10/5/2015. When Working In Your Team. Consider 4 questions: Where are you in the implementation process? Adapted from Fixsen & Blase, 2005

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1 Maximizing Your Session Participation D8: Consequence & Recognition Systems Therese Sandomierski, Ph.D., FLPBIS TA Specialist Jon Beach, Principal of North Elementary This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. When Working In Your Team Consider 4 questions: Where are we in our implementation? What do I hope to learn? What did I learn? What will I do with what I learned? Where are you in the implementation process? Adapted from Fixsen & Blase, 2005 Exploration & Adoption We think we know what we need so we are planning to move forward (evidencebased) Installation Let s make sure we re ready to implement (capacity infrastructure) Initial Implementation Let s give it a try & evaluate (demonstration) Full Implementation That worked, let s do it for real and implement all tiers across all schools (investment) Let s make it our way of doing business & sustain implementation (institutionalized use) Leadership Team Action Planning Worksheets: Steps Self-Assessment: Accomplishments & Priorities Leadership Team Action Planning Worksheet Session Assignments & Notes: High Priorities Team Member Note-Taking Worksheet Action Planning: Enhancements & Improvements Leadership Team Action Planning Worksheet Session Objectives Florida s PBIS Project 1.Define critical features of effective reward and consequence systems 2.Obtain examples of practical applications of these critical features 3.Become familiar with different ways data can improve the effectiveness of reward and consequence systems Mission Increase the capacity of Florida s school districts to use team based planning and problem-solving to implement positive behavior support within a Multi- Tiered System of Support (MTSS). What We Do Provide training and technical assistance to districts in the development and implementation of positive behavior supports at the Tier 1, classroom, targeted group (Tier 2), and individual student (Tier 3) levels. 6 1

2 Number of Schools Trained in Tier 1 August 10, 2015 Florida s PBIS:MTSS Project is currently working with 51 out of 67 school districts - 76% of Florida s school districts. 7 8 Pre-K Schools 883 Elementary Schools 317 Middle Schools 204 High Schools 101 Alt/Center Schools 102 Other (e.g. K-8) 1,615 TOTAL SCHOOLS 8 John Beach john.beach@isd477.org 14 Years as Principal, North Elementary, Princeton 750 Students grades 3 5 Cohort 1 in Minnesota with 8 other schools in th Year as a Minnesota PBIS Team Trainer By the Numbers. # of Districts/Charters in MN PBIS to date = 189 # Schools in MN PBIS to date = 543 % of MN schools PBIS = 27% # Students impacted by SW-PBIS = 247,

3 First Year Second Year Sustain

4 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior PRACTICES Supporting Decision Making Effective Consequence Systems Supporting Student Behavior This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Key Components Effective Discipline Systems 1. Includes definitions, responses, & forms a. Data system provides information in a way that supports effective decision making 2. Utilizes an instructional approach, preventative strategies a. For students and staff b. Facilitates consistency across campus 3. Avoids long delays between the behavior and the disciplinary action 4. Communicates with stakeholders a. Staff involved b. Families: Reflects cultural values; Provides direct, timely notice c. Students: Reflects cultural values; Reviews their responsibilities 5. Establishes re-entry procedures for staff and students 6. Implemented with fidelity to facilitate data-based problemsolving 21 Defining Incident Levels 1. Office-Managed Incidents (Majors) a. Handled by the administration b. Physical fights, property damage, weapons, tobacco 2. Teacher-Managed Incidents (Minors) a. Handled quickly and efficiently b. Typically by the classroom teacher c. Handled where incident occurred d. Tardy, lack of materials, incomplete assignments, gum chewing 3. Crisis Incidents a. Require an immediate response from administration and/or crisis response team b. Bomb Threats, weapons alerts, intruder, fire evacuations, etc. *Consult district and school policies for crisis incidents 22 Effective Responses Based on function of behavior, developmentally appropriate Considers: Context of incident Cultural norms Student s learning history/contact with Tier 1 Instructional Removes students from the classroom as a last resort Ensures alternative settings provide academic instruction Returns students to class as soon as possible Utilizes data to design proactive, positive & preventative strategies used in concert with disciplinary action *Refrain from taking or threatening to take away an earned reward! Preventing Problem Behavior 1. Develop positive relationships with students 2. Continuous teaching & rewarding 3. Active Supervision 4. Modify the environment and/or instruction a. Traffic flow, tempting materials, line of sight, organization, visual boundaries b. Change schedule c. Interesting & engaging instruction (adapt curriculum, special assignment, tutoring, computer/ internet work, role play) 5. Provide prompts/pre-correction 6. Provide Choices 7. Utilize verbal de-escalation techniques (CPI Institute) 8. Community circles 4

