The Pirate Code Pattonville High School Positive Behavior Interventions and Supports August 20, 2010

The Pirate CodePattonville High School

Positive Behavior Interventions and Supports

August 20, 2010

The Pirate Code Planning TeamDistrict- level administrator:

Dr. Jen Allen

Building- level administrators:

Dr. Sara Keene

Dr. Donna Burd

Tiffany Besse

Shay Forsythe

Bob Hebrank

Cara Hiripitiyage

Luke Lammers

Bernard West

The Pirate Code Planning TeamDepartment Representatives:

James Dalton - Comm. Arts

Emily Werner - Mathematics

Sandi Bahr - Science

Gene Grimshaw - Soc. Studies

Holly Martinez - Business

Denise Grimshaw - Phys. Ed.

Tracie Olson - FACS

Robin Woodrome - Music & Art

SSD Representatives:

Maggie Harr

Rick Lehman

Guidance Representatives:

Anetra Chapman

Alysia Harris

Stacey Leonard

The Pirate Code Planning TeamAdditional Faculty Members:

Donna Schmidt - Professional Development Committee and Science

Rob Simpson - PHS Parent and Phys. Ed.

Katherine Korte - Character Plus Coordinator and Soc. Stud.

Debbie Jackson - Prior PBIS experience in two buildings and Soc. Stud.

Support Staff:

Jacqueline Steinmetz - Admin. Secretary

Gale Robertson - Café Manager

The Pirate Code Planning Team

Student Representatives:

Darleen Bequette

Tyler Elder

Jessica Lewis-Walton

Bryan Lopez

Jenni Robbins

James Swopes

Additional Parents:

Cindy Candler

Cheryl Sprengel

Session 1: Overview of PBIS

Sandi Bahr, Anetra Chapman, & Rick Lehman

The Pirate Code

Overview of Schoolwide Positive Behavior Support

(SW-PBS)

Responsibility of Responsibility of SchoolsSchools

• Schools have the responsibility to provide an education to students in safe and predictable environments.

Effective Schools• Safe and Orderly Environment• Climate of High Expectations• Strong Instructional Leadership• Clear and Focused Mission• Opportunity to Learn & Student Time on Task• Frequent Monitoring of Student Progress• Positive Home-School Relations

Missouri Professional Learning Communities Training Materials

10

Linking Social Behavior and Academic Supports

• Improving the social behavior of students results in:– More teaching time– More learning time

• High quality instruction engages students and leads to reduction in problem behavior

• Enhancement of school culture and climate

Increasing Instructional Time

• Missouri School Example:

2004-5 = 236 ODR

2005-6 = 133 ODR

• Time gained from 2004-5 to 2005-6:

6 Student Days

8 Administrator Dayshttp://www.pbismaryland.org/costbenefit.xls

What Is Positive Behavior Support?

PBS is a broad range of systemic and individualized strategies for achieving important social and

learning outcomes while preventing problem behavior.

OSEP Technical Center on Positive Behavioral Interventions & Supports www.pbis.org

In Other Words…

“PBIS is our school’s process for teaching social and

behavioral expectations so we can focus on academics!”

-- Your PHS PBIS Team

Principles That Guide SW-PBS

• Focus of discipline is on academic & behavior success

• Is for all students, all staff and all settings• Emphasizes prevention• Uses research-validated practices• Is coordinated by a SWPBS team• Emphasizes an instructional approach• Uses data to guide decisions

A Continuum of Support for All

Academic Systems Behavioral Systems

Tier One•All students•Preventive, proactive

Tier One•All settings, all students•Preventive, proactive

Tier Two •Some students (at-risk)•High efficiency•Rapid response

Tier Two•Some students (at-risk)•High efficiency•Rapid response

Tier Three•Individual Students•Assessment-based•High Intensity

Tier Three•Individual Students•Assessment-based•Intense, durable procedures

“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, we teach.”

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

“If a child doesn’t know how to behave, we… …teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

--John Herner

What the Science of Behavior Has Taught Us

• Students are not born with bad behaviors.

• Students do not learn better ways of behaving when given aversive consequences.

• To learn better ways of behaving, students must be directly taught the replacement behaviors.

• To retain new behaviors, students must be given specific, positive feedback and opportunities to practice in a variety of settings.

17

Science of Behavior A-B-CsAntecedent Behavior Consequences

Conditions or circumstances that increase the probability of a behavior occurring. What happens before the behavior.

(In other words):

When this happens….

Observable behaviors the student displays (from your schoolwide expectations MATRIX)

Most students will….

