Your Role in PBIS - Milwaukee Public Schools

Your Role in PBIS
PBIS District Team
August 23rd, 2013
Fist to Five
• How has your week of training been going?
5- Great
4- Good
3- Okay
2- Not good
1- Bad
0- Horrible
Learning Intention
• Participants will experience and discuss their
role in their school's PBIS framework and
understand how implementing Tier 1
behavioral interventions on a daily basis
within a school and classroom has a positive
effect on the educational experience of all
Success Criteria
You know you are successful when:
• You have a clear understanding of your role as a staff
member in your school’s implementation of the PBIS
• Understand and can implement some PBIS best
practices around your school and classroom to
improve the educational experience of all students.
Intro/ Ice-Breakers
What is PBIS?
PBIS School-wide Elements
What does PBIS look like for you?
Next steps for you
Tier 2
• Be Respectful
– Listen to others
– Allow others to speak
– Take phone calls out of room
• Be Responsible
– Contribute to discussions
– Take notes as needed
• Be Safe
– Take care of yourself
– Use the bathroom as needed
– Walk
Attention Signal
Presenter claps twice
Participants complete thought
Remain silent
Face front
Clap twice
Repeat as needed
Table Work Expectations
Be Safe:
• Stay in your area
• Remain in seat
Be Responsible:
• Contribute
• Stay focused
Be Respectful
• Watch your airtime
• Come back to whole group quickly
Bio Poem (partners)
We, (your first names)
Four adjectives that describe you (two for each)
Teacher of (list subjects)
Lovers of (four things, people, or ideas)
Who feel (two emotions)
Who need (up to four items)
Who fear (up to four items)
Who would like to meet (two people)
Were born in (city)
5 minutes
We, Gayle and Jon
Witty, compassionate, funny, savvy
Teachers of PBIS
Lovers of food, animals, family, reading
Who feel excited and energetic
Who need a longer weekend, an elaborate vacation, and a
Packers’ Super Bowl
• Who would like to meet Barack Obama and Paul
• Were born in Danville Illinois and Milwaukee
• Share out at table
• 3 minutes
• Will be working with this group today
The Importance of our Work
• Tariq
• What stuck out to you about Tariq’s story?
Influential Teacher
• Think of a teacher you had that you will
always remember.
• What about him/her sticks out in your mind?
• Why were they influential?
• What can you do starting on Day One to be that kind
of influential teacher to every student who walks into
your room?
What is PBIS?
• What are 2 things you already know about
• What are 2 things you want to know more
about with PBIS?
4 minutes
What is PBIS?
• Technical answer: (PBIS) provides an operational
framework for improving student academic and
behavior outcomes. More importantly, PBIS is NOT a
curriculum, intervention, or practice, but IS a decision
making framework that guides selection, integration,
and implementation of the best scientifically-based
academic and behavioral practices and interventions
for improving student academic and behavior
outcomes for all students.
Okay, what does that really mean?
• Expectations for everyone in all settings
• Shows students how to achieve these
expectations (so they don’t have to guess)
• Acknowledges students displaying positive
• Work closer with students in need of greater
• Everyone working together proactively
• Build a community in your building
Key Concepts
• PBIS is a framework, not a program
– Programs can fit within the framework
• School-wide systems and practices support students
and staff
– Building relationships is critical
• PBIS focuses on being proactive, not reactive
• All staff members play a key role in the climate of the
• Interventions are different than punishments
Tiered System of Support
• Tier 1: All Students
• Tier 2: One Adult/
Multiple Students
• Tier 3: Multiple Adults/
One Student
A world without PBIS……
• Your principal comes
into your room and
doesn’t notice all
the good things,
only points out
everything you did
wrong without
explaining or helping
you correct these
• You make dinner for
your spouse every
night and he/she
never compliments
you, only yells at you
when you burn
dinner or make
something they
don’t like.
