Transcript Coordinator alert-again, a few slides have changed a

•Coordinators
There are 3 hours and 45 minutes of team time so stay
on track and adjust your presentation time 2 hours (this
includes report out time) accordingly.
Download Maryland’s cost analysis excel file to use
during U200
Illinois PBIS Network
U200: Developing Your
Tier 1/Universal System,
Part 2 (1-Day)
Training Behavioral Expectations
EXPECTATION
TRAINING SITE
BE RESPECTFUL
Please,
 Turn cell phones to “off” or to “vibrate”
 Receive and make phone calls in areas outside
of training room
 Wait for communications with team members
until team and break times or write notes
BE RESPONSIBLE
Please,
 Sign attendance sheet
 Return from lunch/breaks on time
 Complete evaluation form upon close
BE PREPARED
Please,
 Make plans to stay until scheduled training
dismissal
 Continuously update School Based Unified
Action Plan (SBUAP) (Binder page 81)
Team Time
Think about why you are here.
• What do you think are the most important
variables influencing student
achievement?
• Discuss the top three behaviors that
disrupt instruction.
• List the problems that occur in your
school. Where do they happen? When do
they happen?
Day 2
1.
2.
3.
4.
5.
6.
Establish procedures for teaching expected behavior
Teaching Activity
Kickoff Planning
Establish a continuum to encourage/celebrate expected behaviors
Acknowledgment Plan
Establish procedures for discouraging inappropriate behavior
Problem Solving & ODR
Effective practice
Working Smarter Matrix
Team Process
Create system for effective meetings
Outcome data
Cost Analysis
Positive
Behavior
Support
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
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
‫٭‬
PRACTICES
Supporting
Student Behavior
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/school-wide.htm
Tips for Teaching Behavior
Pre-correct with students before activity
Have a plan for behavioral acting-out
Practice should be conducted in actual
setting whenever possible
Use example and non-example
Use high frequency acknowledgments
Team Time
Practice teaching a cool
tool/behavior lesson plan
ACTIVITY
View University of Indiana PBIS
Implementation Video
Kickoff Section
Kick-off
• Staff Kick-off
– Conducted during staff institute days
– Communicate implementation steps
– Staff practice teaching lesson plans
• Student Kick-off
– Conducted at the beginning of school
– Rotations
– Celebration
• Family Kick-off
–
–
–
–
Participation of family members
Conducted at the beginning of school
PBIS learning opportunities/courses offered on general PBIS materials
Example: what is PBIS, how to incorporate school-wide expectations
into the home, creating a matrix for home
Team Time
Plan Kick-off (Student, Staff, and Family)
Create a communication system to share
kick-off plan with your
School/Family/Community (Update School
Based Unified Action Plan (SBUAP))
Use your data and the calendar to
determine boosters
• Content of teaching
• Frequency of teaching and acknowledging
On-going Family Partnerships:
Families and Volunteering
• Families able to volunteer in the school or at home
• Recruit and organize family help and support
• Create a volunteer handbook which describes PBIS
• As a PBIS incentive, identify families to read to the
students
• Have families help children design PBIS posters
• Survey families for donations to the PBIS effort
Establish a continuum to
encourage/celebrate expected
behaviors
Acknowledgment Plan
Current Acknowledgement
Practices
• Inappropriate Behavior
- Sent to counselor
- Principal’s office
-After school with an adult
-Stay in from recess
-Call home
-Parent meeting
-Special incentives
-1 positive to 20
negatives (Colvin, 2002)
• Appropriate Behavior
– More challenging work
– “Free time”
– Ignored
Purposes of Acknowledgments
• Reinforce the teaching of new behaviors
• Encourage the behaviors we want to occur again in the
future
• Harness the influence of the students who are showing
expected behaviors to encourage the students who are not
• Strengthen positive behaviors that can compete with
problem behavior
• Prompt for adults to recognize expected behavior
“Why should I reward students for
something they should be doing
anyway?”
How do rewards shape our behavior?
What “should”
you be doing?
Driving
Work
Credit cards
How do you get
reinforced for this?
“What the World’s Greatest Managers Do Differently”
-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies.
