POSITIVE BEHAVIOR INTERVENTION & SUPPORTS

FOR MIDDLE SCHOOLS

OVERALL PICTURE 2011/2012 •  3 full days of professional development •  Meet twice monthly at your site with your team •  SWIS Facilitation, Maintenance, and PD •  Other things for your staff– do we have 18 hours again ?? • 

de-escatation, bullying prevention, individual behavior cases with behavior planning-- provided through PBIS facilitators •  We are also looking for coaches from each site for advanced behavioral (FBA) training.. •  3 Year Plan in Your Handouts

PBIS IS NOT A CURRICULUM Do We need a systemic approach to interventions with students ? PBIS builds on what a school already does PBIS provides a framework for a school to develop their protocols PBIS gets everyone on the same page, using the same language, having the same expectations PBIS encourages rewards and positive incentives PBIS is a Proactive approach/system that uses data to guide decision making and interventions PBIS focuses on instruction and emphasizes teaching behavioral expectations PBIS strategies help to maximize academic engagement and success

San Juan PBS Web Page San Juan Unified Public Site Departments Pupil Personnel Services PBIS

CREDITS AND ACKNOWLEDGEMENTS •  Building Effective Schools Together (BEST) •  Dr. Jeff Sprague, Stephen Smith

•  Los Angeles Unified Schools •  Laura Zeff

•  Iris Educational Media •  Brion Marquez •  Schoolwide Information System (SWIS) •  Dr. Rob Horner, Anne Todd

PBIS AGENDA

Aug. 11, 2011

DAY 1

Carousel (Activity)- What works, what doesn’t work Risk Path Discussion 8 Key Features of PBS Implementation Self-Assessment and Goals- Activity Break Lesson on Consistency- Activity Defining Schoolwide Expectations-Activity Lunch Teaching Behavior Expectations- Activity Reinforcing Behavior Expectations -Activity Closure And Questions Day 1

CAROUSEL

Move to the next highest number when you hear the music

DO YOU REMEMBER A TEACHER ?

Our Society is Producing Thousands of Students who are: §  On a destructive pathway prior to beginning school due to risk factor exposure §  Unprepared for the demands of the normal schooling process §  Academic, emotional and behavioral challenges

§  Not adequately supported by either school personnel or parents §  Often isolated within the school settings they attend §  Future school dropouts and delinquents §  These students are the schools homeless street people and they are a challenge for school reform advocates. §  BD professionals absorb the brunt of pressures for accommodating this student population.

How do some kids grow up to be challenging? •  Risk factor exposure –  Poverty/low income –  Family Stress •  Abuse or neglect •  Harsh and inconsistent parenting practices •  Community Disorganization •  Deviant peer affiliation

–  Academic Failure –  Disability

SJUSD Healthy Kids DATA •  9% of 7th graders, & 13% of 9th graders report no caring relationship with adults •  27% of 7th graders, and 35% of 9th graders report no meaningful participation •  27% of 7th graders, and 25% of 9th graders report being made fun of for looks, etc. •  27% of 7th graders, and 31% of 9th graders report feeling so sad/hopeless for 2+ weeks that they stopped doing usual activitites

The Risk Path to Antisocial Behavior

Categories of Adverse Childhood Experiences •  Growing up (prior to age 18) in a household with: –  –  –  –  –  – 

Recurrent physical abuse. Recurrent emotional abuse. Sexual abuse. An alcohol or drug abuser. An incarcerated household member. Someone who is chronically depressed, suicidal, institutionalized or mentally ill. –  Mother being treated violently. –  One or no parents. –  Emotional or physical neglect. •  Source: http://www.healthpresentations.org/

Death Early Death Onset of Disease and Disability

Where is school on the path to destruction ?

Early Adoption of Health Risk Behaviors Academic, Emotional and Behavioral Problems Disrupted Neurodevelopment Adverse Childhood Experiences Conception The Impact of Adverse Childhood Experiences Throughout The Lifespan

Reflection •  In your view, what are the implications of the ACE study and other longitudinal data on child development –  For how our schools are set up? –  The meaning of a quick fix to chronic behavioral problems ? –  How to manage stress on our teachers, parents and children?

