Transcript Slide 1

PBS in Florida High Schools
Don Kincaid, Ed.D.
Co-Director & Co-P.I.
FL PBS:RtIB Project
“PBS requires schools to use
token economies”
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To Reward, or Not To Reward?
• Increase the likelihood that students will behave
• Teaching tool
• Increase opportunities to build positive adultstudent relationships, create positive climate
• Encourage students to “take the next step”
• Counteract negative peer influences
• Shape intrinsic motivation
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Token Economies
Benefits
Drawbacks
•Fast & Efficient feedback
•Logistics can be
intimidating
•Flexible
•Bridge to long-term reward
•Counterfeiting worries
•Faculty buy-in
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Miami-Dade: School-Wide Strategy
• Problem: Poor attendance
• Strategy: Reward students’ for being where they
needed to be, when they needed to be there
• How they did it:
– Attendance Flags
– Reward entire school if they reach 97% mark for the
week
– Competition between classes for lowest absenteeism
– Rewards improved attendance: District’s “Most
Improved” for 1st & 3rd Quarters
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SHS
Show
Responsibility
Have
Respect
Exhibit
Self-Control
School-Wide Behavior Bingo
Be
Respectful
Homeroom
Class 1
Class 2
Lunch
Class 3
Class 4
Class 5
Class 6
Be
Be Ready to
Responsible
Learn
Getting HS Teachers Involved
(Teachers hated attending •Class of the week:
pep rallies)
– Identified through
•Homecoming Week:
– Every teacher attending
rally had name placed into
drawing
– 5 Winners received gift
certificate to Denny’s
– Additional recognition in
newsletter
administrator walk-throughs
– One class per week
nominated, based on
outstanding instruction,
student behavior and
student work.
– Announced on Wolf-TV and
presented with a framed
certificate pronouncing them
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Class of the Week.
What Other HS have done:
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Phone calls home
“Fast passes” for cafeteria
Tickets to school sporting events
Parking spaces
Dances
Access to a special cafe/store/seating area
Shadow a teacher/administrator for a day
Medallions/wristbands for model students
Music played over loudspeaker between classes
Faculty/student sports competition
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Still More to Consider…
• Web Resources:
– Ideas for Free Incentives:
http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamp
les/RewardsIncentives/Ideas%20for%20Free%20Incentives.pdf
– Increasing the Effectiveness of Reward Systems (non-token
economy based):
http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamp
les/RewardsIncentives/Increasing%20the%20Effectiveness%20of%20R
eward%20Systems.pdf
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First year of
implementation…
“PBS requires schools to use
token economies”
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“PBS lets students dodge the
Code of Conduct”
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NO
Verbal
Warning.
Restate
Expectation/rule
YES
Behavior
ceases.
No further
action
Complete
Tracking form
Intervention
Write Referral
(Attach teacher
tracking forms if
applicable.)
Send the student
with the referral
to Room 1.
2nd Step
(Same behavior)
DISCIPLINE
FLOW CHART
Behavior
ceases.
No further
action
Administration
determines
course of action
or consequences
Behavior
ceases.
a) Copy of
referral and/or
letter sent to the
parent
3rd Step
(Same behavior)
Complete
Tracking form
Intervention
Contact Parent
4th Step
(Same behavior)
Seek Assistance
from PBS Team
No further
action
b) School
retains copies
c) Copy of
referral to (how
given to teacher?)
teacher for files
(when?…time
frame?)
