As you arrive, please brainstorm staff incentives you would like to see that make you feel valued as a staff member.

Then, access Sticky Board link through your email and post your staff incentive ideas.

http://linoit.com/users/kathryn_almond-53/canvases/Staff Acknowledgment

Lunch 12:30-1:00

Welcome to RRES’S PBIS Training!

May 6, 2014

Be Responsible*Return promptly from breaks*Be an active participant

Be Respectful*Silence cell phones *Listen attentively to others

Be Kind*Participate in activities*Listen and respond appropriately to others’ ideas

Expectations

2

Trainer will raise his/her hand

Each participant will raise their hand and wait quietly

3

Attention Signal

12:30-1:00 Lunch1:00-1:45 PBIS Overview1:45-2:00 Break2:00-2:45 Class Dojo/Acknowledgement System

2:45-3:00- Questions/Parking Lot/Exit Slip

Agenda

In small groups (4-6), discuss what you want Rocky River to “look” like. What would behavior look like? What would kids and adults be doing? What would the environment feel like? What would families and community partners roles be?

Write these words/phrases on sticky notes and post to chart paper entitled “RRES Dream”.

Our Dream for the Rock

The purpose of PBIS is to create a framework of systems,

including partnerships with families and the community, to

establish a respectful, responsible and safe learning environment that supports the

needs of all students.

Purpose

School personnel must be willing to examine their own behavior as students are taught to change theirs.

Cultural differences exist and need to be understood.

Positive relationships between students and adults are key to student success.

Guiding Principles

All students are valuable and deserve respect.All students can be taught to demonstrate

appropriate behavior.Punishment does not work to change

behavior.School climate is a shared responsibility

among administrators, teachers, staff, students and families.

Guiding Principles

SYST

EMS

PRACTICES

DATASupporting

Staff Behavior

SupportingDecisionMaking

Supporting Student Behavior

OUTCOMES

PositiveBehaviorInterventionand Support

Supporting Social Competence and Academic Achievement

PBIS Training & Implementation

All PBIS Modules organized around problem-solving model

10

Defining & Teaching Expectations

Routines & ProceduresReinforcement SystemsEffective Consequences

CONTINUUM OFPOSITIVE BEHAVIOR

INTERVENTION AND

SUPPORTSocial Skills MentoringCheck In

Self ManagementClassroom Based

Intervention

FBA/BIPDe-escalation

5%

80%

15%

Why Positive Behavior Intervention and Support?

•Traditional Discipline:

ΔFocuses on the student’s problem behavior

ΔGoal is to stop undesirable behavior through the use of punishment

•Positive Behavior Intervention & Support:

ΔReplaces undesired behavior with a new behavior or skill

ΔAlters environments, teaches appropriate skills, and rewards appropriate behavior

Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.

Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156

Rob Horner, University of Oregon, “SW-PBIS: What, Why, and How?”

Experimental Research on PBIS

PBIS Experimentally Related to:1. Reduction in problem behavior2. Increased academic performance3. Increased attendance4. Improved perception of safety5. Improved organizational efficiency6. Reduction in staff turnover7. Increased perception of teacher efficacy

Effective Process• 3-5 years• Effective professional development• Increased efficiency

Expectations• Defined by building team with staff and

community input• Implemented by all faculty and staff• Reflect behavior needs /challenges of schoolTeaching• Appropriate behavior is taught• Positive behavior is publicly acknowledged• Inappropriate behavior is corrected

PBIS Facts

Help students to take responsibility for their own behavior:

“What are you doing?”“What should you be doing?”“Show me.”

“Daily” Corrections

What is a major behavior?

What is a minor behavior?

Major vs. Minor

Defined Discipline incidents that can be handled by the

classroom teacher; usually do not warrant a discipline referral to the office. Example: tardiness to class, lack of classroom materials,

incomplete classroom assignments, gum chewing, etc.

Minor Discipline Incidents

Defined Discipline incidents that must be handled by the

administration. These may include but are not limited to: physical fights, property damage, drugs, weapons, tobacco, etc.

Major Discipline Incidents

1:45-2:00

BREAK!

