Transcript Slide 1

Communities of One Project
Universal Team Training
Day 1
Working Smarter:
Establishing Positive School Environments
by developing School-wide Systems of Support
Tom Ellison
Sullivan County BOCES
Acknowledgements
• OSEP Center on Positive Behavioral
Interventions & Supports Technical
Assistance Center at University of
Oregon
• Illinois PBIS Network
• Dr.s Horner, Sugai, Riffel, Sprick, Eber
and March
Objectives
•
Describe the implementation of a
systems approach to proactive schoolwide discipline for all students
•
Develop capacity of PBIS Team
•
Share examples from real schools
•
Provide time for teams to work
Today’s Agenda
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•
•
•
•
•
•
•
•
•
Overview of PBIS systems approach
Roles of Team, Administrator & Coach
Individual Team Work: School-wide Surveys
Break
Data Collection
Lunch
Behavioral Expectations
Behavioral Matrix
Break
Next Steps
• Tasks that will be completed when you
leave:
– 3-5 Behavioral Expectations
– Matrix of positive examples
– Recognition system
– Lesson Plans and Procedures
– Office Discipline Referral Forms
– Making Data Based Decisions
– Reinforcement
• Positive
• Negative
– Fidelity & Capacity
– Working Smarter not Harder
GENERAL
IMPLEMENTATION
PROCESS
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
A Context for PBIS
• Behavior support is the redesign of
environments, not the redesign of
individuals
• Positive Behavior Support defines
changes in the behavior of those who
will implement the plan.
– PBIS describes what we will do differently
in order to get a different outcome.
How does your school address
behavior management?
Think about:
• 2 or 3 strategies your school uses for managing
behavior.
• Do these strategies work?
• Are these strategies reactive or proactive?
Discuss with your Team for 5 minutes
Who wants to share briefly (< 1 minute)?
Four Challenges Facing Schools
Today
• Doing more with less
• Educating students who are increasingly more
different from each other than similar to each
other
• Educating students with severe problem
behavior
• Creating “host environments” or systems that
enable adoption & sustained use of effective
practices
Context of the Problem
•
•
•
•
High rates of problem behavior in schools
Inconsistent approach to problem solving
Data is seldom used when making decisions
Lack of positive support for students, staff and
parents
• Failure to adopt, adapt, & sustain research
validated practices
• Failure to include entire school community
(families, students, staff/faculty) in planning and
implementation
Staff and faculty indicate frustration with
current systems in place because:
entire staff is not actively involved
plans are often not sustained long enough to
show a positive impact
student behavior does not seem to improve
even with large investments of time, money
and personnel.
Schools provide critical
support to kids
• Regular, predictable, positive learning &
teaching environments
• Positive adult & peer models
• Regular positive reinforcement
• Academic & behavioral development &
success
Essential beliefs
ALL students are capable of learning
ALL students are capable of positive behavior
Big Idea!
“A program consisting of potent and validly
conceived mechanisms and processes
may not succeed because the host
environments are not able to support
these processes” (Zins & Ponte, 1990, p. 24)
Why PBIS is Different!!!
Host Environment
Positive changes and sustained use of best
practices will only occur when there is:
• active administrative leadership and
participation
• proactive systems (procedures/routines) in
place and
• buy in and support from staff, families and
community
“BIG IDEAS”
PBIS organizes the host environment
•
•
•
how decisions are made,
how things are done, and
how staff interact with students &
families
to support the sustained use of best
practices school-wide.
Intensive Prevention:
Specialized Individualized
Systems for Students with HighRisk Behavior
GOAL: To reduce
intensity/severity of students
with chronic problem behavior
and/or academic failure
Primary Prevention:
School-/Classroom-Wide
Systems for All Students,
Staff, & Settings
CONTINUUM OF SCHOOLWIDE INSTRUCTIONAL &
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Targeted Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
GOAL: To reduce current
cases of problem behavior
and/or academic failure
GOAL: To reduce new
cases of problem
behavior and/or
academic failure
~80% of Students
Emphasis on Prevention at
Each Level
• Universal
Reduce new cases of problem behavior
• Targeted
Reduce current cases of problem behavior
• Intensive
Reduce complications, intensity, severity of
current cases
WHAT DO PBIS SCHOOLS LOOK LIKE?
• 20-80% reduction in Office Discipline
Referrals
• 3-5 Behavioral Expectations are posted,
taught, modeled, practiced and rewarded.
• Administrator is an active participant on
the PBIS team.
• Continuum of behavior support is available
to all students.
• Children are caught being good.
WHAT DO PBIS SCHOOLS SOUND LIKE?
• Students receive at least 4 positive
comments for every correction.
• Students greet adults who enter the
building.
• Hallways are quieter.
• Lunchrooms are less noisy.
• Teachers are talking about academics
instead of behaviors.
WHAT DO PBIS SCHOOLS FEEL LIKE?
• Students report feeling safer
• Teacher’s report higher morale and less
turnover rate.
• Administrative staff report having more
time to deal with students on a personal
level and not on a behavioral level.
• Parents report feeling more positive about
the school.
• People look forward to Mondays, and
Tuesdays, and….
Positive Behavioral Interventions & Supports
Supporting
Decision
Making
Supporting
Staff Behavior
SYSTEMS
PRACTICES
Supporting
Student Behavior
DATA
Three Facets of PBIS
1. Systems & processes
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

