• Identifies how to free staff for participation on
  the SWPBS team

43
Team Member With Behavioral Expertise

• Important to involve one individual from the
  school or district office with training or
  experience in behavior support
• This may include a school psychologist, behavior
  intervention specialist, counselor, or a teacher
  with expertise

44
SWPBS Action Planning Guide

• Complete your action planning guide (TM p. 20-21,
  RM p. 1-2)
• This is a tentative plan that may need to be
  amended after training

45
Getting Started on SWPBS

• Investigate current programs in place
• Identify current procedures and policies in place
• Realign committees to more effectively address
  behavioral concerns

46
School Improvement Plan (SIP)

• Committed to improving behavior as a way to
  improve student performance
• You can access SIP if behavior is embedded in
  SIP
• SIP needs to be aligned with the schools mission
  statement
• Review SWPBS component of SIP with all faculty
  and staff frequently

47
Activity 2 (TM p. 23 RM p. 6) Working
Smarter 10 Minutes

• PART 1
• List all the committees and initiatives that are
  currently on your campus and complete the
  requested information in the columns
• PART 2
• Based on your results, what committees can you
  (a) eliminate? (b) combine? (c) provide more
  support?(d) infuse PBS into?
• (e) distribute membership responsibility?

48
 
School-Wide PBS Specific Action Plan (TM p. 25
RM p. 3)
Critical Elements

• 8. Existing discipline data system is meaningful,
  data entered weekly and analysis plan established
• 9. Discipline Referral Process
• Define categorize minor/major behaviors
• Develop minor infraction form
• Discipline referral form compatible with LDE
• Discipline referral process established and flow
  chart developed
• 10. Effective Interventions for Rule Violations
• Intervention hierarchy developed (classroom
  office)
• Protocol for handling rule violations established
• 11. Implementation plan established
• 12. Evaluation of PBS activities
• Implementation Assessment
• Verification of self-report

• 1. PBS Team established
• Membership, meeting times, leader, roles, etc.
• Integrate any existing committees on behavior
  into one.
• 2. Basic behavioral principles taught/reviewed
  with staff
• 3.Expectations developed (3-5 positively stated)
• 4. Rules developed for specific settings
• 5. Lesson plans developed for teaching
  expectations/rules
• 6. Reinforcement System is established (what,
  when, how)
• For students
• 7. Faculty Involvement
• Strategies for sharing data
• Procedures to get staff input and feedback on
  plans
• Staff Reinforcements

                     
49
Action Plan! PBS Critical Element Item
1 (TM p. 25 RM p. 3)
1. PBS Team established ? Membership, meeting
times, leader, roles, etc. ? Integrate any
existing committees on behavior into one
50
Basic Principlesof Behavior
51
Objectives

• Identify basic principles of behavior
• Understand the ABCs of behavior
• Understand the functions of behavior

52
Important to Understand Some Basic Behavior
Principles

• Must know why behavior is occurring to develop an
  effective intervention plan
• When you understand what is happening at your
  school and why it is happening, your team will be
  able to change how things work (the system) to
  increase appropriate behavior and decrease
  inappropriate behavior.

53
Behavior is

• Anything we SAY or DO
• It is HOW WE REACT to our environment
• Behaviors are often LEARNED and continue because
  they serve a PURPOSE or FUNCTION
• We engage in behaviors because we have learned
  that a DESIRED OUTCOME occurs

54
Examples of Behavior

• School-Wide
• After lunch time, many students get Office
  Discipline Referrals (ODRs) for being tardy to
  class (i.e., crossing the door of the classroom
  after the teacher has begun the lesson).
• Individual student
• Sam is verbally abusive (i.e., swearing, yelling,
  threatening) to the teachers and students.

55
Information for Examples of Behavior

• School-Wide
• Middle school (6-8) with 1100 students, 3
  administrators, and 40 staff. Teachers are
  inconsistent in writing ODRs. Administration
  gives everyone In School Suspension (ISS), which
  is backlogged. When students go to ISS, they are
  not made to do anything instead, they sit and
  talk to their friends.
• Individual student
• Sam is a 6th grade student performing at a 5th
  grade reading level. He hangs with the wrong
  crowd and is often out late at night. Sam hates
  school, thinks it is hard, and sees no point in
  going.

