Transcript PBIS Universal Training Day 4 - Champlain Valley Educational

PBIS
Universal Training
Day 4
Tom Ellison
Sullivan County BOCES
[email protected]
VISION COUNTS BUT
IMPLEMENTATION IS PRICELESS
EVALUATION RESULTS
•YIKES!!!!!!
•Loved it or hated it-no middle ground
•Redundant!
•Teams asked for more time
to work and more time to share
Universal Training- Day 4
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Welcome/Overview of day
Evaluation Results
Team sharing and problem solving
Negative Consequences
Data Does Not Have To Be a Four letter
Word
Discussion
Implementation Process: Focus on Fidelity
Networking
Action Planning
Discussion of Identified Topics
Next Steps/Moving Forward: Preview of
Secondary Interventions
OBJECTIVES
•Quickly cover remaining
concept/component areas
•Discuss, examine, and develop
consequence systems
•Provide concrete tools for consequence
system
•Develop/refine data system
•Action plan
•Provide multiple opportunities to share,
discuss, and complete work as a team,
Training Behavioral
Expectations
EXPECTATION
TRAINING SITE
BE RESPONSIBLE
 Make yourself comfortable & take care of your needs
 Address question/activity in group time before
discussing “other” topics
 Return from Breaks and lunch on time
BE RESPECTFUL
 Turn cell phones, beepers, and pagers “off” or to
“vibrate” & make/take calls away from room
 Keep sharing time brief/concise so all may share
 Pass notes
BE PREPARED
 Plan, Plan, Plan for next steps
 Follow directions & stay on task during group/peer
time
 Follow up on tasks
EVERYTHING YOU WANTED
TO KNOW ABOUT PBIS
BUT WERE AFRAID TO ASK
There is a proverb which
says, “If you’ve told a child
100 times to do something
and they don’t do it…it isn’t
the child that is a slow
learner.”
Reviewing Components of School
Wide Discipline Plan
• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior
I DON’T GIVE THEM A CHANCE TO MISBEHAVE.
Negative consequences…
• are delivered to:
– Provide immediate feedback that behavior is
unacceptable
– Increase likelihood behavior will NOT BE
repeated, i.e. punished.
I HAVE A PLAN. THEY’LL ABIDE BY IT…OR ELSE!
Key to Using Negative
Consequences
No Silver bullet!
Rather
MILD CONSEQUENCES
CONSISTENTLY delivered
Systems capacity for use of
negative consequences
• Have a clear line between what problem
behavior is handled by staff/faculty vs.
administration & what consequences may be
used in what situations
• Ensure familiarity for delivering
consequences and referrals to office
• Have a continuum of consequences for the
classroom & other settings, and for
administration
• Clarify consequences for actions up front with
students and families
General guidelines for negative
consequences
• Mild consequences consistently delivered
• Deliver consequences as soon after the
infraction as possible
• Maintain students respect and dignity when
administering a consequence
• Try to keep it relevant to the infraction
• Ratio of positive to negative consequences
should be at least 4:1
Examples of negative consequences
•
•
•
•
Loss of teacher attention and approval
Loss of privilege
Time out or removal from activity
Re-teaching after school (detention with
skill acquisition)
• Restitution or make-up service help
• Parent contact and conference
• Change in seating
Procedures for Using
Negative Consequences
• Deliver negative consequences
following occurrence of problem
behavior
• Consequences should be mild
• More serious consequences usually
delivered by administration
• Follow negative consequences with
positive consequences at earliest
appropriate opportunity (“fair pair”)
Procedures for discouraging
inappropriate behaviors (System)
• Office vs. Classroom managed
– Are distinctions clear?
– Do administration and staff need to create a
list? If list already exists, does staff agree?
– Are appropriate administrators dealing with
office managed discipline? (Not Counselors, SW’s or
Psychologists)
– Does staff feel supported?
– Is there a clear flow chart to follow for
misbehavior?
Procedures for discouraging
inappropriate behaviors Cont…
•
Review behavioral consequences
– Should be continuum of responses
•
The smallest effort to achieve the greatest effect
– Are we inadvertently reinforcing the
inappropriate behaviors for students and staff?
•
Track who is using consequences/options
– Are consequences having no effect?
•
Repeat offenders
– Do you need to address behaviors with targeted
interventions or wraparound services?
(intensive)
PROGRESSIVE NEGATIVE
CONSEQUENCES
Dr. Randy Sprick lists two criteria for
evaluating progressive negative
consequence sytems:
•Does it treat the child with dignity and
respect?
•Does it work?
Be Consistent
Or what I learned from speeding
What Causes Speeding
Tickets?
•SPEEDING?
•GETTING CAUGHT?
•GETTING WRITTEN UP!
What we can learn:
•Ignoring the expectations or rules leads to
confusion
•The wrong behavior becomes the norm
•If you’re not consistent, kids will think you are
out to get them (Take personally)
•You must correct kids every time
•It is crucial to recognize the behavior we do
want
Guiding Principles
• Natural consequences are varied,
unpredictable, undependable,…not
preventive
• “Knowing” or saying “know” does NOT
mean “will do”
• Students “do more” when “doing
works”…appropriate & inappropriate
Concerns with using
“big hammer” consequences
• There is no “Silver Bullet,” no one consequence
will work for all kids
• Only using “big hammer” consequences shows
no degrees of violation
• They can set the stage for escalation
• Staff can be reluctant to use them
• Do not take away an earned reinforcement
• Remember that punishment, like beauty, is in the
eye of the beholder
NO
Continue problemsolving techniques
with student.
Record in student
note section of
School Tools
Use classroom
consequences
Document incident in
student note section of
School Tools
Does the student have
3-5 incidents in the
same quarter?
Classroom
Managed:
Language
Lateness
Preparedness
Calling Out
Put Downs
Refusing to work
Minor dishonesty
Touching
Tone/ attitude
Inappropriate
comments
Electronic devices
Food or drink
Dress code
Minor disruption
Academic
Misconduct
YES
Management Process
Office Managed:
Weapons
Fighting
Aggressive physical
contact
Threats
Harassment
Truancy/ late to
class (3)
Cutting
Vandalism
Alcohol
Drugs
Gambling
Directed Profanity
Major disruption
(prevents
instruction from
continuing)
POSSIBLE CLASSROOM MANAGED INTERVENTIONS
Change / re-assign seat
Conference with student outside of room
Pre-correct student before entering room
Contact with parent
Contract with student
Detain student after school
Conference with other staff members to find out what works
Use available classroom management resources
Write an
Office
Referral.
Submit
Administrator
determines
consequences
Administrator provides
teacher with feedback.
Team Time - Consequences
• Examine your current continuum of
consequences
• Use data to determine what consequences
are working and are not working
• Review what behavior is classroom (and
setting) managed vs. office managed
• What consequences are the staff
empowered to use?
Correct Behavioral Errors
• Are you using reteaching, reminding
(precorrecting) and other prompts to clarify and
refresh on expectations not met?
• Have you established a continuum of
consequences and feature ones that are mild
and can be consistently delivered?
• Are you using your data to gauge effectiveness
of corrective measures?
Time to get going
again.
Evaluate your current system
for negative consequences?
Networking
• Be prepared to share.
What are the roadblocks?
Group Feedback & Discussion
What’s on your mind??
DATA DOES NOT
HAVE TO BE A
FOUR LETTER
WORD
“Can you tell me which way to go from
here?”, asked Alice of the Cheshire Cat.
“That depends a great deal on where you
want to get to”, said the Cat.
“I don’t really know where I want to get to”
replied Alice.
“Then it doesn’t much matter which way
you go” said the Cat.
Alice in Wonderland
Data
Steps of Data Collection, Analysis, and Use
Identify sources of information and data
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Office discipline referrals
Attendance, tardies
Detentions, in-school-suspensions, out-of-school
suspensions, expulsions
Academic performance (class work, homework,
grades, classroom tests, state test results)
EBS/PBIS survey
Reinforcers issued
Data Collection, Analysis, and Use
(SYSTEM)
Summarize/Organize Data
Number of Office Discipline Referrals By:
• “The Big 5 Graphs”
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–
–
–
•
Number per day per month per 100 students
Time of day
Type of Behavior
Location
Student
“Additional Graphs”
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–
–
Day of week
Type of Consequence
Number of Reinforcers
Teacher
Reviewing your ODR Form
•
•
•
•
•
•
Necessary
Student name,
grade
Referring staff
Date, time, location
Problem behavior &
operational
definitions for
problem behaviors
Others involved
Administrative
decision
•
•
•
•
•
Your Choice
Possible motivation
Comments
Follow up comments
Primary teacher
Parent
signature/date
Why Use Data?
• Communications
• Effectiveness, efficiency, & relevance of
decision making
• Professional accountability
• Prevention
…..Use minutes efficiently
Identify Data & Info Sources
School-based data sources
– EBD/PBIS survey
– Team Implementation Checklist (TIC), Parts A
&B
– Systems-wide Evaluation Tool (SET)
– Phases of Implementation Tool
– Teacher Retention
– School performance
– State Testing
– CSE & 504 Statistics
Identify Data & Info Sources
Student-based data sources
– Office discipline referrals
– Attendance, tardies
– Detentions, in-school-suspensions, out-of-school
suspensions, expulsions
– Academic performance (class work, homework, grades,
classroom tests, SAT)
– School nurse visits
– EBS/PBIS survey
– Recognition/feedback rate
Identify Data & Info Sources
Continued
Family-based Data Sources
– Family Involvement Survey Behavioral
Assessment (FISBA)
– Family surveys & questionnaires
– Team Implementation Checklist (TIC), part C
– Referrals to community agencies
– Family attendance rates
– Socioeconomic/census data
Summarize/Organize Data
Examine behavior patterns
Office Discipline Referrals:
“The Big 5 Graphs”
3 Elements of Data-based Decision
Making using ODR data
1. High quality data from clear definitions,
processes, & implementation (e.g., sw
behavior support)
2. Efficient data storage & manipulation
system (e.g., Excel or SWIS)
3. Process for data-based decision making &
action planning process (e.g., team)
Who? Referrals by Student
What?
N um ber of R efer r als
Re fe rr als pe r Prob Be havior
50
40
30
20
10
0
L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p
Types of Problem Behavior
Where?
N um ber of O ffic e R efer r als
Referrals by Location
50
40
30
20
10
0
B ath R B us A
B us
C af
C lass C omm
Gym
H all
School Locations
Libr
P lay G S pec
Other
When?
N um ber of R efer r als
Re fe rrals by Tim e of Day
30
25
20
15
10
5
0
7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0
Time of Day
ODRs/Day/Month
7
# of ODRs/day/month
6
5
4
2007-08
2008-09
2007-08 adjusted
3
2
1
0
Sept.
Oct.
Nov.
Middle School
Incidents/Day/Month/100 Students
6
# of incidents/day/month/100 students
5
4
2003-2004
2004-2005
3
2005-2006
2
1
0
Sept.
Oct.
Nov
Dec.
Jan.
Feb.
Mar.
April
May
June
ht
in
Di
so
be
y
Sk
ip
Ph
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ys
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M
ac
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or
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ap
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Vi
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at
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LM
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uc
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af
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co
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at
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Bu
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Fi
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# of infractions
Middle School
Type of Infraction
50
45
40
35
30
25
Sept. 06
Oct. 06
Nov. 06
20
15
10
5
0
Middle School
Location of Infractions
180
160
120
Sept. 06
Oct. 06
Nov. 06
100
80
60
40
20
ffi
ce
ym
G
ui
da
nc
e
O
G
R
B
oy
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ay
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nd
ut
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C
# of infractions
140
Incident Referrals by Grade
Level
(Does not include bus)
14
12
10
September
October
November
December
8
6
4
2
0
1st
2cd
3rd
4th
Middle School
Good News Referrals/Day/Month/100 Students
4.5
# of good news referrals/day/month
4
3.5
3
2.5
2005-06
2006-07
2
1.5
1
0.5
0
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May.