What happens after the behavior. By definition a consequence either increases (REINFORCEMENT) or decreases the probability the behavior will recur in the future (PUNISHMENT)

Because this happens…

“You get what you recognize.”

Use positive, specific, contingent feedback when students display the expected behavior to increase the likelihood students will display the desired behavior again in the future.

How to Give Specific Positive Verbal Feedback

• Be sincere• Age appropriate• Non-comparative (sarcasm & zinger free)• Remember the importance of the ADULT’S…

– tone– volume– verbal language– body language

…while delivering feedback

Questions for Discussion:

• Did you personally find a time this week to give recognition (verbal thanks or a treasure ticket) to a student?

• What was his/her reaction?

• Do you feel that your relationship with that student has improved since the recognition?

Purpose of Encouraging Expected Behavior?

The purpose of schoolwide recognition is to acknowledge and show appreciation to students [and staff] who have provided positive demonstrations of the schoolwide behavioral expectations.

(Colvin, 2007)

ResourcesMissouri SW-PBS Website:

http://pbismissouri.org

PBIS Compendium:

http://pbiscompendium.ssd.k12.mo.us

http://pbismissouri.org/

Session 2: PHS Data for 2009-2010

Tiffany Besse, Emily Werner, & Robin Woodrome

The Pirate Code









~ 80% of students

~ 15%

<5%

PHS PBIS team’s brainstorm of current practices: Our Prevention Continuum

PRIMARY PREVENTION:•Behavior Guide review activities•Classroom expectations posted (varies)•Renaissance & Character Plus activities•Emphasis on getting students involved in activities and sports

SECONDARY PREVENTION:•Freshman Watch•Calls home•Tutoring•Office behavior referrals•Care Team referrals•Attendance & credit hearings•IEP & 504 Plans

TERTIARY PREVENTION:•Individual/small group Counseling•Social work referrals•Pos & ACE referrals•Freshman pullout/suspension programs•Teen Connect

Goals for StudentBody:

~ 80% of students

~ 15%

< 5%

PHS PBIS team’s brainstorm of current practices: Our Prevention Continuum

PRIMARY PREVENTION:•Behavior Guide review activities•Classroom expectations posted (varies)•Renaissance & Character Plus activities•Emphasis on getting students involved in activities and sports

SECONDARY PREVENTION:•Freshman Watch•Calls home•Tutoring•Office behavior referrals•Care Team referrals•Attendance & credit hearings•IEP and 504 plans

TERTIARY PREVENTION:•Individual/small group Counseling•Social work referrals•Pos & ACE referrals•Freshman pullout/suspension programs•Teen Connect

Goals for StudentBody:

Why focus on hallway behavior in 2010-2011?

Excerpt from Missouri PBIS training manual:

There are a number of reasons why the focus during the preparation phase is on minor problem behaviors (versus minor and majors)

All schools have existing policies and procedures for addressing major behavioral infractions which can be followed by staff.

Pre-service and in-service preparation programs rarely teach educators effective strategies to respond to student misbehavior.

Ineffective responses to minor misbehavior takes away from valuable instruction time.

Adding responses to minor problem behavior to our existing responses to major behaviors helps develop a full continuum of responses.



Question for Discussion:We have introduced “Walk and Talk” and “Stay to the Right” as beginning teaching points for the improvement of hallway behavior.

What are the other hallway behaviors that need to be addressed through PBIS this year?

Prioritize your list:

• Green Dot = 3 points

• Yellow Dot = 2 points

• Red Dot = 1 point

Which 3 items received the greatest number of points in your group?

“Simply put, if the staff expect students to achieve and behave appropriately,

they will.”

~Geoff Colvin

Session 3: Common Expectations and Language

Cara Hiripitiyage, Donna Schmidt, & Bernard West

The Pirate Code

“SW-PBS has provided some of the best professional development that our staff has ever had in their teaching careers. SW-PBS has improved the interaction between our staff, students, and parents therefore improving the school climate. It also has given the adults in the building common language to use when interacting with students. SW-PBS has been a key in the success of our students.”

Bobbie Russell, Principal, and Stacie Goldsmith, Assistant Principal,Warrior Ridge Elementary School, Warren County R-III

"Discovering School-Wide PBIS: Moving Towards a Positive Future"from Florida's Positive Behavior Support Project

Common Purpose:

“PBIS is our school’s process for teaching social and

behavioral expectations so we can focus on academics!”

-- Your PHS PBIS Team

Why A Clear Set of Positive School-Wide Behavior Expectations?