56
Top Behavior Principles

• Understand the function (WHY) of behavior
• Understanding comes from observation of ABCs
• Antecedents precede and increase the likelihood
  of behavior
• Behavior tends to be repeated or discontinued
  because of the consequences/outcomes
• Behavior is strengthened by reinforcement
• Behavior may be weakened by withholding
  reinforcement
• Modeling can strengthen or weaken behavior

57
Behavior Principle 1

• Understanding the function (WHY) of behavior is
  the first step in changing behavior
• Understanding allows us to
• Identify appropriate systems level changes
• Target needed appropriate skills
• Focus the reward system on the appropriate skills
• Change consequences to match why the behavior is
  occurring

58
Functions of Behavior

• Behavior has two major functions
• To get something
• To get a preferred task or activity
• To get the attention of an adult or peer
• To get a specific item or object
• To get away from something (avoid)
• To get away from a specific task or activity
• To get away from an adult or child
• To get away from a specific item or object

59
Behavior Principle 1 Example

• School-Wide 50 of ODRs occur at lunch time.
  WHY?
• Is there enough supervision?
• Are those supervising doing their job?
• Are there too many students?
• Are the procedures in the cafeteria clear?
• Individual student Sam gets 2 ODRs a week in
  Math but never gets one in Spanish. WHY?
• What questions need to be asked?

60
Behavior Principle 2

• Understanding why the behavior occurs comes from
  repeated observations of
• Antecedents (event/stimulus before the behavior)
• Behavior (the observable and measurable act)
• Consequences (what occurs after the behavior that
  serves to maintain, increase, or decrease the
  frequency of behavior)

61
Behavior Principle 2 Example
62
Behavior Principle 3

• Antecedents are events that happen before the
  behavior and may increase the likelihood that the
  behavior will occur.
• Identifying antecedents allow us to develop
  prevention strategies that make behavior
  unnecessary.

63
Behavior Principle 3 Example
64
Behavior Principle 4

• Behavior tends to be repeated because of the
  consequence/outcome
• Remember, that the behavior is learned. We do
  things again if the past has taught us that we
  might get the same result.
• Ask yourself--what is the purpose of or pay off
  for the behavior?
• To get attention, to get an activity or object.
• To get away from attention, to get out of or
  delay a task or activity, to get away from an
  activity.
• Consequences help us to identify the appropriate
  behavior we need to teach and reinforce, as well
  as a more appropriate consequence for the
  inappropriate behavior that does not result in a
  desired outcome.

65
Behavior Principle 4a 4b

• Behavior is likely to occur again when it is
  reinforced
• When a student gets something desirable following
  an inappropriate behavior, that behavior is
  strengthened and likely to occur again (getting
  out of math by acting inappropriately and going
  to the office).
• When a student gets something desirable following
  an appropriate behavior, that behavior is likely
  to occur again.
• Behavior is weakened by withholding consequences
  (usually social) that have maintained it
• When a student does not get something desirable
  following an inappropriate behavior, the behavior
  is weakened and is less likely to occur again (if
  a student wants attention, this is why it is
  important NOT to address problem behavior in
  front of other peers).
• When a student does not get something desirable
  following an appropriate behavior, that behavior
  is less likely to occur again.

66
Behavior Principle 4 Example
67
Behavior Principle 5

• Behavior can be strengthened, weakened, and
  maintained by modeling
• Adults have to model appropriate behavior
  (speech, dress, preparedness, respectfulness).
• We cant expect students to choose appropriate
  behavior if we, as adults, do not choose those
  behaviors.

68
Recommendations for Training

• At least 80 of school faculty, staff, and
  administration should have some training in the
  basic behavior principles.
• All can benefit whether the training is new or a
  review.

69
Activity 3 (TM p. 33 RM p. 7) Principles of
Behavior10 Minutes

• With your team, identify the top 2 staff
  behaviors that need to be addressed. Discuss how
  these behaviors can be addressed adequately and
  creatively.
• Repeat discussion for top 2 student behaviors

70
Action Plan!PBS Critical Element Item 2 (TM p.
25 RM p. 3)

• 2. Basic behavioral principles taught/reviewed
  with staff
• Determine if you need to add a member to your
  team with behavioral expertise.
• Establish action steps to provide training on
  behavioral principles to your faculty and staff.

