Positive Behavior Interventions and Support

Creating School-Wide Systems

Tier 1

Behavioral System

Table of Contents Chapter 1 - Introduction to Tier 1 Behavioral Systems .............................................. 3

Chapter 2 – Elements of Tier 1 Behavioral Systems ................................................... 4 Guidelines for Success/Character Traits ...................................................................... 4

Common Area and Activity Expectations ................................................................... 5

Classroom Activity Expectations.................................................................................. 8

Procedures ..................................................................................................................... 9

Attention Signal........................................................................................................... 10

Active Supervision ....................................................................................................... 11

Systems for Responding to Students .......................................................................... 12 Chapter 3 – Signage, Teaching and Communication ................................................ 15

Chapter 4 – Data Analysis & Effective Problem-Solving ........................................... 17

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Chapter 1 - Introduction to Tier 1 Behavioral Systems

Why Behavioral Systems?

• School discipline has focused mainly on reacting to

specific student misbehavior by implementing punishment-based strategies including reprimands, loss of privileges, office referrals, suspensions, and expulsions.

• Research has shown that the implementation of punishment, especially when it is used inconsistently and in the absence of other positive strategies, is ineffective.

• Introducing, modeling, and reinforcing positive social behavior is an important step of a student's educational experience.

• Teaching behavioral expectations and rewarding students for following them is a more

“A truly positive school climate is not characterized simply by the absence of gangs, violence, or discipline problems, but also by the presence of a set of norms and values that focus everyone’s attention on what is most important and motivate them to work hard toward a common purpose.”

---Craig D. Jerald

proactive approach than waiting for misbehavior to occur before responding. • The purpose of a behavioral system is to establish a climate in which appropriate behavior is the

norm.

What are Tier 1 Behavioral Systems?

Tier 1 Behavioral Systems are part of a comprehensive plan to structure and create a safe, civil and productive atmosphere for all within the learning community. These systems focus on prevention and clear, consistent expectations. Everyone needs to have a common understanding of behavior expectations for students and adults, school-wide and classroom policies, and procedures.

Tier 1 practices impact all individuals within a setting and should be effective with 80-85% of the student population. This level is prevention-centered and focuses mainly on teaching the school-wide vision and

expectations for the campus and classrooms.

Examples of Tier 1 Practices Include: • Guidelines for Success • Common Area Expectations • Classroom Activity Expectations • Acknowledgments and Redirections • Active Supervision • Preventative practices like No Place for Hate and

Social Emotional Learning (SEL) • Rewards • Corrective actions

For a campus with 700 students, 560- 595 students should respond to Tier 1

practices. For a classroom of 20 students, 16-17 students should respond

to Tier 1 practices.

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Chapter 2 – Elements of Tier 1 Behavioral Systems Guidelines for Success/Character Traits

What are they and why are they important?

Guidelines for Success/character traits are the qualities the campus wants students and adults to portray. Everything on campus - behavioral, academic, social and emotional - ties directly back to the Guidelines for Success.

Clear guidelines/character traits lead to the development of:

• A culture of competency and fairness • Behaviorally specific communication • A behavioral curriculum that will guide the teaching of expected behaviors

• Communication and common language among staff and between students and staff

Tier 1 School Sample

At Marvelous Middle School, Guidelines for Success and Common Area Expectations are posted in multiple locations throughout the school. Teachers and staff members consistently reference those expectations while they acknowledge and redirect students. Additionally, the campus utilizes anti- bullying and drug prevention curriculum annually.

How do you create Guidelines for Success/Character Traits?

The campus leadership team or cabinet, with staff representation, identifies 3-5 character traits to serve as Guidelines for Success. The following questions should be considered before developing the

Guidelines for Success:

• What words come to mind when you consider the cornerstone values that you want to see demonstrated by student and staff at your school?

• Think about specific behaviors (desired traits). Do all of these traits fit somewhere within the cornerstone values?

• Are the words easy to remember? • Is there a catchphrase, acronym, rhyme, or theme

that may help people remember the words?

Everwood Eagle Guidelines for Success

Strive for your personal best Operate with integrity Agree to be positive Respect self, others, and your school

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In order to ensure that the Guidelines for Success/Character Traits are memorable and accessible to the entire school population, it is helpful to consider the following factors:

• Limiting the number to 3-5 helps refine the campus focus and aids in memorization. • Positively stating the guidelines reminds students and staff of what is wanted, rather than

what isn’t wanted. • While guidelines/character traits most likely will be abstract, they need to be in terms that

students can understand.

School Examples

Excellent Elementary- Respectful, Responsible, Ready to Learn - Responsables, Respetuosos, Listos para aprender

Early College High School – Respect Ownership Attitude Reliability Safety

How to utilize campus Guidelines for Success in each classroom:

For each guideline, consider how you expect students to demonstrate the trait in your classroom and how you expect adults to model the trait. Students can help create the guidelines by brainstorming with the whole class or can free write about each existing guideline.

As teachers develop classroom management plans, it is important to keep the guidelines for success in mind to ensure that those systems and plans embody those traits the campus has agreed are important.

Signage, Teaching, Communication

See Chapter 3 for more information on making the Guidelines for Success/Character Traits a part of the school environment though public postings, explicit teaching, and open communication with all stakeholder groups.

Common Area and Activity Expectations

What are they?

Common Area Expectations (CAE) are a list of 3-5 expected behaviors for a particular setting or activity. These will serve as an observable translation of the Guidelines for

Success. Campuses create CAE for both students and adults in each common area.

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Why are they important?