Elementary
Out of School Suspension
30
25
20
15
10
5
0
2003-2004
2004-2005
2005-2006 YTD April 06
Your School Data
• What data do you currently collect?
• How/when do you review or analyze this
data? (Who analyzes, who sees it?)
• What questions are answered by this
data?
• What decisions are made based on this
data?
Enhancing your Data System
• What other questions would you like to
have answered?
• What other types of data would you like to
collect?
• Who would benefit from reviewing the
data?
10
8
6
4
# of infractions
1st
10:30
2nd
11:30
2
12:30
3rd
1:30
2
0
4th
2:30
3:30
14
12
Type of Infraction
Li
br
ar
y
O
u
C
ts
om
id
e
pu
te
r
La
b
20
ay
4
lw
40
m
6
H
al
60
oo
10
la
ss
r
80
te
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a
Grade
af
e
0
A
rt
12
C
C
9:30
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er B igh
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bu on
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oo la
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hy S bey
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aj
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is
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ap ss
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io ow . B
e
la
i
te ng h.
d
F
LM oo
S d
R
ul
es
8:30
V
Paint a Full Picture of the Problem
TIME
Location
14
100
8
0
50
45
40
35
30
25
20
15
10
5
0
Sept. 06
Oct. 06
Nov. 06
Data-based Action Planning Process
1.
Use Team
•
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•
2.
3.
4.
5.
6.
Ask Questions
Examine Assumptions
Form Hypotheses
Identify data sources
Collect data
Organize and summarize data
Analyze data
Build & implement action plan based on
data
Data for Decision-making: Guiding
Questions
1. Do you have an ODR data collection system?
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2.
3.
4.
5.
6.
If not use excel!
Do you have easy access to the data?
Are you collecting survey data?
Are you looking at grades, attendance, tardies?
Are you presenting the data to staff?
Are you using data to make decisions?
Who has data here today??
Analyze Data – Build Action Plan
Continual Data Analysis
Identify areas of strength and progress
Identify areas for problem-solving and planning
Build action plan based on data trends
Teaching issue? (boosters needed, re-teaching)
Recognition/feedback schedule? (frequency, intensity)
Type of recognition/feedback (tangible, verbal)
Real root/function of the problem identified?
DATA AND PROBLEM
SOLVING
• A look at your current
issues
• What does the data
tell us?
• What improvements
do we want to focus
on?
• Where do we go from
here?
What to do when?
Data
Rules
1. Focus on School-wide system
when…
• >40% of students received 1 or more ODR;
• >2.5 ODR’s per student
Action to Take:
Modify universal/school-wide interventions to improve
effectiveness of the overall system.
–
–
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Effective teaching of expectations
Increased use if pre-correction
Enhanced consistency with reinforcing expected behavior
2. Focus on Classroom system
when…
• >60% of referrals come from classroom
• >50% of ODRs come from <10% of
classrooms
Action to Take:
• Enhance universal and/or targeted classroom
management systems and practices.
– Examine academic engagement & success
– Teach, pre-correct for, & positively recognize
expected classroom behavior & routines
– Consider mentor teachers, administrative support,
family volunteers, classroom management training
3. Focus on Non-classroom systems
when…
• >35% of ODRs come from non-classroom settings
• >15% of all students referred are from non-classroom
settings
Action to Take:
•
Enhance universal behavior management practices in
specific non-classroom settings.
–
–
teach, pre-correct for, & positively reinforce expected behavior &
routines
increase active supervision (move, scan, interact)
4. Targeted group interventions if…
• >10-15 students receive >5 ODR
Action to Take:
• Provide functional assessment-based, but
group-based targeted interventions
– Standardize & increase daily monitoring,
opportunities & frequency of positive reinforcement
5. Individualized action team if...
• <10 students with >10 ODR
• <10 students continue rate of referrals after
receiving targeted group support
Action to Take:
• Provide highly individualized functionalassessment-based behavior support
planning
Establishing an Action/Evaluation
Plan
• Develop evaluation/action questions
– What do you want to know?
• Why are there so many injuries on the
playground?
• Will a bus PBIS plan change bus referrals?
• Identify indicators for answering each
question
– What information can be collected?