•  Sanctions such as office referrals or suspensions may appear to work in the short term – Removes student – Provides relief to teachers, peers, administrator – We often attribute responsibility for change to student &/or others (family)

Children most likely to be suspended or expelled are those most in need of adult supervision and professional help •  Least likely to have supervision at home. •  Children growing up in homes near or below the poverty level •  Children with single parents are between 2 and 4 times as likely to be suspended or expelled from school as are children with both parents at home. •  There may also be racial bias for application of school disciplinary actions, with African American youth suspended at nearly 2 times the rate of white students in some regions (Skiba & Peterson, 1998). •  Children who use illicit substances, commit crimes, disobey rules, and threaten violence often are victims of abuse, are depressed, or have mental illness.

Does Punishment Work Without A Balance of Positive Acknowledgement? •  Detrimental effects on teacher-student relations •  Modeling: undesirable problem solving –  Reduced motivation to maintain self-control –  Generates student anger –  May result in more problems (Mayer, 1991) •  Truancy, dropout, vandalism, aggression

•  Does not teach: Weakens academic achievement •  Limited long term effect on behavior

Questions to ask •  How can we make our behavior support process –  Help students accept responsibility? –  Place high value on academic engagement and achievement? –  Teach alternative ways to behave? –  Focus on restoring the environment and social relationships in the school?

Our Challenge •  We must enhance our capacity to create & sustain positive & effective school discipline practices! •  We know what works, but we often don t do it consistently •  Start by creating a positive, inclusive school culture

Goodness of fit •  The best music is the music you like best •  The best PBS program is the PBS program you like best! •  Honor and fit with your culture and traditions

Implementation Practices •  Train and support a representative team –  Principal actively leads and facilitates

•  Set time to plan and continuously improve •  •  •  • 

Set school wide expectations Set a plan to teach expected behavior Set a plan to recognize expected behavior and actively supervise Provide firm but fair behavioral corrections

•  Use data (student and staff behavior) to make decisions and give/seek feedback to/from staff

School-Level PBS Teams •  Team meets monthly at school –  Continuous assessment of school progress and problems –  Implement discipline systems

•  Team provides staff training/coaching across the year and is continuously available •  Team gives status report monthly to all staff –  Office Referral patterns and updates –  Successes and Concerns

District Level Support •  •  •  •  •  • 

Summer Institute- June/Aug. Network Meetings On-site meetings/trainings/individual students Lending Library Advanced coaches trainings Stand alone trainings Bullying Prevention Video

Group Activity •  20 item self assessment (all-top 3 priorities) •  Goal setting -1 Per team

THANKS TO LA UNIFIED

Middle School !

CALENDAR MONTHLY MEETINGS

PBS Team 3-4

PBS Team 3-4

Connectors Mavens Salespersons

What Do We Know About Effective Behavioral Expectations? •  Create a culture of consistency and competence •  Taught by all staff members to all students (and reviewed regularly!) •  Posted throughout •  Use positively stated expectations •  Target all forms of behavior –  Safe –  Respectful –  Responsible •  Expectations should be known by all students and adults in the school (ask them!)

Step 1: Umbrella Rules •  3 to 5 positively stated, inclusive, and easy to recall. •  Connected to universal theme (mascot) –  High Five, Give Me Five –  3 Rs –  Wolf Pack

Step 2: Define School-Wide Rules Worksheet
 # Settin gs

Hallways

Cafet eria

Be Safe

Be Resp onsible

Be Respect ful


 #

EXPECTATIONS HIGHLY VISIBLE

Activity: Developing School Rules •  Review the Defining School wide expectations worksheets and examples •  Decide on your umbrella rules (3 to 5) •  Make a list of important settings in your school •  Define the Rules and what they look like in each setting (expectations) •  Make a plan for gaining input, agreement, and buyin with other staff and students

Features of Positive school behavioral expectations: 1.  2.  3.  4.  5. 

