Positive Behavior Support Module One Day One 20072008

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Positive Behavior SupportModule One Day One
2007-2008
Positive Behavior Support Team Bart
Elliott Patrice Hardy Javier Martinez Laura
Phipps Mitzi Safrit Laura Winter John Ringo,
Coordinator
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Your Participant Packet

• Workshop Session Details
• Activities
• Handouts
• Survey
• Resources

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Projected Accomplishments Year One

• Rules and Expectations Matrix
• Reward System
• Monitoring and Decision Making System
• Behavior Instruction Tools
• Responses to Behavior Violations
• Action Planning
• Team Roles and Processes

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Module One Agenda

• Overview of PBS
• Foundations
• Universal Support
• School-wide Expectations
• Non-Classroom Settings
• Rewards Consequences
• Team Planning
• Data-Based Decision Making
• Preparing for Implementation

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Module One Accomplishments

• At the end of three days, teams will have
• A plan for staff PBS survey
• Action/Implementation plan
• Matrix draft
• Established PBS team roles
• PBS team meeting dates
• Discussions on ways to promote positive and
  discourage problem behavior

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Coming Soon

• Module Two (December)
• Implementing school-wide systems
• Targeted small group interventions
• Module Three (March)
• Individual systems
• Individual data collection
• Long range planning

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Todays Objectives

• Participants will learn
• Universal approaches to prevention and
  intervention
• Strategies for building an effective PBS team
• Keys to faculty involvement
• Universal strategies
• School-wide expectations

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Participant Expectations

• Be Responsible
• Return promptly from breaks
• Be an active participant
• Be Respectful
• Maintain cell phone etiquette
• Listen attentively to others
• Limit sidebars stay on topic
• Be Kind
• Enter discussions with an open mind
• Respond appropriately to others ideas

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Reinforcement System

• Tickets will be given to individuals based on
  meeting expectations.
• Drawings occur throughout the day.
• Winner selects from the prize table.

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Attention Signal

• Please make note of time limits and watch your
  clocks!
• Trainer will raise his/her hand.
• Finish your thought/comment.
• Participants will raise their hands and
  wait quietly.

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Activity 1 Team Introductions

• Each team has five minutes to tell us
• School name and mascot
• Interesting fact about the school
• Team members, including position
• By implementing PBS this year,we hope to

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Why Do We Need toDo Something Different?
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Common Features of the Problem Context

• Increasing problem behaviors
• Unclear and inconsistent implementation
• Reactive interventions
• Educators limited behavioral training
• Limited opportunities to learn social skills

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What Happens If We Do Not Intervene?

• National data shows that students who are
  suspended are three times more likely to drop out
  of school. It is estimated that one years class
  of dropouts costs North Carolina 1.3 billion in
  corrections and welfare. (NC Child Advocacy
  Institute, 2005)
• 82 of crimes are committed by people who have
  dropped out of school. (APA Commission on Youth
  Violence, 1993)
• The stability of aggression over a decade is
  very high in the absence of specific
  interventions. (Walker et al., 1995)

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What Are Typical Responses to Problem Behavior?

• Student Specific
• Increase monitoring
• Re-review rules sanctions
• Extend aversive consequences
• Focus on punishments
• Establish bottom line

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What Are Typical Responses to Problem Behavior?

• System Level
• Security guards, dress codes, metal detectors,
  video cameras
• Suspension/expulsion
• Exclusionary options

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Typical Responses Are Inefficient Because They

• foster environments of external control.
• reinforce antisocial behavior.
• shift accountability away from school.
• weaken the relationship between academics and
  behavior.
• devalue adultchild relationships.

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What Should We Do Instead?

• 2001 Surgeon Generals Report
• Break up antisocial networks
• Increase academic success
• Create positive school climates
• Adopt primary prevention agenda
• PBS does all of this!

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Activity 2 Whats Working and Whats Not?

• What school-wide behavior management systems are
  currently in place and working? Why?
• What school-wide behavior management systems are
  not currently working? Why not?

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What is Positive Behavior Support?
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Positive Behavior Support
Climate Change
Proactive
Instruction

• A systems approach for establishing the social
  culture and individualized behavioral supports
  needed for schools to be effective learning
  environments for all students
• - Rob Horner, Ph.D.
• Co-Director National Technical Assistance Center
  for Positive Behavior Support

Positive Reinforcement
Collaborative Process
data
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Social Competence Academic Achievement
OUTCOMES
Supporting Decision Making
Supporting Staff Behavior
DATA
SYSTEMS
PRACTICES
Positive Behavior Support
Supporting Student Behavior
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Guiding Principles

• All students are valuable and deserve respect.
• All students can be taught to demonstrate
  appropriate behavior.
• Punishment does not work to change behavior.
• School climate is a shared responsibility among
  administrators, teachers, staff,
  students and families.

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Guiding Principles

• School personnel must be willing to examine their
  own behavior as students are taught to change
  theirs.
• Cultural differences exist and need to be
  understood.
• Positive relationships between students and
  adults are key to student success.