Create working environments where employees:
1. Know what is expected
2. Have the materials and equipment to do the job correctly
3. Receive recognition each week for good work
4. Have a supervisor who cares, and pays attention
5. Receive encouragement to contribute and improve
6. Can identify a person at work who is a “best friend”
7. Feel the mission of the organization makes them feel like their jobs
are important
8. See the people around them committed to doing a good job
9. Feel like they are learning new things (getting better)
10. Have the opportunity to do their job well
Guidelines for Use of
Rewards/Acknowledgements
• School-wide reinforcements are for every student in
the building, regardless of where they fall in the PBIS
triangle
• Move from
 highly frequent to less frequent
 predictable to unpredictable
 tangible to social
 other-delivered to self-delivered
• Individualize for students needing greater support
systems
Components of School-Wide
Acknowledgment Plans
• High frequency/Predictable
– Delivered at a high rate for a short period
– E.g. Gotchas, Falcon Feathers, positive referrals, phone calls, High 5
Tickets, Caught Being Good, All Star Gotchas, Being Unusually Good,
Gold Card and privileges
• Unexpected/Intermittent
– Bring “surprise” attention to certain behaviors or at scheduled intervals
– E.g. Unpredictable use of “Gotchas”, ticket lottery, special
announcements, Hi Five surprises, Hi Five button # calls, skill-of-theday, raffles
• Long term Celebrations
– E.g. Quarterly activities, assemblies, parent dinners, field trips
PBIS School-wide Acknowledgement Matrix (Students and Adults!)
TYPE
Immediate/High Frequency
In the moment, predictable
(e.g., Gotchas, Paws, High Fives)
WHAT
WHEN
STUDENTS:
High frequency for a
short time when first
teaching desired
behavior or
re-teaching identified
problem behavior
from data
ALL
STUDENTS,
ALL ADULTS
At least monthly
ALL
STUDENTS,
ALL ADULTS
Maintaining a taught
behavior (fading)
ALL
STUDENTS,
ALL ADULTS
At least quarterly
ALL
STUDENTS,
ALL ADULTS
ADULTS:
Redemption of high frequency
(e.g., school store, drawings)
STUDENTS:
WHERE
WHO
ADULTS:
Intermittent/Unpredictable (e.g., surprise
homework completion treat, random use of
gotchas in hallway)
STUDENTS:
Long-term School-wide Celebrations
(school-wide not individually based)
FOR: Ex: ODR reduction, school-wide target
met for certain setting/behavior area
ACTIVITY: (e.g., ice cream social, dance,
game day)
BOTH
TOGETHER:
ADULTS:
Team Time
Develop student and staff school-wide
acknowledgment system (Binder page 83).
Create a communication system for sharing the
acknowledgement system with your
School/Family/Community (Update School Based
Unified Action Plan (SBUAP)).
Establish Procedures for Discouraging
Inappropriate Behavior
 Decide which behaviors are managed in the classroom and which
behaviors are sent to the office
 Support teachers in designing classroom management systems
 Develop continuum of procedures for responding to ODRs:
Re-teaching of expected behavior
Follow up with increased acknowledgment
Verbal reprimands
Community service
Follow up with increased acknowledgment
Detentions
 Additional responses/options for students needing Tier 2 and/or Tier 3
interventions (The Triangle)
Positive Behavior Interventions & Supports:
A Response to Intervention (RtI) Model
Tier 1/Universal
School-Wide Assessment
School-Wide Prevention Systems
Tier 2/Secondary
ODRs, Attendance,
Tardies, Grades,
DIBELS, etc.
