SW-PBS Training Universal System Day 2

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SW-PBS TrainingUniversal System Day 2

• Chris Borgmeier, PhD
• Portland State University
• cborgmei_at_pdx.edu
• www.web.pdx.edu/cborgmei
• www.swpbis.pbworks.com

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Team Progress Reports

• What have you accomplished since the last
  training?
• Finalize PBS team members
• On-site meeting meeting schedule
• SW Rules
• Expectations Grid
• Lesson Plans
• Presentation to staff
• Feedback participation from staff

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Now that youve been working on this. What
questions do you have?

• Team Representation
• Team Process
• Communication with Staff
• Understanding
• Buy-In Commitment
• SW Rules
• Behavioral Expectations
• Lesson Plans

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Behavioral Expectations

• Extending PBIS into the Classroom

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Defining Classroom Expectations

• Encourage individual teachers to define their own
  behavioral expectations and routines within their
  classrooms
• Linking to SW Rules

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Mapping SW Rules to Classroom Expectations
Procedures
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Mapping SW Rules to Classroom Expectations
Procedures
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Time for Teachers to Complete

• IDEALLY
• Identify and set aside times for teachers to work
  on this task
• Teachers may want to work on this in grade level
  teams to share ideas
• Have teachers turn in completed Classroom
  planning worksheets to PBS team to share with
  other teachers

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Team Work Time

• How will you extend the link between SW Rules
  defining behavioral expectations into the
  classroom?
• How will you actively and explicitly set up
  teachers to make this link in their classrooms?

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Family Involvement Extending SW-PBIS into the Home
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Planning for Family Involvement

• Complete an inventory of current school efforts
  to involve families in school PBIS related
  activities
• Brainstorm opportunities for expanding family
  involvement and participation

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Ways to Involve Families

• Family representative on SW-PBIS team
• Regular SW-PBIS updates in Parent Newsletter
• Back to School Night
• Intro to PBIS
• PBIS lesson for parents
• Activity to integrate PBIS into home (see
  workbook)

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Try PBS at Home

• Take our 3 school expectations
• Manage Self, Respect Others and Solve Problems
  Responsibly
• Select a routine or setting in your home and
  begin to build your own matrix.
• For example, lets take the routine Doing
  homework. What would that behavior look like
  under each of the expectations?

Routine Manage Self Respect Others Solve Problems Responsibly
Homework -Do homework from 430 -530 everyday-Do work in study area-No TV or music-Do your best work-Use signal to indicate when help is needed. -Work quietly -Save questions until parent check in -Have all materials ready and organized -Skip difficult problems for help later
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Team Task

• How would you like to reach out to families
  your community to involve them in your SW-PBIS
  efforts?
• Are there existing efforts/events that you could
  coordinate with to provide outreach to families
  re SW-PBIS?

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Acknowledgement Systems Catch em being Good
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PBS Defining Features

• Teaching Expected Behavior
• Increase Structure and Predictability by
  explicitly teaching Behavioral Expectations and
  Routines.
• Reduce the mystery and chaos by making
  expectations explicit through formal teaching
• Develop a United Front across all staff through
  consistent language expectations
• Increased Structure Decreased Chaos Fewer
  Problems

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PBS Defining Features

• Reinforcing Expected Behavior
• Teaching alone is not enough, we also need to
  regularly Reinforce students for following
  expectations
• Improving the School Climate
• By increasing the number of Positive Interactions
  between staff and students we are improving the
  school climate.

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Acknowledgment Systems

• Purpose
• To reinforce school rules, behavioral
  expectations positive behavior
• Promote a more positive school environment
• School-wide 51 positive/negative interaction
  ratio
• Regular school-wide celebration of positive
  behavior
• Increase positive interactions b/w staff
  students
• Prompt busy adults to remember to reinforce
  positive behavior

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Positive Behavior Support is.
What parents, teachers, peers and others do to
increase student success---the whole village!
5 1
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51 ratio, its not just for kids

• Business teams
• High Performance teams 5.6 to 1
• Medium Performance teams 1.91
• Low Performance teams 1 to 2.7
• Losada, 1999 Losada Heaphy 2004
• Married couples that last
• 5.1 to for speech acts and 4.7 to 1 for observed
  emotions
• Gottman, 1994

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Gottman info.