• This is the way many schools and districts have
handled their discipline
• Only addresses behaviors when they are
negative or not the behavior we were looking
• No explanation of the behaviors we would like
to see
• Not acknowledging students behaving
A world with PBIS
• Your principal lets the • Your spouse tells you
staff know what
what they like to eat
and compliments
are for your classroom
you every time you
and compliments the
make dinner and
great things (s)he sees
occasionally treats
in the classroom and
you to a movie out
works with you to
for being such a
improve areas you
great spouse
need help with
PBIS Elements
Establish a team to carry on the PBIS efforts in the building
Establish and maintain faculty commitment
Develop 3-5 school wide expectations
Create area specific rules (posters in area)
Create classroom specific expectation matrix (varies by grade/ subject)
Create a T-Chart of Classroom vs. Office Managed Behaviors
Establish a recognition/acknowledgement system
Create lesson plans and system for teaching behavior
Analyze Big 5 Data Monthly
Continue to use PBIS language and practices throughout building
PBIS ties everything together
Pop Quiz
Who is all needed to make PBIS effective at your
1. Teachers
2. Administrators
3. Parents
4. Safety
5. All of the above
5) All of the Above
Everyone in your building is needed to
make PBIS effective at your building.
PBIS School Level
Pop Quiz
What are the 3 expectations used at all schools?
1. Be Respectful, Be Responsible, Be Reasonable
2. Be Safe, Be On Time, Be Courteous
3. Be Responsible, Be Safe, Be Respectful
4. Be Responsible, Be Respectful, Be Scholarly
Set the Expectations
• Selected by school
• MPS School-wide Expectations
Be Safe
Be Respectful
Be Responsible
Optional School Selection
• Do you know your school’s expectations?
Define the Expectations
• Define clearly what the expectations look like
in all settings throughout the school.
– School-wide expectations apply to the entire
school; that is why they are school-wide!
– What does it look like to be safe in the hallway?
• Classroom rules and procedures should be
aligned to the expectations
– Classroom Matrix
Expectations and Rules
Expectation Posters for Adults
Group Activity
Re-write each of these negative rules as a
Positive PBIS Rule and select which expectation
it would fit:
• No running
• No electronics
• No swearing
• Don’t be late
• No horseplay in the bathroom
• No hogging all the materials at recess
4 minutes
Teaching Lessons
Telling is not Teaching
• Weekly all staff and students participate
• 10-15 minute lesson created at the school or found
• Lessons focus on areas of need
• Students allowed opportunities to practice
• Lesson topics rotated
• Lessons can be videos, role play, discussion,
scenarios, free-writing, etc. (Transition)
• Booster Sessions throughout year
Examples of
Curriculum/ Programs
• 2nd Step
• Steps to Respect
• Restorative Practices/ Community Building
• Ropes and Challenges
• Classroom Organization and Management
Program (COMP)
• Talking about Touching
• Conflict Resolution
• How will you teach the expectations to your
students on a continual basis?
• Created by staff (reviewed often)
• Lists what is Classroom Managed vs Office Managed
– Classroom Managed Behaviors receive a classroom
intervention (aren’t ignored)
– Office Managed Behaviors receive an office intervention
(aren’t automatically a suspension)
• Must be followed with fidelity by all parties
Group Activity
• What are 2 classroom managed behaviors?
– What is something you can do in the classroom to
manage each?
• What are 2 office managed behaviors?
– What is something the office can do to manage
5 minutes
Sample T-Chart
Classroom Managed
Office Managed
No Supplies
No Homework
• Fighting
• Weapon
• Illegal
• 10 minute get up and stretch break
Acknowledgement Systems:
Three Levels
• Immediate/High frequency/Predictable/Tangible
–Delivered at a high rate for a short period while teaching
new behaviors or responding to problem behavior.
–Name behavior and tie back to school-wide expectation
upon delivery.
• Intermittent/Unexpected
–Bring “surprise” attention to certain behaviors or at
scheduled intervals.
–Used to maintain a taught behavior.
• Long-term Celebrations
–Used to celebrate/acknowledge school-wide
–ALL kids, all adults.
Acknowledgements does NOT equal “stuff.”