Data Entry
procedures
followed:
Data Clerk
enters daily
into Terms
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…
…teach? …punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
(Herner, 1998)
Designing Solutions
• If many students are making the same
mistake, it is typically the system that needs
to change, NOT the students
• You can only punish so much
– Teach, monitor and reward before relying on
punishment
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•Classroom systems
are aligned with the
school-wide plan
•Classroom rules
follow training
guidelines
•Classroom rules are
developed &
approved by your
classroom teachers
When Developing
Responses to Problem Behavior:
• Clearly identify where various behaviors will be
managed
– Classroom vs. office
• Develop an array of responses to problem
behaviors
– Continuum/hierarchy of responses
– Alternatives for different functions: Interventions don’t
have to come from a drop-down menu
• Opportunities for students to learn and/or practice
more acceptable behaviors
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Federal & State Support
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Intervention of choice in IDEA 2004
Supports NCLB
Positive Behavior for Effective Schools Act*
Florida’s EBD Rule, 2007
Florida’s Bullying & Harassment Prevention
policy, 2008
• RtI: http://www.fldoe.org/Schools/florida-reponseto-intervention.asp
– Universal (Tier 1) intervention
– Evidence-based
– Higher levels of PBS includes Tiers 2 & 3
– Data-based, structured problem-solving process
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PBS’ Big Push
• Change adults’ mindset to teach, identify &
acknowledge positive behavior
• Change adults’ behavior to respond
appropriately to student behavior
• Move beyond the “What” to address the
“Why”
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“PBS lets students dodge the
Code of Conduct”
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“PBS is just another program”
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The Pendulum is Always Swinging…
•Character Counts
•School-Wide PBS
•Lions Quest
•Too Good for Violence
•Connect with Kids
•Project Northland
•Communities in Schools
•Agression Replacement
Training
•Project SUCCESS
•Second Step
•Check & Connect
•Check-In/Check-Out
•Steps to Respect
•Foundations
•Prepare
•BEP
•Positive Action
•Conscious Discipline
•Time to Teach
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Three-Tiered Model of School Supports & the
Problem-solving Process
ACADEMIC SYSTEMS
BEHAVIOR SYSTEMS
Tier 3: Comprehensive &
Intensive Students who need
individualized interventions.
Tier 3: Intensive
Interventions Students who
need individualized
intervention.
Tier 2: Strategic
Interventions Students who
need more support in
addition to the core
curriculum.
Tier 1: Core Curriculum All
students, including students
who require curricular
enhancements for
acceleration.
Tier 2: Supplemental
Supports: Students who
need more support in
addition to school-wide
positive behavior program.
Tier 1: Universal
Interventions All students in
all settings.
Why Tier 1 PBS?
• Over 6800 schools across the country and
over 700 in Florida are implementing SWPBS
because:
• It is aligned with RtI
• It can be adapted to fit your particular school
• It can coexist with most other school-wide
programs (reading first, character ed, etc.)
• It is consistent with research-based principles of
behavior
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Customized for your school
• “PBS Ninja” video
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Improved Outcomes
• Research has shown SW-PBS has resulted in:
– Reduction in ODRs and after school detentions
– Reduction in use of physical restraint (special
education day school) and closing of seclusionary
time out rooms
– Improved school climate
– High teacher satisfaction
– Increased parent involvement
(Algozzine & Algozzine, 2009)
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Statewide Percent Change in Discipline
Outcomes between Baseline & Year 1:
SY 2008-2009
0
ODR
ISS
OSS
108
Percent Change
-5
-10
110
89
Schools
Schools
Schools
-8
-15
-18
-20
-25
-30
-24
High School “J”
Targeting Dress Code Violations: HS "S"
Sep-09
160
Oct-09
18%
Drop
# Referrals
120
80
29%
Increase
40
0
# Dress Codes Written
# Staff Writing Dress Codes
Average Days OSS per 100 Students
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Average Days OSS per 100 Students
by Implementation Level
70
2004-2005
2005-2006
2006-2007
60
50
40
Schools
107
0
Low (BoQ <70)
High (BoQ >=70)
160 Schools
Schools
76
38 Schools
67 Schools
Schools
83 Schools
10
77
20
35 Schools
30
2007-2008
10
Schools
20
Elementary
Middle
High
School Type
Schools
Schools
Schools
17
17
27
Schools
Schools
14
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School
s
10
Schools
Schools
60
2006-2007
31
Schools
58
2005-2006
Schools
Schools
56
2004-2005
27
Schools
0
40
78 Schools
10
Schools
5
14
Schools
4
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Average BoQ Total Score
BoQ Totals by School Type Across Years
90
2007-2008
80
70
60
50
40
30
Alt/Center
Average FCAT Reading Level 3 Score
80
Average % Students
Reaching Level 3 on FCAT Reading
Baseline
70
Year 1
60
50
40
30
20
10
0
Elementary
Middle
124 Schools
73 Schools
High
School Type
22 Schools
Other
15 Schools
Percent of Students Reaching Level 3-FCAT Reading
2004-2005
100
2005-2006
2006-2007
2007-2008
90
80
60
50
40
Schools
Schools
107
168
77 Schools
40 Schools
73 Schools
10
83 Schools
20
78 Schools
30
38 Schools
Average Percentage
70
0
Low (BoQ <70)
High (BoQ >=70)
Implementation Level
Evidence-Based
• SW-PBS has the largest research base out of any
school-wide intervention (National Implementation
Research Network - Fixen, 2008)
• School-wide positive behavior supports can foster
engaged learning for students throughout a school (Luiselli,
Putnam, Handler, & Feinberg, 2005; Nelson et al., 2002)
– Focuses students on what we want them TO DO
– Increase positive interactions between students and staff (having
a positive adult role model is a resiliency factor)
– Reduces need to engage in negative disciplinary measures =
increase time in class
– Embedding school-wide expectations into assignments makes
them more relevant
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Characteristics of Effective High Performing Schools
and Schools Implementing SW-PBS
(OSPI, 2007; Shannon & Bylsma, 2007)
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Clear and shared focus
High standards & expectations for all students
Effective school leadership
High levels of collaboration & communication
Curriculum, instruction, & assessments aligned with
state standards
Frequent progress monitoring (learning & teaching)
Focused professional development
Supportive learning environment
High levels family & community involvement
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“PBS is just another program”
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“PBS takes too much time…(away
from instruction/ to develop the plan/
to deal with the data/ to train/ etc.)”