• predicted whether 700 newlywed couples would stay
  together or divorce by scoring their positive and
  negative interactions in one 15-minute
  conversation between each husband and wife. Ten
  years later, the follow-up revealed that they had
  predicted divorce with 94 accuracy.
• Marriages that last
• 5.1 to 1 for speech acts and 4.7 to 1 for
  observed emotions
• Marriages likely to end in divorce
• 1 () to1.3 (-) ratio likely to end up in divorce

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Team Discussion

• What concerns might come up at your school
  regarding caught you being good,
  acknowledgement systems, incentives, etc?
• What ideas or questions do you have about how to
  address these concerns with staff?

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Acknowledgment Systems

• Big pay-off for limited expense
• Immediate reinforcement with tokens that are
  accessible to all students
• Link with school wide celebration of positive
  behavior
• Lottery system helps to keep incentives cheap
• Lot of kids have chance to win but pay out is
  cheap
• Small tangible rewards
• Public recognition is often powerful
• Make the program catchy link with school rules
  /or school mascot
• Cougar paws, Pawsitives, Starbucks, Bravo
  tickets, etc.

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To consider when developing an acknowledgment
ticket

• Must be Easy for Staff to use
• Limit writing, and make easy to carry around -
  fit in pocket
• If not easy to use carry, it wont be used
• Frequent feedback for students
• All staff should have tickets
• ALL students should be able to access tickets
  acknowledgment, even those students with most
  challenging behavior
• At least 50 of the students should get
  acknowledged every 2 months

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Acknowledgment Tickets

• Link acknowledgment to a school rule
• Some schools like to include the specific
  behavior being acknowledged but dont want extra
  writing to reduce use of tickets

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Team Task

• Develop an acknowledgment ticket that coincides
  with your SW Rules
• OR
• Evaluate any existing tokens used to identify
  potential for improvement

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Acknowledgement System Logistics
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Example Chavez Academy (K-8)

• Handing out Thank You tickets is not limited to
  the students in a classroom. The opportunity
  exists to positively acknowledge a student's
  behavior in all areas of the school.
• Teach Students during Introduction of system
• I'll try my best to notice you. But you can't let
  me know that's my job.
• Students may not solicit tickets for themselves
  or for others

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Train staff how to hand out Acknowledgments

• Sergio, thank you for picking up Jackies book
  for her you are being very Respectful. I want to
  recognize your good behavior with a Caught Being
  Good ticket, I really appreciate it when you
  follow the school rules.
• Always pair the ticket with a verbal explanation
  that is genuine, clear specifically identifies
  the behavior
• Link with school rule
• It is best to provide the ticket immediately
  after the student engages in the behavior

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How will students turn in their tickets?

• In classroom?
• In box at lunch?
• In barrel in hallway?
• Then, what will happen to the tickets
• Earn School-wide reward?
• Fill the barrel whole school earns a popcorn
  party
• Earn classroom reward?
• Classes can earn free time after so many tickets
  earned
• Drawing for individual students?

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Example Chavez Academy (K-8)

• A student who receives a Thank You ticket should
  hold on to the ticket until an appropriate time
  when he/she can stop by the library and drop it
  in the piñata.
• Staff can remind students to drop off tickets but
  ultimately the students are responsible for
  dropping off their own tickets.
• There are two different piñatas in which to drop
  the tickets one for grades K-3 and another for
  4-8.

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Acknowledgement Assemblies

• Part of regular school routine
• Acknowledgment assemblies should happen every two
  to four weeks
• Be Creative!
• System reinforcers must be developmentally
  appropriate
• across elementary, MS HS

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Example Chavez Academy (K-8)

• Each Friday, 10 names will be drawn, five from
  each piñata, by the principal. These 10 students
  will be called down to the principal's office.
• Each student will share with the administrator
  why they received the ticket. They will also get
  to pick an "opportunity" from the opportunity
  box.
• The opportunity box will have several selections
  for the students to choose from, either a coupon
  for a special privilege or a small item.
• Students will also sign a triangle to glue to the
  large triangle poster on the wall outside the
  principals office as a visual reminder of
  students who have been recognized for being safe,
  responsible, and/or respectful.

