Transcript Slide 1

Welcome Back
Day 2 PBIS Tier 1
Resources & Technical Assistance
www.pbis.org
www.pbisassessments.org
www.swis.org
Will this really work in Middle &
High school?
• Middle/High Schoolers:
• Cooler than we are.
• Do NOT need someone to tell
them how to behave.
• Do NOT want adult
reinforcement.
• Have, like, a million other
things to do.
• I’m busy texting.
• Don’t even care already, gosh!
Jessica Swain-Bradley, U of O
Check-in
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Questions and thoughts from day one.
Agenda for Day Two:
Getting Staff Buy In
PBIS in the Classroom
Responding to Problem Behaviors
Using Data for Decision Making
Maintaining and Sustaining SWPBIS
Action Planning
15 Minutes
Review the Benchmarks of Quality results and
the material covered yesterday
• What items need to be added to your action
plan?
• What steps need to occur to accomplish these
action items?
• Who will be responsible for this?
Warm Up Activity
10 Minutes
• Talk with a person from another school and
share/compare your insights from day one.
What Strategies are Effective for
Getting Staff Buy-In
• Share the data – Staff mtg, PCT, Bulletin Board
– Office discipline referrals – month, behavior, location, time, # or % of
students
– Suspensions
– Benchmarks of Quality
– Climate Surveys
• Share the time cost of discipline
• Target one area for change
• Ideal School & Classroom
Sylvester Middle School
SET Data
100
90
80
70
60
2008-2009
50
2009-2010
2010-2011
40
30
20
10
0
Expectations
Defined
Expectations
Taught
On-Going Reward
Response to
Violation
Data Monitoring
Management
District Support
Total Score
Sylvester Middle School
Sylvester Below the National
Median Score for Middle Schools
7% = 53
Students
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
3% = 21
Students
10%= 66
Students
15% =120
Students
87% =586
Responding
78%
6+ ODR
2-5 ODR
0-1 ODR
2007-2008
2010-2011
500
450
400
350
2007-2008
300
2010-2011
250
200
150
100
50
0
Events
Suspensions
Students
Expulsions
PBIS Highlights from Individual
Schools: TEC High School
TEC High School SET Data
School-wide Evaluation Tool
100
90
80
70
60
50
2009-2010
2010-2011
40
30
20
10
0
Expectations
Defined
Expectations
Taught
On-Going
Reward
Response to
Violation
Data Monitoring
Management
District Support
Total Score
TEC High School ODR Data
TEC is well below the median score
of other SWIS High Schools
Bringing SWPBIS into the
Classroom
• Expectations remain the same – the rules
change
• Use data to identify classrooms in crisis
• Provide classroom checklists, such as
Components for an Effective Classroom
• Decide how to provide consultation
• Promote ongoing use of SW reinforcement
system and high ratio for positive:negative
feedback
Ratios of InteractionSuggestions
• For each negative interaction with student, tell yourself
you owe that student three (3) positive interactions.
• Identify specific times during each day that you will give
students positive feedback on some aspect of their
individual behavior (e.g., releasing kids to enrichment,
walking to cafeteria, dismissal).
• Schedule individual conference times to provide feedback
to students on their behavioral or academic performance.
• Constantly scan, specifically “searching” for students who
are doing what you want.
Ratios of InteractionSuggestions
• Make it a point to reduce the amount of attention (time and
intensity) a student receives for misbehavior and to increase the
amount of attention (time and intensity) the student receives
when behaving
• Engage in frequent non-contingent positive interactions with
students
SWPBIS Promote Academic & Social
Success for All
• Invest in Prevention:
– more effective, cost-efficient and productive than
responding after behavior patterns become
ingrained
• Teach prosocial behaviors
• Acknowledge appropriate behaviors
• Gather & use data to guide behavior supports
• Invest in systems that support effective practices:
– teams, policies, funding, administrative support
and data structures
Blonigen et. al. (2008)
Watch Indiana PBS DVD
Consider the process for reviewing
your building’s system for responding
to problem behavior
25
Responding to Problem Behavior
WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?
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Positive, predictable school-wide climate
High rates of academic & social success
Formal social skills instruction
Positive active supervision &
reinforcement
• Positive adult role models
• Multi-component, multi-year schoolfamily-community effort
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Surgeon General’s
Report on Youth
Violence (2001)
Coordinated Social
Emotional & Learning
(Greenberg et al., 2003)
Center for Study &
Prevention of Violence
(2006)
White House
Conference on School
Violence (2006)
15 Minutes
Creating a System for Responding to
Problem Behavior
Review Benchmarks of Quality and Getting Started handout
to begin:
• Write down problem behaviors
• Post them from least severe to most severe
Next
• What are ineffective responses to common problem
behaviors?