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
Group Interventions with
Individualized Focus
Tier 3/
Tertiary
(CnC, etc)
Simple Individual Interventions
(Simple FBA/BIP, Schedule/
Curriculum Changes, etc)
Multiple-Domain FBA/BIP
Wraparound
Illinois PBIS Network, Revised May 15, 2008
Adapted from T. Scott, 2004
ACTIVITY
View University of Indiana PBIS
Implementation Video
Classroom Responses Section
School Example
Teacher Managed Behavior
– Attendance/Tardy – Inform
parents on effect on
academic performance
– Profanity directed at student
– Gum chewing
– Homework
– No supplies
– Tattling
– Non-compliance
– Name calling
– Lying
– Minor stealing
– Cheating
– Dress Code Violations
– Minor Harassment
Office Managed Behavior
–
–
–
–
–
–
–
–
–
–
–
–
–
–
–
Attendance/Tardy
Vandalism
Substances
Defiance
Weapons
Profanity directed at Adults
Major disruptions
Fighting
Verbal/Physical intimidation
Major stealing
Cutting school
Wanderers
Gang Related Activity
Chronic Dress Code Violation
Harassment (including sexual)
Team Time
1.
2.
3.
4.
Create office-managed versus classroom-managed
behavior problems/T-chart (Binder page 85)
Review/revise office referral form (Binder page 87)
Review problem behavior definitions (Binder page 91)
Create a process/flowchart outlining the procedure for
dealing with problem behavior (Binder page 95)
Create a communication system for sharing your system for
dealing with problem behaviors with your
School/Family/Community (Update School Based Unified
Action Plan (SBUAP))
Establish Procedures for Data Collection and Analysis
PBIS teams CONSISTENTLY use the following
data/graphs to plan school-wide interventions:
The average number of referrals:
• Per day per month
• By type of behavior
• By location
• By time of day
• By student
PBIS teams use the same data/graphs to assess
the effectiveness of the intervention by using the data
to answer the following question:
Has the desired outcome been reached?
Desired outcome of
intervention
achieved
Begin fading the
intervention
(decrease the amount
of effort and
resources)
Maintain the
intervention (current
amount of effort and
resources
Maintain or fade
intervention and plan
for new intervention
Has the desired outcome been reached?
Desired outcome of
intervention NOT
achieved
Effectiveness of the
intervention
Effectiveness of
instruction
Staff buy-in?
Effective teaching?
Staff taught how to
implement?
Sufficient practice
opportunities?
Teaching and practice
occurred in specific
setting?
Has the desired outcome been reached?
Desired outcome of intervention NOT
achieved
Effectiveness of acknowledgement
Root or function of the problem
Frequency?
Student input?
Acknowledgement tied to teaching?
Variety of reinforcements used?
Identifying the root or function of the problem.
Examples…
“We have too many suspensions because students
are skipping detention. So, we targeted getting
students to serve their detention.”
But, looking at the data again, we find students are
getting detentions because they’re tardy.
So, the root issue may really be – getting students
to class on time, NOT getting students to serve
their detention.
Team Time
• Complete Data Analysis Activity #2 (Binder
page 97)
“PBIS Biggest Idea!”
Instead of working harder (inefficient), schools have to
establish systems/processes and use data and
practices that enable them to
work smarter (efficient, effective).
PBIS Enables Schools To…
– Establish a small number of priorities
• “do less, better”
– Consolidate/integrate whenever possible
• “only do it once”
– Specify what is wanted & how you’ll know when you
get there
• “invest in a clear outcome and assess progress”
– Give priority to what works
• “research-based, evidence-based”
Sample Working Smarter Matrix
Initiative, Purpose Outcome
Committee
Target
Group
Staff
Involved
SIP
Attendance
Committee
Increase
attendance
% of
students
attending
All
students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve
character
Student
behavior?
All
students
Marlee, J.S.,
Ellen
??
Safety
Committee
Improve
safety
All
students
Has not met
??
School Spirit
Committee
School
spirit
All
students
Has not met
Discipline
Committee
Improve
behavior
All
students
Ellen, Eric,
Marlee, Otis
Goal #3
DARE
Committee
Decrease
drug use
All
students
Don
??
