Positive Behavioral Interventions and Supports: A Look at a SchoolWide Systems

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Positive Behavioral Interventions and Supports
A Look at a School-Wide Systems

• Special thanks to all the schools whose hard work
  is displayed within this presentation their
  efforts have helped guide many others!

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Session Objectives

• Review the primary/ universal components of PBS
  via viewing real life examples
• Determine which components are in place in your
  school
• Identify areas/ ideas for improvement

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Participant Expectations

• Be Respectful
• Turn off cell phone ringers
• Listen attentively to others
• Be Responsible
• Return promptly from breaks
• Make yourself comfortable and take care of your
  needs
• Be Kind
• Participate in activities
• Listen and respond appropriately to others ideas

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1-5
1-5
5-10
5-10
80-90
80-90
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ACTIVITY

• Create a tiny transfer book

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Universal Interventions for ALL

• Some examples from the field

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Define School-Wide Expectations
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• Keep rules broad and few in nature 3 to 5
  overarching or umbrella-type rules (S, R, R)
• Expectations may be harder for kids to argue
  with.
• Expectations are what the rules look like in
  various school setting
• Expectations are the battles we pick.

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A work in progress
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MATRIX
Expectations

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RAH Athletics at Adams City High School
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Lansdowne High School PBIS 2006-07

• The Viking Code

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Ready - be on time - be where you are
supposed to be - be prepared to
work Responsible -make good choices
-follow procedures - be the best you can
be -safety first Respectful - respect
yourself - respect others - respect
property - respect the rules
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Tiny Transfer Book

• Define expectations
• Take a few minutes to discuss where your school
  is with this piece

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Teach Expectations
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• Teaching rules and expectations needs to be
  short, engaging, and positive.
• Teaching should be done by as many staff as
  possible establishing all school adults as
  stimuli for the desired behaviors.
• Teaching should be supported posters,
  newsletters, handbooks, etc.
• Teaching needs to happen several times across the
  year, not just once or twice.

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• GREENACRES
• School Rule Lesson Plan
• Focus Area School-wide Behavior Expectations
• The Rule Ready on the Patio
• What do we expect the student to do?
• Obey duty teacher.
• Stay in assigned area.
• No throwing of candy, chips, etc.
• Tell why following the rule is important To keep
  a safe and orderly school environment
• List examples and non examples of the expected
  behaviors (at least three each)
• A positive example Tommy eats his
  chips and drinks on the patio at break. When
  Coach Wynn blows the whistle, Tommy throws his
  trash in the trash can.
• A non example Tommy eats some chips
  and throws some chips at Jacob. When Coach Wynn
  blows the whistle, he throws his drink bottle on
  the ground and stuffs the chips in his backpack.
• Provide opportunities to practice and build
  fluency
• Continuous monitoring by teachers

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• Greenacres Middle School
• Assembly Expectations Video

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• COPE MIDDLE SCHOOL
• First 3 Days of School Tentative Plan
• Wednesday, Aug. 8
• During (long) homeroom watch video, use power
  point to teach lesson plan 1 on hallway code
• 3rd period use power point to teach lesson plan
  2 on cafeteria code
• Thursday, Aug. 9
• Homeroom use power point to teach lesson plan
  4 on bathroom code
• Friday, Aug. 10
• Homeroom use power point to teach lesson plan
  5 on assembly code
• Week 2 reinforce lessons 1-4 through use of
  student videos
• Week 3 reinforce lesson 1-4 through student
  activities

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Tiny Transfer Book

• Teach expectations
• Take a few minutes to discuss where your school
  is with this piece

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Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of
Respect Responsibility Caring Citizenship (
Circle the trait you observed)Signature
_____________________________________________If
you would like to write on the back the details
of what you observed feel free! Thank you for
supporting our youth.
Acknowledge Expectations
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The class was quietly doing its lesson when
Russell, suffering from problems at home,
prepared to employ an attention-getting device.
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One California Rancherias Reinforcement Plan
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Benton Middle School

• Employee Rewards
• Employees can also be given Tiger Paws by the
  administration, by other employees, and by
  students (students can get Tiger Paws from Mrs.
  Mason to give to a teacher after telling her how
  the teacher exhibited safety, responsibility,
  respect or being ready to teach). Prizes will
  also be given to the teachers whose names are
  drawn from the Tiger Paws collected during each
  designated time period. An employee of the month
  will also be selected each month. That employee
  will receive a special parking place and a gift
  certificate.