Every setting or situation in society carries its own set of rules – some may be explicit and others implicit. Because we want all students to have equal opportunities for success, schools have to communicate expectations in a clearly defined and direct manner. Developing and posting specific expectations helps to eliminate the hidden rules within the school system by breaking down the assumption that people implicitly know what is expected of them. By explicitly stating the behavioral expectations for a particular setting or activity, we ensure that all students and adults on the campus have the same definition of expected behavior in that setting or activity.

How do you create Common Area Expectations?

As with the creation of Guidelines for Success, it is crucial to include all staff members (professional and classified) in the creation of CAE. The simplest way to do this is to hold a full staff meeting and use the following procedures:

1. Explain what CAE are. Remind staff members that the CAE

should be an observable translation of the Guidelines for Success.

2. Identify all common areas needing CAE. 3. Pick one common area and begin the following process as a

whole staff: a. List all the negative behaviors observed or anticipated in

that setting.

Think about it… How is appropriate

behavior at the public pool different

from appropriate behavior at the public library?

b. Flip the negative behavior statements to positive statements that describe the desired behavior. It is better if the negative and positive statements are mutually exclusive. That is the two cannot be done at the same time. (Example: The negative behavior is running. The positively stated version of that is “Walk”.) See Appendix for more examples.

c. Sometimes multiple negative behaviors are addressed by one positive statement and that helps in the next step of consolidating.

d. Look for common themes and consolidate the positive behaviors into 3-5 statements. 4. Form small groups (3-5 people) and assign one common area to each group. 5. Groups work through step 3 listed above for creating CAE. 6. Post the responses of each group and have staff members walk around and make comments

using Post-It notes. 7. Have the campus leadership team or cabinet hold a separate meeting to review the comments

and make necessary adjustments to the CAE. 8. Present the edited CAE to the staff (either through team meetings or a staff meeting) to gain

consensus. 9. Communicate the chosen CAE with those not present at the meeting.

What does respect look like and sound like in the cafeteria? In the hallways? On the playground?

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Tips for Creating Expectations:

In order to ensure that the expectations are accessible to the entire school population, it is helpful to consider the following factors:

• Limit the number to 3-5 to help refine the campus focus and aid in

memorization. • Positively state the expectations to remind students and staff what we

want, rather than what we do not want. • Use observable and kid-friendly language to create clarity for all involved.

• Translate and include picture cues for non-English speakers and/or non-readers.

School Sample - Student

Hallway Expectations

• Level 1 voice.

• Walk on the right side.

• Move immediately to class.

• Follow adult directions the first time they are given.

School Sample - Adult Hallway Expectations

• Model appropriate interactions for students.

• Actively monitor students.

• Praise students meeting

expectations.

• Calmly redirect students as needed.

For more information on sharing CAE with students, please see the section on teaching.

Signage

See Chapter 3 for more information on making the Guidelines for Success/Character Traits a part of the school environment though public postings, explicit teaching, and open communication with all stakeholder groups.

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Classroom Activity Expectations

What are they?

Classroom Activity Expectations are a list of 3-5 expected behaviors for a particular setting or activity. These will serve as an observable translation of the Guidelines for Success. Teachers create Expectations for students for each major classroom activity. For classrooms that have multiple teachers, adult helpers or visitors, it might be helpful

to create adult expectations as well.

Why are they important?

The rationale for Classroom Activity Expectations is the same for campus Common Area Expectations. Every setting or situation in society carries its own set of rules both explicit and implicit. Because we want all students to have equal opportunities for success, schools must communicate expectations in a clearly defined and direct manner. Developing and posting specific expectations helps eliminate the hidden rules within the school system. By explicitly stating the behavioral expectations for a particular setting or activity, we ensure that all students and adults on the campus have the same definition of expected behavior in that setting or activity.

Think about it… How is appropriate behavior during a test different from

appropriate behavior during a group discussion?

How do you create them?

1. Identify all major activities needing Classroom Activity Expectations. The most common tend to be: Direct Teach, Independent Work, Partner/Group Work, Entering Class, and Exiting Class.

2. Pick one activity and begin the following process: a. List all the negative behaviors observed or anticipated during that activity. b. Flip the negative behavior statements to positive statements that describe the desired

behavior. It is better if the negative and positive statements are mutually exclusive. That is the two cannot be done at the same time. (Example: The negative behavior is running. The positively stated version of that is “Walk”.) See Appendix for more examples.

c. Look for common themes and consolidate the positive behaviors into 3-5 statements.

In order to ensure that the expectations are accessible to the entire classroom community, it is helpful to consider the following recommendations:

• Limit the number to 3-5 to help refine focus

and aid in memorization. • Positively state the expectations to remind

students and staff what is wanted rather than what is not.

• Use observable and kid-friendly language to create clarity for all involved.

• Translate and include picture cues for non- English speakers and/or non-readers.

Classroom Sample - Student Direct Teach:

• Voices off, unless called on

• Stay seated

• Follow Directions

• Raise hand for help or permission

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Procedures

How are they different from expectations?

Expectations outline the appropriate behaviors for certain activities, while procedures explain how that activity is accomplished. Procedures can address everything from grade level order for entry

and exit during an assembly to duty rosters for staff.

Cafeteria Sample Expectations

1. Level 1 voice. 2. Raise hand for help. 3. Keep area clean. 4. Stay seated.

Sample Procedures

1. Students buying lunch will go through the lunch line with their teacher. 2. Students who have brought their lunch will go immediately to their assigned table. 3. Students wait until they are dismissed to throw away their trash. 4. When they are done with lunch, students will wait for their teacher in a line by the door.

For more examples of procedures, see the Appendix.

How do we document them to create institutional memory?