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Critical Elements of School-Wide PBS
As measured by the Benchmarks of Quality (BoQ)
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PBS Team, Administrative Support
Faculty Commitment, Participation
Effective Discipline
Data Entry & Analysis
Expectations & Rules
Reward/Recognition Program
Lesson Plans for Teaching Behavior
Implementation Planning
Crisis Planning
(Kincaid, Childs & George, 2005)
Evaluation
Classroom PBS Systems
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The road to full implementation…
(For Tier 1!)
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3-Day Initial training
Develop plan/system; refine current practices
Staff buy-in for critical elements
Staff training
Student orientation
Parent orientation
Bi-Monthly monitoring, planning
Teaching
Rewarding
Effective discipline
Evaluating progress
Ongoing professional development
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“PBS takes too much time…(away
from instruction/ to develop the plan/
to deal with the data/ to train/ etc.)”
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We’re in it for the long haul
• PBS is a 3-5 year process:
• PBS is not a pre-packaged plan and is often a
philosophical shift for staff, expect some initial
resistance
• Rewards and incentives for staff often help maintain
and boost staff participation
• Staff and administrator commitment is
essential for success
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It’s a Process, not a Program
• Continue to use what’s working
• Get rid of or improve what’s not
• What pre-packaged programs can’t offer:
PBS is not something “extra”
– Embed into curricula
– Re-Purpose existing resources/activities
– Make the most of natural situations (“Teachable Moments”)
• An ounce of prevention…
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Logic of Implementation
Individual Students
•Prevention
•Tools for remediation
•Room for
accommodation
Small groups of students
Rough day
at School
All Students
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Time Cost of a Discipline Referral
(45 instructional minutes per incident—Horner & Sugai, 2003)
1000 Referrals/yr
2000 Referrals/yr
Student
Instructional Time
750 Hours
1500 Hours
Teacher Time
250 Hours
500 Hours
Administrator
Time
Totals
500 Hours
1000 Hours
1500 Hours
LOST!
3000 Hours
LOST!
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Finding Minutes…and Days
Instructional Days Lost to ODRs,
2000 referrals/year
Number of Days
200
188
150
125
100
50
0
Student Time
Administrator Time
Based on 45 min. Student time, 30 min. Administrator time
Focus on Developing Effective Systems
• “Administrator Dance” video
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“PBS takes too much time…(away
from instruction/ to develop the plan/
to deal with the data/ to train/ etc.)”
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Real Cost
• Training and Consultation provided at no
charge to district
• District-Based follow-up technical assistance
– University support as needed
• Most activities can be supported through
existing funding sources
– Need for community partners
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HS “T”
• Funding:
– Student parking fees and soda sales = $3000 for
each school year.
– Partners in Education donate specific money or
items to be used for PBS at TCHS.
– Within the school different clubs/organization
donate items.
– The school has paired with the Rotary and
Kiwanis Clubs to recognize the students of the
month.
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Science, Values and Vision
Values
Science
Practices
that impact
quality of life
Practices
that work
PBS
Vision
Practices that
are doable,
durable and
available
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Florida’s
Positive Behavior Support Project
For more information:
• Contact: Heather George, Ph.D.
• Phone: (813) 974-6440
• Fax: (813) 974-6115
• Email: [email protected]
• State Website: http://flpbs.fmhi.usf.edu
• National Website: www.pbis.org
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