Team based problem solving
Data-based decision making
Long term sustainability
2. Data



On going data collection & use
ODR’s (# per day, location, infraction, etc.)
Suspension/expulsion
3. Research validated practices



Direct instruction
Social skills instruction
Functional behavioral assessment
6 Components of PBIS
1) Select and define expectations & routines (OAT)
2) Teach behavior & routines directly (in all settings)
3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behavior
Predictable/Intermittent/Long-term
5) Review data to make decisions
6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
ARE YOU READY FOR PBIS?
Discuss with team- 3minutes
The potential acceptance of, and emphasis on,
positive, proactive practices by:
•Staff/Faculty
•Parents and Guardians
•The Community
•The Student Body
Report out: 5 minutes
Steps of PBIS Start Up
• Secure administrative support/participation
• Establish team
• Self-evaluate & specify need
• Secure staff commitment/participation
• Develop & implement action plan
• Collect & evaluate data regularly
What about all the things we already do well?
• The really nice thing about SW-PBS is that
all those things you do well fit right into the
whole system
• This is a framework and puts a name on
all those things and helps the entire staff
work smarter not harder.
PBIS Universal TEAM
Team
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Agreements
Data-based
Action Plan
Evaluation
Implementation
Efficient Organization
& Systems of Support
• Combine rather than add initiatives
• Use different practices for different challenges
• Collect, review & share information (data)
– The need for continuous self-assessment
• Link behavioral and academic outcomes
Working Smarter
Initiative,
Project,
Committee
Attendance
Committee
Character
Education
Safety
Committee
School Spirit
Committee
Discipline
Committee
DARE
Committee
EBS Work Group
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID/et
c
Sample Teaming Matrix
Initiative,
Committee
Purpose
Outcome
Target
Group
Staff
Involved
SIP/SID
Attendance
Committee
Increase
attendance
Increase % of students
attending daily
All students
Eric, Ellen,
Marlee
Goal #2
Character
Education
Improve character
Improve character
All students
Marlee, J.S.,
Ellen
Goal #3
Safety Committee
Improve safety
Predictable response to
threat/crisis
Dangerous
students
Has not met
Goal #3
School Spirit
Committee
Enhance school
spirit
Improve morale
All students
Has not met
Discipline
Committee
Improve behavior
Decrease office referrals
Bullies,
antisocial
students,
repeat
offenders
Ellen, Eric,
Marlee, Otis
DARE Committee
Prevent drug use
High/at-risk
drug users
Don
EBS Work Group
Implement 3-tier
model
All students
Eric, Ellen,
Marlee, Otis,
Emma
Decrease office referrals,
increase attendance,
enhance academic
engagement, improve
grades
Goal #3
Goal #2
Goal #3
Team Time – Establish Team
• What teams do you currently have for behavior
management, particularly school-wide?
• What teams overlap/duplicate efforts?
• Do you have teams without outcomes? Why?
How can you change that?
• What teams are not using data? How can you
change/address that?
• Is our team membership representative of our
school community?
• Does our team membership include family and
possibly agency representation?
• Brainstorm ideas for additional members
• Plan first PBIS team meeting
LEADERSHIP TEAM
Establish
measurable
outcome
Enhanced PBS
Implementation
Logic
Build Data
System
Collect, analyze, &
prioritize data
Select
evidence-based
practice
Monitor
implementation &
progress
Ensure efficient,
accurate, & durable
implementation
Implement
SCHOOL-WIDE
Universal Team Composition
•
•
•
•
•
Administrator
Representation of teaching staff
Support staff representation
Behavioral specialists