Documentation assures that the procedures can survive changes in staff, unexpected incidents and even the beginning of a new school year. Written procedures also record best practices for a particular setting and facilitate easy review and/or transfer of those methods. There are different options for recording the procedures for a campus. Two of the simplest are to include them in the staff handbook and to create a procedures binder or campus electronic shared drive. Make sure that all staff members know how to locate the school-wide procedures.

What elements should be included in the creation?

Possible factors to consider are:

• Traffic flow • Space (i.e. is there enough room for everyone?) • Signage • Staffing • Scheduling • Additional materials needed (e.g. cones, stop signs, etc.) • Inclement weather • Tutoring • Testing • Special program

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How do we keep things current?

There will be times when procedures are updated or when new stakeholders are involved. Campuses should have a plan in place to orient new students and staff to the current procedures, as well as a plan

to communicate modifications to the existing procedures. Some ideas on how to communicate change:

• Updating the master calendar • Having students watch an orientation

video as their parents register • Emailing weekly campus updates

• Making announcements

• Beginning of the year training for whole staff

• New teacher PBS and procedures orientation

• Grade level assemblies after breaks Attention Signal

What is it?

An attention signal is a school-wide method of gathering attention. Each campus should choose a signal that is appropriate for its population and setting. Classroom teachers

may utilize the campus attention signal, or may choose to create their own.

Why do we need it?

The attention signal clearly tells all students and staff know when it is time to receive information, to get directions, or simply to get refocused. It allows any member of the staff to gain the attention of any group of students and/or adults.

How do we create it?

When selecting an attention signal, it is important to consider all factors that will contribute to its effectiveness. Keep in mind various learning styles, different environments, and ages of students. Also, the location in which the signal will be used impacts the type of signal needed. An attention signal on the playground might look and sound different from one in the library. Because of these multiple influences, campuses might need to select more than one school-wide attention signal.

Once an attention signal has been decided upon, remember to:

1. Create expectations to follow when using and

witnessing the attention signal. 2. Communicate/teach the chosen signals with the campus

Attention signals should sound something like this…

“Give me five. I need voices off, hands empty, bodies seated criss- crossed and eyes on me.” Wait and look around the room. “Thank you Ms. Wilson’s class for getting criss-crossed. I can see that the 1st grade students are ready with their eyes on me. Mr. Perez’s students have their voices off.”

“I am waiting for all 5th grade students to have a seat.” Other staff members should redirect individuals at this point. Once the students have met the expectations,

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community.

3. Teach the signal and expectations for the signal to the entire campus community.

How do we use it? Key times to use an attention signal are when:

• transitions occur • information needs to be shared • directions need clarification • a significant number of students are off

task

Active Supervision

The steps for using an attention signal correctly are as follows:

1. Give the attention signal. 2. State the expectations. 3. Wait and scan. 4. Acknowledge positive behavior. 5. If needed, redirect negative behavior.

Always strive to redirect negative behavior privately.

Active Supervision is a method of effective monitoring with four key elements: protect, expect, connect and correct. Every common area is an appropriate place for Active Supervision. All four pieces of Active Supervision need to be modeled by all levels of staff on a campus whenever they are supervising students. The fundamental belief behind

Active Supervision is that all adults are responsible for all students.

Protect Expect • I am on time for my supervision responsibility. • I do not allow others to usurp my time while I

am supervising. • I continuously move throughout the area and

alter my path so that students cannot detect a pattern.

• I am purposeful about looking around at all students in the area, not just look at one area or in one direction.

• I enforce all the behavioral expectations for students.

• I move close to students who are beginning to have difficulties and I stay in problem areas so that students know I am monitoring.

• I correct low-level misbehavior knowing that low-level misbehavior can lead to larger problems.

Correct Connect • I consistently correct student misbehavior. • I respond to student misbehavior in an

unemotional manner. • I use a professional tone with students and I

always use a non-confrontational stance when I talk to students.

• I correct misbehavior in a way that avoids publically humiliating the student.

• I use an instructional approach when I correct misbehavior.

• I meet students in a welcoming and positive manner as they enter the setting -that is I am positive, I smile and I call the students by name.

• I give students sincere, specific and descriptive praise.

• I meet at least a 3:1 ratio of positive to negative interactions with every student I supervise.

• I intentionally seek out students who have difficulty within the first five minutes and strive to positively connect with them.

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Systems for Responding to Students

Acknowledgements and Redirections (Tier 1 interventions)

What are they? • Acknowledgements are a verbal or nonverbal recognition of appropriate behavior. • Redirections are verbal or nonverbal reminders of expected behavior. • The objective of both is to reinforce behavioral expectations and serve as ongoing

feedback for students. Acknowledgements and redirections are tied back to the Expectations and Guidelines for Success. These interactions with students are easy to duplicate and cost effective.

Why are they important?

• Engaging in acknowledgements and redirections with students helps build relationships and increases the chances of seeing positive behavior

replicated. • Acknowledgements communicate that adults

appreciate the choices that students make when they are meeting expectations.

• Redirections build relationships because they let students know that adults care about them and want to see them be successful.

• Using both is a significant step in bringing about the desired campus and classroom climate by continually re-emphasizing the importance of Expectations and Guidelines for Success.

One of the most common functions of behavior is to gain attention. For some students, whether they are receiving praise or a consequence is secondary to the simple fact that they are getting attention. Therefore, students will behave in a particular manner if they know that will gain them the attention of adults or peers.

While we cannot control where student attention is directed, we can control where our own attention is directed. When adults focus more of their attention on appropriate behavior, they send students the underlying message that meeting the expectations is the acceptable way to gain attention from adults on that campus. When our acknowledgements of individual students include behaviorally specific language, we also have the opportunity to remind all students of the expectations.