5 Responses to Problem Behavior Disciplinary Actions Examples 1. Eye contact 2. Proximity control 3. Remind/re-teach expectation or rule 4. Re-direct to task 5. Reward around the student 6. Active engagement 7. Self-Monitoring 8. Cool-off pass 9. Humor 10. Change student s seat 11. Provide choices 12. Give the student a responsibility 13. Restorative practices Examples 1. Conference with student and/or parent 2. Failure to earn a privilege or reward 3. Student Contracts 4. Loss of privileges 5. Reflective activities 6. Restitution/Apology 7. Mini-courses 8. Counseling 9. Peer Mediation/Teen Court 10. Community service 11. Parent supervision 12. Restorative practices The Restorative Chat (Lucille Eber) Major and Minor Forms 1. Tell me what happened. 2. What you were thinking at the time? 3. What do you think about it now? 4. Who did this affect? 5. What do you need to do about it? 6. How can we make sure this doesn't happen again? 7. What I can do to help you? Efficient and effective tools for data-based problem-solving that: Identify patterns that can change behaviors Generate ideas for intervention Include function, context/activity taking place at the time of the incident One behavior at a time If multiple behaviors occur, record the most problematic Completed by staff who witnessed incident Documents impact on academic engaged time (AET) Time-Out Think Area or Problem-Solving Room Student sent home early McIntosh, K. (Oct. 27, 2014). Enhancing Equity through Effective Professional 27 Development. PBIS Implementers Forum, Chicago, IL. 28 Write a referral & escort student to office Admin determines consequence OFFICE IS THE INCIDENT MANAGED IN THE... SAMPLE INTERVENTIONS Seating Change Student Conference Parent Contact Student Contract Redirection Proximity Loss of Privilege Restitution Apology Verbal & Non-Verbal Prompt Reward Alternate Behavior CLASSROOM Verbal Warning Re-state Expectation/Rule 2nd Step (same behavior) Re-teach Expectation, begin classroom behavior report/apply intervention 3rd Step (same behavior) apply intervention contact parent Behavior stops no further action Behavior stops no further action Behavior stops no further action Teacher Completes Copy of referral given to Classroom teacher/staff Assessment Tool Copy retained at school (CAT) to assess Copy of referral sent to variables in classroom Student conference that may be parent via student Re-teach expectation promoting problem behavior (i.e.. Parent contact ecological, classroom Detention behavior system, & Refer to guidance curriculum/ In-school suspension instruction) Out school suspension Recommend for expulsion Martin County Schools: Hidden Oaks MS 4th Step ( same behavior) Behavior Continue classroom stops no behavior report. Contact a further peer, guidance, or admin action for further intervention/suggestions 5th Step ( same behavior) For Office Referrals attach completed Refer to guidance or copies of classroom complete office referral behavior reports form Write a referral & escort student to office 5

6 Behavior Flow Chart - Levels System - Classroom Routines / Expectations Referral Form - Tiger Pride Reference Sheet - Effective Reward Systems This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Rewarding Appropriate Behavior 1. Serves as a teaching tool by providing feedback on appropriate behavior 2. Makes appropriate behavior more likely to occur a. Catch students being good b. Creates behavioral momentum 3. Builds positive student/teacher relationships, school climate 4. Counteracts negative peer influences 5. Increases intrinsic motivation 35 Types of Rewards Social 1. Time with friends 2. Verbal praise Activities 1. Teacher assistant 2. Art project 3. School dance 4. Staff/student games Sensory 1. Lights 2. Temperature 3. Music 4. Seating Escape 1. 1-Minute Ticket 2. Homework pass 3. Library pass Tangible 1. Edibles 2. Materials a. Praise notes b. Pencils, notebooks c. Stickers d. Photos e. T-Shirt 3. Tokens 36 6