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Foundations of PBS

• Universal commitment to managing behavior
• Whole school community involvement
• Focused on building sustainable change (3 to 5
  year process)
• Tailored to the unique needs of
  each individual school
• Data-based decision making using School
  Wide Information System (SWIS)
  or similar software

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Features of PBS

• Clearly defined expectations
• Teaching component for behavior
• Reinforcing appropriate behavior
• Correcting problem behavior
• Interventions for challenging behaviors

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CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
FBA/BIP De-escalation
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Social Skills Mentoring Check In Self Management
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Defining Teaching Expectations Routines
Procedures Reinforcement Systems Effective
Consequences
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Team IntroductionsGroup 2

• Each team has five minutes to tell us
• School name and mascot
• Interesting fact about the school
• Team members, including position
• By implementing PBS this year,we hope to

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Building an Effective Team
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Effective Team Characteristics

• Mutual trust and respect
• Shared goals and objectives
• Open communication
• Effective conflict resolution
• Equity of task distribution
• Consensus decision-making
• Ongoing problem-solving

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Activity 3 Effective Team Characteristics

• As a team, pick one characteristic to discuss.
• Take a few minutes on your own to fill in the
  activity sheet.
• What would it look like if others were
  demonstrating this characteristic?
• What would it look like if you were demonstrating
  this characteristic?
• As a team, create a list of common answers that
  will serve as team ground rules.
• Add to your action plan to complete the rest of
  the list.

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Effective Team Practices

• Work smarter, not harder
• Broad based representation
• Clear roles and responsibilities
• Meet frequently and regularly
• Use efficient meeting processes

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Effective Team Practices Working Smarter

• Keep doing what is working.
• PBS is not just another committee.
• PBS should be one of your top three school
  improvement goals.
• It is important that we are not duplicating
  efforts or wasting precious time.
• PBS PLC

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Activity 4 Effective Teams Work Smarter

• List all the committees and initiatives that are
  currently on your campus that address behavior.
• Complete the requested information in the
  columns.
• Based on your results, what committees could be
• modified?
• combined?
• provided more support?
• How can we infuse PBS into our committees?
• Determine your next steps.

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Sample Working Smarter Activity Form
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Effective Team PracticesBroad Based
Representation

• Active participation from administration
• PBS team should represent the whole schools
  interests
• Balance size and efficiency

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Team IntroductionsGroup 3

• Each team has five minutes to tell us
• School name and mascot
• Interesting fact about the school
• Team members, including position
• By implementing PBS this year,we hope to

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LUNCH
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Effective Team PracticesClear Roles
Responsibilities

• The PBS Team will
• assess current behavior management practices.
• examine patterns of behavior.
• obtain stakeholder commitment and participation.
• develop a school-wide plan.
• model PBS practices.
• monitor and evaluate action plan.

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Effective Team PracticesClear Roles
Responsibilities

• The Chairperson
• Develops agenda
• Reminds team members of meeting time
  and location
• Facilitates meeting
• Ensures action steps are delegated
• Monitors progress on assigned tasks
• Maintains contact with PBS Coach

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Effective Team PracticesClear Roles
Responsibilities

• The Recorder/Secretary
• Keeps accurate and brief minutes during meetings
• Summarizes action steps
• Distributes minutes to team members in a timely
  manner

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Effective Team PracticesClear Roles
Responsibilities

• The Database Manager
• Attends SWIS training or is well versed in data
  collection systems
• Coordinates with other data entry personnel
• Summarizes and presents data
• Guides team to interpret data

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Effective Team PracticesClear Roles
Responsibilities

• The Communication Coordinator
• Coordinates effort to post expectations and all
  other PBS materials
• Point of contact for feedback from school staff
• Shares the PBS work with staff
• Keeps documentation of all PBS implementation

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Effective Team PracticesClear Roles
Responsibilities

• The Timekeeper
• Monitors agenda times and topics
• Keeps the group focused and moving
• If time runs out, proposes tabling the subject or
  making a decision

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Effective Team PracticesClear Roles
Responsibilities

• The Coach
• Provides professional development
• Fosters team development
• Assists in problem solving
• Supports the analysis of data
• Serves as a resource
• Models effective strategies

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Effective Team Practices Meet Frequently
Regularly

• More effective teams meet more often.
• PBS needs to be a priority all year long.
• Plan your meeting schedule in advance and commit
  to it.

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Effective Team Practices Efficient
Meeting Processes

• Develop and distribute agenda prior to meeting
  based on PBS implementation plan.
• Stay focused on desired outcomes.
• Review action plan.
• Summarize the meeting results.
• Distribute meeting notes to
  team members.

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Activity 5 Effective Teams

• Assign/discuss possible roles within the team.
• Are roles best suited to peoples strengths?
• Discuss frequency of PBS team meetings and
  schedule.
• Set upcoming meeting dates and times for the
  year.
• Consult with your coach about scheduling.