Family representation
(recommend 2 non-district employees)
• Students (at middle and secondary level)
• Community representation
• Representative from School Improvement Team,
Professional Development Team, etc.
Roles of team members
• Administrator – Involvement, awareness,
support, input
• Internal Coach – Facilitator/leader
• Other members
• Input, suggestions, committee work, liaison
• Recorder
• Time-keeper
• Scribe
• Other
PBIS Coach
• Currently has some
behavioral expertise
• Has some flexibility in
schedule
• Can dedicate hours
weekly to PBIS
• Must be able to attend
trainings/meetings
• Will be PBIS Team leader
• Receives extra training &
support
• Liaison to Community of
One Program
• Work to create buildinglevel, district & regional
sustainability
Roles of PBIS Team Members
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•
•
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•
•
•
•
Recorder
Time-keeper
Facilitator
Specialty Voice
Data
Presenter
Family, youth and community voice
Link to School Improvement and all school
initiatives
Function of Universal Team
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•
•
•
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Develop fluent understanding of PBIS
Establish team routines
Self-evaluate & specify needs
Secure staff commitment/participation
Plan, implement and evaluate school, family and
community partnerships
• Develop and implement action plan
• Collect & evaluate data regularly
Team-led Process
Family
Priority &
Status
Specialized Support
Non-Teaching
Behavioral
Capacity
Representation
Administrator
Team
Data-based
Decision
Making
Student
Community
Administrator
Communications
Teaching
Start with
Team that
“Works.”
Team Time/Sharing
Where does your Team stand
with:
1. Membership
2. Roles and Responsibilities
3. Stakeholder Participation
Group Feedback & Discussion
What’s on your mind??
Intensive Involvement/Support:
Specialized, Individualized
Systems for families at High-Risk
or with Students with High-Risk
Behavior
GOAL: To aide and support the
entire family in identifying and
receiving the individualized
assistance they need.
Primary
Involvement/Support:
Including families on
PBIS team and activities
GOAL: To inform families of
SW expectations, create
greater opportunities to
volunteer and offer general
support with academic &
behavioral issues.
CONTINUUM OF PBIS & Family
Involvement & Support
Targeted Involvement/Support:
Specialized assistance for
families At-Risk or with
Students with At-Risk Behavior
GOAL: To assist and support
families with behavioral strategies
and work cooperatively to reduce
academic deficiencies and behavior
problems BEFORE they escalate
Recruiting Family Members for
PBIS teams:
•
•
•
•
Parent teacher groups
School volunteers
Student drop off and pick up
References from:
• Teachers
• Support Staff
• Principal
As a reminder, family members should have a
child in the school and not be a district
employee
Primary Components of
School, Family & Community
Partnerships
• Framework of Six Types of Involvement
• Implementation
• Evaluation
What Do We Know?
• Parents vary in how much they presently are
involved.
• Parents are most concerned about their children’s
success in school.
• Students need multiple sources of support to
succeed in school and in their communities.
• Teachers and administrators can be initially hesitant
to increasing family involvement.
• Teachers and administrators need inservice,
preservice, and advanced education on partnerships.
• Schools must reach out in order to involve all
families.
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community
Partnerships: Your Handbook for Action (Second Edition). Thousand Oaks, CA: Corwin Press.
Why Partnerships
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