• Provides Consistency in Language• Provides Consistency in What To Teach• Provides Consistency in What to

Recognize • Provides Consistency in What to Correct• The Cornerstone for Everything Else

You Will Do Related to SW-PBS!

Draft #3 -as of 4/1/2010

Arrival/Dismissal Time Passing Time Learning Time Meal Time Activities Time

Prepared *Display parking permit.*Take needed items with you.*Allow time for safe driving.

*Use pass/planner when in hallways during class.*Present ID when requested.

*Attend school every day and be on time and alert.*Bring materials and use planner every day.*Present ID when requested.

*Have ID and/or money ready. *Be on time and have needed items with you.*Maximize mind and body potential.*Arrive ready to promote individual and group success.

Responsible *Park in assigned areas.*During the school day, show ID/pass to officer when entering or exiting campus.*Show ID/pass to driver when riding a different bus.*Stay on campus upon arrival.

*Walk and Talk.*Stay to the right.*Use restrooms/ lockers during passing time.*Arrive to class before bell rings.*Put litter in its place and recycle.

*Use class time wisely.*Study and complete assignments.*Clean up after yourself and recycle.

*Eat in designated areas-cafeteria, commons, gym lobby, and patio.*Go to assigned lunch shift and remain there the entire time.*Clean up after yourself and recycle.

*Be in assigned areas and follow team, club and school rules.*Be a positive ambassador of our school (24/7).*Support and build tradition.

Respectful *Drive slowly and patiently.*Keep lot clean.*Pedestrians first.

*Follow staff directions the first time.*Use appropriate volume and language.*Be polite and respect personal space.*Settle problems with peaceful words.

*Understand and accept differences.*Actively listen while others are speaking.*Use appropriate volume and language.*Honor teacher requests and expectations.

Use restaurant manners:*Be polite.*Respect chair ownership.*Wait patiently in line.*Use appropriate volume and language with peers and adults.*Settle problems with peaceful words.

*Demonstrate good sportsmanship.*Be a courteous fan.*Dress appropriately.

Involved/ Engaged

*Be attentive to surroundings. *Be aware of people around you.*Report problems you cannot solve.*Help others.

*Participate in class and self-advocate.*Promote learning.*Positively communicate with others.*Stay on task.

*Pay first, eat second, visit last.*Consider tuning out technology and tuning into your peers.*Report problems you cannot solve.

*Be active: support and attend Pirate events.*Take advantage of sports, clubs and activities.

PHS PBIS Matrix

The Pirate CodeBe ye

Prepared.

Be ye

Responsible.

Be ye

Respectful.

Be ye

Involved.

What else should the Expectations Matrix Include?

List of 2-3 Specific Social Behaviors/Skills for Each School Setting• Observable• Measurable• Positively Stated • Understandable• Always Applicable



(In other words):






Questions for Discussion:

• Using our most important needs for the PHS hallways this year (identified before lunch), how can we state behavior expectations that are:• Observable• Measurable• Positively Stated • Understandable• Always Applicable

46

Linking Social Behavior and Academic Supports

• Improving the social behavior of students results in:– More teaching time– More learning time

• High quality instruction engages students and leads to reduction in problem behavior

• Enhancement of school culture and climate

Session 4: The Functional Perspective on Behavior

Donna Burd & Luke Lammers

The Pirate Code

The First Four Days . . . At some point during the first 4 days of school, you have probably seen at least one incident of student misbehavior. Tell your neighbors about it. Which behavior intervention tier would be most appropriate to address that behavior?




TALK WITH YOUR TABLE

Be prepared to share with the group!









Think about the student behavior you discussed a moment ago.

Talk with your table.

What is a “Functional Behavior Approach?”

By examining the factors that maintain a student’s problem behaviors (positive and negative reinforcement), we can build an effective, efficient and relevant behavior intervention plan.

(Horner, 1994; O’Neill et al., 1997; Sugai, Lewis-Palmer, & Hagan-Burke, 1999-2000)



(In other words):






Think about the student behavior you discussed a moment ago.

Only 2 Basic FunctionsProblemBehavior

Obtain/GetSomething

Escape/Avoid

Something

SocialTangible/Activity

Adult

Stimulation/Sensory

Peer

Pos Reinf Neg Reinf

Existing

aversive

condition

identified

Possible Motivation Obtain Adult Attention

Obtain Peer Attention

Obtain Object

Avoid / Escape Adult

Avoid / Escape Peer

Avoid / Escape Task Demands

Other / Don’t Know

Scenario #1You stop a student in the hall to ask for their name.