• Nurse visits, accident reports, ODRs
• Bus referrals, bus driver observation
Start with Questions & Outcomes!
• Use data to verify/justify/prioritize
• Describe in measurable terms
• Specify realistic & achievable criterion for
success
• Develop methods & schedules for collecting &
analyzing indicators
– How & when should this information be gathered?
• Make decisions from analysis information
– What is the answer for the question?
7 Basic Evaluation Questions
1.
2.
3.
4.
5.
6.
7.
What does “it” look like now?
Are we satisfied with how “it” looks?
What would we like “it” to look like?
What would we need to do to make “it” look like
that?
How would we know if we’ve been successful
with “it”?
What can we do to keep “it” like that?
What can we do to make “it” more efficient &
durable?
Guidelines: To greatest extent
possible….





Use available data
Make data collection easy (<1% of staff time)
Develop relevant questions
Display data in efficient ways
Develop regular & frequent schedule/routine for
data review & decision making
 Utilize multiple data types & sources
 Establish clarity about office v. staff managed
behavior
 Invest in local expertise
Needs Assessment
•
•
•
•
•
Personal Observations
Hypothesis
Assumptions
Questions
Data Sources
Excel Office Referral Data System
• Free.
•Can help track student referral data
• Excel is a spreadsheet not database
• Codes must be strictly adhered to or
you will loose data. Blanks or typos can
loose data as well. You must perform
checks to keep data clean.
School Report Cards
• http://www.emsc.nysed.gov/irts/reportcard/
– Choose a School Year
– Scroll down to Finding a School Report Card
Choose one of the following and find your
school:
–
–
–
NY State County Map
NY State County List (in Alphabetical Order)
NY State School List (in Alphabetical Order)
Conclusion
• Data are good…but only as good as
systems in place for
– PBIS
– Collecting & Summarizing
– Analyzing
– Decision making, action planning, & sustained
implementation
Questions?
Sharing
Where is your team with:
•
•
Data Collection
• Data Analysis
Using Data For Decision Making
10 minutes
Team Time - Data
• Office Discipline Referral Form – does it contain all
needed information? What is missing? What needs to
be changed?
• What is our current data collection system? Does it have
the capacity to provide graphs and charts for the “Big 5”
plus other areas we need?
• Do we have a clear definition of infractions? Is there a
clear definition of what behaviors are classroom
managed vs. office managed?
• Are we using the EBS survey? Discuss plans for
involving staff in survey.
Time to get going
again.
What’s our data system and
how will we use it?
Group Feedback & Discussion
What’s on your mind??
GENERAL
IMPLEMENTATION
PROCESS
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Data Sources
Student-oriented:
– Office Discipline Referrals (ODR)
– Violent Incidents (VADIR)
– Nurse Visits, accident reports
– Attendance, tardies
– Detentions, In-School Suspensions (ISS),
Out-of-School Suspensions (OSS), Expulsions
– Academic performance (class work,
homework, grades, classroom tests, etc.)
Data Sources
School-oriented:
– EBS/PBIS Survey
– Team Implementation Checklist (TIC),
Part A & B
– Systems-wide Evaluation Tool (SET)
Data Sources
Family and Community-oriented:
– Family Involvement Strength-Based Assessment
(FISBA)
– Family Survey
– Team Implementation Checklist (TIC)-Part C
– Volunteer Skill and Interest Survey
– Family and Community attendance at school activities
– Volunteer ratios
Sharing
Where is your team with:
1. Surveying (EBS)
2. Using Data
Team Implementation Checklist
• Part A – Start Up Activities
• Part B – Ongoing Activities
• Part C – Family Involvement & Support
New York State
Positive Behavioral Interventions & Supports Initiative
Team Implementation Checklist (TIC)
School___________________________________________ Region
________________
District_________________________ County____________________ Cohort
_______
INSTRUCTIONS: PBIS team will complete parts A & B of the checklist to monitor &
guide activities for implementation of PBIS in the school community. Please mail or
fax (____________________________)your completed TIC by the 15th of each
designated month to your Regional Positive Behavioral Interventions and Supports
Specialist.