Helpful Hints for Using

Acknowledgements... Do . . . . . . be targeted and specific; focus on individuals and identify the

behavior that is being acknowledged. . . . mix up judgment based and non-judgmental acknowledgments. (“I like” vs. “I see” or “I notice”) . . . tie acknowledgements to posted expectations. . . . be sincere and accurate. . . . keep it private and make eye contact if possible. . . . know whether students prefer private or public acknowledgements. Don’t . . . . . . acknowledge a whole group, unless all in the group exhibit the desired behavior

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In order to maintain the current level of behavior, research has shown that there should be a 3:1 positive to negative ratio of interactions. If the goal is to improve behavior, some studies say that the ratio needs to be as high 10:1. This ratio is not based on the manner in which adults interact with students, but rather to which type of student behavior the adult is responding. When a student is meeting the expectations and an adult recognizes that behavior with an acknowledgement, it is a positive interaction. Anytime a student is not meeting the expectations and an adult interacts, it is a negative interaction.

How do you use acknowledgements and redirections?

The easiest and most common times to use acknowledgments and redirections are:

• immediately after giving directions • during transitions • after using an attention signal • when at least 80% of students are on task

Many educators want to correct negative behavior as soon as they see it, so it takes a conscious effort to maintain a positive ratio of interactions with students. One way to train ourselves to do this is to use the following process when transitioning activities or observing negative behavior:

1. Wait and scan. 2. Provide an acknowledgement to at least three students who are meeting expectations.

3. Provide redirection, if needed.

Student Behavior Adult Response Positive or Negative Johnny is out of his seat, while Maria is seated.

Thank you Maria for staying seated. (verbal) Teacher gives Maria a thumbs up and smiles. (nonverbal)

Positive

Johnny, would you please take a seat? (verbal) Teacher walks to Johnny’s desk and points at it. (nonverbal)

Negative

Rewards and Corrective Actions (targeted interventions)

What are they?

The objective of rewards and corrective actions is to change student behavior. These responses are targeted at specific groups of students or individual students for whom acknowledgments and redirections alone were not effective. They can be tangible, but do not necessarily have to be. Using rewards and corrective actions is more labor and time intensive than using acknowledgements and redirections.

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Why are they important?

Rewards and corrective actions are a higher level of feedback for students. They are extrinsic and are designed to help with students who do not have the level of intrinsic motivation necessary to make the choice to follow expectations on their own.

• Sometimes students need extrinsic

motivation to meet the expected behavior.

• Rewards give students something extra to work to earn. Corrective actions give students something extra to avoid. Because they are more time intensive than acknowledgements and redirections, they should be used sparingly.

• In order to develop intrinsic motivation, rewards and corrective actions should be part of a program that is phased out over time.

How do we create them?

The development of school-wide reward systems can take many different forms. One good option is to have the campus PBS team identify two to three options and then get feedback from their stakeholder groups. Rewards can range from tangible tokens, like school-store “dollars,” to

non-tangible incentives, like recognition during

School Samples Rewards Positive behavior ticket

Positive referral to the office

Positive phone call home

Corrective Actions

Restitution

Time owed Referral to services

announcements or an assembly. Corrective actions can also take many different forms from time owed (detention) to restitution (cleaning up graffiti). When developing both rewards and corrective actions, it is crucial to ensure that they can be easily implemented with consistency.

How do we use them?

Varying responses to behavior increases the behavior’s intensity and frequency. Therefore, to increase positive behavior we want to vary our response to positive behavior. Likewise, to decrease negative behavior, we want to make our response consistent. Consider a slot machine and a pop machine. People only go to a pop machine when they want pop, because that’s what they get every time. People play the slot machines, knowing that most of the time they will not get what they want. The idea that they do get what they want every once in a while keeps them coming back. With our students, we need to be like soda machines, so that they know every time they display negative behaviors, our response will be the same. When students don’t have to guess at our response, they can make an informed decision about whether or not to repeat the behavior.

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Chapter 3 – Signage, Teaching and Communication

Signage

As a reminder for staff, students and visitors, it is helpful to post the Guidelines for Success/Character Traits throughout the school. These signs should be large enough to be visible to all individuals and to serve as a reference point as needed. If the campus serves a multi-lingual population, then the guidelines should be translated so that they are accessible to everyone.

Additionally, posting Common Area Expectations (CAE) throughout the school also serves as a reminder for staff, students and visitors, CAE are to be posted throughout the school. Posting signs in the area to which they refer will be most effective. For example, post hallway signs in multiple hallways and cafeteria signs inside the cafeteria and outside the cafeteria doors. These signs should be large enough to be visible to all individuals and to serve as a reference point as needed. If the campus serves a multi-lingual population, then the CAE should be translated so that they are accessible to everyone. Both adult and student expectation signs should be posted.

Teaching

It is important to explicitly teach all elements of a behavior system so that everyone (staff, students and parents) has the same knowledge base and understanding of what is expected.

How and when do we teach?

Behavior should be taught in the same way that we teach academics. Lesson plans must be developed and taught; we need to check for understanding and progress; and then we re-teach as necessary. Before school begins, plan and document when lessons will be taught. Also indicate the lesson plan schedule on the campus master calendar. Key times to teach are:

• the beginning of each semester • after extended breaks • anytime less than 80% of students are meeting expectations • when there is a change in routine or procedures

It is helpful to create lesson plans that staff members can use without much preparation. As with academics, we know that students learn best when they are given the opportunity for meaningful practice. For example, classroom teachers are best able to teach cafeteria expectations by visiting the cafeteria and rehearsing there before their actual lunch time. Consider which format would be best for teaching and reviewing expectations with students at your campus. This could include anything from holding an assembly to having students create a skit or rap to perform. See the Appendix for sample lesson plans.

