AGENDA FOR DAY 2

8:30 Handling Problem Behaviors 10:00 Short Break 10:08 Data-Based Decision Making 11:30 Lunch 12:30 Data-Based Decision Making, continued 2:00 Short Break 2:08 Evaluation and Sustainability 3:15 Wrap-up, Questions, and SURVEY!!

PBIS WORKSHOP EXPECTATIONS

 • • • • Be Responsible Be on time!

Sign in – morning and afternoon Participate in activities If you have questions, please ask!

• • • Be Respectful Be a good listener Stay on task Keep cell phones silent • • • Be a Team Player Join in the discussion! We love to hear your thoughts and ideas!

When working in small groups, give and take input Take information back to your school and share

HANDLING PROBLEM BEHAVIORS • • Referrals don’t completely go away with PBIS Some problem behaviors are worse than others

CONSEQUENCES Who should deal with what behaviors?

 Classroom Managed vs. Office Managed

Have a plan!

T-CHART EXAMPLE

Staff Managed Behaviors (Minors) • • • • • • • • • Minors Inappropriate Language Physical Contact Defiance/Insubordination/Non Compliance Disrespect Disruption Dress Code Technology Violation Property Misuse Tardy

Consequences are determined by staff

Office Managed Behaviors (Majors) • • • • • • • • • • • • • • • • Majors Abusive/Inappropriate Language Fighting Physical Aggression Defiance/Insubordination Harassment/Intimidation Inappropriate Display of Affection Vandalism/Property Destruction Lying/Cheating Skipping Technology Violation Dress Code Theft Arson Weapons Tobacco Alcohol/Drugs

T-CHART OF BEHAVIOR

(ON FLASH DRIVE)

TEACHER MANAGED BEHAVIORS Minor OFFICE MANAGED BEHAVIORS Major

Example of student behavioral management procedure

ACTIVITY

Let’s begin creating your T-Chart and procedures (flow chart) for handling problem behavior.

(see example of flow chart

on flash drive

– it is editable)

DATA!

WHAT ARE DATA?

What are data?

 Pieces of information Intimidating?

 No reason   Sometimes numbers, sometimes not

• • • • • •

SOME SCHOOL DATA SOURCES

Office Discipline Referrals (ODRs)  Current  Over Time Attendance School profile – population statistics In-School and Out-of-School Suspensions PBIS Assessments (SAS, TIC, BoQ, SET, etc.) Staff Surveys, Teacher Reports What else??

DISCUSSION

What data do you collect

and use

on a regular basis?

DIFFERENT DATA SERVE DIFFERENT PURPOSES • • • • • Identify problems before they become difficult Pinpoint a problem to create a functional solution Test possible solutions Progress monitor – is it working?

What else?

Tier 1/Universal

School-Wide Assessment School-Wide Prevention Systems

ODRs, Attendance, Tardies, Grades, DIBELS, etc.

Check-in/ Check-out (CICO)

Tier 2/ Secondary

Social/Academic Instructional Groups (SAIG) Daily Progress Report (DPR) (Behavior and Academic Goals) Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.

Tier 3/ Tertiary SWIS and ISIS SWIS Tools

Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP)

Complex or Multiple-domain FBA/BIP Wraparound

- Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

HOW PBIS TEAMS USE DATA Review data showing progress from previous meeting Look at current data and problem solve Communicate data to school, district, families

SWIS (SCHOOL WIDE INFORMATION SYSTEM)

• • SWIS is a decision making tool Reliable, confidential, web-based Collect, summarize, and use student behavior data for decision making.

START BY ASKING QUESTIONS

• • • • • • What problem behavior(s) do we have?

How often is it happening?

Where is it happening?

When is it happening?

Who is involved?

Why is the problem sustaining?

PINPOINT THE PROBLEM

• • Drill down in your data Target a precise problem

PRECISE PROBLEM STATEMENT (EXAMPLE)

A lot of Physical Aggression is happening in the classroom , mostly among 3 rd , 4 th , 7 th , and 8 th graders (and especially males ), throughout the school day , with the highest frequency of occurrence on Mondays . The most likely reason for this behavior is to avoid a task .

• • ACTIVITY Groups: Use data to create Precise Problem Statement Share www.pbisapps.org

> Applications > SWIS Suite > SWIS demo

DETERMINE WHAT TO DO NEXT Planning requires a

team effort

!!

• • • Some possible steps after pinpointing the problem: Gather more information Make environmental or scheduling changes Design an intervention (re-teach, reinforce, collect data, etc.)

Who will do what, by when? *Think beyond the PBIS Team!!

• • • • •

DEVELOPING A PLAN

Prevention – keep it from happening again Extinction – make the expected behavior more attractive than the problem behavior Recognition – acknowledge those that follow the expected behavior Consequences –

consistent

handling of any persistent problem behaviors Data Collection – is it working?

PREVENTION How do we keep this from happening again?

• • • • Change the environment Change the schedule Teach appropriate behavior Use problem behavior as a negative example

EXTINCTION How do we keep problem behavior from being rewarded?

How do we make it so much more rewarding to do the positive behavior?

RECOGNITION How do we recognize students who act appropriately?

• • Short-term ‘special’ type of acknowledgement activity - challenge Extra acknowledgements for specific behavior

CONSEQUENCES

What will the consequence be for the problem behavior?

DATA COLLECTION

What is your goal with this plan? Needs to be measurable !

How will you know if this is working? • Look at the same data you used to identify the problem

(*Note: you can use SWIS to save reports for later comparison)

How often will you review the plan’s progress and make revisions?

PUTTING THE PLAN INTO ACTION Who  will carry out each of the actions?

Don’t give all the responsibility to one person – this is a team effort!

When will the actions take place? Make a deadline.

Example - Problem Solving Action Plan Precise Problem Statement

EXAMPLE

Solution Actions Who?

When?

Goal, Timeline, & Updates

Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention

Prevention:

Teach behavioral expectations in cafeteria Maintain current lunch schedule, but shift classes to balance numbers Teachers will take class to cafeteria; Cafeteria staff will teach the expectations Rotating schedule on November 15 Principal to adjust schedule and send to staff Changes begin on Monday

Goal:

Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)

Timeline:

Review Data & Update Monthly A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.

Recognition:

Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days

Extinction:

Encourage all students to work for “Friday Five”… make reward for problem behavior less likely School Counselor and Principal will create chart & staff extra recess Principal to give announcement on intercom on Monday

Corrective Consequence-

Active supervision and continued early consequence (minor/major ODR’s) Hall and Cafeteria Supervisors Ongoing

Data Collection

– Maintain ODR record & supervisor weekly report SWIS data entry person & Principal shares report with supervisors Weekly

Precise Problem Statement: Example - Problem Solving Action Plan

(on flash drive)

Prevention Solution Actions Who is responsible?

By when will it be completed?

Goal, Timeline, & Updates Goal: Recognition Timeline: Extinction Corrective Consequence Data Collection Update:

ACTIVITY

• • Use your Precise Problem Statement to create an Action Plan Share

OTHER QUESTIONS

How do your data compare to previous years?

•

Is there a trend?

How do your data compare to national averages?

•

SWIS has averages

TIME FOR QUESTIONS

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OTHER TYPES OF DECISION MAKING IN PBIS

How do you know if your PBIS implementation plan is working?

Are you doing a good job with all of the elements of PBIS?

WHY MEASURE FIDELITY?

• • See how things are working Figure out how to improve • See what is missing • See what isn’t being done correctly

HOW WELL ARE YOU IMPLEMENTING PBIS?

• • Adult Outcomes • • How is team functioning?

Consistency • • • Teaching behavior Rewarding behavior Consequences Student outcomes • • Are about 80% of students doing very well with behavior?

Are grades, attendance improving?

ASSESSMENT TOOLS Team Implementation Checklist (TIC) • • 3 times per year Completed by PBIS Universal team at team meeting • Guides the implementation process

WWW.PBISAPPS.ORG

• • • • • Drop-down menu: Applications/PBIS Assessments Login with School ID For TIC, click on arrow under ‘Actions’ Survey will open Enter data

ASSESSMENT TOOLS, CONT’D

Benchmarks of Quality (BoQ) • • • • Completed in the spring each year Completed by PBIS Universal team at team meeting Measures Universal implementation Helps to identify strengths and weaknesses that can be used in action planning

ASSESSMENT TOOLS, CONT’D

Self Assessment Survey (SAS) • • • Completed once a year, at beginning or end of year Completed by all teachers, staff, administrators Assesses how well systems and practices are established in 4 areas: school-wide, classroom, non-classroom, individual students

ASSESSMENT TOOLS, CONT’D

• • • School Safety Survey (SSS) Diverse perspectives Measures risk factors in school Measures protective factors in school

ASSESSMENT TOOLS, CONT’D

• • SET (School-wide Evaluation Tool) Outsider perspective – cuts out the bias Measures fidelity of implementation – similar to SAS

PBIS ASSESSMENTS – ONLINE REPORTS Team Implementation Checklist Benchmarks of Quality Self-Assessment Survey

Available online at www.pbisassessment.org

-Milwaukee Public Schools

GO WITH THE FLOW…

Times change, people change – keep up with them!!!

MAKE PBIS A PERMANENT PART OF YOUR SCHOOL

How committed are administration, faculty, and staff?

How invested are students?

ADULT SURVEYS

• • • • Buy-in Confidence Knowledge of PBIS Appreciation

STAFF SURVEY EXAMPLE

On Flash Drive

STUDENT CLIMATE SURVEYS

• • • • Connectedness Safety Trust Satisfaction

STUDENT CLIMATE SURVEY EXAMPLE -

source: Illinois PBIS Network On Flash Drive

SUSTAINABILITY • • • Using data regularly is the key to success! Keep staff informed – increase buy-in Show that PBIS is working!

Share successes with staff, district, parents, community

STUDENT VOICE AND INVOLVEMENT

• • • Give students a voice (surveys, focus groups, etc.): • • Help decide how expectations will be taught Give input on incentive and celebration ideas • Give input on booster training activities throughout the year Give students a job: Teach expectations to younger students Mentor younger students Help with tasks such as copying and/or cutting out reward tickets

EXAMPLE FROM MISSOURI

Bristol Elementary PBIS Bristol is currently in our 3 rd year implementing PBIS. This fall, a 3 rd grade student was very interested in PBIS and how we chose the school rules. She and her father researched student programs, such as student council and Kids Congress. I invited the student to attend a PBIS team meeting and share her research with the team. Here is what we decided: Each 2 nd , 3 rd , 4 th and 5 th grade class will have a representative for PBIS . One student from each grade will be chosen to attend the PBIS team meeting. The student will report back to the other representatives, who will then share all the information with the class .

Students were given the opportunity to apply for PBIS representative . They had to answer 2 questions. Why would you like to participate on the PBIS committee?

Why would you be a good representative for your grade?

Teachers chose their classroom representative from the applications. An example is included in this report. A copy of the letter sent home to parents is included as well.

We look forward to student representation on the committee.

The PBIS Compendium: http://pbiscompendium.ssd.k12.mo.us/schoolwide-system-tools

STAFF VOICE AND INVOLVEMENT

• • • • • Ask for input on consequences for office referrals Survey staff about what tools they need (classroom management strategies, communication strategies, strategies for individual students, etc.) Have a method or procedure for giving feedback/suggestions/requests at any time Ask for input on staff incentives Ask them to participate in developing lesson plans/cool tools

SHARING DATA WITH STAKEHOLDERS

• • • • • • Examples Share a success story in a newsletter to parents Present data to school board Ask local media to cover a success story Post data in key locations in school Share data with students and present a challenge Share data regularly with staff to show successes

TIME FOR QUESTIONS Like us on Facebook at: http://www.facebook.com/asucce Follow us on Twitter at: https://twitter.com/ASUCCE

OUR APPRECIATION TO THE FOLLOWING FOR SHARING RESOURCES ON THE INTERNET:

www.pbisapps.org

www.pbis.org

Illinois PBIS Network: www.pbisillinois.org

Wisconsin PBIS Network: http://www.wisconsinpbisnetwork.org/ Missouri Schoolwide Positive Behavior Support: www.pbismissouri.org

The PBIS Compendium – Special School District, St Louis MO: http://pbiscompendium.ssd.k12.mo.us/

Our Website: http://cce.astate.edu/pbis Like us on Facebook at: http://www.facebook.com/asucce Follow us on Twitter at: https://twitter.com/ASUCCE

Email: [email protected]

Website: cce.astate.edu/pbis/