71
Identifying School-Wide Expectations
72
Objectives

• Define school-wide expectations
• Understand guidelines for developing school-wide
  expectations
• Understand the differences between expectations
  and rules
• Identify strategies to determine your school-wide
  expectations
• Develop 3-5 expectations for your school

73
What are Expectations?

• Expected of all students and staff in all
  settings
• Limit to 3-5 and state in positive terms
• These expectations should be in line with the
  School Improvement Plan and should be taught to
  all faculty, staff, students, and families

74
How do you define an expectation?

• Look at a problem behavior that is occurring and
  make it positive
• EX Instead of No Fighting use Be Safe

75
What is a rule?

• Rules are specific to a setting and are generally
  longer
• Each of your problem areas on campus should have
  positively stated rules for that area that are
  posted!

76
Which Ones Are Expectations?Which Ones Are Rules?

• Be considerate
• Be punctual
• Place food items in their proper containers
• Remain seated during instruction
• Use an inside voice
• Keep all four legs of your chair on the floor

77
Denham Springs Freshman High Livingston Parish
78
Block High School Catahoula Parish
79
Jonesville Elementary Catahoula Parish
80
Jonesville Junior High Catahoula Parish
81
LEE JR. HIGH EAGLES
SOAR
Strive for Excellence Obey Rules Act
Responsibly Respect Others
Lee Jr. High Catahoula Parish
82
Ville Platte High Evangeline Parish
83
Ville Platte Elementary Evangeline Parish
84
Mustangs Must Be

• Respectful
• Responsible
• Safe
• Problem Solvers
• Able To Follow Directions

85
Activity 4 (TM p. 40 RM p. 8)Student
Expectations10 minutes

• Identify your top 3 expectations
• Define your expectations in terms your students
  will understand
• Complete the Expectations Self-Check

86
Action Plan!PBS Critical Element Item 3 (TM 25
p. RM p. 3)
3. Expectations developed (3-5 positively
stated) ? Staff input on expectations
87
Identifying Rules for Specific Settings
U
E
R
L
S
88
Objectives

• Understand why rules are important
• Define and develop rules for specific settings in
  your school

89
Rules for Specific Settings

• Definition
• Specific skills you want students to exhibit
  and the procedures you want students to follow in
  each settings
• Rules must align with the expectations

90
Benefits of Identifying Rules

• Uniform instruction across multiple programs and
  settings within the school
• Communication among staff members
• Communication with parents
• Curriculum design
• Legal, ethical, and professional accountability
• Proactive measure to enhance student compliance

91
Identifying Rules

• Identify those settings of the school where
  problem behaviors occur (Review School
  Improvement Plan and school data)
• For each setting and school-wide expectation,
  select no more than 5 rules
• Avoid an excessive number of rules in a setting
• How many can you manage successfully?

92
Examples of Expectations and Rules by Setting
Matrix
Review Slides of Expectations and Rules by
Setting Matrix
93
Rules by Setting Matrix LMS TM p. 46
Linwood Middle School Caddo Parish
94
TM p. 47
Luling Elementary St. Charles Parish
95
Horseshoe Drive Elementary Rapides Parish
96
Activity 5 (TM p. 49 RM p. 9) Rules by
Setting10 minutes

• Select two settings (e.g., hallway, commons area,
  restroom, cafeteria, etc)
• Using your school wide expectations, identify all
  student behaviors expected within each setting
• Select 2 or 3 priority behaviors for each setting
• Complete the School wide Matrix

97
First Point to Consider
Who participates in the establishment of the
rules?

• the faculty
• the students
• the SWPBS core team or
• a combination of the above.

98
Second Point to Consider
Should the rules be the same in every classroom?

• Not Necessarily - SWPBS allows for individual
  school choice
• Consider faculty opinion, culture, student
  mobility, etc when establishing rules
• Each teacher develops their own classroom rules
  based on school expectations
• Agreed upon classroom rules school-wide
• A subset of classroom rules with teacher
  discretion to add
• Keep in mind that if all teachers were asked to
  show their classroom rules, almost all of the
  rules would look the same because generally we
  all want the same thing from students!