• What are acceptable responses to problem behaviors?
Why problem behavior?
It’s functional, it serves a purpose
Functions
–Obtain Adult Attention
–Obtain Peer Attention
–Escape Aversive Task
–Escape Aversive Social
ABC’s of Understanding Behavior
• What happens before (A or antecedent) the
behavior occurs?
• What is the behavior (B)?
• What happens after (C or consequence) the
behavior occurs?
ABC
A
Teacher
Request
Request
B
C
Student
Teacher
Throw pencil
Repeats
Teacher
Repeats
Request
Student
Tips Desk
Over
“Go to
Student Flips
Time out”
Teacher off
office
Teacher
says “go
to timeout”
Student
sent to
Developing a Systems Approach for
Responding to Problem Behavior
• Make clear distinctions between classroom/minors and
office/major referrals
• Separate the reward and consequence systems
• Define the behaviors – see swis definition in handouts
• Develop a hierarchy of responses to problem behaviors that
fit level of behavior – promote a universal consistent response
• Provide teachers and administrators with an array and
suggestions
• Use data and get staff feedback to check to see that process is
working and make changes as needed
• Consider alternatives for suspension
Clear Definitions of Problem Behaviors
Mi n or Proble m
Be h avi or
Defiance/Disrespect/
Non-compliance
(M-Disrespt)
Disruption
(M-Disruption)
Dress Code
Violation
(M-Dress)
Inappropriate Language
(M-Inapp Lan)
Other
(M-Other)
Physical Contact/
Physical Aggression
(M-Contact)
P roperty Misuse
(M-P rpty Misuse)
T ardy
(M-Tardy)
T echnology Violation
(M-T ech)
Defi n i ti on
Student engages in brief or low-intensity failure t o respond t o adult
requests.
Student engages in low-intensity, but inappropriat e disruption.
Student wears clothing that is near, but not within, the dress code
guidelines defined by the school/district.
Student engages in low-intensity instance of inappropriate
language.
Student engages in any other minor problem behaviors that do not
fall within the above categories.
Student engages in non-serious, but inappropriate physical contact.
Student engages in low-intensity misuse of property.
Student arrives at class after the bell (or signal that class has
started).
Student engages in non-serious but inappropriat e (as defined by
school) use of cell phone, pager, music/video players, camera,
and/or computer.
15 Minutes
Clearly Defining Problem Behaviors
Review Benchmarks & Handouts:
• Define or review both minor and major problem behaviors
in your school?
• Do all staff know about and agree to these definitions?
• Are these definitions made known to parents and
students?
• Create draft documents to sustain this work?
When Developing Consequences…
• Establish minimum disciplinary actions for
each behavior that requires an office referral
• Notify staff, students, and parents that
administrators may extend disciplinary
actions beyond the minimum if the behavior
is excessive
• Refrain from establishing a policy of revoking
previously earned rewards
See Flowchart Examples
When Developing Consequences…
• Establish re-entry procedures for staff and
students to follow when a student returns to
class
• Align data collection procedures with the
school-wide discipline plan
• Develop documentation processes that
facilitate the analysis of problems at all
levels
When Developing Consequences…
• Develop a system for notifying:
– staff involved with the discipline of a particular
student
– parents to avoid inconsistencies
– students of their responsibilities with regard to
consequences if the intervention will not be
administered immediately
– AVOID long delays between the notification of
misbehavior and the implementation of a
disciplinary action
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
Responding to
Level One Behaviors
• Acknowledge students exhibiting expected behavior
• Secure attention & redirect student to expected behavior
• Provide choice between expected behavior and staff-managed
consequence
• Deliver staff-managed consequences consistently
• Do not make Mountains out of Molehills
• Avoid escalating problems
• Follow through with office-managed consequences
Points to Remember
• Differentiate behaviors that are to be managed in the
classroom (minors) and behaviors that will generate
office referrals (majors)
• Establish a system that matches the intensity of the
disciplinary action with the severity of the behavior
– Example: fighting = suspension
– Example: tardy = conference and detention
• Maintain consistent responses to rule violations
Creating a Systematic Approach for
Responding to Problem Behavior
20 Minutes
Using Handouts 3-6:
• Establish and agree on level I, II & III behaviors.
