MMSD Guiding Beliefs

Why a positive approach to discipline?

• Most common responses to at risk students are punishment and exclusion (Lipsey, 1991; Tolan & Guerra, 1994)

• Punishment, counseling and psychotherapy are the least effective responses to reduce antisocial and violent behavior in group settings (Gottfredson, 1997; Kazdin, 1985; Lipsey, 1991, 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994)

• Punishing behaviors without a universal system of support is associated with increased occurrences of aggression, vandalism, truancy, tardiness and dropping out (Mayer and Sulzer-Azaroff (1991)

Primary Prevention:School-/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students

with High-Risk Behavior

~80% of Students

~15%

~5% POSITIVE BEHAVIORSUPPORT

Key Questions:

• Is positive behavior support being applied in needed dosage for ALL students?

• How do we move from “expert driven”, one-student at a time, reactive approaches to building capacity within schools to support the behavior of ALL students?

Positive Behavior Interventions & Supports:A Response to Intervention (RtI) Model

Tier 1/Universal School-Wide Assessment

School-Wide Prevention Systems

Tier 2/Secondary

Tier 3/Tertiary

SIMEO Tools: HSC-T, RD-T, EI-T

Small Group Interventions (CICO, SSI, etc)

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Group Interventions withIndividualized Focus (CnC, etc)

Simple Individual Interventions(Simple FBA/BIP, Schedule/ Curriculum Changes, etc)

Multiple-Domain FBA/BIP

Wraparound

ODRs, Attendance, Tardies, Grades,

DIBELS, etc.

Daily Progress Report (DPR) (Behavior and Academic Goals)

Competing Behavior Pathway, Functional Assessment Interview,

Scatter Plots, etc.

One Thought

“Intelligence plus character. That is the goal of true

education.”

Martin Luther King Jr.

What is PBS ?

“PBIS” is a research-based systems approach designed to enhance the capacity of schools to…

(Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)

effectively educate all students, including students with challenging social behaviors adopt & sustain the use of effective instructional practices

What does PBS look like?

Universal PBS

• >80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.

• Positive adult-to-student interactions exceed negative

• Data- & team-based action planning & implementation are operating.

• Administrators are active participants.

• Full continuum of behavior support is available to all students

Secondary & Tertiary

• Team-based coordination & problem solving

• Local specialized behavioral capacity

• Function-based behavior support planning

• Person-centered, contextually & culturally relevant

• Capacity for wraparound facilitation

• District/regional behavioral capacity

• Linked to PBS practices & systems

Tier1/Universal Practices of PBS

Define *3-5 school-wide expectations

Teach/Pre-correct*cool tools/ behavior lesson plans direct instruction*in-the-moment reminders

Model/Practice *adults model what they teach*students practice what we teach

Acknowledge*daily recognition – ex. gotchas*weekly/quarterly grade-level/whole school celebrations

Re-teach * re-teach the expectation using different strategies* have the student practice the skill

Expectations Classroom Hallway Cafeteria Playground Arrival/Dismissal

Areas

Assemblies/Field Trips

Restrooms Emergencies/Drills

RespectEveryone

Listen to speakerUse appropriate languageHands & feet to selfAccept responsibilityBe helpful

Hands & feet to selfWalk on right sideKeep lockers cleanAccept responsibilityUse trash receptaclesLock your locker

Wait your turnAccept responsibilityKeep area cleanSay please and thank you

Play safelyStop your activity at the whistleUse appropriate languageListen to adults

Keep hands & feet to selfFollow adult’s directionsEnter/leave calmly

Listen to speakerApplaud appropriatelyKeep hands and feet to selfParticipate appropriately

Respect others privacyFlushWash your hands

Listen and follow adult directionsRemain quiet

Respect Education

Be on timeBe preparedAccept responsibilityParticipateUse your plannerBe attentive during announcements

Use a quiet voiceBe on time to classHave your planner visible

Make healthy food choicesBring your coatBring a pass if you are leaving the lunch roomEat something

Keep hands & feet to self Use a quiet voice in hallways

Remove hats/bandanasTurn off electronicsPut electronics in your backpack/ locker and keep them there during the school day

Return permission slips by due dateRepresent Black Hawk with pride

Use a quiet voice Have your planner or a passBe aware of other classes taking place

WalkMove safely when toldRemain with your class

Respect the Environment

Accept responsibilityClean up after yourselfUse materials & equipment appropriately

Keep your lockers cleanUse trash receptacles

Keep food in cafeteriaClean up after yourself

Keep the area cleanDress for the weather

Clean your area before you leaveWalkUse trash receptacles

Walk on the bleachersStay seated on the busLeave the place cleanBring only needed materials

Keep the restroom cleanUse equipment appropriately

Keep the area clean

Black Hawk Behavior Matrix

Teaching behavioral skillsSystems

• Who does the instruction?

• When is the instruction done?

• Who creates/shares lesson plans?

Teaching Behavioral Expectations

1) State behavioral expectations (3-5 expectations)

2) Specify student behaviors (skill on matrix)

3) Discuss why it is important

4) Model appropriate student behaviors

5) Students practice appropriate behaviors

6) Reinforce/acknowledge appropriate behaviors

7) Re-teach as appropriate

Tips for Teaching Behavior

• Practice should be conducted in actual setting whenever possible.

• Non-examples – use discretion.

• Use frequent acknowledgement.

• Precorrect with students before activity.

• Have a plan for behavioral acting-out.

Cool ToolsBehavioral Lesson Plan

Universal Expectation: Name of the Skill/Setting: SEL:

Purpose of the lesson/Why it’s important:

  

Teaching Examples:

  

Kid Activities/Role-Plays:

  Follow-Up Reinforcement Activities:

Acknowledgement plan

Establish a continuum to encourage/celebrate expected

behaviors

KIM’S acknowledgement stuff…

Purposes of Acknowledgments

• Reinforce the teaching of new behaviors

• Encourage the behaviors we want to occur again in the future

• Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not

• Strengthen positive behaviors that can compete with problem behavior

• Prompt for adults to recognize behavior

Guidelines for Use of Rewards/Acknowledgements to Build

Intrinsic Motivation• Move from

other-delivered to self-deliveredhighly frequent to less frequent (intensive

teaching to practice/pre-correction)predictable to unpredictabletangible to social

• Individualize

Establish Procedures for Data

Collection and Analysis PBIS teams CONSISTENTLY review the

following data/graphs:1. The average number of referrals:

– Per month– By type of behavior– By location– By time of day– By student– By demographic Info – ethnicity, FRL, Grade, Gender

Questions to Guide Data Analysis

Every time the PBIS team reviews the data, ask these questions…

Has our goal been achieved?

Are we making some progress, but want more progress?

Why aren’t we making progress?

Team Composition

• Administrator

• Grade level representatives

• Specials representative

• Special education/ELL representative

• Support staff representative

• Others – IRTs, Title I, Learning Coordinator…

Roles of Team Members

• Administrator

• Coach: Internal, Co-coach

• Data manager

• Recorder – minutes/decisions/action plans

• Time-keeper

• Facilitator

• Family/community liaison