Parents are the child’s first & longest lasting
teacher
Parents, educators, & many community
members share the same goals for children,
i.e. success, safety, and good health
Parents influence learning outcomes
Parents want to help their children with
academic work and social skills
Create a “united front” for behavior
School, Family & Community
Partnership Model

Communication: meaningful and two-way

Parenting: responsibilities of families

Volunteering: at or for school

Learning At Home: involvement in academics

Decision Making: participation and leadership

Collaborating with Community
National Network of Partnership Schools Dr. Joyce Epstein
Family Involvement in PBIS
• Families helping schools create
positive and nurturing learning
environments for all children and
youth.
Family Support in PBIS
• Schools and communities helping
families to create positive and
nurturing environments in the
home, school and community.
What Do We Know?
• Parents vary in how much they presently are
involved.
• Parents are concerned about their children’s
success in school.
• Students need multiple sources of support to
succeed in school and in their communities.
• Teachers and administrators are initially hesitant
to increasing family involvement.
• Teachers and administrators need in-service,
preservice, and advanced education on
partnerships.
• Schools must reach out in order to involve all
Reprinted with permission: Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van
families.
Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook for Action (Second Edition).
Thousand Oaks, CA: Corwin Press.
Benefits of school, family,
community collaboration
– When families are meaningfully involved in
education their children do better in schools.
– The presence of families in schools not only
provides additional academic supports but also
creates community and cultural connections.
– President’s Freedom Commission Report on
Mental Health urges collaboration among
families, school and mental health providers
Predictors of Family
Involvement in School
• School practices to inform and involve parents
are stronger determinants of parent
involvement in education than parent
education, family size, marital status or student
grade level.
• One of the most consistent predictors of parent
involvement in school is the degree to which
schools practices encourage and guide parent
involvement.
Family Member’s Role
• Family participation works best when PBIS
involvement significantly moves from simple
parent cooperation (their “blessing on an already
developed program) toward true collaboration
(parents contributing to every step of the
programs evolution).
• A family member on the team is an additional
perspective to the decision making process and
a member of the implementation team.
• Family members can support the team
Survey Completion:
EBS & FISBA
•
•
•
•
•
•
•
All staff at staff meeting
Individuals from a representative group
Team member-led focus group
Done independently
20-30 minutes
Check current status on left
Check priority for improvement on right
Assess Implementation of Family
and Community Partnerships
16
14
12
10
8
6
4
2
0
Status
Parenting
Learn @ Home
Priority
Communication
Dec. Making
Volunteering
Comm. Collabor.
The higher the score the more it is in place or the higher the priority
PURPOSE of the FISBA
• Inventory of current practices of Family
Involvement in your schools
• Assist you in identifying areas that may
need additional planning
• Utilize this tool to start your action
planning to enhance current FI/FS
practices.
Team Time
As a team, complete the FISBA:
Come to a consensus as a group
Effective Behavior Support
School-wide Assessment Survey
(EBSSAS)
•
•
•
Initial & annual assessment of effective
behavior support systems in your school
Examines status & need for improvement
Looks at four behavior support systems
~ school-wide discipline systems
~ non-classroom management systems
~ classroom management systems
~ individual students
Survey Completion – In Person
•
•
•
•
•
All staff at staff meeting
Done independently
20-30 minutes
Check current status on left
Check priority for improvement on
right
Survey Completion – Online
• Either at staff convenience during a survey
period or all at once (computer lab)
• Done independently
• 20-30 minutes
Recognize participation
EBS Survey results
•
•
•
•
Annual action planning
Internal decision making
Assessment of change over time
Awareness of building staff
perceptions
• Buy-In
Survey Summary
• Summarize the results and share with
staff
• Analyze and prioritize results
• Develop action plan
Procedures are in place to address
emergency/dangerous situations.
30
25
20
15
10
5
0
HP
Med
Low
InP
Part
Not
A team exists for behavior support
planning & problem solving.
45
40
35
30
25
20
15
10
5
0
HP
Med
Low
InP
Part
Not
EBS School-Wide Survey Results
Mackenzie Staff Priorities (1/2) 12/08
Low Priority
Medium Priority
High Priority
100%
% of responses
80%
60%
40%
20%
0%
A small # of
positively &
clearly stated
expectations
are defined.
Expected
student
behaviors are
taught directly.
Expected
student
behaviors are
rewarded
regularly.
Problem
Consequences
behaviors are
for problem
defined clearly. behaviors are
defined clearly.
Distinctions
Options exist to Procedures are A team exists
between office allow instruction
in place to
for behavior
vs. classroom
to continue
address
support planning
managed
when problem
emergency
& problem
problem
behavior occurs.
situations.
solving.
behaviors are
clear.
Team Time – EBS Survey
Suggestions
• Complete the school-wide portion of the
survey and discuss areas of interest with
your team
• Make plans to use this tool with your staff
either this year or in the Fall
DATA DOES NOT
HAVE TO BE A
FOUR LETTER
WORD
School-wide PBS Systems Implementation Logic
LEADERSHIP TEAM
Establish
measurable
outcome
Build Data
System
Collect, analyze, &
prioritize data
Select
evidence-based
practice
Monitor
implementation &
progress
Ensure efficient,
accurate, & durable
implementation
Implement
SCHOOL-WIDE
Data
Steps of Data Collection, Analysis, and
Use
1. Identify sources of information and data
