PBS 101: The Power of Expectations

PBS 101: The Power of Expectations

Mary Jean Knoll

Lane ESD

Goals of this Training Session Develop and/or strengthen existing PBS systems at

school sites

Examine the importance of defining and teaching common rules/expectations

Address common implementation mistakes

Challenge…

Schools are facing an increasingly challenging population of students with fewer financial resources

How do schools enhance their capacity to

respond effectively, efficiently, & relevantly to range of problem behaviors observed in schools. “Work Smarter”

Values of PBS & Mission for School PBS Teams

1) Improving school/student performance

2) Tying all efforts to the benefit of students

3) Never changing things that are working

4) Always making the smallest change that will have the biggest impact on students/school

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

PositiveBehaviorSupport OUTCOMES

Social Competence &Academic Achievement

Primary Prevention:School/Classroom-Wide Systems for

All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:FBABSP for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE

POSITIVE BEHAVIORSUPPORT

Nonclass

room

Setting S

ystems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

Components of SW PBS

1. School-wide System SW-PBS Team School Rules Define & Teach:

Expectations Routines

Acknowledgment System Consequences & Decision

Making Handbook

2. Classroom Support Training/ Support

opportunities Individual Teacher

Support

3. Individual Student System Targeted Group

Interventions FBA/BSP – Intensive

Individualized Interventions

Team Process

PBS is active, alive -- not static It’s not something we’ve done – it’s something we’re doing Requires regular team meetings with a team that represents ALL

school staff Team keeps PBS alive through ongoing planning, support, and

decision making to address needs as they arise Looking at data & maintaining & developing programs to meet

needs Constantly asking:

What can we do to address this need? What can we do to decrease this trend? How can we improve the current programs we have in place?

School-wide Rules: Creating a Culture

Guidelines for Developing School-wide Rules

3-5 Positively Stated Rules Rules should be:

Broad enough to cover all potential behavior Positively stated Easy to remember Catchy – personalized to your school

Common Examples Be Safe, Be Responsible, Be Respectful

Publicly Post School Rules

Post expectations in prominent places

Why Post ? Provides prompts for staff & students Increases accountability for staff and students to use language &

follow rules Signs can reduce confrontation

Defining Behavioral Expectations &Routines

Plan Ahead (before school year & each day)

Before we can teach, reinforce, and enforce anything in our school or classrooms We must clearly define:

fair behavioral expectations & behavioral routines

Based on the culture and physical layout of the school physical layout of the school student school schedule (breaks, lunch, recess, etc.)

Defining Expectations

Base expectations on school rules Outline expectations specific to each setting

Seek input from staff, especially from those who work in specific settings

Positively stated expectations Walk in the hallway v. No running Helps cue staff to recognize positive, not just negative behavior

Focus on clear, specific behaviors Keep hands & feet to self v. Keep body under control

Teaching Matrix

SETTING

All Settings Hallways Playgrounds CafeteriaLibrary/

Computer Lab

Assembly Bus

Respect Ourselves

Be on task.Give your best effort.

Be prepared.

Walk. Have a plan.

Eat all your food.

Select healthy foods.

Study, read, compute.

Sit in one spot.Watch for your

stop.

Respect Others

Be kind.Hands/feet to

self.Help/share with others.

Use normal voice volume.Walk to right.

Play safe.Include others.

Share equipment.

Practice good table manners

Whisper.Return books.

Listen/watch.Use appropriate

applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle.Clean up after self.

Pick up litter.Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays & utensils.Clean up

eating area.

Push in chairs.

Treat books carefully.

Pick up.Treat chairs

appropriately.

Wipe your feet.Sit

appropriately.

Exp

ecta

tions 1. S

OCIAL SKILL2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Behavioral Expectation GridDefining Expected Behavior across Classroom Routines

School Rules

Be Safe Responsible Respectful

Classroom Keep hands and feet to self, know emergency drills

Be prepared and participate

Listen quietly, follow teacher directives, respect others thoughts

Routine

Class entry

Walk quietly into the room and find seat

Take out materials for this class, put other stuff on floor under desk

Talk with an appropriate volume and respectful tone

Routine

Group Instr.

Chair legs on floor

Keep hands, feet and objects to self

Be prepared and ready to participate

Raise your hand to speak & wait patiently; follow teacher directives

Hallway Pass Walk, look out for opening doors, sign out and take pass

Go directly to/from the location of your pass

Talk in a hallway voice, keep hands and feet to self

Setting Fair & Reasonable Expectations

Setting unreasonable expectations leads to inconsistency in enforcing expectations Inconsistency = reduced credibility

If I believe expectations are unfair or unreasonable, I will not enforce them Lining up in hallway

Be careful not to set up expectations that will not be enforced

Increasing Staff Buy-In

Increase Staff Buy-In Give staff (& students) opportunities to provide

feedback and generate ideas in the developments of programs, including: School Rules Poster design

Give regular updates & opportunities for staff feedback at monthly staff meetings

Teaching Behavioral Expectations &Routines

Teaching Behavioral Expectations & Routines Basic Strategy for Establishing Behavioral

Routines1. Why? What is the purpose of the behavior2. Specify Student Behaviors3. Model Desired Behavior4. Coach - Lead - Practice – each individual

student should have an opportunity to practice the routine

5. Test/ Monitor6. Follow-up -- reinforce & reteach regularly

Teaching Behavioral Expectations & Routine

Make lessons fun and engaging, just like any lesson should be

Make instruction developmentally appropriate Lessons can be more challenging with older kids;

may rely more on verbal explanation of rules, with practice as a response for not following rules & regular reinforcement for following rules

Although, practice is always very valuable Choose skills to teach wisely Presentation & attitude are important

What great teachers do…

Have students physically practice the behavior in the setting

Simply talking about the rules or describing them is not nearly as powerful as having the student practice and “show you” they can do it Teacher should demonstrate the wrong way

Have students explain why this is the wrong way Students should practice the right way

What great teachers do…

Learning takes frequent practice of “doing it the right way”, so we build in frequent opportunities to practice the right way to do it

Students also need to know if they are doing it the right way or wrong way, so we… Provide immediate feedback when students do it the right

way “great job of ….., that was just like we practiced”

or provide corrective feedback if they do it wrong way and provide them more opportunities to do it the right way “whoa, remember what we practiced, can you show me

what we’ve been practicing?”

Difference between Teaching & Nagging Nagging = repeatedly stating to a student what they

are doing wrong Reactive response

Teaching provides students with support to ensure they can perform the expected behavior, with the opportunity to practice & clear feedback (positive feedback or corrective feedback) Can be used proactively or reactively

Remember that good teaching is one of our best behavior management tools

Fostering Buy-in & Support

Make PBS visible thru frequent updates and communication w/ staff Build a PBS minute into all staff meetings

Seek feedback from all staff Before finalizing decisions, get feedback from staff

Post progress on PBS programs & data on a PBS Bulletin Board in the staff room

Administrative support and participation is essential, but I encourage you to have team members present PBS updates, so it doesn’t appear to be a top/down mandate