Increases the likelihood that desired behaviors will be repeated

Focuses staff and student attention on desired behaviors

Fosters a positive school climate Reduces the need for engaging in time

consuming punitive disciplinary measures

Why Develop a School-wide Acknowledgement System?

Create a learning environment where students are engaged and successful

Teach, support, and encourage students to be “self-managers”

Help students generalize the skills they learn in school to life experiences beyond school

Goals of Acknowledgement

(Horner, 2009)

Acknowledge frequently in the beginning Acknowledgement should be contingent on

students engaging in the desired behavior(s) Refrain from taking back a reinforcer that has been

earned, or threatening the loss of reinforcement Students should be eligible to earn

acknowledgement throughout the day

Acknowledgement Guidelines

Keep ratios of reinforcement to correction high (4:1) (Walker, Ramsey, & Gresham, 2004)

Involve all staff in implementing your school’s reinforcement system

Develop a data based system for monitoring and documenting appropriate behaviors

Involve students to help develop meaningful reinforcers

Acknowledgement Guidelines

Reward the “behavior” not the “person” Say this: “You were working hard, on-task

and quiet during independent seat work…that is respectful of others trying to get their work done… nice job.”

Rather than: “You are selected as student of the week. Congratulations!”

Acknowledgement Example

(Horner, 2009)

Categories Attendance Transition (travel time) Cafeteria On task (classroom) Team Work/Helping Others Safe Choices

Categories & Alignment to the Matrix

Roadrunner Ways

Hallway/ Walkway Cafeteria Playground Bus Assemblies Restrooms Classrooms

BE RESPECTFUL

Remain silent (level 0) unless spoken to by an adult

Keep hands and feet to self

Follow adult directions

Keep the school’s property clean

Use table manners

Level 0 in lines

Level 0 = first 10 minutes Level 1 = after first 10 minutes

Play fairly Invite others to play Keep hands to yourself

Talk to others nicely Sit in your assigned seat Speak at level 1 Wait for bus patiently

Eyes on speaker Respond appropriately to presenter/performer Remain silent (level 0)

Give each other privacy Flush after each use Keep the bathroom and stalls clean Wait your turn to enter

Speak nicely to others Focus on learning Follow teacher directions promptly Help keep classroom clean

BE RESPONSIBLE

Go directly to your destination Keep up with your line Wait patiently at stop points Carry a hall pass

Be ready to make your selection

Get all supplies before sitting down

Wash tables, sweep floor and pick up trash

Follow adult directions Keep all mulch and sticks on the ground Pick-up and return equipment

Ride only the bus that you are assigned Be at the bus stop on time Report any irresponsible behavior to the bus driver or school employees

Respond appropriately (ex. Applause) to presenter/performer Clap when appropriate (at end of song or if invited to by speaker)

Voice level 0 Use one squirt of soap Use appropriate amount of paper towels Keep water in the sink Clean up after yourself Return to class promptly

Use materials properly Complete and turn in all work Try your best Come to school prepared and ready to learn

BE SAFE

Tight to the right

Always walk in a line Stop at each intersection Single file; face forward

Always walk in a line

Keep a safe distance in line

Follow established traffic pattern

Follow rules for structure use Dress appropriately Always walk on steps to and from playground

Follow bus driver directions/rules Allow smaller grades to get on/off bus first Sit in seat safely (3 B’s; bottom, backpack, back) Stay in your seat Keep arms, legs, and other items out of aisles Lights on = level 0

Walk quietly in & out of cafeteria Follow adult directions (ex. for where to sit) Stay seated during the performance

Wash hands with soap and water Use facilities appropriately Report any problems

Move carefully Use materials properly Think before you act Have a buddy at all times when leaving room

Point System 10 points (candy, sticker, tattoo) 20 points (coupons—homework pass,

lunch with a friend) 30 points Cart (Fridays only)

*Provided by Rocky River Elementary*

Point System, Rewards, & Tiers

This will be tracked within

Class Dojo!

Data Tracking

Exit Ticket- Read the scenarios around the room. Place your dots under major or minor incident. You cannot put a dot on the line.

Major vs Minor

http://linoit.com/users/kathryn_almond-53/canvases/Parking Lot Questions

Questions Parking Lot