–
–
–
–
–
–
–
Office discipline referrals
Attendance, tardies
Detentions, in-school-suspensions, out-of-school
suspensions, expulsions
Academic performance (classwork, homework,
grades, classroom tests)
EBS/PBIS survey
TIC Team Implementation Checklist
SET Systems-wide Evaluation Tool
Data
Steps of Data Collection,
Analysis, and Use
2. Summarize/Organize Data
The Big 5 Graphs to be collected and reviewed
monthly at the Universal Team Meeting:
Referrals by Problem behavior
Referrals by Location
Referrals by Time of day
Referrals by Individual student
Average # of referrals per day by month
Data
Steps of Data Collection, Analysis, and Use
3. Continual Data Analysis
4. Build action plan based on data trends
Data Collection, Analysis, and Use
(SYSTEM)
Summarize/Organize Data
Number of Office Discipline Referrals By:
• “The Big 5 Graphs”
–
–
–
–
–
•
Number per day per month per 100 students
Time of day
Type of Behavior
Location
Student
“Additional Graphs”
–
–
–
–
Day of week
Type of Consequence
Number of Reinforcers
Teacher
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
Infractions by time of day
14
12
10
8
November
December
6
4
2
0
8:30
9:30 10:30 11:30 12:30 1:30
2:30
3:30
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in
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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
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# 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
# of ODRs/day/month/100 students
Robert J. Kaiser Middle School
ODRs/Day/Month/100 Students
4
3.5
3
2.5
2006-07
2007-08
2008-09
2009-10
2
1.5
1
0.5
0
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
March
April
May
June
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?
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
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
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ar
y
O
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om
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La
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20
ay
4
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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
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 u m b e r o f R e fe r r a l s
Referrals per Prob Behavior
50
40
30
20
10
0
Lang
A chol
A rson
B omb
Combs
Defian
Disrupt
Dress
A gg/fgt
Theft
Harass
P rop D
Types of Problem Behavior
S kip
Tardy
Tobac
V and
W eap
N u m b e r o f O ffi c e R e fe r r a l s
Where?
Referrals by Location
50
40
30
20
10
0
Bath R
Bus A
Bus
Caf
Class
Comm
Gym
Hall
School Locations
Libr
Play G
Spec
Other
When?
N u m b e r o f R e fe r r a l s
Referrals by Time of Day
30
25
20
15
10
5
0
7:00
7:30
8:00
8:30
9:00
9:30
10:00
10:30
11:00
11:30
12:00
Time of Day
12:30
1:00
1:30
2:00
2:30
3:00
3:30
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?
Data for Decision-making: Guiding
Questions
1. Do you have an ODR data collection system?
–
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?
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?
What to do when?
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.
–
–
–
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
Data-based
decision
making
Social Competence &
Academic Achievement
Supporting
Decision
Making
SYSTEMS
DATA
OUTCOMES
Supporting
Staff
Behavior
PRACTICES
Supporting
Student
Behavior
Monitoring and Evaluation
Data
– Office Referrals (Minors & majors)
– “Good Behavior Office Referrals”
– Gotchas
– Attendance
Displaying data with others
– Staff work room
– Monthly faculty meeting
– School website
– Community newsletter
School-Wide Information
System (SWIS)
• A web-based application for managing and
aggregating office discipline referrals.
• SWIS Checklist: The first 10 items must be in
place for a school to use SWIS.
• A school’s office discipline referral form must
be compatible with SWIS-- particularly the way
that problem behaviors are classified. Refer to
sample ODR’s on your table.
Data Collection Systems
•
•
•
•
•
EXCEL
SWIS - School Wide Information System
Starbase
Discipline Pro
Other data collection systems
Your office discipline referral form
should collect:
Name of student
Grade
Time
Date
Location
Others Involved (students, staff, other)
Consequence/Administrative Decision
Possible Motivation
Problem Behavior
Referring Staff
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? Do
you want to separate majors from minors?
Conclusion
• Data are good…but only as good as
systems in place for
– PBIS
– Collecting & Summarizing
– Analyzing
– Decision making, action planning, & sustained
implementation
Literacy
Interventions in
Place
Literacy
Interventions
NOT in Place
School-wide
Behavior Systems
in Place
School-wide
Behavior Systems
NOT in place
Improved Literacy
NO Literacy
Improvement
NO Literacy
Improvement
NO Literacy
Improvement
Shepp Kellem
Baltimore
Reading (literacy) + Behavior Support needed for effective gains in academic standards.
Logic (How does behavior support help?)
Behavior support improves minutes in instruction
Behavior support makes instructional minutes more effective
Behavior support creates a climate that is more calm and conducive to learning.
Time Lost to Discipline
(Barrett and Swindell-2002)
Referrals
Teacher
Student
Administrator
5 minutes
20 minutes
5 minutes
6 hours
20 minutes
Out of School 5 minutes
Suspension
6 hours
45 minutes
In-School
Suspension
10 minutes
Time Gained Back
Actual School Example
Reduced ODRs by 719, ISSs by 47, OSSs by 27*
ODRs
ISSs
OSSs
Total Time
Gained
Back
Admin
7190 mins.
119.8 hrs.
940 mins.
15.7 hrs.
1215 mins.
20.3 hrs.
9345 mins.
155.8 hrs.
25.9 days
Student
14380
mins.
239.7 hrs.
16920
mins.
282 hrs.
9720 mins.
162 hrs.
41020
mins.
683.7 hrs.
144 days
Staff
3595 mins.
59.9 hrs.
235 mins.
3.9 hrs.
135 mins.
2.3 hrs.
3965 mins.
66.1 hrs.
11 days
*Gained at least 27 days of state aid
School-wide Behavior
Expectations
For all students, across all settings
• Guidelines:
– Keep to 5 or fewer
– State positively
– Use common & few words
• Why?
– Consistent communications
– Consistent language
Agreed Upon Expectations