-Level I behaviors are those handled in the class,
-Level II are chronic problems and Level III Major
Behavioral Incidents that are dangerous, illegal, or severe
and always documented and referred to administration.
• Add items to Action Plan as needed
Intervention for Responding to
Problem Behavior
Problem Replacement
Behavior Behavior/Skill
Prevent
Teach
Acknowledge
Correct
Getting Data for Data-based
Decision Making
Components of a PBIS
Office Referral Form
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Date
Time of the Incident
Location of the Incident
Teacher’s Name/Name of Referring Staff
Student’s Name
Problem Behavior
Possible Motivation for the Behavior
Others Involved
Administrative Decision
Other Comments
20 Minutes
The Office Discipline Referral Form
Using handout:
• Consider next steps for creating or modifying your existing
office discipline referral form.
• Add items to action plan.
Lunch
http://www.youtube.com/watch?v=S
98LFSCiQyA&feature=related
Using Data for
Decision Making
Organizing Discipline Data
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Definitions of Problem Behavior
Process for Responding
Office Referral Form
Data Management System
– esis, Skyward
– Schoolwide Information System (SWIS)
www.swis.org
• Ongoing Analysis
Using Office Discipline Referrals
School-Wide Systems
Non Classroom
Setting
Systems
Classroom
Systems
Individual Student
Support Systems
Key features of data
systems that work.
• The data are accurate
• The data are very easy to collect (1% of staff time)
• Data are used for decision-making
– The data must be available when decisions need to be made (weekly?)
– Difference between data needs at a school building versus data needs
for a district
– The people who collect the data must see the information used for
decision-making.
SWIS – PBIS’s Data System
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Maintained by University of Oregon
Web Site Based – www.swis.org
Allows easy Student Data Input
Creates Data Charts/Analysis
Assists Team in Discussing Data with
Staff
• Small yearly investment ($250.00)
SWIS & The Big 5
Data-based Decision-making
• Referrals by month?
-What months shows the most and least problem behavior?
• Referrals by problem behavior?
– What problem behaviors are most common?
• Referrals by location?
– Are there specific problem locations?
• Referrals by student?
– Are many students receiving referrals or only a small number of
students with many referrals?
• Referrals by time of day?
– Are there specific times when problems occur?
SWIS Data by
Problem Behavior
SWIS Data by Location
SWIS Data by
Time of Day
SWIS Data by Student
SWIS Ethnicity Data
SWIS summary 2009-2010 (Majors Only)
3,410 schools; 1,737,432 students; 1,500,770 ODRs
Grade Range
Number of
Schools
Mean Enrollment Mean ODRs per
per school
100 per school
day
K-6
2565
452
.22 (sd=.49)
6-9
713
648
.50 (sd=1.11)
9-12
266
897
1.05 (sd=.2.60)
K-(8-12)
474
423
.42 (sd=2.60)
15 Minutes
The Data System
• What steps need to be taken in your school to better use data for decisionmaking?
– Having a system to store/use the data?
– When will data be assessed? By Whom?
– How will data be shared with all staff?
• Add items to your action plan as needed.
Using ODR Data for ProblemSolving
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Use data to identify a possible problem
Use data to build a precise “problem statement”
Use data to select a solution (intervention)
Use data to assess if a solution is
(a) being implemented
(b) effective
140
120
100
80
60
40
Number of Referrals
Referrals by Location
200
180
20
0
1
13
16
18
2
20
24
28
30
33
38
4
9
17
21
37
43
23
31
39
40
41
5
8
11
29
12
22
25
35
42
6
14
34
15
26
36
7
3
19
32
27
10
Café
Hall
Common
Class
Other
Special evt
Bus
Bus Zn
Gym
Bathrm
Library
Music rm
Stadium
Off-Campus
Locker rm
Office
Unknown
Park lot
Minor
Tardy
Bomb
Arson
Weapons
Other
Unknown
Drugs
M-Prpty…
M-Other
M-Dress
M-Tech
Tech
Inapp affection
Out bounds
M-Unknown
Gang display
Skip
Truan
Lying
M-Disruption
Dress
Tobacco
Alcohol
Combust
M-Inapp lan
Forge/Theft
Vandal
M-Contact
M-Disrespt
Prop dam
Agg/Fight
M-Tardy
Skip
Harass
Disrespt
Inapp lan
Disruption
Student No.
