ATL/PBS
Creating a School-wide System of
Behavioral Support
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Agenda
Welcome and History
MMSD Guiding Principles
Current Practices
PBIS Overview/theory/components
Break 9:40 am
Common Expectations: Matrix Work
Lunch 11:30 am
Acknowledgments and Celebrations
Break 1:30 pm
Inappropriate Behaviors Below/Bottom Line
Kick off and Sustainability
Sharing Out and Closing
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MMSD Guiding Principles
Team Time
• What resonates with you?
• How does this document fit with beliefs in
your building?
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Why a positive approach to
discipline?
• Most common responses to at risk students are punishment
and exclusion (Lipsey, 1991; Tolan & Guerra, 1994)
• Punishment, counseling and psychotherapy are the least
effective responses to reduce antisocial and violent
behavior in group settings (Gottfredson, 1997; Kazdin, 1985; Lipsey, 1991,
1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994)
• Punishing behaviors without a universal system of
support is associated with increased occurrences of
aggression, vandalism, truancy, tardiness and
dropping out (Mayer and Sulzer-Azaroff (1991)
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What does a system
need to include?
• Body of evidence that enables us to identify strategies that
are effective in preventing and reducing problem behavior
(Biglan, 1995; Gottfredson, 1997; Colvin, et al., 1993; Lipsey, 1991, 1992; Mayer, 1995;
Sugai & Horner, 1994; Tolan & Guerra, 1994; Walker, et al., 1995; Walker, et al., 1996)
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Community building
Safe skills
Social Skills instruction
Positive recognitions and celebrations
Teaching procedures and routines
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Team time
Current practices Who is
responsible
Needs
Community
Social Skills
Safe Skills
Positive
celebrations and
recognitions
Teaching
procedures and
routines
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One Thought
Intelligence plus
character. That is the
goal of true education.”
“
Martin Luther
King Jr.
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What PBIS is…
• A process that emphasizes the creation
of systems that support the adoption
and durable implementation of
evidence-based practices and
procedures.
• An interactive approach that includes
opportunities to correct and improve
four key elements used in Universal
PBS focusing on:
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Supporting Social and Academic Competence
&
Behavioral Development
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Child Behavior
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What PBIS is not…
• A “Train and Hope” model
• A “Get Tough” model
• Not limited to any particular group of children
– it’s for all children
• Not a specific practice or curriculum…it’s a
general approach to preventing problem
behavior
• Not new…its based on a long history of
behavioral practices &effective instructional
design & strategies
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Who should use PBIS?
Schools that want to:
• Improve general activity & school climate & community
relations
• Decrease dependence on reactive disciplinary practices
• Maximize impact of instruction to affect skill development
and behavioral competency
• Improve behavioral supports for students with emotional &
behavioral challenges
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The Big “BIG” Ideas
1.
Decide what is important for youth to know
2.
Teach what is important for youth to know
3. Keep track of how youth are doing
4.
Make changes according to the results
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“Positive Behavior Supports
Biggest Idea!”
Instead of working harder, schools have to establish
systems/processes and use data and practices that enable
them to work smarter.
PBS Enables Schools To…
– Establish a small number of priorities
• ABOVE THE LINE strategies
• “do less, better”
– Consolidate/integrate whenever possible
• “only do it once”
– Specify what is wanted & how you’ll know when you get
there
• “invest in a clear outcome and assess progress”
– Give priority to what works
• “invest in a sure thing”
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CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
“Above the Line”
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
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PBS Emphasizes Instruction and
Prevention at Each Tier
• Universal Tier “Above the Line”
GOAL: To increase social learning and reduce new
cases of problem behavior
• Secondary Tier
GOAL: provide targeted interventions with a
continued focus on asset development and skillbuilding.
• Tertiary Tier
GOAL: reduce the intensity and complexity of
existing occurrences of severe problem behaviors15
School-wide Practices of ATL/PBS
Define
*3-5 School-wide Above the Line Expectations
Teach /Precorrect
*Direct Instruction of expectations Teaching Matrix, Cool Tools
*In the moment reminders Boosters, pre-corrections
Model/ adults practice what we preach
Practice/ kids practice what we teach
Acknowledge
*Daily recognition social, tangible
*Weekly/quarterly grade-level/whole school celebrations
Reteach
*Classroom procedure for minor problem behaviors
* Discipline Referral for major problem behaviors
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What does ATL/PBS look like?
• >80% of students can tell you what is expected of them & give
behavioral examples because they have been taught, actively
supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for addressing problem
behavior.