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Communication

Keeping all stakeholders informed throughout the process is critical to the success of Tier I behavior systems.

How do we involve students and parents?

Each school will need to determine the level of student and parent involvement that is appropriate for the campus and/or classroom. Some possible ideas for including parents in the development process are sending out surveys or contacting the CAC and PTA.

After the creation process is complete, it is important to share expectations for both

common areas and classrooms with parents and students. A few methods for communicating with

parents are:

• CAC/PTA meetings • Newsletters/letters home • Parent & Principal Coffee • Parent Support Specialists

• Campus Website

• Marquee • Automated call outs • Posters • Classroom Management Plan

• Back to School Night For more information on sharing the selected Guidelines for Success with students, please see the section on teaching. Parent Support Specialists

• Campus Website • Marquee • Automated call outs • Posters

The graphic below highlights four key stakeholder groups for campuses. Use this tool as a guide to develop a plan for communicating with each group.

Staff members: Initial training, Tier I section within staff handbook, Tier I handbook, staff meetings, emails, refresher trainings, newsletter, bulletin board, mailbox reminders (with candy), postings in lounge, intercom

announcements, campus master calendar, department or grade level teams, etc.

Parents: PTA meetings, CAC, parent and principal coffee, Parent Support Specialist, school website,

marquee, newsletter, posted signs, automated call outs, etc.

How do we communicate with stakeholders?

Substitutes: Substitute folder, school-wide packet, etc. Students: Model, teach lessons, assemblies, practice,

announcements, videos, refresher training, etc. For more information, see the section on teaching.

Chapter 4 – Data Analysis & Effective Problem- Solving Why do we use data?

Routinely gathering and analyzing data helps campuses target their efforts by identifying areas of strength and need for growth. Rather than spending time and energy addressing perceived needs, we can focus on specific data-based goals and then continually monitor progress toward those goals. Within the context of school-wide tier I behavior systems, data enables campuses to determine whether they need to focus on specific settings, skill sets or a combination of the two.

Data helps us to determine the scope of an issue. Is the problem in all common areas, or a few? Does it affect most students or several? Does 80% of 6th grade have issues with passing period, or is it a group of 5%?

Using data ensures that the campus gets the biggest return for the smallest amount of work. If there is only one common area that needs work, then the school only needs to maintain the other common areas and can focus training on the single common area. If there are several common areas that are not functioning at the desired level, the campus team might need to look at developing systems for them all.

• Example: If the system for arrival is not functioning well, but the other common areas are

working fine, then the campus only needs focus on planning and training arrival, while working only to maintain the other systems. If, however, arrival and dismissal both are not working well, the campus should look at what common factors might be impacting both areas. Sometimes the same solution can work for multiple problems. Do the adults need to be posted differently? Do the adults and students need to interact in a different manner? Do students need reinforcement in those areas?

Data also helps to track successes and lets schools know if their plans are effective. If a campus is working to reduce the number of tardies, then tracking the number of tardies will help it know if the plan is working. Often times, preventative measures are the best solution to address areas of concern. It is important to consider what successful strategies are being used in effective common areas and then to translate those successes into other settings.

• Example: There might be a lower incidence of physical aggression after school simply because

more staff members are present and actively monitoring. In contrast, the hallways could have a lower level of supervision and in turn have more fights.

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Data Collection

What are some of the different sources of data at the Tier 1 level?

Common Area and Classroom Observations

In order to evaluate the effectiveness of Tier 1 systems, observers can conduct Common Area and Classroom Observations. The Common Area evaluation is tied directly to the

elements of Active Supervision. Observations can occur at static times of the year (once at the beginning and once at the end), but also can be requested or conducted any time that formal or informal data indicates a need. After the observations are completed, feedback should be shared with the campus team and then it decides if any changes need to be made to improve safety, efficiency or climate.

Discipline Referrals

This data can be pulled from district data sources. Disaggregating this data allows campuses to analyze referrals by categories like location, time of day, grade level and offense.

Anecdotal Data

This tends to be more qualitative than quantitative in nature and is much more subjective than other data, but provides insight that other methods lack. Staff surveys, exit tickets at meetings, celebrations and other informal data can help create a broader sense of what is really happening on a campus.

What can these data sources tell us?

Data Source Data Indicators Common Area Observations Look for:

• trends across common areas (Are students on task? Are the

common areas safe? What do our adult/student interactions look like?)

• correlations between student expectations being posted and student expectations being followed

• correlation between adult expectations being posted and adult expectations being followed

• correlation in type of interactions (positive vs. negative) and students on task

• correlations between common area observations data and other types of data

Identify:

• common areas that are not positive • common areas where fewer than 80% of students are on

task • common areas that lack posted expectations

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Disciplinary Data (Office Referrals)

Look for:

• trends in type of infraction (What are most of our referrals for? Do we have a problem with physical aggression?)

• trends by area (Do most of our referrals come from lunch or recess?)

• trends by grade level and/or subject area (Is there one grade/subject area that stands out? )

• trends by time of day or activity (when do most of the referrals happen in the cafeteria; arrival, lunch, or assembly?)

• correlations between disciplinary data and other types of data (Does a high number of referrals in the common areas correlate with a low number of adults supervising?)

Identify:

• The locations with the most referrals • Time of day with most referrals • What are the most frequent infractions in the common areas?