99
Third Point to Consider
How many rules should be listed for each
expectation in each setting?

• No more than five
• Remember to post the rules in all settings
• Some schools are also creating adult rules for
  each setting and posting them as well underneath
  the student rules. This teaches students that
  adults have rules too and it allows the adult to
  know what is expected of them in that area of
  school

100
Last Point to Consider

• Refinements to the rules will occur!
• Remember SWPBS is not a program. It is an
  ongoing, ever-changing process.

101
Action Plan! PBS Critical Element Item 4 (TM
p. 25 RM p. 3)
4. Rules developed for specific settings
102

• Developing a System for Teaching Appropriate
  Behavior

103
Objectives

• Understand why and how to teach appropriate
  behavior
• Identify how to develop lesson plans for teaching
  school-wide expectations and rules
• Identify how to embed expectations in the
  curriculum
• Explore creative ways to teach behavior
• Incorporate existing programs with SWPBS

104
Once you have developed classroom expectations,
it is not enough to just post the words on the
walls of the classroom YOU MUST TEACH THEM!
105
Behavioral Errors

• More often occur because
• Students do not have appropriate skills- Skill
  Deficits
• Students do not know when to use skills
• Students have not been taught specific
• classroom procedures and routines
• Skills are not taught in context

106
If a child doesnt know how to read,
we teach.
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,
If a child doesnt know how to behave,
weteach!
wepunish?
Why cant we finish the last sentence as
automatically as we do the others? John Herner
(NASDE President) Counterpoint 1998, p.2
107
Why Develop a System for Teaching Behavior?

• We can no longer assume that students know the
  rules/expectations and appropriate ways to behave
• We can no longer assume that all students will
  learn appropriate behaviors quickly and
  effectively without consistent modeling/practice
• We MUST assume that students will require
  different curricula, instructional modalities,
  etc. to learn appropriate behavior
• We MUST assume that we need to teach appropriate
  behaviors/expectations and rules as effectively
  as we teach academic skills

108
Why Develop a System for Teaching Behavior?

• Behaviors are prerequisites for academics
• Procedures and routines create structure
• Repetition and rehearsal are the keys 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 an average 28 times (Harry Wong)

109
How Do We Teach Behavior?

• An event introducing entire school to
  expectations and rules
• Teach specially designed lessons
• Embed behavior concepts into GLEs
• Use booster trainings and practice activities
  (e.g., examples, non-examples, role plays,
  competitions, etc.)
• Display posters/visual reminders
• Use existing programs (e.g., Character Counts,
  Skill Streaming, Behavior Leadership, Learning
  for Life, Parent Compact, FISH!, etc.)

110
Introducing School-Wide Expectations Rules

• All staff (teachers, paraprofessionals,
  secretaries, custodians, cafeteria workers, bus
  drivers, etc), parents, and students participate
• Decide on method that will be most effective for
  your school
• Consider Importance/Impact - Activity/Event
  should be a high priority not given a few
  minutes in some other activity

111
What Other Schools Have Found to be Effective

• Rotate classes through stations across campus to
  learn about rules for that particular setting
  (teach in context)
• Principal and teachers put program together to
  creatively introduce to students in an assembly
  format (e.g., teacher role play examples
  non-examples, ask for volunteers, open house,
  etc)
• Students perform skits on the morning news to be
  broadcasted daily
• Video for parents and their child to view during
  a parent conference

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115
Lesson Plans

• The SWPBS team provides the initial lesson plans
  and/or lesson plan format for teachers to begin
  teaching behavior (script for consistency)
• Develop a system for expanding behavior lesson
  plan ideas throughout the year
• Determine the requirements and frequency for
  teaching behavior
• It may be helpful to set a schedule for when the
  lesson should be delivered

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Horseshoe Drive Elementary Rapides Parish
117
Guidelines for Teaching Expectations (concept
level)

• Teach As You Teach Core Academics
• 1. Define in terms that students will understand
• 2. List critical attributes
• 3. Provide examples and non-examples
• 4. Enhance concept development
• 5. Check for understanding
• 6. Extend concept development
• 7. Acknowledge efforts
• 8. Re-teach and restructure teaching

118
The Key Elements for Developing the SWPBS Lesson
Plan

• Determine the instructional model mode of
  delivery (e.g., rotation station, video,
  classroom instruction, assembly, etc)
• Establish the setting
• Define the expectations (What does it look like?)
  