Positively stated Posted in hallways, classrooms, handbook etc. Taught directly to all students Taught & reviewed at least 10-20 times a year Must be recognized and positively reinforced by all adults throughout the building (consistent, proactive, carefully planned)

Teach social behavior like academic skills •  Teach through multiple examples •  Teach where you expect the behavior to take place. •  Reteach when and where problems are occurring •  Give frequent practice opportunities •  Provide useful corrections •  Provide positive feedback •  Monitor for success •  Model expected behaviors with students and adults

Encouraging Behavior You Want •  Strategies for teaching & managing social behavior are the same as strategies used to teach reading, math, physics, music, etc. •  Social & academic management strategies should be integrated within and across all settings and curriculum. •  Social skill instruction needs to increase in intensity, specialization, & individualization as problems become more chronic

USING VIDEO MODELING TO TEACH EXPECTATIONS

USING VIDEO MODELING TO TEACH EXPECTATIONS

USING VIDEO MODELING TO TEACH EXPECTATIONS

School Rule Lesson Plan Example The Topic/Rule: Being

Respectful and Safe in the Hallway

What do we expect the student

s to do?

1. Use an “Inside Voice ” or a “Six -Inch Voice ” to keep noise down for others in class, etc. 2. Use appropriate Language. Give up use of profanity 3. Keep hands, feet, and objects to yourself. Wal k on the Right.

How will we teach the expected behavior? Tell why following the rule is important: Profanity is offensive to other people and spreads negative attitudes. Using appropriate language is an important social skill for behaving in future employment and com munity settings. List examples and non examples of the expected behaviors (two to three each): Ask students to identify examples and not of each part of the rule. Ask them to identify both and tell why is a good or bad example of expected behavio r. a. 2 or 3 Positive examples:

When John's locker was stuck he said "I'm going to be late!" and walked to class

-examples

.

Mary saw an excellent car in the parking lot at the local store. She said, "I saw this really cool car today!" b. 2 or 3 Non examples: John's locker won't open and class is about to start. He loudly says" ******" and slams the locker with his fist. He runs down the hall pushing and shoving others out of his way. People nearby feel uncomfortable and afraid. Mary wanted to tell about a car she saw at the local store. She yelled to her friends down the hall, , "I saw this ***** cool c ar at the Safeway parking lot." Everyone in the hall and nearby classrooms could hear her. Her friends were embarrassed. Provide opportunities to practice and build fluency: 1. Brainstorm a list of alternative words or terms. 2. Engage students in a frustrating activity and prompt them to use appropriate language 3. Discuss/identify positive things about our school or other students. 4. Generate a list of words that are not acceptable/acceptable.

.

School Rule Lesson Plan Example

The Topic/Rule: Attention Signal



What do we expect the students to do ?

1.

Stop what they are doing

2.

Have a quiet voice

3.

Look at the teacher

How will we teach the expected behavior ?

Tell Why the following rule is important:

Listening to the teacher is important for knowing what the class is doing. Stopping, sitting quietly, and looking at the teacher are important skills for hearing what the class is preparing to do. This skill is also important for gaining the teachers attention when needing help.



List examples and non examples of the expected behaviors (two to three each):

Ask students to identify examples and non-examples of each part of the rule. Ask them to identify both and tell why is a good or bad example of expected behavior.

a.  A positive example: The teacher wants to inform the class that it s time to go to recess . She raises her hand and says, May I have your attention class!

The students see the teacher s hand is raised and stop, watch, and listen. She says, Thank you class for listening. It s time for recess!

b.  A non-example: Teacher raises her hand and says, It s time for recess. The students continuing moving around the class, doing things, and begin talking.

Provide opportunities to practice and build fluency:

1.  2. 

Brainstorm a list of times when Attention Signal is important

Engage students in using Attention Signal to gain attention.

Activity— Begin the process of designing School Rule lesson plans with each member designing at least 1 lesson using the Blank Template.. Brainstorm some ideas on how lessons will be taught in an organized/consistent way to all students.. Don’t forget to consider how you could use technology and involve your students in this process !!

