pbs universal overview (nov. 2011)

Positive Behavior SupportPBS

Madison Metropolitan School District

Give One to Get One

Name:Role and School:What you hope to learn this morning:

Give One to Get One

Partner with someone and share information from notecardExchange cardsFind a new partner and introduce the person on the notecardKeep rotating and meeting new people

Working Agreements

Parking Lot

Outcomes

Increase understanding of PBS Learn PBS Universal Practices Connect learning to your work

Agenda

Inclusion activity PBS overview Universal system and practices Secondary & Tertiary overview

Foundations for the PBS Model Read silently. Highlight important phrases and/or

sentences Share one or two highlights with a

partner

MMSD GUIDING BELIEFS

•Read the guiding beliefs–What resonates with you?–How do see this practiced in your school or district wide?

Academic and Learning Systems

Positive Behavior Support and Social-Emotional Systems

Tier III:Intensive InterventionsStudents who need Individual Intervention

Tier II: Strategic InterventionsStudents who need more support/challenges in addition to the core curriculum

Tier II: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program

Tier I: Core Curriculum and Instruction

Tier I:Universal Practices (PBS) andSocial-Emotional Learning Standards

Response to Instruction and InterventionA Focus on Learning • A Collaborative Culture • A Focus on Results

Tier III: Comprehensive/Intensive InterventionsStudents who need Individualized Interventions/accelerations

ASSESSMENT&DATA

Culturally Responsive PracticesUniversally Designed Instruction

Social Emotional Learning – Standards and Curriculum

SEL

RespectfulResponsible

Safe

Above the Line

SEL

Restorative Practices

Positive Behavior Supports

Teaching BehaviorDataAcknowledgementBehavior Referral

SEL

Responsive Classrooms/Developmental Designs

RC/DD•Morning Meeting/CPR

Teacher LanguageLogical ConsequencesModeling Community BuildingStudent Voice

SEL

PBS Universal System and Practices

Responsive Classrooms/Dev

Designs/Restorative Practices

ATL

RespectfulResponsible

Safe

Positive Behavior Supports

Cultural Practices that are Relevant

SEL

30 Second Speech

Text as Expert

Read handout Put a “!” by text that resonates with you. Put a “?” by text that you want to know

more or have questions about. Share “!” and “?” with a partner.

Academic and Learning Systems

Positive Behavior Support and Social-Emotional Systems

Tier III:Intensive InterventionsStudents who need Individual Intervention

Tier II: Strategic InterventionsStudents who need more support/challenges in addition to the core curriculum

Tier II: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program

Tier I: Core Curriculum and Instruction

Tier I:Universal Practices (PBS) andSocial-Emotional Learning Standards

Response to Instruction and InterventionA Focus on Learning • A Collaborative Culture • A Focus on Results

Tier III: Comprehensive/Intensive InterventionsStudents who need Individualized Interventions/accelerations

ASSESSMENT&DATA

Culturally Responsive PracticesUniversally Designed Instruction

What Will We SEE?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 4:1 goal

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

Administrators are active participants.

Full continuum of behavior support is available to all students

Tier 3 (6+ ODR) 1-5%

Tier 2 (2-5 ODR) 5-10%

Tier 1 (1 ODR) 80-90%

PBS TrianglePBS Triangle

399 Students

2007-08

1st semester

19%

13%

68%

Tier 3 (6+ ODR) 1-5%

Tier 2 (2-5 ODR) 5-10%

Tier 1 (1 ODR) 80-90%

PBS TrianglePBS Triangle

409 Students

1st Semester 08-09

4%

11%

85%

Infinite Campus (IC) demo

La Follette PRIDECreating a common language

Expectations

Hallway Cafeteria Playground Arrival/Dismissal

Areas

Assemblies/Field Trips

Restrooms Emergencies/Drills

RespectEveryone

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

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

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

WEST HOUSE Characteristics of Success Video Link: https://mediaprodweb.madison.k12.wi.us/node/551

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, weteach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we……teach? …punish?”(Tom Herner, NASDE President 1998)

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 behaviors5) Students practice appropriate behaviors6) Reinforce/acknowledge appropriate

behaviors7) Re-teach as appropriate

Voice Volume Cool Tool

From High School

Lancer Lesson – Personal ResponsibilityBeing On Time

Providing Context – Personal Responsibility of Being Punctual Start discussion with following questions (optional: white board)

What is the best movie you have seen in theaters lately? What are some of the benefits of being on time to the movie

(below are possible answers)?You get a great seat

Your group/friends sit togetherTime to get snacks and popcornDon’t have to trip over people

Get to see previewsPersonal Responsibility for Being Punctual/Both School and Non-School Settings

. Read questions aloud and have students write down answer then share in circle format or class discussion.

Instructional PurposeEveryone has different comfort levels with how they want to interact with their friends. Thislesson will accomplish the following:● Discuss how actions can be unacceptable or ‘cross the line’● Share the qualities you look for in a friend● Practice how to be clear about what crosses the line● Learn the dangers and effects of cyberbullying

What do we want the students to be able to do?● Identify qualities of a good friend● Identify what crosses the line for each of us● Have language they will use when someone crosses their line● Have language they will use when they see/hear someone else cross the line● Understand personal responsibilities when online

Content standard being taught in this activity:Social Competence: Build & maintain positive relationships through effective communication,cooperation and conflict resolution (MMSD SELS)

High School Example SEL Teaching Tool

Video Link: http://www.athinline.org/videos/61-library

Partner Practice

Choose an appropriate behavior. Use the Cool Tool/Teaching Tool

Template. Teach and Model with a partner

Reinforcement/ Acknowledgement is ineffective if…

Delivered ambiguously

Is not meaningful

Creates psychological pressure

Never fade ( generalize)

Four Corners Activity

Dialogue

What is currently in place? For students For staff

What can more can we build to acknowledge? Students Staff

Types of acknowledgement

Verbal Symbolic Tokens Tangibles

SCHOOL EXAMPLETeacher Managed Behavior

• Disruptions i.e. noisy, out of turn, out of seat

• Inappropriate language (swearing, inappropriate conversations

• Sleeping• Tardies• Food in class• No supplies• Lack of participations• Cheating (1st offense)• Talking at inappropriate

times• Dress code

Office Managed Behavior• Chronic/severe behaviors

(classroom managed AFTER teacher interventions)

• Safety issues (threatening)• Serious threats (to students or staff)• Violent behavior (fighting, physical

aggression)• Harassment (bullying)• Profanity and verbal abuse directed

towards adults• AOD• Weapons• Theft

Key Questions

How does a staff member make an office referral?

Who responds to the call? How is data recorded? What does the intervention look like? How is information communicated back

to referring staff members? What does re-entry look like?

Academic and Learning Systems

Positive Behavior Support and Social-Emotional Systems

Tier III:Intensive InterventionsStudents who need Individual Intervention

Tier II: Strategic InterventionsStudents who need more support/challenges in addition to the core curriculum

Tier II: Targeted Group InterventionsStudents who need more support in addition to school-wide positive behavior program

Tier I: Core Curriculum and Instruction

Tier I:Universal Practices (PBS) andSocial-Emotional Learning Standards

Response to Instruction and InterventionA Focus on Learning • A Collaborative Culture • A Focus on Results

Tier III: Comprehensive/Intensive InterventionsStudents who need Individualized Interventions/accelerations

ASSESSMENT&DATA

Culturally Responsive PracticesUniversally Designed Instruction

Where are we as a state?

Closing Activity

How does this fit with your current role? How can you integrate this with other

initiatives? Where do you go from here?