Attendance Data Look for:

• trends by grade level team (Do all the grades have a problem

with tardies, or is it isolated to 4th grade?) • trends by department • correlations between attendance data and other types of data

Academic Data

(Grades, Benchmark Scores, TAKS Scores)

Look for:

• trends by grade level team • trends by department • correlations between academic data and other types of data

Anecdotal Data (See Sample questions in the appendix)

Look for: Anecdotal data that verifies or explains the other forms of data

Why combine different data sources?

Combining different sources of data can help get a more accurate picture of a campus’ needs. Both qualitative and quantitative information can fill gaps in each other. Qualitative (descriptions, stories, exit tickets) stories from people can let us know how they are feeling and check the atmosphere. Quantitative (numbers, referrals, grades) can help us to look unemotionally at a situation.

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Establishing Effective Team Systems:

A well-functioning campus based team (ex. Leadership Team, Cabinet, PBS, Child Study Team) responsible for developing, monitoring, and maintaining Tier 1 behavioral systems is a critical component to successful implementation. Initially, this team is charged with collecting and analyzing data to determine campus

priorities, setting goals, and developing a plan of action. The team must then work with the entire campus staff to implement the plan and evaluate its effectiveness. This cyclical process continues throughout the year as Tier 1 behavioral systems are built and new challenges arise.

It is recommend that campus based teams utilize a formal and predictable framework during team meetings to construct and implement effective, data based solutions. One framework to consider is TIPS- Team Initiated Problem Solving developed by Horner & Todd at the University of Oregon.

It consists of two key parts:

• Meeting Foundations (the “structure” of the meeting including how a team prepares and

conducts meetings) • Problem Solving Model (the step-by-step process of developing a plan of action based on data)

Meeting Foundation Elements- Incorporating these elements into every team meeting will provide a basis for efficiency and effectiveness of team based conversations.

1. Primary & backup up people are assigned for major roles (facilitator, minute taker, data analyst) with defined responsibilities

2. Meeting participants have the authority to develop & implement problem-solving solutions

3. Meetings start and end on time

4. Team members attend meetings promptly and regularly

5. Public agenda format (use of projector and meeting minutes form) is used to define topics &

guide meeting discussion and is available for reference during meetings

6. Previous meeting minutes are present and reviewed at start of each meeting.

7. Next meeting was scheduled by the conclusion of each meeting

8. Meeting minutes are distributed to all team members within 24 hours of the conclusion of each meeting

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Team Initiated Problem Solving (TIPS) Model

Adapt solutions over time to fit

new data

Define problem with precision

Collect Data

& Transform Into Information

Identify goal

Measure fidelity and impact

(progress monitoring)

Build solutions

and Action plan

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Appendices:

Assessing your School-wide System:

Directions: The 6 sections in the Positive Behavior Support Wheel represent the components of a strong school-wide management system. On a scale from 0 (the center of the wheel) to 10 (the outer edge of the wheel), rank your level of implementation for each component. 0 is no implementation and 10 is highly effective implementation. Place a point in each wedge to indicate your level of effectiveness for each wedge. Connect the points to create a new outer edge. The new perimeter represents the effectiveness of your behavior management system.

10 10

School-wide Rewards &

Corrective Actions

School-wide Guidelines for

Success/Character Traits

School-wide 0 10 Active Supervision

10 School-wide

Attention Signal

School-wide Acknowledgements

and Redirections

Common Area and Classroom

Expectations and Procedures

10

10

School-wide Rewards & Corrective

Actions

School-wide Guidelines for Success/Char acter Traits

School-wide

Active Supervision

School-wide Attention

Signal

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School-wide

Acknowledge mnts and

Redirections

Common Area and Classroom

Expectations and

Procedures

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Sample Campus Goal Statement

Goal: Decrease the number of physical aggression/ fighting incidents on the playground.

Data Indicators for Evidence of Need: -The total common area score for playgrounds was 9 out of 16 points.

-The total common area score was 72 out of a total of 104 points.

- 100% of referrals occurred in the common areas.

-Key Qualitative Data: Discussions in staff meeting also generated this concern. Playground observation data by grade levels, administrator, and counselor triangulated the findings

Concerns:

• Student safety • Need for students to be actively

monitored at all times when students are in common areas, with particular emphasis on improving playground area

• Student safety on playgrounds • Campus physical layout—hidden

areas on campus

Behavioral System Area Impacted: School-wide Systems

System Structures to be Addressed:

• Guidelines for Success • Attention Signal • Common Area Expectations • Acknowledgements and Redirections • Systems for Responding to Students • Teaching Timeline

Action Steps:

• Update and consistently implement expectations for the playground. • Create and consistently implement procedures for the playground. • Increase the level at which adults expect, protect, connect, and correct in common areas.

Data Indicators for Evidence of Progress: Monitor the number of discipline referrals from the playground

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Goal Setting Form

Tier 1 Behavioral System implementation on every campus is a dynamic process and should be driven by campus needs and priorities. Maximize efforts on your campus by addressing systems that are most suitable for goals that you set for your campus implementation. Identify one or two goals that you would want to accomplish through your Tier 1 Behavioral System implementation for this year. Once you have identified the goal, develop action steps to address these goals. Be sure to check periodically for progress celebrations and or adjustments in action steps.

Goal:

Data Indicators for Evidence of Need: Concerns:

Behavioral System Area Impacted: System Structures to be Addressed:

Action Steps:

Data Indicators for Evidence of Progress:

Goal:

Data Indicators for Evidence of Need: Concerns:

Behavioral System Area Impacted: System Structures to be Addressed:

Action Steps:

Data Indicators for Evidence of Progress:

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Below is a list of considerations to use when looking at common areas. Each campus is unique and needs to look at multiple sources of data to assess their situation. Please work with your team to identify what will work best for your campus.