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Example Chavez Academy (K-8)

• When students put tickets in the piñatas in the
  library, the tickets will remain in the piñata
  for the month.
• At the end of the month, all tickets will be
  counted and dumped into the larger, clear
  container. It will be centrally located and
  visible to all.
• Periodically, there will be drawings from the big
  container for larger items such as a school
  t-shirt, etc.

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Reinforcer Ideas

• Middle High School
• Homework pass
• Discounts at school store
• Tickets to school dance
• Time w/ peers
• Pizza party
• Social listen to music
• Lunch w/ staff
• Staff serve spaghetti dinner
• In-school movie
• Early release from class
• Class parties or cultural events
• Movie tickets

• Elementary
• Usually any trinkets paired with public
  recognition
• Toys
• School supplies
• Bubble parties

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Team Tasks

• LOGISTICS
• How where will tickets be turned in?
• What is the schedule for Acknowledgment assembly?
• How will the acknowledgment celebration/ assembly
  work?
• What reinforcers will be handed out to selected
  students at the acknowledgment celebration/assembl
  ies?

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Focus of Acknowledgment System

• It is important that an Acknowledgment system is
  accessible to ALL students all the time
• Beginning of year
• Heavy emphasis on reinforcing all school rules
  expectations
• Returning from breaks, or entering months in
  which there were higher referrals in previous
  years
• May want to re-teach expectations remind staff
  to boost up use of acknowledgments

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Increasing Staff Buy-In

• Link incentive program w/ staff incentives
• Also recognize staff for using program w/
  incentives
• Have staff acknowledgement system
• Also acknowledge staff when students is drawn
• Staff Incentive ideas
• Starbucks dollars
• Free hour ticket to cash in for principal to
  cover class
• Front parking spot for week/month

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Frequently Asked Questions

• Should we track Positive Referrals?
• Track it broadly, not individually
• Are teachers going through enough referral pads?
• Are grade levels invested in the system?
• How many should be given out?
• Better to err on the side of more than less
• Need to be genuine verbally paired w/ reason,
  not handed out indiscriminately

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Frequently Asked Questions

• Shouldnt students be expected to do these things
  without being rewarded?
• Sure, BUT students are bringing a varied set of
  experiences and skills to school, unfortunately
  some students may not get enough acknowledgment
  at home
• How many of you feel you get acknowledged often
  enough for the work you do?
• This system should not replace regular verbal
  praise and pats on the back for students all
  this system provides in addition for most
  students is a small piece of paper
• This system is as much to help remind the adults
  to catch kids doing the right thing in school we
  get busy and too often get caught up focusing on
  predominantly negative behavior
• (5 to 1 ratio)

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Targeted Use of Acknowledgements Incentives

• As year progresses, and specific areas of concern
  come up in the school
• Can begin to target specific behaviors or areas
  in which to more heavily focus use of
  acknowledgment system
• i.e. hallway behavior, appropriate language, etc.
• Schools can also have other systems for
  recognizing students
• Classroom reward system in addition to
  school-wide system
• Incentives for most responsible class in
  cafeteria
• Class clean bathroom award
• Perfect attendance
• Honor Roll

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Tasks

• Develop or refine your Acknowledgment System
• Develop a process for the Acknowledgment System
• How to give out collect acknowledgment slips
• Develop distribute acknowledgement slip
• Develop an Acknowledgment assembly schedule
  plan assemblies
• Develop a list of Reinforcers
• Collect reinforcers
• Train staff in details of how system will work

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Follow-up Tasks

• Finalized SW PBS team meeting schedule
• Developing Expectations Grid
• Developing Lesson Plans
• Developing a teaching schedule for School Rules
• Develop Acknowledgment System
• Ongoing plan for presentation to staff feedback