• List positively stated rules (no more than 5)

119
The Key Elements for Developing the SWPBS Lesson
Plan

• List examples and non-examples. Examples and
  non-examples can be presented in pictures or in
  writing
• Activities to allow students to practice desired
  behaviors
• Plan for rewarding appropriate behavior
• Refer to expectations/rules that are posted

120
Activity 6(TM p. 57-58 RM p. 10-11) SWPBS
Lesson Plan Development10 minutes

• Review the SWPBS Lesson Plan Examples
• Horseshoe Drive Elementary School (By
  expectation, pgs. 59-60)
• Linwood Middle School (By setting, pgs. 61-62)
• Develop a lesson plan based on an expectation or
  setting
• Who will be responsible for writing plans?
• Who will be responsible for teaching lessons?
• Where will the lessons be taught?
• When and how often will the lessons be taught?

121
Embedding Expectations into Current Daily
Curriculum

• Behavior curriculum does not have to be separate
• Helps to eliminate time crunches
• Provides a rationale for student- helps students
  to see
• how the expectations fit into everyday life
• Meets best practices approach
• Hands on activities
• Meets all learning styles (oral, visual,
  kinesthetic)
• Higher order learning activates (synthesize,
  analyze, etc.)

122
Embedding Expectations into Current Daily
Curriculum

• Language Arts and Reading
• Use a novel that has an expectation as a theme
• Discuss characters in a novel and how they did
  not show respect, then have the students write
  the story with the character showing respect
• Have the students develop their own expectations
  and/or rules and then have them write a
  persuasive essay or debate why theirs should be
  used instead of the schools

123
Embedding Expectations into Current Daily
Curriculum

• Fine Arts (Music, Art, Computers, Graphics)
• When choosing a school play, choose one with a
  theme centered around one of the school
  expectations or write your own play
• Have the students compose a song/rap with the
  expectation
• Have students come up with a campaign for
  promoting expectations to the entire student body

124
Embedding Expectations into Current Daily
Curriculum

• Science and/or Math
• Have students develop a hypothesis about what
  they think are the top behavior problems at
  school. Have them survey students, parents,
  teachers make graphs and reach a conclusion
  about the hypothesis
• Have the students count the number of tickets
  redeemed monthly for prizes graph them. You can
  include ratio of number of tickets to student,
  of tickets per teacher, etc.

125
Embedding Expectations into Current Daily
Curriculum

• Social Studies
• Have students research different cultures to find
  out how they define Respectful
• Talk about how different historical events
  occurred because of conflict and come up with
  solutions on how the conflict could have been
  resolved

126
Booster Trainings

• You will be teaching expectations and rules
  throughout the year, but there will be times when
  we all need a more intensive refresher
• When do you think some of those times may be?
• What will that format look like?
• Who will develop the lesson schedule?
• Has the new student or faculty member been
  provided with SWPBS orientation?

127
Creative IdeasPutting it into Practice

• Video students role-playing to teach expectations
  and rules and show during morning show
• Students compete for the GRAND Prize by
  participating in a behavior competition by grade
  level
• NO Tardy Party- Pick a random Friday. The
  principal announces that anyone who has
  demonstrated responsibility by being on time
  for class the entire week may participate (must
  have planner signed for entry).

128
Creative IdeasPutting it into Practice

• Provide students with a script that includes
  actions and words expected
• Rotate students through different settings-Teach
  the behaviors in the setting where the behaviors
  are expected to occur
• Have classes compete to come up with unique ideas
  (student projects, bulletin boards, skits, songs,
  etc)
• Recognize staff for creative activities

129
Posters/Bulletin Boards

• Provide students with written and graphic cues in
  the setting where the behaviors are expected
• Graphic organizers and icons should be used to
  illustrate concepts and rules and posted in
  settings to use as prompts

130
Denham Springs Freshman High Livingston Parish
131
Denham Springs Freshman High Livingston Parish
132
Denham Springs Freshman High Livingston Parish
133
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134
Existing Programs

• SWPBS is a process that works with your existing
  programs. If your current program is
  workingkeep using it!