7 Benefits Reward Systems Token Economies Fast & efficient feedback Flexible Bridge to long-term reward Drawbacks Logistics can be intimidating Ensure adequate supply Consider group rewards (grade-level, classroom) Counterfeiting Color code, stamp Signatures, expiration dates Staff buy-in Provide guidelines for use Reward participation Work around resisters Target Tier I Specific areas Alternatives to Token Economies 1. Written or public recognition 2. Class/grade-level competitions (group contingencies) a. Tardies, attendance, dress code b. Expand to other behaviors (on-task, homework-turned in, etc.) 3. Surprise Events Random call or visit to the classroom by the Principal 4. Visit to the media center, library, gym 5. Punch Cards 6. Positive Referrals 7. Phone Call Home 38 Guidelines for Providing Rewards 1. When a. Immediately after the target behavior occurs (expectation) b. Frequently after teaching an expectation c. In problem locations or situations 2. Avoid a. Long delays between the display of positive behavior and reward b. A single option for reinforcement c. Only quarterly or semester events 3. General a. Should be aligned to students behavioral functions b. Students should always be eligible to earn a reward c. No parties should not be used in isolation (i.e., No tardies, referrals, dress code violations, etc.) a. Some students may need shorter time intervals between rewards 40 How to Reward Reward System Guidelines 1. Name the behavior the student demonstrated 2. Name the expectation the behavior matched 3. Provide positive acknowledgement (consider age and student preference) Example: David, when you helped Susan with her tray you were being respectful and responsible. You earned a Wild Cat dollar for being such a great helper. Refrain from taking or threatening to take away a reward once it has been earned 1. Teach a. What behaviors will earn rewards b. How and when to reward (i.e., priority locations) 2. Offer a variety 3. Establish a hierarchy 4. Survey students and families for ideas 5. Make it as easy as possible 6. Use and share data a. Decrease in problem behaviors b. Increased participation in reward events

8 Funding Rewards and Ideas PBIS and the Classroom 1. School Improvement funds (SIP) 2. PTO, Community Partnerships, Community Donations 3. Fundraisers a. School night at local restaurant b. School Yard Sale 4. Grants 5. Educational websites a. Learning Earnings ( 6. Free / low-cost a. Social activities b. School events c. Parking pass d. First-in-line Classroom Reward System 1. Developed by teachers 2. Incorporate Tier 1 rewards into classroom system 3. Immediate, specific praise 4. Minimum of 4:1 ratio positives to neutral/negative statements 5. Acknowledgement for meeting Tier 1 expectations and following classroom rules and routines Themes Friday Tiger Paw Report Teaching the matrix in the first weeks starting the second day Kick off assembly first Friday of the year North Star Café Sub Sub Parties Tiger Bingo end of tri 1 and 2 Film festival Carnival Positive Playground Incentive Thermometer idea End of year assembly last Friday of the year Tiger Pride News Staff Recognition 8

9 Tiger Pride Friday Report is now a Google Form allowing us to keep track of the number of Tiger Paws given out. 9

10 Two previous ideas We are North Elementary I Belong! Be Brave! MN Nice Traveling Through Books Tiger Pride is Growing Traveling Through Time Traveling Through MN Traveling Around the World Eight Years of Music Videos

11 State Film Festival in June 1. Tiger Pride/ Classroom Rysavy Pod 2. Cool to Walk in School Walerius Pod 3. Lego Tiger Pride - Burling National Film Festival in March 1. Be Brave - Franson 2. Respect Train Yellow Pod 3. All about Respect E. Ryan Pod Tiger Pride Film Festival 2016 Fourth Annual 2015 Playlist

12 Main Page National Film Festival Winner Music Video MN Nice DAYS = Hat Day 40 DAYS = Extra Recess 60 DAYS = Specialist Surprise 80 Days = Mr. Beach activity 100 DAYS = Ice skating or boot skating at Princeton Hockey arena 120 DAYS = Movie and Popcorn 140 DAYS = Carnival 15,000 Tiger Paw Reward! 12

13 Tiger Pride News TPN Link Live morning announcements

14 All Staff Involved! Positive Behavior Support Graduate Certificate Applying Multi-Tiered Systems of Support Fully Online 12 Credit Hours Behavior Challenges in Young Children Consultation & Collaboration Intensive Individualized PBS School-Wide PBS Contact Information and Resources FLPBIS:MTSS Project Phone: (813) Website: Facebook: YouTube: Tiger Pride at North Elementary (Minnesota) Principal John Beach: OSEP TA Center on PBIS Website: Association on PBIS Website: