Transcript Document
Refining, Defining, and Celebrating!
Universal Team Training Day Three Rachel Saladis Wisconsin PBIS Network Technical Assistance Coordinator [email protected]
Agenda
Review of PBIS Big Ideas Report Kick-off, Team Progress Break Data Review, Problem-solving Lunch Classroom Management Break TIC and Action Planning Round Robin Discussion Team Work Time Report out/Next Steps
School-Wide Systems for Student Success: A Response to Intervention (RtI) Model
Academic Systems Tier 3/Tertiary Interventions
•Individual students •Assessment-based •High intensity
Tier 2/Secondary Interventions
•Some students (at-risk) •High efficiency •Rapid response •Small group interventions • Some individualizing
5-15% 1-5% Tier 1/Universal Interventions 80-90%
•All students •Preventive, proactive
1-5% 5-15% Behavioral Systems Tier 3/Tertiary Interventions
•Individual students •Assessment-based •Intense, durable procedures
Tier 2/Secondary Interventions
•Some students (at-risk) •High efficiency •Rapid response •Small group interventions •Some individualizing
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
Positive Behavior Interventions & Supports: A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment School-Wide Prevention Systems
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Tier 2/Secondary
Small Group Interventions
(CICO, SSI, etc)
Daily Progress Report (DPR) (Behavior and Academic Goals) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
SIMEO Tools: HSC-T, RD-T, EI-T
Tier 3/ Tertiary
Multiple-Domain FBA/BIP Wraparound Group Interventions with Individualized Focus (CnC, etc) Simple Individual Interventions (Simple FBA/BIP, Schedule/ Curriculum Changes, etc)
Illinois PBIS Network, Revised May 15, 2008 Adapted from T. Scott, 2004
Positive Behavior Support Supporting Staff Behavior Social Competence & Academic Achievement OUTCOMES Supporting Decision Making ٭ PRACTICES Adapted from “What is a systems Approach in school wide PBS?” OSEP Technical Assistance on Positive Behavioral Interventions and Supports. Accessed at http://www .
Pbis.org/schoolwide.htm Supporting Student Behavior
STATUS: In Place Partially in place Not in Place
Tier 1 Rollout Checklist
TASK PRIORITY: High Medium Low Faculty and Staff
1 A consensus-building process has been used to identify the elements of the universal discipline system (expectations, behavior, teaching plans, reinforcement, etc.). 2. A plan for communicating the universal discipline system to faculty and staff has been developed.
3. The universal discipline system has been discussed with faculty and staff. 4. Faculty and staff are fluent with elements and procedures of the universal discipline system (expectations, problem behavior definitions, reinforcement, ODR form, procedures for referral to the office, etc.).
5. A plan for orienting new and substitute faculty and staff to the universal discipline system has been established.
6. New and substitute faculty and staff have been or are being oriented to the universal discipline system.
Rollout Checklist
Complete the Rollout Checklist to self assess your beginning implementation/kickoff.
Create action steps that will assist in your planning for next year
Share Your Story
Begin a newspaper article that describes • • • your PBIS work thus far. Include: Catchy headline Brief summarization of your kickoff Specific successes or roadblocks that you have experienced so far, as you have developed your PBIS systems Designate 1-2 team members to share out in 5 minutes or less.
Break!
DATA: Identifying Problems/issues
What data to monitor
ODR per day per month OSS, ISS, Attendance, Teacher report Team Checklist/BoQ/SAS(are we doing what we planned to do?)
What question to answer
Do we have a problem?
What questions to ask of Level, Trend, Peaks
How does our data compare with last year?
How does our data compare with national/regional norms?
How does our data compare with our preferred/expected status?
If a problem is identified, then ask
What more data do we need to make a good decision?
Using Data to Refine Problem Statement
The statement of a problem is important for team based problem solving.
Everyone must be working on the same problem with the same assumptions .
Problems often are framed in a “Primary” form, that creates concern, but is not useful for problem solving. • We have too many referrals • September has more suspensions than last year Use more detailed review of data to build “Precision Problem Statements.”
Precision Problem Statements
• • Precise problem statements include information about the five core “W” questions.
–
What
is problem, and frequency –
Where
is it happening –
Who
is engaged in the behavior –
When
the problem is most likely –
Why
the problem is sustaining
Precision Statement:
There are more ODRs for aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students , and the aggression is related to getting access to the new playground equipment
Using Your Data
Create a precision statement that captures
–
What
is problem, and frequency –
Where
is it happening –
Who
is engaged in the behavior –
When
the problem is most likely –
Why
the problem is sustaining
Add precision statement to your newspaper article
Solution Development
Prevention Teaching Acknowledgement Extinction Corrective Consequence
Solutions Development
Complete the solutions development plan to address your precise statement Add solution steps/action plan to your newspaper article
LUNCH
Positive Behavioral Interventions & Supports (PBIS)
•
Whole-school
intervention universal preventative
• • •
Applies behavioral, social learning, organizational behavioral
theories
Is for
ALL
students Requires a shift from punitive to
preventative
Horner, R. H., Sugai, G., Todd, A. W., & Lewis-Palmer, T. (2005). School-wide positive behavior support. In L. Bambara & L. Kern (Eds.),
Individualized supports for students with problem behaviors: Designing positive behavior plans
(pp. 359-390). New York: Guilford Press.
Big Idea
• We often assume
Universal
is in place everywhere – But what about the classroom?
– How is PBIS being used in the classroom to prevent problem behaviors?
– By improving core practices, we can reduce need for additional interventions.
Classroom Supports •SW Expectations linked to class rules and routines •Behavior Basics •Evidence Based Practices •Feedback Ratio •Wait time •Opportunities to Respond •Self Management •Academic Match •Working with Families •Transitions •Using Pre-corrections •Active Supervision •Data Collection and Using Data to ~5% ALL Guide Decisions •ODR, MIR •Self Assessment •Peer Coaching •Good Behavior Game FEW •Data Collection and Progress Monitoring at T3 •Working with Families •Role on the Individual Support Team •Building Behavior Pathways and Hypothesis Statements SOME •Working with Families •Deciding to increase Support •Progress Monitoring •Using the Daily Progress Report • Working with Students using CICO •Working with Students using “CICO Plus” Academic or Social Instructional Groups •Using Data to Guide Decisions •Working with T2 Teams
70% 60% 50% 40% 30% 20% 10% 0% 60% 50% 40% 30% 20% 10% 0%
9.2 - Locations: K-6 9.3 - Locations: 6-9
% Group ODRs Mean % ODRs % Group ODRs Mean % ODRs
In Well Managed Classrooms Students:
• Follow a predictable schedule • Follow a schedule with high rates of student managed behavior • • Perform with high rates of academic engagement • Use problem solving structures • Experience high rates of academic achievement Respond with high rates of compliance • Follow smooth and efficient transitions
In Classrooms that were Ineffective Wehby, Symons, &Shores (1995)
•
Less than half of student’s hand raises or correct academic responses were acknowledged by teachers
•
About 26 “to do” statements per hour
• •
Less than 2 praise statements per hour 64% of “to do” statements were social in nature
• •
Most academic work consisted of independent seatwork Inconsistent distribution of teacher attention
•
Compliance to a command generally resulted in the delivery of another command
10 Key Features of Classroom Management
• • • Review each feature Consider a system for taking this information to the whole faculty Build a “measure” of school-wide classroom management – Use this measure for action planning and continuous improvement
1. Behavioral Expectations: Invest in Appropriate Behavior
• Define and teach 3-5 expectations for your classroom early in year .
• • Positively stated expectations Easy to remember • Posted in the classroom • • Consistent with School-wide rules/expectations Taught Directly – Positive and negative examples • Examples: – Be safe, Be responsible, Be respectful – Respect others, Respect property, Respect self
2. Establish a Predictable Environment
• • • Define and teach classroom routines • How to enter class and begin to work • • How to predict the schedule for the day What to do if you do not have materials • What to do if you need help • • What to do if you need to go to the bathroom What to do if you are handing in late material • What to do if someone is bothering you.
• Signals for moving through different activities.
– “Show me you are listening” • How to determine if you are doing well in class Establish a signal for obtaining class attention Teach effective transitions.
Designing Classroom Routines
Routine
Entering Class Obtaining class attention
Desired Behavior Signal
Walk in, sit down, start work Instruction on board Orient to teacher, be quiet ?
Getting Help during seat work ?
?
3. Active Supervision
• • • • • Move Interact Acknowledge Pre-correct Proximity makes a difference
4. Establish a “positive environment ”
• Five instances of praise for every correction.
• Begin each class period with a celebration.
• Your first comment to a child establishes behavioral momentum.
– Engelmann, Mace, “interspersed requests” – Behavioral priming • Provide multiple paths to success/praise.
• Group contingencies, personal contingencies, etc
Increasing Positive Interactions
• 1 ( negative ) to 5 ( positives ) – Remind yourself of the “debt” • Specific vs. general praise • Identify specific times to provide praise – Before certain lessons –
your reminder
– During transitions –
students’ reminder
5. Design a Functional Physical Layout for the Classroom
– – – – Different areas of classroom defined for different activities • Define how to determine “what happens where” Traffic patterns Groups versus separate work stations Visual access • • Teacher access to students at all times Student access to relevant instructional materials – – Density Your desk
6. Maximize Academic Engaged Time
• • • • Efficient transitions Maximize opportunities for student responses Self-management Active Supervision • Move • Monitor • Communication/Contact/Acknowledge
8. Establish an effective hierarchy of
• • • •
consequences for problem behavior
Do not ignore problem behavior – (unless you are convinced the behavior is maintained by adult attention).
Establish predictable consequences Establish individual consequences AND group consequences Define the school-wide “rule” for what is managed in the classroom and what is sent to the office
Decreasing Negative Interactions
• • • Determine if aspects of the environment (physical setting, schedule, organization, social situation) are contributing Use “pre-corrections” to prevent the misbehavior Praise other students for doing things the “right way”
Consequences for Problem Behavior
• • • • • Applied consistently Immediate feedback Pre-determined plan for major, minor, repeat violations Plan consistent with school-wide plan Consequence linked to context
9. Vary modes of instruction
• • • • • Group lecture Small group Independent work Integrating Activities Peer tutoring
Data is your friend Data is not a four letter word
Use
Data
to Examine Classroom System: Tools to help
• • • How do you know PBIS is in place?
Collect data – Are rules being followed?
– If there are errors, • • • who is making them?
where are the errors occurring?
what kind of errors are being made?
Summarize data (look for patterns) Use data to make decisions
• Develop system to present best practice and encourage teacher engagement and implementation – – – – – – Weekly skill and/or feature mini-lessons Time for grade level collaboration related to the lesson Time and resources for after school work sessions (voluntary) Created timelines for implementation of each feature Periodic self-assessment for progress monitoring and fidelity check Planned booster session
Team Time
Complete Classroom Management Plan Self-Assessment • Think of all classrooms across the school • Would at least 80% of your staff individually respond that these important features are in place?
• How can bring PBIS to life in all classrooms across youre school?
BREAK
Team Implementation Checklist
Complete the TIC as a team Use the TIC action plan format to address any items not fully implemented
The Challenge of Sustained Implementation
The effort needed to achieve initial implementation cannot be sustained.
Universal PBIS
time. needs to become easier over There will always be the temptation to “add more” It
is possible
to add so much “good” practices that nothing works. Better to be consistently implementing what is working !
Round Robin Activity
Select team member(s) to cover each area. Break into groups to share ideas. Each group report out 1. Teaching System plans, – Teaching schedules, development of lesson 2.
Student Acknowledgement – When does it happen, how does it happen, unique feature or item, what are your celebrations? 3.
Staff Acknowledgement - When does it happen, how does it happen, unique feature, what are your celebrations?
4. Communication System, Family/Community Engagement is information shared with school/family/community, Activities to engage Family and Community?
– How 5. Data System - who inputs, who generates reports, what data is discussed at the team meeting? How shared with staff?
Report Unique Ideas, Barriers, Resources
WI Criteria to Begin Tier 2
• • • • Teams must show fidelity through at least one of these: Benchmarks of Quality (BOQ) overall score of 70% Team Implementation Checklist (TIC) overall score of 80% Self-Assessment Survey (SAS) score of 80% on the School-wide section a score of 80% on the Expectations Taught section and Overall score on the SET.
• • • • • •
Team Work Time
Work as a team on whatever areas you feel are most beneficial to you as a team.
Cool Tool schedule and writing?
Fine tuning T-Chart, Flow Chart, process to respond to inappropriate behavior? Student Acknowledgement/Celebration Schedule?
Staff Acknowledgement & Buy-In?
Data sharing & problem solving?
Utilizing committees?
Report Out/Next Steps
Share your Newspaper article!!!
Next Steps: Coach use your School Code to 1.Enter your TIC on www.pbissurveys.com
2.Plan Staff Self-Assessment Survey if not done 3. Schedule Monthly team meetings and data sharing with faculty.
4. Coaches attend Networking Meetings.
5. Contact Technical Assistance Coordinator for readiness for Tier 2 requirements.