Transcript Critical Elements of School

KENTUCKY CENTER FOR
INSTRUCTIONAL DISCIPLINE
Tier 1: Session 1
SCHOOL-WIDE POSITIVE BEHAVIORAL INTERVENTIONS
AND SUPPORTS:
ADDRESSING THE BEHAVIOR OF ALL STUDENTS
33 Fountain Place, Frankfort KY 40601
Phone/Fax: 502.223.9932 - www.kycid.org
Critical Elements of School-wide PBIS
1.
2.
3.
4.
5.
PBIS Leadership
Team
Faculty Commitment
Effective Procedures
for Dealing with
Discipline
Data Entry and
Analysis Plan
Established
Expectations and
Rules Developed
6.
7.
8.
9.
10.
Reward/Recognition
Program Established
Lesson Plans for
Teaching
Expectations/Rules
Implementation Plan
Classroom Systems
Evaluation
Note: Critical Elements as defined by the Benchmarks of Quality, an
evaluation instrument used by schools annually to assess implementation
Introduction to KY PBIS Training
 Your principal agreed to specific commitments
regarding PBIS implementation
PBIS Coaching commitment
 Meet monthly for one hour
 Collect, submit, and analyze survey and evaluation data
 Collect and analyze outcome data (e.g., office referrals,
suspensions, detentions, etc.)
 Develop and track a PBIS Action Plan
 Active participation

PBIS Teams
 Tier 1: PBIS School-wide Leadership Team
 Largest team with broad representation
 Significant involvement of administrator
 Meets monthly
 Focus mainly on behavior systems
 Tier 2: Solution-Focused Team
 Smaller team with focused representation
 Focus on behavior and academic systems
 Need behavior and academic “experts”
 Meets one to two times monthly
 Some overlap of membership with Tier 1
 Tier 3: Wraparound Team
 Core team (small) with other invited team members
 Need a trained facilitator
 Meet as needed
Team Time
Do you understand
the PBIS commitments
and training sequence?
Are there any questions
you have at this time?
Training Objectives for Session 100


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
Overview of PBIS
Fidelity of implementation
Relationship between PBIS and RtI
Effective team collaboration
Team roles
 Team responsibilities

 Faculty commitment
 Development of school-wide expectations
What is School-Wide Positive Behavioral
Interventions and Supports?
 School-wide PBIS is:

A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to
achieve both social and academic success for all students
 Evidence-based features of PBIS (Lewis & Sugai, 1999)
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
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Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions
Administrative leadership – Team-based implementation
(Systems that support effective practices)
Social Competence &
Positive
Behavioral Academic Achievement
Interventions
OUTCOMES
And Supports
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Systems Perspective
 Systems, data, practices, and outcomes “interact
with and guide each other” (Sugai & Horner, 2006)
 Emphasis on systems separates PBIS from other
models because it provides specific focus on
increasing chances of sustaining change
Commitment Equals Fidelity
When a practice or program is
implemented as intended by the
researchers or developers, this is
referred to as
fidelity of implementation
Research Shows…
When programs implemented with
fidelity are compared to programs not
implemented with fidelity, the
difference in effectiveness is profound.
Those implemented with fidelity yield
results that are two to three times
higher.
Adapted from (Durlak & DuPre, 2008)
Research Shows…
 Schools that received technical assistance from
typical support personnel implemented SW PBIS
with fidelity (Horner et al., 2010)
 Fidelity SW PBIS was associated with:
o Lower levels of ODR
o Improved perception of safety of the school
o Increased proportion of 3rd graders who met state
reading standards (Sugai, 2008)
Team Time
From your previous
experiences
of implementing
initiatives,
how much thought
was given to
fidelity
and what was
the outcome?
School-Wide Systems for Student Success:
A Response to Intervention (RtI) Model
Academic Systems
Behavioral Systems
Tier 3/Tertiary Interventions
1-5%
1-5%
Tier 3/Tertiary Interventions
•Individual students
•Assessment-based
•High intensity
Tier 2/Secondary Interventions
•Individual students
•Assessment-based
•Intense, durable procedures
5-15%
5-15%
Tier 2/Secondary Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
•Some individualizing
•Some students (at-risk)
•High efficiency
•Rapid response
•Small group interventions
• Some individualizing
Tier 1/Universal Interventions 80-90%
•All students
•Preventive, proactive
80-90%
Tier 1/Universal Interventions
•All settings, all students
•Preventive, proactive
Illinois PBIS Network, Revised May 15, 2008.
Adapted from “What is school-wide PBS?”
OSEP Technical Assistance Center on Positive
Behavioral Interventions and Supports.
Accessed at http://pbis.org/schoolwide.htm
Tier 1: SW PBIS
 Why start at Tier 1?
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Provides core teaching about important behaviors (Sugai &
Horner, 2002)
All students receive instruction
Prevention is the goal
Less students will need more intensive interventions
(Gresham, 2005)
 What does Tier 1 look like?
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Behavior is taught, practiced, and monitored across all school
settings
All students aware of expectations
All adults model, monitor, and reinforce
Should positively impact at least 80% of students
Tier 1: SW PBIS
PBIS schools in KY showed significant decreases in office
discipline referrals
250
ODR Rate per 100 Students per Day
KY PBIS Elementary Schools = .21
National Sample = .34
KY PBIS Middle Schools = .75
National Sample = .85
KY PBIS High Schools = .92
National Sample = 1.27
Mean Office Referral Rates per Year per 100
Students
Elementary
Middle
200
High
150
100
50
0
Year 1
Year 2
Year 3
Tier 1: SW PBIS
PBIS schools in KY showed significant decreases in outof-school suspensions
KY PBIS schools
showed
a 41% reduction in
OSS
State reduction for
same
time period was 15%
Mean Number of Out-of-School Suspensions per
Year per 100 Students
30
Elementary
25
Middle
High
20
15
10
5
0
Baseline
Year 1
Year 2
Year 3
Tier 1: SW PBIS
PBIS high schools in KY showed significant decreases in
dropout rate
3.5
KY PBIS schools showed
a 40% reduction in dropout
rate
State reduction for same
time period was 17%
Mean High School Dropout Rate
3
2.5
2
1.5
1
0.5
0
Baseline
Year 1
Year 2
Year 3
Tier 1: SW PBIS
PBIS schools in KY showed significant decreases in
retention rate
State reduction for same
time period was 16%
Middle
Mean Student Retention Rate
KY PBIS schools showed
a 33% reduction in
retention rate
Elementary
6
5
High
4
3
2
1
0
Baseline
Year 1
Year 2
Year 3
Team Time
How does this
description
of Tier 1/Universal PBIS
fit with your previous
perceptions?
What is the take-back
message to share
with your staff?
High quality instruction engages
students and leads to reductions
in problem behavior
(McIntosh, Horner, Chard, & Braun, 2008; Sanford & Horner, in press;
Preciado, Horner, & Baker, 2010)
Improving the social behavior
of students results in more
minutes spent in academic
instruction
(Putnam, Handler and O’Leary-Zonarich, 2003; Putnam, Handler, Rey
and O’Leary-Zonarich, 2002)
Children who fall behind
academically will be more likely to
• Find academic work aversive
• Find escape-maintained problem behaviors
reinforcing
McIntosh, 2008
Element 1: PBIS
Leadership Team
 Establish a building-wide
team that oversees all
development,
implementation,
modification, and
evaluation activities in
order to implement
procedures and processes
intended for all students,
staff, and settings
PBIS Leadership Team Items
 Team has administrative support
 Team has regular meetings (at least monthly)
 Team has established a clear mission/purpose
Important Team Variables
 Three critical variables that impact success of Tier
1/Universal implementation (Cohen, 2006):
Administrator commitment
 Well-functioning Leadership Team
 Staff buy-in

The Administrator is Critical to Success!
Highly visible
● Model expectations
● Communicate caring for students (National Association
●
of Elementary Principals, 1983)
Willing to implement necessary changes
● Knowledge of PBIS and treat as priority
● Attend all meetings and trainings (Newton et al., 2009)
●
Essential Attributes of the Team
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Committed to the teamwork philosophy
Understand the goals of the team
Understand their individual roles, functions, and
responsibilities
Willing to take initiative
Willing to communicate
View disagreement as positive
View team performance evaluation as
constructive
Florida PBIS
Essential Activities of the Team
A basic understanding of team functioning and
dynamics
● Consistency in performing team duties (e.g.,
having monthly meetings)
● On-going use of an Action Plan
● Consistent adherence to PBIS principles in
making decisions with data
●
Handler et al., 2007
Positive Behavior Supports: Tier 1/Universal Action Plan
School Year: _______________
Include the development, implementation, and management activities of your plan.
All Critical Elements should be addressed within your plan.
Critical
Element
Action/Activity
Who is
responsible?
Start
Date
Completion
Date
How will it be
monitored?
Evaluation
Date
#_____
#_____
#_____
#_____
#_____
Critical Elements
1.
2.
3.
4.
5.
PBIS Team established (membership, meeting times,
roles, mission)
Faculty commitment
Effective procedures for dealing with discipline
Data entry and analysis plan established
Expectations and rules developed
6.
7.
8.
9.
10.
Reward/recognition program established
Lesson plans for teaching expectations/rules
Implementation plan
Classroom systems
Evaluation
Positive Behavior Supports: Tier 1/Universal Action Plan
School Year: 2011-2012
Include the development, implementation, and management activities of your plan.
All Critical Elements should be addressed within your plan.
Critical
Element
Action/Activity
Who is
responsible?
Start
Date
Completion
Date
How will it be
monitored?
Evaluation
Date
#1
Establish day and time for
monthly LT meeting
(example)
Leadership
Team
August
On-going
Meeting Notes.
School Calendar
Monthly
#
#
#
#
Critical Elements
1.
2.
3.
4.
5.
PBIS Team established (membership, meeting times,
roles, mission)
Faculty commitment
Effective procedures for dealing with discipline
Data entry and analysis plan established
Expectations and rules developed
6.
7.
8.
9.
10.
Reward/recognition program established
Lesson plans for teaching expectations/rules
Implementation plan
Classroom systems
Evaluation
Creating the Mission/Purpose
Creating a Clear
Mission/Purpose Statement
 The PBIS Team must have a specific focus
regarding the purpose of implementing of PBIS
 The mission/purpose statement should
communicate to all stakeholders why your school
is implementing PBIS
 This statement will drive the development of the 10
Critical Elements of PBIS
Examples of
Mission/Purpose Statements
 “To promote a caring, cooperative, and consistent
environment for the benefit of our students” –
Ballard ES
 “To be proactive by ensuring consistent and
positive expectations for all staff and students” –
South Warren MS
Team Time
Develop your mission
or purpose statement
based on your own
school needs, issues,
and identity.
Element 2: Faculty
Commitment
 Ensure that all staff
members are engaged in
the development and
implementation of PBIS
by being aware of and
involved in data
decisions and goal setting
Faculty Commitment Items
Faculty is aware of behavior problems across
campus through regular data sharing (e.g.,
newsletter, email, school website, faculty
meeting, team meeting, PLC’s, etc.)
● Faculty is involved in establishing and reviewing
goals (e.g., survey/feedback form during meeting,
Survey Monkey)
● Faculty feedback is obtained throughout year
(e.g., any of the above plus Self-Assessment
Survey)
●
How to Change
When Change is Hard
Common
Vision
STUDENT
SUCCESS
Common
Experience
Common
Language
Staff Commitment is Essential

Faculty and staff members are critical
stakeholders

80% buy-in must be secured

Staff members must understand they are making
a 3-5 year commitment to change the culture
of the school
Strategies to Keep
Staff Commitment High
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Regular communication (newsletter, email,
school website, faculty meeting, team meeting,
PLC’s, etc.) about long-term and short-term
components
Sharing data
On-going training for faculty and staff
Frequent assessment of how implementation is
going (surveys, discussions, etc.)
Ensuring adequate resources
Handler et al., 2007
Initial Commitment Data

Did you know your school has already obtained
preliminary feedback from your staff on their
willingness to commit to change regarding
behavior practices and discipline?

This information was obtained through
completion of the PBIS Self-Assessment Survey
in the spring.

This survey served as a baseline assessment of
PBIS implementation in your school.
PBIS Self-Assessment Survey

Taken annually to assess PBIS implementation
across school-wide, non-classroom, classroom,
and individual student systems

Assesses both level of implementation (fidelity)
and priority for improvement (buy-in)

Fidelity of implementation is reached when the
percentage of “In Place” responses for a system is
80% or higher
School-wide
Non-classroom
School-wide
Non-classroom
Team Time
Discuss your school’s
PBIS SAS results.
How can you use the
results
of the Priority for
Improvement
information to facilitate
behavior change in
your school?
Challenges to Gaining Buy-In
 Reasons for making changes are not perceived as
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compelling enough
Staff feel a lack of ownership in the process
Insufficient modeling from leadership
Insufficient system of support
Staff lack a clear vision of how the changes
will impact them personally
Supporting Systemic Change
through a Team Process
 Staff members must share:
 A common dissatisfaction with the processes and
outcomes of the current system
 A vision of what they would like to see replace it
 Problems occur when those in the system lack the
knowledge of how to initiate change or when
there is disagreement about how change
should take place
Managing Complex Change
Vision Skills Incentives
Resources
Action Plan =
CHANGE
Skills Incentives
Resources
Action Plan =
CONFUSION
Incentives
Resources
Action Plan =
ANXIETY
Resources
Action Plan = RESISTANCE
Vision
Vision Skills
Vision Skills Incentives
Vision Skills
Incentives
Action Plan = FRUSTRATION
Resources
=
TREADMILL
Positive Behavior Supports: Tier 1/Universal Action Plan
School Year: 2011-2012
Include the development, implementation, and management activities of your plan.
All Critical Elements should be addressed within your plan.
Critical
Element
Action/Activity
Who is
responsible?
Start
Date
Completion
Date
How will it be
monitored?
Evaluation
Date
#1
Establish day and time for
monthly LT meeting
(example)
Share monthly discipline data
with staff
(example)
Leadership
Team
August
On-going
Meeting Notes.
School Calendar
Monthly
Mr. C.
Septe
mber
May
(monthly
sharing)
Review monthly
PBIS newsletter
Monthly
at team
meeting
#2
#
#
#
Critical Elements
1.
2.
3.
4.
5.
PBIS Team established (membership, meeting times,
roles, mission)
Faculty commitment
Effective procedures for dealing with discipline
Data entry and analysis plan established
Expectations and rules developed
6.
7.
8.
9.
10.
Reward/recognition program established
Lesson plans for teaching expectations/rules
Implementation plan
Classroom systems
Evaluation
Team Time
How will you ensure
you have strong faculty
commitment to PBIS?
How will you keep it?
Element 5:
Expectations and
Rules Developed
 Establishing and posting
expectations for student
and staff behavior, and
developing rules and
procedures linked to the
expectations
Expectations and Rules Items