PBIS Work
Group
Implement
3-tier
model
All
students
Eric, Ellen,
Goal #2
Marlee, Otis, Goal #3
Emma
Improve
discipline
Office
referrals,
Attendance,
Grades
Team Time
Complete the “Working Smarter” Matrix
(Binder page 105)
Create a communication system for sharing
your working smarter matrix with your
School/Family/Community (Update
School Based Unified Action Plan
(SBUAP))
Complete
Self
Assessment
Survey
annually
Meet twice a
month
(during first
year) with
set agenda
Create,
distribute,
and
schedule
“cool tools”
to staff
Functions
of PBIS
Universal
Team
Share data
with your
School/Family
/Community
monthly
Be
cheerleaders
for the PBIS
process in the
building
Inform
School/Family
/Community of
PBIS activities
occurring in
the building
Identify
students in
need of Tier
2 and Tier 3
supports
Team Process
Roles of team members
• Facilitator (create the agenda, lead the
meeting)
• Data Manager (brings data to team meetings)
• Time-keeper (keeps team on task)
• Recorder (takes and distributes minutes;
archives material; updates profile)
• Communicator (shares information on
activities and data to staff, families, and
communities)
Family Partnerships: Families and
Shared decision-making
Families and Shared decision-making:
• Families are equal partners in school decisions
•
Include families in school decisions, developing leaders and representatives
•
Recruit multiple family members for PBIS teams (who are not employees or
educators)
•
Alternate meeting times: morning, afternoon and evening
•
Pair new families with veteran families
•
Offer ‘short term participation on the PBIS team, with option to renew
•
Plan for care of children during meetings
•
Involve families in identifying incentives and celebrations
Family Partnerships: Families and
Communication
• Newsletters, open house, newspaper articles
• Design effective forms of school-to-home and home-toschool communications about school programs and
student progress
• Share results of PBIS assessments and surveys with
families
• Create and maintain a PBIS bulletin board
• Include PBIS motto on school letterhead and website
Team Time
• Review Year at a Glance Planning Tool
(Binder page 107)
• Using the School Based Unified Action
Plan (SBUAP) begin to plan the upcoming
year on the Year at a Glance Planning Tool
and begin communicating this process
with your School/Family/Community
Benefits to Implementing PBIS with
Integrity
• Safe, calm, and predictable environment
• Consistency among ALL adults and in ALL
setting
• Gain of instructional minutes
• Fewer ODRs, suspensions and expulsions
• Engaged families have a positive effect on
the school environment
Time Lost to Discipline
(Barrett and Swindell-2002)
Teacher
Referrals
Student
Administrator
5 minutes 20 minutes 10 minutes
In-School
5 minutes 6 hours
Suspension
20 minutes
Out of
5 minutes 6 hours
School
Suspension
45 minutes
Reduction in Problem Behavior
1200
1000
800
600
400
200
0
Total Office
Referrals
Suspension
Events
Year One
Number of
Students
Year Tw o
Days of
Suspension
Positive Effects of Family
Partnerships
When families are involved…
• students exhibit more positive attitudes and behavior,
• students have more self-confidence, feel school is more
important, and tend to do better in school,
• teachers report greater job satisfaction.
In addition to implementing PBIS, teachers experience
improved classroom behavior as they increase
knowledge of children’s family, culture and community
contexts.
(National PTA, 2006)
(Adapted from Christenson, 1996)
Team Time
• Calculate your minutes lost to discipline
–
–
–
–
Go to www.pbismaryland.org
Click on Cost/Benefit Worksheet
Open or Save Excel file
Use your SWIS data to calculate ODRs, ISS, and
OSS
– ODRs (20 minutes student time, 10 minutes admin
time)
– ISS (360 minutes student time, 20 minutes admin
time)
– OSS (360 minutes student time, 45 minutes admin
time)
Team Time
• Update plan for enhancing Family
Partnerships on SBUAP
Team Time
•Phases of Implementation/POI Tier
1/Universal Phase (Binder page 109)
•Specify next steps (Update School
Based Unified Action Plan (SBUAP))
•Schedule the team’s next meeting
date and time to complete U100 and
U200 tasks (Send to TAC)
•Report to group
Have all of your questions been
answered?
• Review the questions not answered during
the training
Next Steps
• Register for UTA300 training
• Bring products created at U100 and U200
to the UTA300 training
Team Time
Time permitting-teams can work on any
component they need to complete
(i.e. matrix, cool tools, jobs,
acknowledgement system,
meeting calendar, visuals, etc.)
www.pbis.org
www.pbisillinois.org
www.pbssurveys.org
www.swis.org
www.isbe.net
www.iirc.niu.edu
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Citations
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