67
5:00 PM
4:30 PM
4:00 PM
3:30 PM
3:00 PM
2:30 PM
2:00 PM
1:30 PM
1:00 PM
12:30 PM
12:00 PM
11:30 AM
11:00 AM
Number of Referrals
Referrals by Problem Behavior
10:30 AM
10:00 AM
9:30 AM
9:00 AM
8:30 AM
8:00 AM
7:30 AM
7:00 AM
Number of Referrals
140
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Plygd
Number of Referrals
Trevor Test Middle School
11/01/2007 through 01/31/2008 (last 3 mos.)
Referrals by Time
130
120
110
100
90
80
70
60
50
40
30
20
10
0
Referrals by Student
80
160
70
60
50
40
30
20
10
0
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Develop
Hypothesis
Evaluate and
Revise
Action Plan
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual.
Educational and Community Supports, University of Oregon unpublished training manual.
The Problem-Solving “Mantra”
• Do we have a problem?
(identify)
• What is the precise nature of our problem?
(define, clarify, confirm/disconfirm inferences)
• Why does the problem exist, & what can we do about
it?
(hypothesis & solution)
• What are the actual elements of our plan?
(Action Plan)
• Is our plan being implemented, & is it working?
(evaluate & revise plan)
• What is the goal?
(What will it look like when there is not a problem?)
Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual.
Educational and Community Supports, University of Oregon unpublished training manual.
15 Minutes
Data Based Decisions
Review Handout
• Using your data and reflecting on the past year what core
features and areas need special focus for next year.
• Add items to your action plan as needed.
Data for Decision-making at the
School-wide Level
• Identifying “problems” with “precision”
– Well defined problems prompt functional
solutions
– Poorly defined problems prompt discussions in
which the problem is admired, but not addressed
– A difference between what you want and what
you have
Precision Questions
(What are the data we need for a decision?)
• Solvable problem statements include information
about the five core “W” questions.
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What is the problem, and how often is it happening
Where is it happening
Who is engaged in the behavior
When is the problem most likely to occur
Why the problem is sustaining
Primary versus Precision Statements
• Primary Statements
– Too many referrals
– September has more
suspensions than last
year
– Gang behavior is
increasing
– The cafeteria is out of
control
– Student disrespect is out
of control
• Precision Statements
– 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.
Precise or Primary Statement?
• ODRs during December are higher than in any
other month.
• Minor disrespect and disruption are increasing
over time, and are during the last 15 minutes of
our block periods when students are engaged in
independent seat work. This pattern is most
common in 7th and 8th grades, involves many
students, and appears to be maintained by escape
from work (but may also be maintained by peer
attention… we are not sure).
20 Minutes
Precision Statements
• Consider your data from your own school.
• What patterns do you see?
• Identify 3-5 precision statements based on the
data (use the 5 core W questions)
• What potential solutions might you
implement?
Decision-making at many levels and from
many perspectives
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Whole school
Small groups or school areas
Individual students
------------------------------------------------------• From the perspective of faculty/staff,
community and families, students
Main Ideas for this afternoon
• Data help us ask the right questions…they do
not provide the answers: Use data to
– Identify problems
– Refine problems
– Define the questions that lead to solutions
• Data help place the “problem” in the context
rather than in the students.
PBS Provides Excellent Tools for
Data Collection at All Levels
School Climate
Discipline
Team
Functioning
pbis.org
wapbis.org
Faculty/Staff
Perceptions
Student
Functioning
School Systems
Key Tools at the Schoolwide Level
• Schoolwide Information System (SWIS) for office discipline referrals
(www.swis.org)
• Schoolwide Evaluation Tool (SET) to monitor status of schoolwide level
elements
• Benchmarks of Quality (BoQ) to monitor status of key elements of swpbis
• School Safety Survey to evaluate and monitor structures and procedures
related to assuring a safe school
• Team Implementation Checklist (TIC) to evaluate implementation of PBIS
from the leadership team perspective
• Effective Behavior Supports Survey (EBS) to assess and monitor elements of
PBS in schoolwide discipline, non-classroom settings, classroom
management, and individual students
• www.pbisassessment.org
EBS Survey
• Assesses perceived change over time across
key features at the schoolwide, classroom,
non-classroom and individual supports level.
Also assesses priority of items.
• To be done at baseline and annually in spring
by all building staff.
Self-Assessment Survey
Team Implementation Checklist
• Guides PBIS team activities throughout the
year; action planning and identifying technical
assistance needs.