135
Action Plan!PBS Critical Element Item 5 (TM p.
25 RM p. 3)
5. Lesson plans developed for teaching
expectations/rules
136
Developing aSchool-wide Reinforcement System
137
Objectives

• Understand why it is important to develop a
  school-wide reinforcement system
• Identify the guidelines for developing a
  school-wide reinforcement system
• Learn to use a reinforcement system self-check
• Develop a school-wide reinforcement system

138
Why Develop a School-Wide Reinforcement System?

• Increases the likelihood that desired behaviors
  will be repeated
• Focuses staff and student attention on desired
  behaviors
• Fosters a positive school climate
• Reduces the need for engaging in time consuming
  disciplinary measures

139
Types of Reinforcements

• Social
• Activity
• Sensory

• Escape
• Tangible
• - Edibles
• - Materials
• - Tokens

140
Praise is Powerful!

• Before implementing tangible reinforcements,
  consider teaching your faculty (small inservice)
  the importance of delivering praise to students
• Ideally, an adult should maintain a 41 ratio (4
  positive statements for every 1 negative
  statement)
• Consider a role-play activity when discussing
  with faculty
• Encourage all teachers to post reinforcement
  options for students who behave in a desired
  manner
• Remain focused on praise so that we teach
  students that they may not always receive a
  tangible for behaving appropriately

141
Reinforcement System Guidelines

• Keep it simple
• Everyone needs to have access to reinforcement
  (secretary, custodian, lunchroom, bus drivers,
  subs, etc.)
• Provide staff with opportunities to recognize
  students in common areas who are not in their
  classes
• Include information and encouraging messages on
  daily announcements
• Reinforcements should appeal to 85-95 of
  students (what adults think is reinforcing is not
  always what students think is reinforcing)

142
Guidelines

• Reinforce frequently in the beginning to create
  interest
• Reinforcement contingent on desired behavior
• Refrain from threatening the loss of
  reinforcements as a strategy for motivating
  desired behaviors
• Refrain from taking earned items or activities
  away from a student
• Students should be eligible to earn
  reinforcements throughout the day contingent upon
  appropriate behavior (academic as well as social)

143
Considerations for Using a Token System

• Token System
• Refers to a reinforcement system that works in
  the same manner as money, where a token or a
  buck can be redeemed for things or
  experiences.
• If tangible tokens are used
• Tokens/bucks should have your expectations
  printed on them
• Ensure an adequate supply
• May want to allocate a certain number to teachers
  so that they have a goal each week
• Take steps to prohibit counterfeiting
• Develop a system for spending tokens
• Establish an efficient system of record keeping

144
How are you going to teach your faculty about
delivering a reinforcement?

• Always provide written guidelines for faculty as
  to how to give out a token or a buck
• EXAMPLE
• 1. State what expectation the student was
  following and how they were following it
• 2. Circle the expectation on the buck
• 3. Write the students name on the buck
• Record some example behaviors (socially and
  academically) that you want staff to reinforce
  with a token/buck

145
Considerations for Using a Token System

• Use tokens that students can cash in for
  back-up reinforcers
• Ex buy button to participate in bicycle drawing
  
• Designate a percentage of the tokens to be used
  to reinforce students who are not on a teachers
  roll
• Who is going to provide the bucks (who will
  make copies?)

146
Challenges

• Remaining focused on the positive
• Providing meaningful reinforcements
• Maintaining consistency with all staff
• Tracking your reinforcement system
• Not every students who acts appropriately will
  get a buck

147
Solutions

• Keep ratios of reinforcement to correction high
  (41)
• Involve students on your team to help with
  meaningful reinforcements (focus group of
  different kinds of students)
• Provide reinforcement system trainings to staff
  annually and plan for booster trainings as needed
• Develop data-based system for monitoring and
  documenting appropriate behaviors

148
Consider levels of reinforcement

• Reinforce behaviors that have nothing to do with
  buck.
• EXAMPLE Once a month, those students who did
  not have a tardy are given a reinforcement (extra
  recess, ice cream, extra time, free dress, etc.)
• Try and reach all students not just some!