Have the expectations been taught? Are expectations posted? Are adults acknowledging students following behavior?

Are adults redirecting negative behavior? Has an incentive program been developed for this common area?

Is the incentive program being used? Are adults posted where they can observe all of the students and the entire area?

Are adults circulating the area? Are adults scanning (sweeping their gaze) to observe all students?

Are all adults monitoring all students? Is the attention signal being utilized, when appropriate?

Is the attention signal effective? Do students and adults know the traffic pattern?

Do students and adults follow the traffic pattern?

Are adults behaviorally specific when redirecting negative behavior? (“Please sit down.” vs. “Follow the rules.”)

Are adults behaviorally specific when acknowledging positive behavior? (Thank you for staying seated.)

Are there enough adults to monitor the area successfully?

Is there a language barrier between staff and students?

Are there any physical safety hazards in the area?

Are the students speaking to each other in a threatening or harassing manner?

Is there enough space and materials for the desired activity?

Are at least 80% of students on task? Is staff calm when redirecting negative behavior?

How do students respond to redirection?

Yes So-So No

PBIS Team Meeting Minutes and Problem-Solving Action Plan Form

Today’s Meeting: Date: Time: Location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date: Time: Location: Facilitator: Minute Taker: Data Analyst:

Team Members (bold are present today)

Today’s Agenda Items Next Meeting Agenda Items Potential Problems Raised

01. 02. 03. Administrative/General Information and Issues

01. 02. 03.

01. 02. 03.

Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When?

Problem-Solving Action Plan

Implementation and Evaluation Precise Problem Statement, based on Solution Actions By When? Goal with Fidelity of Effectiveness Updates

review of data Who? Timeline Imp of Imp (What, When, Where, Who, Why) measure measure

Evaluation of Team Meeting (Mark your ratings with an “X”) Our Rating

1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior?

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Common Area 8cpec:tationsfor.Students and.Staff

Early College High School

Guidelines for Success

Raiders Rock:

READY TO LEARN I RESPONSIBLE I RESPECTFUL

Common Area Expectations and Procedures

Students

Adults

Arrival 1. Arrive to school on time everyday with a positive attitude:Arrive to all cl asses on time 2.Be within dress code 3.Have materials ready 4.Respect those around you: Speak in a calm and kind tone 5.Greepeers and adu ts

1. Arrive to school on trne everyday wi'!h a positive attiude 2. Be within AlSO professional dress code and wear your 10 3.Have yourmaterials re.ady: Remind students to have their matrials 4. Respect those aroundyou: Speak in a calm and kind tone 5.Gceet students and r in common areas and at you:r door

Cafeteria 1. Attend lunch only at the correct time/location 2.C ean up after yourself 3.AU food must be consumed n designatareas 4.Have 10 badges with you at al times 5.Be patient and respectful with peers and adults

1. Be present and aware 2. Circu1ate the cafeteria. halls.and parting bts 3. Monitor who leaves/enters campus 4.Enforce all policies and procedures:A. el appcopria:e behavi« 5. Model throwing away trash

Hallways 1. Have 10 badges with you at al times 2.Stay i n class unless you have a p.l:SS

3.Display appropria::oe behavior 4.Be on time 5.Treat yourseNes. others. and the school with respea

1. Actively supervise the entire campus during passi ng periods and throughout the entire day 2. Enforce all policies and procedures:A. el appcopria:e behavior 3. Properly fi out passes 4.Use IDs and seeurity scanners

Restroom

Open AbU

Assembiles 1. Folow PA di rections for arrival to and d sm ssal from assembly 2.Stay with yoiX class 3.Listen a:o.entively to speakers.. school song.and pledge 4.Show positive school spirit by dapping andpatticipa!ing at appropria:e times

1. Fol ow PA directions for arrivalto and d smissal from assembly 2.Wal k sudents and sit with dass according to designated areas 3. Monitor student s n your designated area 4.Enforce all policies and procedures

Dismissal 1. C ean up and pack an ma<erials for a specified period of time: debrief me learning 2.W<Jir. q u edy i n your seat until the teacher ( not bel) d smi sses you 3.Leave campus or go to designated areas

1. Estabish routi nes to end dassroom activities 2. Communicate expectations for dismissal 3. Model dea.ning up and paclUng materials for studen.::s 4. Actively supervise (circulat=- in you:r area) as studentsleave for the dav

Choose an item. Choose an item. Choose an Choose an Choose an Choose an Choose an

Choose an item. Choose an Choose Choose an Choose an Choose an Choose an

Choose an item. Choose an item. Choose an Choose an Choose an Choose an Choose an

Hallway Cafeteria Arrival Dismissal Assembly

Hallway Cafeteria Arrival Dismissal Assembly

Hallway Cafeteria Arrival Dismissal Assembly

Hallway Cafeteria Arrival Dismissal Assembly

Prot

ect

Corr

e Co

nnec

t Common Area Observation Form For School

Area: Hallway Cafeteria Arrival Dismissal Assembly Date: Time:

Common Area Set Up

Expe

ct

Guidelines for Success are posted Y/N Y/N Y/N Y/N Y/N Y/N Y/N are visible Y/N Y/N Y/N Y/N Y/N Y/N Y/N are language appropriate Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Student Expectations are posted Y/N Y/N Y/N Y/N Y/N Y/N Y/N

are visible Y/N Y/N Y/N Y/N Y/N Y/N Y/N

are language appropriate Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Staff Expectations are posted Y/N Y/N Y/N Y/N Y/N Y/N Y/N are visible Y/N Y/N Y/N Y/N Y/N Y/N Y/N are language appropriate(if applicable) Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Common Area Set Up

Staff Number of staff present during observation are positioned to supervise all areas Y/N Y/N Y/N Y/N Y/N Y/N Y/N circulate the area Y/N Y/N Y/N Y/N Y/N Y/N Y/N scan the area Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Transitions are safe Y/N Y/N Y/N Y/N Y/N Y/N Y/N

are efficient Y/N Y/N Y/N Y/N Y/N Y/N Y/N

procedures allow clear traffic flow Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Staff- Student Interactions

When appropriate 0=never, 1=rarely, 2=sometimes,3=often 4= frequently, N= No opportunity or not observed

Staff use attention signal(s) item. item. item. item. item.