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Good News!

YOU WERE CAUGHT IN AN ACT OF BRAVERY KINDNESS
GENEROSITY FORTITUDE _____________
____________ SIGNATURE
DATE

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What Do Staff Say When They Give a RRKS
Ribbon? The most important thing to remember
about the RRKS Ribbons is to give a student
specific, positive verbal feedback about how they
are being Respectful, Responsible, Kind or Safe
Gentry learner. Example 1 Wow Fred, you are
being RESPECTFUL of others by walking quietly in
the hall. Way to go! Give Fred a RRKS Ribbon to
take back to his core team to contribute toward
his core team goal. Example 2 Ethel, thanks
for remembering to push in your chair and being
RESPONSIBLE in our cafeteria. Heres a RRKS
Ribbon.

• Who Can Get RRKS Ribbons?
• RRKS Ribbons are given to individual students who
  are doing their job being Respectful,
  Responsible, Kind and Safe.
• RRKS Ribbons can be given to students being
  Respectful, Responsible, Kind and Safe ANYWHERE
  in the building.

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• Audio
• Chapel Hill Middle School Catch em Being Good

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Hint- make sure the recognition system involves
something the students want!
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Plain Dealing Middle School

• LION at the FRONT
• 2-day
• Lunch Pass
• Presented to
• __________________________
• Issued _______________
• Redeemed
• _______________
• _______________

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Mustang Market Merchandise
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Personal Perspective

• How many of you feel that you get enough
  recognition (or the recognition you deserve) for
  the good things you do everyday?

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Tiny Transfer Book

• Acknowledge expectations
• Take a few minutes to discuss where your school
  is with this piece

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Employ Systematic Supervision Strategies

• Movement
• Scanning
• Positive Contact
• Positive Reinforcement
• Instructional Responses
• Immediate and Contingent Delivery of Aversive
  Consequences (Punishers)
• Team Directed Data-based Decision Making and
  Intervention Implementation

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Tiny Transfer Book

• Engage in systematic supervision
• Take a few minutes to discuss where your school
  is with this piece

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Engage in Effective Classroom Management Practices

• Determine classroom expectations
• Teach classroom expectations, routines and
  procedures
• Reinforce students for following expectations
• Adapt curriculum to meet students needs
• Correct students
• Re-teach

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• I have come to a frightening conclusion. I am
  the decisive element in the classroom. It is my
  personal approach that creates the climate. It
  is my daily mood that makes the weather. As a
  teacher I possess tremendous power to make a
  child's life miserable or joyous. I can be a
  tool of torture or an instrument of inspiration.
  I can humiliate or humor, hurt or heal. In all
  situations, it is my response that decides
  whether a crisis will be escalated or
  de-escalated, and a child humanized or
  de-humanized.
• Haim Ginott

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Expectations

• When your expectations are clear, students never
  have to guess how you expect them to behave.

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Tiny Transfer Book

• Employ effective classroom management strategies
• Take a few minutes to discuss where your school
  is with this piece

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Correct Behavior

• Student Incident Report
• Office Referral
• Teacher-managed vs. Office-managed behaviors
• Intervention Flow Chart

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Student Incident Report

• Student Incident Report
  SWIS Entry_________
• Name of Student___________________________
• Date_______________ Time_______________ Referri
  ng Staff _____________
• Location
• ? Classroom ? Gym ? Hallway ?
  Library ? Cafeteria ? Bathroom ? On
  Bus ? Other ? Bus Loading Zone
• Grade 9 10 11 12
• Check one specific problem behavior ?
  Inappropriate Language ? Minor verbal
  aggression ? Harassment/tease/taunt ?
  Minor Defiance/Disrespect/Non-Compliance
  ?Lying/cheating ? Refusal to work ?
  Disruption (minor) ? Skip class/truancy
  ?Tardy ? Disruptive/Disrespectful Asides
  ? Electronics ? Dress Code ?
  Minor Physical Contact ? Minor
  Property Misuse ? Other
• Possible Motivation ? Obtain peer attention
  ? Obtain adult attention ? Obtain
  items/activities ? Avoid tasks/activities
  ? Avoid work ? Avoid peer(s)
  ? Avoid adult(s) ? Unclear/Dont know
  ? Unknown motivation
• ? Other _____________________
• Consequence ? Detention ? Time out in
  alternate classroom ? Time in office ?
  Loss of Privileges ? Conference with
  Student ? Parent Contact
• ? Other_____________________
• Other comments (optional)