• Done by one nominated team member until
they maintain fidelity on the SET.
Integrating RTI/PBIS
Initiatives
How is it done?
 2009 Bridget Walker, Ph.D.
Sample List of Students Identified As Needing
Supports
How could this
information help
you determine
where your
limited support
resources
should focus?
Kdg A
Sam Spade
Kdg B
Frederico
Latica
Charles
Brown
Grade 1 A
Lina Ruis
Char Beyer
Rana Wilcox
Renny
Linquist
Grade 1 B
Jack Jonson
Grade 2 A
Kim
Signorelli
Mike
Majewski
Grade 2 B
Lin Wu
Monico Leon
Grade 3 A
Howard
Muscot t
Doug Cheney
Grade 3 B
Peggy Hunt
P at
Harringt on
Grade 4 B
Tim Leary
P epperm int
P at ty
Grade 5 A
Scot t Stage
Grade 5 B
Kelli Jane
P aula
Seabright
Grade 6 A
Alex T apps
Shin Ji
Lauren
Anderson
Dave Drobek
Jerome
Garcia
Grade 6 B
Robert Weir
Chris
Norman
Kate Davis
Dennis Chipp
Rashan
Lincoln
Names listed in blue are st udents who have passed Gate 2 of SSBD.
Names listed in red are st udents who have been identified with
acade mic issues
Names in green are students who have been identified by both
acade mic screening & SSBD.
The Support team is meeting to determine appropriate supports for
each group
Bridget Walker, Ph.D.
Model of RTI/PBIS Teams
• Students who are struggling both
academically and behaviorally
receive support for both academic
and behavior simultaneously.
• Students who are struggling in only one
domain receive support specific to
that domain.
• Plan and implement school-wide PBIS
• Universal screening
• Determine with decision tree which students
receive strategic or intensive interventions
• Monitor school-wide PBIS for effectiveness
• Plan for re-teaching of behavioral expectations and
develop lesson plans
• Train selected staff in and oversee strategic and
intensive interventions
• Evaluate effectiveness of school-wide PBIS and
strategic and intensive interventions
Implementation and
Sustainability
Important Steps to Ensure
Successful Implementation
• Develop a clear action plan
• Schedule team meetings and reward days in
the beginning of school year
• Keep it out in front of staff and students
• Re-train based on data
• Keep a product book
• Measure implementation frequently
Top Ten Reasons PBIS Fails
1. Lack of continuous administrative support & involvement
2. Lack of awareness and understanding that staff set and
change culture in schools
3. Lack of understanding commitment and buy-in from staff
4. Lack of understanding that academic success is driven by
school culture
5. Not working through the PBIS processes as a team
6. Taking on too much too fast (generally with positive
intentions)
7. Inconsistency of implementation by staff
8. Looking for the negative vs. looking for positives in
student behavior
9. Focusing only on the high risk students
10.Not tracking, reporting out, and responding to school
behavior data
Sustain SWPBIS by making it
• Effective for all students
– High fidelity of implementation at all levels/phases
• Efficient practices with supporting systems
– Easier to do each year
• Available to everyone in the school
– SWPBS should “work” for all
• Continuously regenerating
– Data for Decision Making & Adaptive to change over time
• Publicly accountable
Final Activity
30 Minutes
•Add any remaining items to action plan.
•Plan to visit a local school implementing
SWPBIS (Ask us for schools).
•http://got.im/qQ4
Key Tools 4 School-wide PBIS
• School-wide Information System (SWIS) for office discipline referrals
(www.swis.org)
• School-wide Evaluation Tool (SET) to monitor status of school-wide
level elements
• Benchmarks of Quality (BoQ) to monitor status of key elements of
SWPBIS
• School Safety Survey to evaluate and monitor structures and
procedures related to assuring a safe school
• Team Implementation Checklist (TIC) to evaluate implementation of
PBIS from the leadership team perspective
• Effective Behavior Supports Survey (EBS) to assess and monitor
elements of PBIS in school-wide discipline, non-classroom settings,
classroom management, and individual students
* www.pbisassessment.org
Thank You for Attending
Tier 1 2011 Summer PBIS Institute
• Additional Trainings/Services Offered
– SWIS Training
– Tier 2 & 3 Workshops
– SET Evaluations
– Winter & Spring Training Offerings
– Individual School Consultations
– www.soundsupportsk12.org
– www.pbisnetwork.org
- www.pbis.org