School Rule Lesson Plan Example

The Topic/Rule:



What do we expect the students to do ?

How will we teach the expected behavior ?

Tell Why the following rule is important:

List examples and non examples of the expected behaviors (two to three each):

Provide opportunities to practice and build fluency:

Schoolwide Reinforcement and Monitoring Systems:

Creating a positive school culture

Objectives l  l  l 

Discuss issues regarding positive reinforcement Develop your recognition and reward plan Plan to implement or improve a school-wide recognition and reward system

Tip: Use what you already have

!

Are Rewards Dangerous ?

l 

l  l  l  l  l 

Why should children be rewarded for doing what they re supposed to do? Praise doesn t feel natural. It feels manipulative. Tangible rewards are like bribing. Students will come to depend on tangible rewards. Rewards should be for special achievements. Do students in Middle and High School still need rewards?

Activity: Issues Regarding Positive Reinforcement q  q 

Self organize into groups of two One person assumes the pro side of each issue, with the other person assuming the con side

q 

Switch perspective roles on every other issue

q 

Be prepared to share ideas with the larger group

The developmental pathway –  External control precedes internal control –  Children need years of external control before internal control takes over –  In elementary students, you may never see true internal effects

What does the research indicate? •  Intrinsic motivation is affected by –  The interest value of the task –  The student s relationship with the teacher

•  Student s will come to depend on extrinsic motivation if –  It s too predictable –  Withdrawn without fading (tolerance for delay)

What else does the research indicate? •  Extrinsic rewards are valuable during acquisition –  Praise and acknowledge •  trying •  risk taking

•  Extrinsic rewards are valuable during fluency building –  Practice is sometimes boring!

Here s a Thought…. If a behavior is important enough to require a rule/expectation and correction in cases of error… Isn t it important enough to acknowledge the positive expression of the behavior?

Build a culture that promotes membership and community • 

Experiences that socially bond student to a group engaged in overall appropriate behavior are a essential to establishing and maintaining prosocial behavior patterns in that student.

• 

Social bonding (being part of the community and it s standards of conduct) tends to restrain problem behavior by increasing the cost of engaging in it.

• 

This bonding gives the student something to lose when engaging in unacceptable behavior (his/her friends won t like them, etc.)

Gottfredson, D. C. (1990). Changing school structures to benefit highrisk youths

Humanistic Theories of Motivation Belonging

Empowerment

ü Reinforcers from others

ü Social recognition

ü Humor

Freedom

ü Collaborative groups

ü Privileges

ü Random reinforcers

ü Choices

ü Art/Music/P.E

access

ü Classroom meeting ü School/class spirit activities ü Conflict resolution ü Peer buddies

ü Shared controls ü Jobs/ responsibilities ü Negotiation opportunities

Fun

ü Free time ü Field trips /special opportunities days ü Contingent earned

ü Access to desired ü Movement opportunities activities ü Time away options

Hollywood High Pg. 10

QUESTIONS OR CONCERNS ?

Implementing a school-wide reward system l  l 

The system should be school wide (for all children). Recognition should (in most cases) be public to model for others.

l 

Use recognition and rewards that students want.

l 

Reward teachers as well!

l 

Increase reinforcement before difficult times.

l 

Re-teach behaviors if things don t go well.

l 

Deliver rewards unpredictably ( You never know when you get a surprise! )

Brainstorm •  •  •  • 

Some free/inexpensive “motivators” School Store ?? Game Room ??? Schoolwide vs. Classroom ??

Activity: Developing your reinforcement and reward plan n 

Design your recognition and reward strategy. Write out the following plan features… n 

Designate all persons involved

n 

When and how will tokens/tickets be distributed?

n 

Where will the tokens/tickets be turned in?

n 

What back-up incentives will be used?

n 

How and where will you obtain back-up rewards?

n 

When and where will drawings for backup incentives occur ?

n 

Who will conduct the drawings ?

n 

When will you review if the system is working?