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Building Faculty Involvement
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Building Faculty Involvement

• In this section
• Rationale
• Four approaches to gain faculty involvement
• A plan to get faculty involvement

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Faculty Involvement Rationale

• When everyone is involved in the process
• practices are more consistently implemented.
• change is more sustained over time.
• interventions are more meaningful and relevant.
• positive whole school climate inspires others to
  invest in new practices.
• The goal is to achieve total ownership and all
  faculty and staff view themselves as part of the
  PBS team.

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Building Faculty Involvement Four Strategies

• Use the existing data.
• Utilize school-wide vision process.
• Ensure opportunities for input.
• Support and reinforce staff.

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Building Faculty Involvement Use the
Existing Data

• The use of data helps to build faculty
  involvement by
• creating a common awareness of what is working
  and what needs to change.
• building a climate of openness and trust.
• encouraging dialogue.
• committing everyone to the same cause.
• showing results of efforts.

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Building Faculty InvolvementUse a school wide
vision process

• Building a common vision ensures faculty
  involvement by
• allowing everyone to imagine the kind of school
  they want to have.
• creating clarity about what needs to change so
  that you can meet goals.
• giving a different viewpoint for understanding
  why change is needed.

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Building Faculty Involvement School-Wide
Vision Process Dream Example
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Building Faculty Involvement School-Wide
Vision Process Bone Diagram Example
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Building Faculty Involvement Strategies for
Increasing Input

• Have a process to ensure equitable participation
  in the discussion. Consider including the
  following
• Effective communication processes
• Staff review of draft documents
• Opportunities for dissent
• Ability to opt out
• Staff surveys

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Building Faculty Involvement Strategies for
Increasing Input

• Conduct staff surveys to
• obtain staff feedback.
• create involvement without holding more meetings.
• generate new ideas.
• build a sense of faculty ownership.

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Building Faculty Involvement Support and
Reinforce Staff

• Remember to support staff efforts.
• Everyone needs encouragement to change.
• Model focusing on the positive.
• Facilitate understanding of why reinforcement
  works.
• When people feel good about what they are doing,
  they keep doing it!

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Staff Reinforcement Examples
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Wakelon Elementary Staff Reinforcement
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Swift Creek Elementary

• Video clip
• Cougar mascot awards one teacher per month for
  demonstrating school-wide expectations.
• Video is shown on morning announcements.

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East Millbrook Middle School
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Challenges to Building Faculty Involvement

• The need for change is not perceived as
  compelling
• Staff members feel a lack of ownership in the
  process
• Insufficient modeling from leadership and/or PBS
  team
• Staff members lack a clear vision of how changes
  will impact them personally
• Insufficient system of support

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Solutions for Building Faculty Involvement

• Emphasize benefits.
• Conservation of time/effort
• Greater professional accountability
• Expect, respect, and respond to resistance
  (encourage questions and discussion).
• Enlist leaders with integrity, authority,
  resources and willingness to assist.
• Clarify how changes align with other initiatives.
• Emphasize what will happen if change does not
  occur.

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Activity 6 Getting Faculty Involvement

• Discuss the potential challenges in your school
  to obtain faculty involvement.
• Create three ways to get faculty involvement for
  participating in this school-wide program.

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Universal Strategies
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Universal Strategies

• Today we will cover
• School-wide expectations
• On day two, we will cover
• Expectations and procedures in specific settings
• Teaching expectations
• Reinforcement systems
• On day three we will cover
• Effective consequences

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School-Wide ExpectationsDefinition

• A list of broad, positively stated behaviors that
  is desired of all faculty and students and is
• aligned with the schools mission statement.
• taught to all faculty, students, and families.

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School-Wide ExpectationsRationale

• Creates a universal language
• Increases consistency across settings
• Helps teachers and administrators problem solve
  with students
• Changes the climate by focusing on what to do
  instead of what not to do

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School-Wide ExpectationsProcess

• PBS Team completes the following steps
• Determines problem behaviors
• Specifies desired behaviors
• Categorizes behaviors
• Uses categories to create school-wide
  expectations that are easy to remember

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Elementary School-Wide Example

• Green Year Round
• Developed LEAP
• Learning is Key
• Earn Respect
• Act Responsibly
• Practice Safety
• Video Clip LEAP assembly to review expectations
  and reinforce students
• All students taught LEAP Allegiance to help
  ensure learning

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Activity 7 Defining School-Wide Expectations

• Process
• List problem behaviors (page one or use chart
  paper).
• Identify replacement behaviors.
• Categorize replacement behaviors.
• Create a generic set of replacement behaviors.
• Identify your top 3-5 school-wide expectations.
• Have a method for making expectations easy to
  remember (acronym, alliteration, etc.).
• Complete the Expectations Self-Check (page 2).
• Prepare to share your SWE ideas.

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End of Day One

• See You in the Morning!