149
Tips for Teachers

• Traditional rewards (i.e. stickers, cookies)
  dont always work, particularly when
• The reward is not preferred by the student
• The reward is not linked to the behavior
• It is more rewarding to do inappropriate behavior
• Give the student choices
• Offer 3 choices for the reinforcement and allow
  the student to pick the one he likes best
• This option will ensure the reinforcement is
  preferred and give the student a sense of
  ownership

150
What Have Other SchoolsFound to be Effective?

• School bucks to use in a school store on a
  regular basis (weekly)
• School wide Token System
• Caught Being Good certificates
• Buttons with school logo on front and number on
  back--used in lottery drawings once a week or
  twice a month
• Tardy-Free Party
• Peaceful Day countdown
• At the end of a specified time period, students
  can put all of their extra bucks into drawing
  for a prize

151
Other Effective Strategies

• Positive parent telephone contacts with students
  present
• Coupons (purchased with established numbers of
  tokens) for the following
• Extra social time (recess, lunch, dance, etc.)
• Free entrance into a sporting event/dance
• Early release pass
• Free dress day
• School supplies

152
Examples of Bucks
153
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154
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156
Ludacris provides incentive to high school
students!
157
Activity 7 (TM p. 73-74 RM p. 12-13)Creating
Reinforcement Systems15 minutes

• Part 1
• What types of reinforcement will work best at
  your school?
• Who will be responsible for the reinforcements?
  (ordering, creating, making copies, etc.)
• How will you teach the staff about your
  reinforcements?
• How will you teach the students about your
  reinforcements?
• How will you know if your reinforcement system is
  working?
• Part 2
• Briefly look over the Reinforcement System
  Criteria Form after you have discussed your
  preliminary plans for your school. You will need
  to revisit this checklist before implementation
  to ensure your school is ready to proceed with
  reinforcements
• See suggestions for Reinforcement Ideas p.
  75-80 TM

158
Points to Remember

• Keep the system simple
• Build in opportunities for data collection
• Start small
• Emphasize the following
• The importance of enhancing social skills
• The link between appropriate behavior and
  academic success
• The link between School-wide Positive Behavior
  Support and other school-wide initiatives (e.g.,
  multicultural education character education)

159
Action Plan!PBS Critical Element Item 6 (TM p.
25 RM p. 3)
6. Reinforcement System is established (what,
when, how)
160
Building Faculty Involvement Through
Communication and Motivation

161
Objectives

• Understand need for staff to be committed to
  decreasing problem behaviors and increasing
  academic behaviors
• Identify strategies to enhance communication with
  and motivation of faculty
• Develop a plan to get faculty involvement

162
Increasing Academic Performance

• Staff should be committed to decreasing problem
  behavior and increasing academic performance

163
Faculty Familiarity with Behavior Problems

• Communication is essential
• Feedback is a necessity (surveys, focus groups,
  interviews, etc.)
• Increase awareness of all stakeholders
  perception of behavioral issues
• Communication leads to more effective
  problem-solving when handling discipline

164
Strategies to Achieve Faculty Involvement

• Use your discipline data often
• Use a team planning process
• Conduct staff surveys share results

165
1. Use your discipline data often

• Where behaviors are occurring (i.e., setting)
• What types of behaviors are occurring
• What types of consequence was delivered to
  discipline students
• When problems behaviors occur most frequently
• How many discipline referrals, suspensions,
  and/or expulsions occurred last school year
• How many faculty are absent daily
• Other (loss of instruction time, student absences
  etc.)

166
How to Use the Data to Get Maintain Faculty
Involvement

• Share visuals (graphs) with stakeholders on a
  regular basis (faculty meetings, newsletters,
  email, post around school)
• The visuals are a powerful tool
• To let staff know the extra work they are doing
  is paying off
• To identify areas of need

167
Time Cost of a Discipline Referral(45 minutes
per incident)
168
Began implementing PBS
Denham Springs Freshman High Livingston Parish
169
Multi Year Office Referrals per Day Per Month
2003-04 2004-05 2005-06
170
2. Use a Team Planning Process

• An example is Planning Alternative Tomorrows with
  Hope (PATH) and it is a way for people who share
  a common goal can align their
• Schools vision, purposes, and goals
• Understanding of a situation and its
  possibilities for hopeful action
• Actions for change, mutual support, personal and
  team development, and learning