High Frequency Acknowledgement
• Verbal to students
– Every time you see a behavior that you would want the
student to repeat next time
– Be specific, use student name when possible
• High-five, knuckles, hand shake, etc
• Participate in school’s acknowledgement
– Pass out ticket or “gotcha” slips
– Can draw these for prizes, display these, read these on the
announcement, send home, save up for a PBIS store, etc
– All staff participate
Purposes of Acknowledgments
• Reinforce the teaching of new behaviors
• Encourage the behaviors we want to occur again in
the future
• Strengthen positive behaviors that can compete
with problem behavior
• Prompt for adults to recognize behavior
• Build relationships
• Engage students in school
Acknowledged as Adults
• Insurance companies reduce your premium
for not having any accidents
• Frequent buyer card at Subway
• Earn vacation hours
• Thank you letters
• Earn points on a credit card
Verbally acknowledge
• When verbally acknowledging…
– Use PBIS terms (thank you for showing respect by…….)
– Have enthusiasm
– Publish acknowledgement (calls home, notes home,
mention to mentor, other teachers, etc)
– Be consistent
– Mean it (don’t fake it)
• Look to a neighbor• “Thank you for showing responsibility by
attending this meeting.”
• “Thank you for showing respect by listening
and taking this seriously.”
• It’s that easy to verbally acknowledge
Use the Data
• The school team uses data throughout the
year to determine what steps need to be
taken to address problem behaviors or areas.
• In order to use data, data must be collected.
Schools cannot be afraid to record incidents as
they happen.
Data Reports
Referrals by Time
Referrals by Location
Referrals by Student
Average Referrals per Day per Month
Referrals by Problem Behavior
PBIS Universal Screener Report
Intervention Summary/Student Profile
Attendance by Grade
PBIS in Your Classroom
“Students are what you make them think
you think they are.”
• Coach Webb from Chalk
Watch clip
PBIS Classroom
Classroom Matrix
Attention Signal
Verbal Acknowledgements/ Build Relationships
Classroom Matrix
• List behavior expectations
• What behaviors do you want?
• When do you want to see them?
• All rules fit under the school-wide expectations
– Be Safe, Be Respectful, and Be Responsible
• Practice, Practice, Practice
• Consistency
Whole Group
Remain in seat
Keep materials on or below
your desk
Raise your hand to share
Small Group
Stay with your assigned group
Remain in you seat
Use materials for their
intended use
Keep materials on or below
your desk
Raise your hand to share or for
Quiet until all have completed
the assessment
Actively listen to all members
Actively listen to all members
Raise your hand if you have
of your group
of the classroom
Use a 4 foot voice level
Stay focused on the assigned Work cooperatively with
group members
Bring supplies everyday
Hand-in your work
Perform the duties of your
individual role
Have materials ready before the
assessment begins
Read all directions ,use your
time wisely, & check your work
when finished
Create a Matrix
• What areas or transitions will you have in your
classroom? (small groups, lining up, story time, etc)
• Write each on the top of the table heading each
• Now for each create 2-3 positive rules under the
school-wide expectations
7 minutes
How might you print this or make this larger for
your classroom?
• Each column on a separate flip chart
• Each column on a separate Power Point slide
• Shared with parents
• Created as an art project and posted
throughout room
• Others?
• What times of the day will you need
procedures for?
– Start/ end of class
– Sharpening pencil
– Etc
In groups brainstorm as many as possible
5 minutes
First Day of School Practice
• It is the first day of school….. How are you
going to practice each of the procedures that
the students will need to know?
Telling is NOT teaching!
5 minutes
Attention Signal
• Used to get the attention of all students
• Involves visual and sounds
• Students all stop what they are doing and pay
attention to teacher
• Needs to be practiced with students
• Acknowledge students who follow the
attention signal
Group Activity
Think of a few attention signals you could use in
your classroom.
4 minutes
Any group want to come up and practice it with
the group?
• When entering an area
– hallway, cafeteria, etc
• When transitioning within a classroom
– Going into small groups
• Stop, teach the expectations (use poster)
• Wait to see expectations in students
• Transition
**Use the Classroom Matrix**
How would you pre-correct in each:
• Passing out a test
• Lining up
• Going to recess
• Entering the cafeteria
• Going to an assembly in auditorium
• Getting into groups
• Have a guest speaker
• Others?