They pretend they don’t hear you and keep walking.



Obtain Object


Avoid / Escape Peer



Scenario #2You instruct a student to stop tapping their pen. The student responds by tapping even louder and giving you a “what are

you going to do about it” look.



Obtain Object


Avoid / Escape Peer



Scenario #3A student skips school because other students have

been posting rumors about her on Facebook.



Obtain Object


Avoid / Escape Peer



Scenario #4A student steals an iPod from a purse left in the

gym lobby.



Obtain Object


Avoid / Escape Peer



Scenario #5A student makes lewd gestures toward a teacher while she

has her back turned to the class.



Obtain Object


Avoid / Escape Peer



Scenario #6When given 30 minutes to begin working on a study guide, a student puts on his headphones and puts his head down for

the entire class period.



Obtain Object


Avoid / Escape Peer



Scenario #7After weeks of bullying, a student begins keeping a

pocket knife in his pocket to make himself feel more powerful.

Some behaviors are hard to classify or fit several

categories. Use your best professional

judgment!

What is your best “war story?”

Q: What is the most outrageous behavior you have ever seen in all your years of teaching or as a student?

(Please avoid using students’ real names!)

Think to yourself. Don’t share . . . yet!

Student’s Last Name ___________________________________ First ____________________________________ Grade Level ____________

Teacher’s Name __________________________________________________ Date _______________________ Time___________________

Teacher’s description of the specific events and observed behaviors as they occurred. ______________________________ ________________

______________________________________________________________________________________________________________________

______________________________________________________________________________________________________________________

__________________________________________________________________________________________________ ____________________

___________________________________________________________________ _______________________________ ____________________

Administrator’s Disposition ____________________________ __________________________________________________________________ ________________________________________________________________________________ __________________________ ____________

__________________________________________________________________________________________________________ ____________

___________________________________________ Student’s Signature ________________________________________________________

Date _________________________________ Administrator’s Signature ____________________________________________ ____________

---------------------------------------------------------------------------------OFFICE USE ONLY-------------------------------------------------------------------------------------

q PowerSchool Log Entry

q PowerSchool Attendance Entered

q Letter to Parents

q ISS Folder Entry

q Request Homework Date(s) _______________________

q Teacher Notification (ISS / OSS)

q IEP / 504 Consultant ______________________________

q Hearing Packet

Copies White – Office Green – Parent Yellow – Counselor Pink – Teacher Revised 7/2010

Location Possible Motivation Teacher Intervention Strategies (Check all that apply)

q Classroom (Circle the hour)

1st 2nd 3rd 4th 5th

6th 7th Contact Time

q Hallway / Stairs / Restroom

q Cafeteria / Commons

q Gym / Locker Room

q School Grounds (exterior)

q School Activity (on or off-campus)

q Other Area

q Obtain Adult Attention

q Obtain Peer Attention

q Obtain Object

q Avoid / Escape Adult

q Avoid / Escape Peer

q Avoid / Escape Task Demand

q Other / Don’t Know

q Verbal Warning

q Conference with Student

q Parent Contact

q Phone Date(s) ______________________

q Email Date(s) ______________________

q Conference Date(s) _______________________

q Counselor(504)/Case Manager(IEP) Referral

q CARE Team Referral

q Previous Office Referral

q Other _________________________________________

Administrator’s Consequences / Interventions

q Conference with Student

q Parent Contact

q Phone Date(s) ___________________

q Email Date(s) ___________________

q Conference Date(s) ___________________

q Loss of Privileges _____________________________

q Restitution ___________________________________

q Behavior Plan

q Risk Assessment Date ________________________

q Counselor Referral / Mediation

q 2- Hour Detention Date ________________________

q 4- Hour Detention Date ________________________

q ____ days In-School Suspension Date(s)____________________________

q ____ days Out-of-School Suspension Date(s)_________________________

q Other (See Below)

Share your story with your table. Who has the best “war story?”Tables will have a chance to share with the whole group!

Question for Discussion:

• What was the function (motivation) for that student to engage in that behavior?

Obtain Adult Attention


Obtain Object


Avoid / Escape Peer



Prizes!

• Turn in all of your tickets.

• We’ll pick 5 names!

Thank you for your input!

• Please take the remaining minutes today to complete the Social Validity Survey.

• Place them in the box near the door when they are complete.

Documents

The Pirate Code Pattonville High School Positive Behavior Interventions and Supports August 20, 2010