171
Gerald Adams Elementary School
TM p. 87
p. 23
172
3. Conduct Staff Surveys

• Staff surveys are an efficient way to
• Obtain staff feedback
• Create involvement without holding more meetings
• Generate new ideas
• Build a sense of faculty ownership
• Use your schools data to gain buy-in for the PBS
  process
• Always share results with all stakeholders in a
  timely manner

173
SCHOOL CLIMATE SURVEY
EXAMPLE TM p. 89 INSTRUCTIONS Read
each statement and place an X in the
appropriate box. Please place only one X per
statement
Never Sometimes Always
Agree Disagree
174
What Other Schools Have Found to Be Effective

• Faculty Retreat day before official
  pre-planning
• Use previous years discipline data/survey
  results to show need
• Show sections of the school-wide video
• Song dance routine to R-e-s-p-e-c-t performed
  by Team followed by break-out sessions addressing
  components
• Grade level or content focus meetings rather than
  entire faculty
• Theme oriented introduction Luau, Fiesta, Movie
  theme, etc.

175
How are you going to reinforce your staff?

• Adults will better understand the need for
  reinforcements if they actually experience it
• Use school-wide expectations and apply to staff
  behavior
• Use bucks/tokens/passes
• Reinforce for being to meetings on time,
  submitting lesson plans on time, being prepared,
  etc.

176
Reinforcing Staff

• Utilize community resources and local businesses
• Incentives for staff that have worked at other
  schools include
• After School Social
• Free duty day pass
• Special Parking Spots
• Recognition at staff meetings
• Staff member of the month (voted on by students)

177
Staff Incentives
TLC/PBS Friday Refreshments once a month a
different department (or grade level) will
provide snacks/food for that day
Fishing for Compliments Teachers can document
when other staff meets the schools expectations
and then it is posted for all to see
178
PBS/Jeans Friday with School Shirt
179
Activity 8 (TM p. 91 RM p. 14)Building
Faculty Involvement through Communication and
Motivation10 minutes

• With your team, brainstorm creative ways to get
  faculty involvement and participation in SWPBS
• Develop reinforcement system for faculty
• Develop communication strategies for
• Sharing information with staff
• Involving staff ideas into the plan

180
Challenges

• Reasons for making changes are not perceived as
  compelling enough
• Staff feel a lack of ownership in the process
• Insufficient modeling from leadership
• Staff lack a clear vision of how the changes will
  impact them personally
• Not utilizing discipline data

181
Solutions

• Develop a common goal
• Clarify how changes align with other initiatives
• Emphasize need for change
• Emphasize benefits
• Conservation of time/effort
• Alignment of processes/goals
• Greater professional accountability

182
Action Plan! PBS Critical Element Item 7 (TM p.
25 RM p. 3)

• 7. Faculty Involvement
• ? Strategies for sharing data with stakeholders
• ? Procedures to get staff input and feedback on
  plans
• Staff Reinforcements

183
Establishing a Data-based Decision-making System
184
Objectives

• Understand the rationale for establishing a
• data-based decision-making system
• Identify types of data to be collected
• Identify characteristics of a useful discipline
  referral system
• Define problem behaviors
• Develop a discipline referral process
• Identify behaviors to be managed in office vs.
  classroom

185
Reasons to Collect Data

• Essential for good decision-making
• Professional accountability
• Proactive planning
• Decisions made with accurate dataare more likely
  to be
• (a) implemented
• (b) effective

186
What Data to Collect?

• Behavioral Data
• Office discipline referrals/detentions
• Suspensions/expulsions
• Referrals by student behavior/staff behavior
• Attendance
• Academic Data
• LEAP/iLEAP
• Student grades
• Referrals to special education programs
• Staff, family, community perceptions
• LANA or School Assessment Model (SAM))
• Safe and Drug Free reports
• School Climate Surveys

187
Critical Questions

• How many referrals are there
• per day each month?
• based on location?
• based on the type of behavior?
• by student?
• by time of day?
• originating from special and general education?

188
Meaningful Data

• Does your data system provide the following
  graphs?
• Does your school team analyze
• these data on a regular basis?

189
Average Daily Referrals Per Day Per Month
190
Referrals by Location
191
Referrals by Time of Day
192
Referrals by Problem Behavior
193
Referrals per Student
194
Data Systems

• School Wide Information System (SWIS)
• SWIS is a web-based information system for
  gathering, entering, summarizing, reporting and
  using office disci