When students fail to meet expectations
Need to remind of expectations
Allow for student to reach expectation
Implement classroom level intervention
– Proximity to student
– Moving student
– Call home
– Behavior Contract
Group Activity
List as many positive re-direction strategies as
your group can think of (be ready to explain
Call home, eye contact, etc
5 minutes
Share out to whole group
Time Out
One-to-One Conference
Eye Contact
Call Safety/ Admin
Hurdle Help
Loss of Privilege
Alpha Command
Planned Ignoring
Praise 3
Building Relationships
Behavior Contract
Active Supervision
Meet and Greet
Seat Change
Corrective Feedback
Verbal Acknowledgement
Voice Matching
Attention Signal
Secret Signal
Antiseptic Bounce
Proximity Control
Parent Contact
• All positive behaviors should always be
verbally acknowledge
– I appreciate you showing respect by being quiet in
the hallways.
– Thank you for being responsible and bringing your
materials to class.
• In addition classrooms can have a tangible
acknowledgement system (marbles, etc)
Building Relationships
• How is this clip reflective in your classroom
• Do you think your students have made similar
observations about attention from adults?
Building Relationships Activities
Meet and greet at the door
Student Survey of interests
Anagram Nametags
Acknowledging students with their name
wherever you see them (hallways, etc)
Weekly questions about you
Weekly ice breaker questions
Student of the Week
Personal notes on assignments
Birthday chart
Non-tangible Relationship Building
Look for commonalities/ speak on differences
Be yourself
Open up to your students
Go to sporting events or part-time jobs
Showing/ telling students you know they can do well
Develop classroom pride (display student work)
Classroom Décor (lighting, music, etc)
Tone of voice/ decorum with students
Group Activity
Building Relationships from Day One:
• What are some activities you can do on Day
One to begin to build relationships with your
• Each group share out one
5 minutes
Tier 2
• Information about CICO and SAIG and
completing a DPR?
We have to work with and connect with every
student that enters our classroom.
What is Tier 2?
• An additional support for those students not
responding to Tier 1 Supports alone
• Check-In/ Check-Out (CICO)
• Social Academic Instructional Group (SAIG)
• Other Tier 2 and Tier 3 Supports
Relatively easy & quick to implement for up to 7-10% of all students
throughout the course of the year.
• Each adult volunteer checks in and out with multiple
youth (up to 10 students)
• All youth get same intervention
• Same check in and out time
• Same school-wide behavioral expectations as goals
• Same number of opportunities for behavioral feedback
• Same Daily Progress Report (DPR)
Data to assess Response to Intervention:
Points earned on Daily Progress Report (DPR),
reduction in ODRs, attendance etc.
CICO Daily Cycle
• Check-in with assigned adult upon arrival to school
Positively greet youth
Review SW expectations (daily goals)
Pick-up new Daily Progress Report card
Provide materials (pencil etc.) if needed
• Meet with teacher in each class
– Teacher provides behavioral feedback
– Teacher completes DPR
• Check-out at end of day
– Receive reinforcer
Teacher Role
– Show excitement over intervention
– Remove excuses for students to not participate
– Focus on positives
– Provide corrective feedback
Students meet weekly with a support staff
Learn and practice a specific skill
Carry a DPR
Can be paired with CICO or separate from
• Usually last 9 weeks
• Variety of curriculum
– Also MPS created Curriculum available
Your take-aways
• On a sticky-note:
– One idea or activity you are going to implement
beginning day one of school
– Stick the sticky-note on poster paper labeled:
• MPS RtI Website
• MPS PBIS YouTube Channel
• MPS PBIS Pinterest Page
• Monthly Newsletter (available on RtI Website)
• School Administrator
• Contact your School’s Team Facilitator
Action Plan
• Remaining Time:
• Add any best practice ideas you have learned
yesterday or today to your action plan.
• For each:
– What is it?
– Steps to take?
– Resources, information, etc you need?
Your Role in PBIS
MPS Board of School Directors
Senior Team
Michael Bonds, Ph.D., President, District 3
Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Gregory E. Thornton, Ed.D., Superintendent
Naomi Gubernick, Chief of Staff
Darienne Driver, Chief Innovation Officer
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Services Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Denise Callaway, Executive Director, Community Engagement
Patricia Gill, Executive Director, Family Services
Sue Saller, Executive Coordinator, Superintendent’s Initiatives