3-5 positively stated expectations are posted
around school
Expectations apply to students and staff
Rules/procedures developed for specific settings
(where problems are prevalent)
Rules/procedures linked to expectations
Staff are involved in developing expectations and
rules/procedures
School-Wide Expectations
 Definition:
 A list of 3-5 specific, positively stated behaviors that are
desired of all faculty and students
 Broad, global behaviors
 Expectations should be in line with the team
mission/purpose statement and should be taught to all
faculty, students, and families
 Usually contain both behavioral and academic attributes
 Examples:
 Show Respect to Everyone
 Act Responsibly
 Put Forth Best Effort
Rules for Unique Settings
 Definition:
 Behaviors you want students to exhibit in specific settings
such as classroom and non-classroom areas
 Specific, observable, and measurable
 Examples:
 Walk on the right side of the hall
 Keep your hands, feet, and objects to yourself
 Use a Level 1 voice
 Three students on the tire swing at a time
 Begin bell ringer as soon as you take your seat
Procedures for Non-Classroom Areas
 Definition:
 Written documentation of how the school-wide
expectations will be taught in a non-classroom area
 Includes how rules apply to the expectations in that area
 Includes information regarding supervision duties and
how student behavior will be monitored, reinforced, and
corrected
 Examples:
 See Handout of Sample Arrival Procedure
Benefits of Expectations and Rules
 Uniform instruction across multiple settings





within the school
A consistent environment that enhances learning
Reduction in discipline infractions
Communication among staff members
Communication with parents
Curriculum design
How Are Expectations and
Rules Similar?
 Both should be limited in number (3-5)
 Both should be positively stated
 Both should be aligned with the team
mission/purpose statement and school discipline
policies
 Both should clarify criteria for successful
performance
How Are Expectations and
Rules Different?
 Expectations are
broadly stated
 Expectations apply to
all people in all
settings
 Expectations describe
the general ways that
people will behave

Rules describe
specific behaviors
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

Observable
Measurable
Rules may apply to
limited number of
settings
Rules clarify
behaviors for
specific settings
Developing School-wide Expectations
 Consider existing data summaries
 Discipline
 Academic
 Identify common goals
 Review Mission/Purpose Statement
 Consider other school-based programs
 Identify characteristics of an ideal student
Which Ones Are
School-wide Expectations?
 Show Tolerance
 Place Food Items in Proper Containers
 Remain Seated During Instruction
 Use a Level 0 Voice
 Have a Positive Attitude
 Show Integrity
 Be Responsible
Key Components in Developing
School-wide Expectations
 Provide a rationale (what’s the purpose?)
 All ideas of expectations considered
 A process to choose and eliminate
 Equal ownership of expectations
 Involve students and parents in process
School-wide Expectations
Elementary Example
Briarwood Elementary
Be Respectful
Be Responsible
Be a Team Player
Be Willing to Learn
School-wide Expectations
Middle School Example
Paducah Middle School
R espect others
E xcel in academics
A lways try
C ommit to success
H ave a positive attitude
School-wide Expectations
High School Example
Warren East High School
P ositive attitude
R espect
I ntegrity
D edication
E xcellence
Positive Behavior Supports: Tier 1/Universal Action Plan
School Year: 2011-2012
Include the development, implementation, and management activities of your plan.
All Critical Elements should be addressed within your plan.
Critical
Element
#1
#2
#5
Action/Activity
Who is
responsible?
Start
Date
Establish day and time for
Leadership August
monthly LT meeting
Team
(example)
Share monthly discipline data
Mr. C.
Septe
with staff
mber
(example)
Get input from staff , students, Mrs. Anders June
families on expectations
(example)
Completion
Date
How will it be
monitored?
Evaluation
Date
On-going
Meeting Notes.
School Calendar
Monthly
May
(monthly
sharing)
July
Review monthly
PBIS newsletter
Monthly
at team
meeting
July
Team will review
results of surveys
#
#
Critical Elements
1.
2.
3.
4.
5.
PBIS Team established (membership, meeting times,
roles, mission)
Faculty commitment
Effective procedures for dealing with discipline
Data entry and analysis plan established
Expectations and rules developed
6.
7.
8.
9.
10.
Reward/recognition program established
Lesson plans for teaching expectations/rules
Implementation plan
Classroom systems
Evaluation
Team Time
Determine your plan for
obtaining feedback from
all stakeholder groups
regarding what your
expectations will be. Be
sure to create a timeline.
Discuss ideas you have
among your team
regarding what you think
your expectations should
be.