Positive Behavior Positive Behavior SupportsSupports

Lea Ann PasqualeLea Ann Pasquale

Jamie WolfeJamie Wolfe

social

As a teacher I feel I have a moral obligation to help the children in my classroom grow toward becoming full human beings and to feel successful. Teaching cognitive skills is not enough...-- Jean Medick

• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design

Kansas MultiKansas Multi--Tiered System of Support (MTSS)Tiered System of Support (MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

AcademicsAcademicsBehaviorBehavior

KSDE - July 2007 Draft

• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making

• All students, All settings

• Positive behavioral expectationsexplicitly taught and reinforced

• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention

design

80-90%

10-15%

1-5%

““Positive Behavior Support”Positive Behavior Support”

PBS is a PBS is a broad rangebroad range of systemic and of systemic and individualized strategies for achieving individualized strategies for achieving important social and learning outcomes important social and learning outcomes while while preventingpreventing problem behavior problem behavior

““EBS” = “PBS” = “PBIS” etc.EBS” = “PBS” = “PBIS” etc.

OSEP Center on PBISOSEP Center on PBIS

What is PBS?What is PBS?

• SW-PBS is a SW-PBS is a systems systems approach to approach to establishing the social culture & behavioral establishing the social culture & behavioral supports needed for supports needed for all studentsall students in a in a school to achieve school to achieve both socialboth social and and academic success.academic success.

• Emphasizes Emphasizes data based decision data based decision makingmaking, evidence based practices, & on-, evidence based practices, & on-going staff development & supportgoing staff development & support

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

SW PBS

. . . it is NOT. . . it is NOT

A specific practice or curriculum…it’s a A specific practice or curriculum…it’s a general approach that defines core elements general approach that defines core elements that can be achieved through a variety of that can be achieved through a variety of strategies.strategies.

Limited to any particular group of Limited to any particular group of students…it’s for all studentsstudents…it’s for all students

New…it’s based on long history of New…it’s based on long history of behavioral practices & effective instructional behavioral practices & effective instructional design & strategiesdesign & strategies

Why look at SW-PBS?Why look at SW-PBS?• Problem behavior is increasingProblem behavior is increasing

• School-wide discipline systems are typically unclear School-wide discipline systems are typically unclear

and inconsistently implementedand inconsistently implemented

• Educators often rely on reactive and crisis management Educators often rely on reactive and crisis management

interventions to solve chronic problem behaviorinterventions to solve chronic problem behavior

• Educators often lack specialized skills to address Educators often lack specialized skills to address

severe problem behaviorsevere problem behavior

• Teachers are being asked to do more with lessTeachers are being asked to do more with less

• Students have limited opportunities to learn school-Students have limited opportunities to learn school-

based social skills and to receive feedback on their usebased social skills and to receive feedback on their use

• Focus: Students not at benchmark with marked difficulty• Time: + 60 min./ 5 times per week• Grouping: Smaller groups <3• Program: Intensified and possibly customized targeted skill interventions

Kaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard protocol interventions

• Assessment: Weekly DIBELS

• Focus: All students• Time: K 70 min. of core

1-3 90 min. of core + 30 min. workshop4-6 60 min. of core + 30 min. workshop + 30 min. LA

• Program: Evidence-based core curriculum & instruction: Open Court Reading - including workshop

• Assessment:DIBELS K-6 Fall/Winter/SpringMAP 3-6 Fall/Spring

• Focus: Students not at benchmark• Time: + 30 min./ 3-5 times per week (during workshop time)• Grouping: Small groups < 5• Program: Supplemental targeted skill interventions

K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally

• Assessment: 2x month DIBELS

Schoolwide Academic Support

Focus: Students not at benchmark with marked difficultyTime: + 60 min./ 5 times per weekGrouping: Smaller groups <3Program: Intensified and possibly customized targeted skill interventions

Kaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard

protocol interventions

Assessment: Weekly DIBELS

Focus: Students with marked behavior difficulties. >5 Office referrals or SIT referral

Grouping: Individual or small groupProgram: Individualized plan (GEI or BIP) developed from FBAAssessment: Direct observation of measureable outcomes

and office referrals

Focus: Students needing additional behavior support2-5 Office referrals or SIT referral

Grouping: Small group or individualProgram: Function-based interventions/supports

Daily check-in/check-outAssessment: Teacher/student ratings and office referrals

Focus: All students All settingsProgram: 3-5 defined, positively stated, and explicitly taught expectations

Continuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviors

Assessment: SWIS – Schoolwide Information SystemKANDIS – Kansas Discipline System

School-Wide Social Behavior Support

Universal Support Defined(Emphasis on Prevention)

“The goal of universal support is to significantly reduce or eliminate as many problem behaviors and increase as many appropriate behaviors as possible for as many students in the school as possible.”

(Turnbull, et al., 2002)

Tier One Behavior InterventionsTier One Behavior Interventions

• Tier One StrategiesTier One Strategies:: Require the least amount Require the least amount of attention and interruption to instruction and of attention and interruption to instruction and are used by teachers to reduce occurrences of are used by teachers to reduce occurrences of the problem behavior.the problem behavior.– Requires front-loading: planning, organizing, teaching, Requires front-loading: planning, organizing, teaching,

practicing.practicing. • Are incorporated into daily instruction and Are incorporated into daily instruction and

provided to all studentsprovided to all students• All students benefit and receive Tier One All students benefit and receive Tier One

InterventionsInterventions• Must be discretely taught and retaught as Must be discretely taught and retaught as

needed throughout the year.needed throughout the year.

Tier OneTier One

Build Consensus and Consistency Among Staff:Build Consensus and Consistency Among Staff:

• Establish ExpectationsEstablish Expectations• Create Building MatrixCreate Building Matrix• Teach/Practice (Lesson Plans)Teach/Practice (Lesson Plans)• Systems of Positive Recognition Systems of Positive Recognition • Major/Minor Behaviors Major/Minor Behaviors • Revise Discipline Referral FormRevise Discipline Referral Form• Data Systems (Monitor, Evaluate, Modify)Data Systems (Monitor, Evaluate, Modify)

McAuliffe ElementaryReach for the Stars

KindRes

pons

ible Safe

Respectful

Peaceful

APACHE EXPECTATIONS

Establish expectations & rulesEstablish expectations & rules Hocker Grove Hocker Grove

OVERLAND PARK EXPECTATIONS

WESTRIDGE EXPECTATIONS

Develop Lesson Plans & Teach

The SAFE way

Stay on the RIGHT

side of the hall

WALK

Tardy Song

Weekly Lesson P

lan

Develop Lesson Plans & Teach

The SAFE way

Stay on the RIGHT

side of the hall

WALK

Tardy Song

Lesson Plan Calendar

Reinforcements and Reminders for Students and Staff

SOAR CARDSApache Eagles are ready to SOAR!!!

The SOAR CARDS are meant to be a reminder for adults to give positive feedback when they see students modeling desired behaviors. They are also a tangible reminder for students of a job well done. The act of receiving a SOAR CARD should be reinforcing in itself. Make a really big deal out of the event.

Each time a SOAR CARD is given, the teacher should identify the specific behavior defined on the Apache Behavior Matrix. For example, “Thank you for showing on-task behavior in the hallway by maintaining a quiet voice.”

Positive Behavior Support

Flow ChartObserved Positive Behavior

Observed Problem Behavior

School-Wide

Classroom

MajorMinor

Give SOAR card to students showing expected SOAR

behaviors. Identity specific behavior expectations.

Student puts name and grade/class on SOAR card

and drops into their classroom SOAR container

Daily*Teacher draws one name and winner chooses from list of privileges.*Send rest of SOAR cards to be put in office container

WeeklySchool wide drawing for prize winning student(s)

Redirect

Student returns to task

Safe Seat/Yellow Sheet *when appropriate /

Process-Reteach/Think

Sheet

Buddy Room/Yellow Sheet

Follow Major

Procedures

Work Backwards

Ensure Safety of all

Escort student to office w/behavior

sheet(s)

Does Student have 3 Yellow Sheets on

Same Behavior?

NoDocumen

t YesSend to

office with 3 yellow sheets

Follow-Up with Student/Parent

Behavior Continues

+ -

-

MAJOR/MINOR Definitions

VIOLATION MINOR MAJOR

Inappropriate Language

Student uses word in conversation with peers

Student uses word toward an adult or peer in an angry manner

Physical Contact/Fighting

Horseplay causing a disruption Aggressive contact, possibly causing injury to one or both parties

Disrespect/Non-compliance

(hall or classroom)

Student engages in brief or low intensity failure to respond to an adult

Student refuses to follow directions, talks back, is socially rude, or skips a scheduled teacher detention.

Disruption(classroom)

Student disrupts the class again after given a verbal correction

Student disrupts class a third time.

Property Misuse Student engages in low intensity misuse of property

Student use school property in a way it is not intended to be used or that damages the property

Technology Student has personal technology out and/or on during school hours

Student engages in inappropriate use of technology

Tardy Student is not in the classroom with all necessary materials at the bell (including planner)

Student is tardy 3+ in a quarter to a single class

_____ Bus Loading Zone_____ Parking lot _____ ISS_____ Office _____ School Activity

Other Major Behaviors____ Dress Code____ Forgery/Theft____ Harassment/Bullying____ Lying/Cheating ____ Out of Bounds____ Inappropriate PDA

____ Possession of Alcohol____ Arson____ Bomb Threat/False Alarm____ Use/Possession of Combustibles____ Drugs____ Tobacco____ Weapons

_____ Avoid work_____ Avoid peers_____ Avoid adults_____ Unclear/don’t

know

DISCIPLINE REFERRAL FORM

Student ________________________________________ GRADE ______

Teacher ______________________________________ Date _________ Time _______

Location: _____ Classroom #____________ Commons/Cafeteria _____ Hallway #_______ _____ Restroom ____________ Library_____ Gym

Behavior (check the MOST intrusive)Minor Major ____ _____ Inappropriate Language____ _____ Physical Contact/Fighting____ _____ Disrespect/Non-compliance____ _____ Disruption in classroom____ _____ Property Misuse____ _____ Technology____ _____ Tardy

Possible Motivation: _____ Obtain peer attention

_____ Obtain adult attention_____ Obtain items/ activities_____ Avoid tasks/activities

_____ Detention_____ Individualized instruction_____ SIT referral_____ ISS ______ days_____ OSS ______ days

Others involved_____ None _____ Peers _____ Staff _____ Substitute _____ Unknown _____ Other

SPECIFIC Description of Behavior:_________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

_

Teacher Decision:_____ Conference with student_____ Detention Date/time to be served

____________________________________________________ Teacher Signature ____________________________ Student Signature _______________________________ Referral

Administrative Decision:_____ Time in office_____ Loss of privileges ________________________ Conference with student_____ Conference with teacher/student_____ Parent contact

Administrative Signature ______________________________________ Date: ____________ Parent Signature _____________________________________________ Date: ____________

PBIS teams PBIS teams CONSISTENTLYCONSISTENTLY review the review the following following datadata/graphs:/graphs:

““The Big 5”The Big 5”

The average number of referrals:The average number of referrals:• Per day per monthPer day per month• By type of behaviorBy type of behavior• By locationBy location• By time of dayBy time of day• By studentBy student

How Decisions Are Made

Use data to decide on the following:• Behavioral expectations (classroom and non-

classroom settings)

• Which behaviors are managed in the classroom and which behaviors result in an office referral (T-chart of Major vs. Minor discipline referrals)

• Supervision procedures for non-classroom settings

PBIS teams CONSISTENTLY review the following data/graphs:

“The Big 5”

The average number of referrals:• Per day per month• By type of behavior• By location• By time of day• By student

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

2005-2006

2006-2007

2007-2008

Office Discipline Referrals by Month by Year#

OD

R p

er

da

y p

er

mo

nth

pe

r 1

00

stu

de

nts

pe

r a

vera

ge

da

ily e

nro

llme

nt

Months

Sept Oct Nov Dec Jan Feb March April May June

'I was born excited' Mark Twain