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Rusheon- Major Infractions That Are Handled by
the Administration

• Possessing weapons
• Striking a teacher
• Threatening a teacher or other school personnel
• Group/Individual fighting
• Initiating or instigating a fight
• Possessing or using any controlled substance or
  alcohol
• Initiating any false alarm and/or bomb threat
• Bullying, threatening or hazing students
• Using profanity towards school personnel or
  students
• Participating in gambling
• Defacing, stealing or destroying school property

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Rusheon- Minor Infractions That Are To Be Handled
in Classrooms

• Talking
• Eating and chewing gum
• No supplies
• Dress code violations
• Refusal to work
• Sleeping in class/head on desk
• Failure to complete work
• Disruptive behavior
• Throwing paper
• Walking in class without permission
• CD players and cell phones
• Tardies

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Pyramid to Success For All
Office Issues Chronic disruptions, Repeated foul
language, Insubordination, Bus referrals,
Truancy, Disrespect to adult, Threatening student
or adult, Fighting, Refusal to go to or
Disruptive in Buddy Room, Sexual harassment,
Weapons, Drug/cigarettes/ tobacco/alcohol Teacher
Method for handling student behaviors Referral
Form send student to office with completed
form Process with student before re-entry Office
Method for handling student behaviors RRKS
Review, Parent Contact, Loss of Privilege,
Saturday detention, Opportunity Center,
Suspension
Team Issues Repeated minor disruptions in
multiple classrooms, Throwing things, Hallway
/Lockers problems, Attendance, Disrespect to
peers, Cheating, Inappropriate to
substitute Method for handling student
behaviors RRKS review, Team conference, Team
conference with student, Team conference with
Parents, Team conference with Administrator/Counse
lor, Triage in the AM with the student, Triage at
lunch with the student, Recovery Study Hall,
Classroom Teacher Issues Out of seat, Talking to
classmates, Talking out, Off-task, Violation of
class rules, Inappropriate language, Lack of
materials, Gum Method for handling student
behaviors Proactive Positive call to parents,
Use praise, Use Rewards, Daily/Weekly Goal
sheets, Proximity to instructor, Provide choices,
One-to-One assistance, Pre-correct for
transitions/trouble situations, Regular breaks
for exercise, Give a job, RRKS Review Corrective
One and only one REDIRECT, RRKS Review,
Safe-seat, Buddy Room, Think Sheet, Parent Phone
call, Lunch with teacher, Recovery Study Hall
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Tiny Transfer Book

• Correct behavior
• Take a few minutes to discuss where your school
  is with this piece

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Review Data
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Monthly E-mails (example)

• Dear Staff,
• Time for an update on our ODRs. Through
  11/30/07 there were 179 referrals involving 62
  students (6.7). 858 students (93.3) have no
  referrals.
• 27 students (2.9) are responsible for 80
  of all referrals through 11/30. The top 13 have
  earned 59 of the referrals.
• Thanks for all your hard work this fall.
  Enjoy the break and when we come back we will
  begin our expectation booster sessions to help
  keep the students on track!

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PBS Evaluation Measures

• Office Discipline Referrals
• Suspension Data
• Attendance
• Grades
• Survey Data-parents, students, staff (EBS, Oregon
  School Safety Survey)
• Team Implementation Checklists
• SET (School-wide Evaluation Tool)
• Previous Action Plans

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Tiny Transfer Book

• Review Data
• Take a few minutes to discuss where your school
  is with this piece

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Core or Foundation Implementation

• 1. Team meets at least once a month, for at
  least an hour, a week before all-staff meetings,
  and works on
• Rules and expectations developed/posted, etc.
• Lesson plans developed
• Teaching schedule throughout year
• Reinforcement system
• Collect and analyze data
• Effective supervision of all common areas
• Team has regular 10 minute (min.) agenda slot for
  all monthly all-staff meetings