• Data- & team-based action planning & implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available to all students
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Supporting Social Competence &
Academic Achievement School Wide
Supporting
Staff
Learning and
Behavior
SCHOOLWIDE/CLASSROOM
PRACTICES
ABOVE THE LINE
Rule Creation
Fix It/Logical Consequences
Morning Meeting
Celebrations
Infused Social Skills across
Curriculum
Collaborative Problem
Solving
Behavior and Academic Choice
Classroom Meetings
Classroom Organization
Pro-active Adult Modeling
Positive Teacher Language
Working with Families
OUTCOMES
SCHOOLWIDE –
ABOVE THE LINE
Aligned Policies,
Practices, and Procedures
Resource Allocation
All-School Activities
Family and Community
Involvement
Physical Environment
Supporting
Decision
Making
PRACTICES/STRATEGIES
ABOVE THE LINE
Supporting
Student Learning and Behavior
ADULT COMMUNITY –
ABOVE THE LINE
Strong, Focused
Leadership
Shared Vision and
Planning
Common Beliefs and
Behaviors
Shared Professional
Development
Adult Community Building
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School-wide
Above the Line
Expectations
• 3-5 positively and broadly stated expectations
For example:
Be Safe
Be Respectful
Be Ready
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Above The Line
Be Safe
Be Responsible
Be Respectful
Below the Line
Bottom
Line
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Behavior/ATL MATRIX
Clearly define expected behaviors for
classroom and non-classroom settings
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School-Wide Behavior/ATL Matrix
PURPOSES:
 Defines the Expected/ATL Behaviors for Specific Settings.
hallways, classrooms, gym, cafeteria, commons,
bus loading, bathrooms, assemblies, playground
 Creates the “Curriculum” that will guide the teaching of
expected behaviors.
 Enhances communication among staff and between students and
staff.
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Behavior/ATL Matrix
Classroom
Lunchroom
Bus
Hallway
Assembly
Use inside
voice
Eat your own
food
Stay in your
seat
Stay to right
Arrive on time
to speaker
Respect
Environment
& Property
Recycle paper
Return trays
Keep feet on
floor
Put trash in
cans
Take litter
with you
Respect
Yourself
Do your best
Wash your
hands
Be at stop on
time
Use your
words
Listen to
speaker
Respect
Learning
Have
materials
ready
Eat balanced
diet
Go directly
from bus to
class
Go directly to
class
Discuss topic
in class w/
others
Respect
Others
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Behavior/ATL Matrix
Hallway Lunchroom Playground Restroom
Be Safe
Be
Responsible
Be
Respectful
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Team Time
3-5 School-Wide
Above the Line Expectations
Create your Behavior/ATL Matrix
(complete and examine)
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Acknowledgement plan
Establish a continuum to
encourage/celebrate expected behaviors
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Purposes of Acknowledgments
• Reinforce the teaching of new behaviors
• Encourage the behaviors we want to occur again in the future
• Harness the influence of the kids who are showing expected
behaviors to encourage the kids who are not
• Strengthen positive behaviors that can compete with problem
behavior
• Prompt for adults to recognize behavior
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Guidelines for Use of
Rewards/Acknowledgements to Build
Intrinsic Motivation
• Move from
other-delivered to self-delivered
highly frequent to less frequent (intensive
teaching to practice/pre-correction)
predictable to unpredictable
tangible to social
• Individualize
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Examples- Welch Elementary
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“GOTCHA” BOXES
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Examples of Reinforcements
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School Bucks
“Golden Plunger”
Reinforcements: first in line, extra recess
Closed Circuit TV announcements and PA announcements
“Shout Outs”
Dances, Field Trips
Staff celebrations and recognitions
Assemblies
Showcase student talent
All STAR, Super STAR, Rock STAR
Social Skills Skits
Social Action Projects and Service Learning
Multimedia presentations – photos, video
Staff Reminders to Reinforce
Rubberbands on your wrist switch when giving an acknowledgement
Daily “Badges”
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*PBIS/ATL School-Wide Acknowledgment Matrix
What
When
Where
Who
Type
High Frequency
In the moment, predictable
(e.g., Gotchas, Paws, High Fives,
etc)
Redemption of high frequency
(e.g., school store, drawings)
Unpredictable/Intermittent (e.g.,
surprise homework completion
treat, random use of gotchas in
hallway)
Long-term School-wide
Celebrations
School climate, school-wide
target met (e.g., ice cream social,
dance, game day)
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Discouraging Inappropriate Behaviors
Below the Line – Fix-it Plans=Teacher
responsibility
Bottom Line = Administrative
responsibility
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Below the Line
Bottom Line
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T- CHART OF BEHAVIOR
Classroom Managed
BELOW THE LINE
Behaviors
Office-Managed
BOTTOM LINE
Behaviors
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Sustainability: PBIS/ATL Kick Off
What
When
Who
Staff
Students
Families
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Ongoing Support
• Day Two – January 22 or other date???????
– Social Skills curriculum
– Data
– Ongoing process (team member roles, kick offs &
sustainability)
• Contact us:
– Rachel Saladis rsaladis@madison.k12.wi.us
– Karen Windels kwindels@madison.k12.wi.us
– Sara Knueve sknueve@madison.k12.wi.us
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