Staff use acknowledgements/rewards

Staff is positive and instructional while giving acknowledgements & rewards item. an item. item. item. item. item.

Staff use redirection/corrective actions item. item. item. item. item.

Staff is calm and instructional while redirecting student behavior .

Staff- Student Interactions

Overall, the climate is positive Y/N Y/N Y/N Y/N Y/N Y/N Y/N 80% or more students are on-task Y/N Y/N Y/N Y/N Y/N Y/N Y/N Evidence of off-task behavior Y/N Y/N Y/N Y/N Y/N Y/N Y/N

Were there any obvious physical safety hazards? Were there any incidents that jeopardized the physical safety of students? Were there any instances in which threatening/harassing language was heard? Were materials, equipment, & structure adequate for the area(s)?

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Directions: This can be used in the creation of behavior expectations. List negative behaviors that regularly occur. For each negative behavior, list 3-4 positive behaviors that could replace the negative behavior.

Flipping Behaviors Chart

Negative Behavior Positive Behavior(s)

Flipping Negative Behaviors - Sample

Negative Behavior Positive Statement of Expectations

Running Walk.

Yelling Voice level 2. Partner voice.

6-inch voice.

Hitting Hands to self.

Talking Out Voices off. Raise hand to speak.

Wait for your turn to talk.

Walking around the room without permission. Stay in your seat. Stay in your space.

Leaving a messy area. Clean your area.

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Expectations Lesson Plan Templates

SAMPLE 1

TEMPLATE FOR STRUCTURING A BEHAVIORAL LESSON

Introduction: Giving students a quick picture of desired goal.

Telling Phase: Generating with students a concrete picture of what the goal is like.

Doing Phase: Role playing the desired behaviors that will get you to the goal.

Evaluation Phase: Giving clear, specific, and timely feedback on level of performance.

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Cafeteria Example

Share goal: The lunch line and area will be a safe and clean environment where people interact with courtesy and respect.

Highlight: Go over specific expectations for the common area.

T-Chart: Use a T-chart to record what a cafeteria looks, sounds, and feels like.

Brainstorm: Generate a list of “what if’s”.

Role Play: Role play “what if” situations. Give feedback.

Simulation: Go on site and practice the routines.

Remind students of goal and desired behaviors.

Debrief: Give students feedback based on T Chart.

Identify areas of concern.

Brainstorm additional “what ifs”.

Role play.

Practice, practice, practice!

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SAMPLE 2

Lesson Plan

I.

II.

REVIEW

TELL

List the expectations for this area below. List a reason why this rule is important for each expectation.

III. SHARE List one positive example and one non-example for group discussion.

PRACTICE IV. Make a list of positive examples and non-examples for further

discussion or role playing.

V. CONCLUDE Write a concluding activity.

VI. FOLLOW-UP/REINFORCEMENT List how you will monitor this expectation.

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SAMPLE 3

TEACHER COOL TOOL – LESSON PLAN Expectation:

Rationale:

Definition:

Examples:

Non-examples: *If demonstrated, these are to be demonstrated by the adult ONLY! Practice Opportunities:

Prompt/Reinforcement Strategies:

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Sample 4

Expectations: Rationale:

Guideline/Activity/ Routine:

Looks Like: Sounds Like:

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School Samples

Sample Guidelines for Success

Guidelines For Success

Guideline 1 Guideline 2 Guideline 3 Guideline 4 Guideline 5

Respectful Responsible Self-disciplined Tolerant Honest

Sample Expectations and Procedures

Expectations vs. Procedures Arrival

Procedures 6th grade goes to the small gym

7th grade goes to the cafeteria

8th grade goes to the big gym

Teachers pick up their classes and walk to rooms.

Expectations Walk directly to your waiting area

Read or talk –voice level 2

Stay seated

Playground

Procedures Go down the slide

One person on the swings at a time

Run in the same direction around the track

Report any broken equipment to the front office

Expectations Take turns with the equipment

Stay inside the fence

Leave it better than you found it (clean up)

Keep hands and feet to yourself

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Picture Examples of Tier 1: Universal Practices Anchors of Support

Hallway Expectations tied to Guidelines for Success

Cafeteria Expectations and Incentive Program

Guidelines for Success and School-wide Incentive Program

School Guidelines for Success Lesson creating Guidelines for Success: what they look like and sound like.

Math Activity Expectations Classroom Expectations & Procedures

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Appendix G – References

www.classdojo.com

www.learningearnings.com

www.pbis.org

www.modelprogram.com

3:1 Ratio of Interactions – Kirkhart, Robert and Evelyn, "The Bruised Self: Mending in the Early Years", in Kaoru Yamamoto (ed.), The Child and His Image: Self Concept in the Early Years. New York: Houghton Mifflin Company, 1972.

Active Supervision – Institute on Violence and Destructive Behavior. Jeffrey Sprague, PhD.