Status: I = Implemented
P = Partially implemented
N = Not implemented
October 15th
January
15th
April 15th
Time to get going
again.
TIC: Team Completion
P.U.B.S
Team Time
Team Implementation Checklist
Action Planning
Action Planning
• Your steps
– REVIEW you Team’s TIC:
• What is partially or not in place?
– Who will work towards completing it?
– When do you hope to have it done?
– Do you have 80% staff buy in for the process?
• Why not?
• How can you get it?
– Staff presentation / survey’s / videos / admin help
– Present your action plan to staff
– Is your team well represented?
• Who is missing?
• How are families involved?
• What are the steps to getting these groups involved?
Action Planning
• Your steps Cont…
– Is your team effective?
• Do you meet regularly?
• Are there assigned roles?
• Are you looking at any data?
– What type of Data do you have?
• Surveys? Discipline data? FISBA?
• Who collects and presents data?
• Are you using it to make decisions?
Guide to Implementation
• Team: Do you have what & who you need?
• Consolidate/Integrate: Who else is doing
the same thing?
• TIC & Action Plan: What are your
priorities? What else is going on at your
school? How will you know when you get
there?
• Evaluate: What systems are still not in
place? Data, violations systems,
Action Planning: Guidelines
•
•
•
•
•
•
•
Agree upon decision making procedures
Align with school/district goals.
Focus on measurable outcomes.
Base & adjust decisions on data & local contexts.
Give priority to evidence-based programs.
Invest in building sustainable implementation
supports (>80%)
Consider effectiveness, & efficiency, relevance, in
decision making (1, 3, 5 rule)
Team Time
Action Planning
Time to get going
again.
Action Planning
Team Time
• Use this time to address your teams needs
• Assess your priorities
• Action Plan
Web Exploration-If time allows
LAST
THOUGHTS
1. Give priority to prevention
• Decrease development of new problem
behaviors
• Prevent worsening of existing problem
behaviors
• Eliminate triggers & maintainers of
problem behaviors
• Teach, monitor, & acknowledge
prosocial behavior
2. Focus on whole school
•
•
•
All students, families, staff, settings
Continuum of behavior support
Collaborative, integrated initiatives
3. Give priority to evidencebased practices
•
•
•
Outcome-based
Monitoring of effectiveness, efficiency,
relevance, & durability
Function-based approach
4. Lead with team
•
•
•
•
•
Invested & representative
stakeholders
Active administrative involvement
Shared vision & voice
Data-based action planning
Capacity building
5. Emphasize data-based
evaluation
•
•
•
•
Self-assessment & action planning
Continuous self-improvement
Strengths & needs
Strategic dissemination
6. Invest in capacity building
• Implementation priorities: accuracy,
durability, expansion
• Institutionalize efforts
– Vision, language, experience
• Continuous evaluation & improvement
Things You
Should Know
BIG IDEA
PBIS is…not a program or
curriculum, it is… System
& Culture Change!
CONTINUUM OF
SCHOOL-WIDE
INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Targeted Preview
• Learn functioning of the Targeted Team
• Develop and implement both group and
individual targeted level interventions
• Begin the use of data with small groups and
individual students
• Gain an fuller understanding of behavior and
the function of behavior
Targeted Level
• For students at-risk for chronic and
intensive behavior problems
• Interventions for groups of students
experiencing difficulty and are not being
managed by Universal Level
Targeted Preview
This team:
• Is similar in membership to Child Study Team
or Child Assistance Team
• Sees the whole child
• Has representation including administrator,
general education teacher, special education
teacher, pupil personnel services (social
worker, school psychologist, school
counselor), and family representation.
• One of the team members should have some
behavioral expertise and one should be the
PBIS Coach (this may be the same person).
Online Resources
•
•
•
•
•
•
www.pbis.org
www.partnershipschools.org
www.ebdnetwork-il.org
www.swis.org
www.pbsiep.com
www.ed.gov/offices/OSERS/OSEP
WHEN ALL ELSE
FAILS…
Duck tape.
It fixes
everything.
Thank you for all you do
and for your support!!!!!
Tom Ellison
[email protected]