will be taught to all students
will be reinforced by all staff
J. William Leary Jr. High School
Behavioral Expectations
Be Respectful
Be Responsible
Be Safe
A.P. Momot Elementary School
Behavioral Expectations
Be Safe
Be Respectful
Be Responsible
Be Cooperative
School-wide Behavior Expectations
Example:
3 R’s for Centreville Middle School
Be Respectful.
Be Responsible.
Be Resourceful.
School-wide Behavior Expectations
Nonexample:
•
•
•
•
Be obedient.
No fighting.
No drugs or weapons on the property.
Act responsibly.
School-wide Behavior Expectations
Example:
PAWS
Be
Prompt.
Accept responsibility.
Work Hard.
Show respect.
School-wide Behavior Expectations
Non-example:
Exhibit respect for yourself and others.
Accept responsibility.
Give your best effort.
Look, listen, and learn to
Exceed expectations and
Soar to success.
Litmus Test
• Would you write them up if they did the
opposite?
• Is it something they are capable of
exhibiting in observable terms? (Does it
show an action?)
• Can you visualize what it looks like done
well?
Villa Rica ES
•W = work hard
•O = own your behavior
•L = listen and learn
•F = focus on respect
Team Time for
Behavioral Expectations
• Three to five keeps it easy
• Try to link to school mascot, culture, etc.
• Sum up your dozens of pages of Code of
Conduct and rule books in brief, positive
statements
• Develop an idea, then get staff input
Teaching Staff
• How will you present to
staff?
• How will you invite their
support?
School-Wide Behavioral Matrix
PURPOSES:
 Defines the Expected Behaviors for Specific Settings.
hallways, classrooms, gym, cafeteria, commons,
bus loading, bathrooms, assemblies, playground
 Creates the “Curriculum” that will guide the teaching of
expected behaviors.
 Creates consistent, school-wide, expectations
 Enhances communication among staff and between
students and staff, families. (stakeholders)
School-Wide Behavioral Matrix
Guidelines:
 State definitions positively
 Use common and few words
 Show what the behavior “looks like”
Teaching Behaviors
Clearly specify what the school-wide behavior
expectations “look like” across settings
Classroom
Accept
Responsib
ility
Value
Others &
Self
Stay Safe
Lunchroom
Bus
Hallway
Playground
Sample Behavior Expectation Matrix
Bus
Bathroom
Playground
Entrance
Be respectful
Hand/feet to
self
Wait your turn
Allow others to
pass/be seated
Use indoor
voice
Wait your turn
Keep eyes in your
own stall
Aim for your
target
Allow others a
turn
Say nice things or
nothing at all
Walk to the right
Use kind words
Use indoor voice
Be responsible
Watch for your
stop
Be ready to exit
Listen to adults
Wash hands
Put paper in
trash
Flush once
Use equipment
wisely
Return equipment
after use
Follow game rules
Follow dress code
Be on time
Be prepared
Be resourceful
Be safe
Report
problems to adults
Keep
belongings in your
backpack
Keep bathroom
clean
Use just enough
soap
Report problems
to adults
Be safe
Report problems to
adults
Listen to adults
Get a pass when
you need one
Be safe
Report problems to
adults
Class
Sample Behavioral
Expectation Matrix
Bus
Bathroom
Playground
Entrance
Be respectful
•Hand/feet to self
•Wait your turn
•Allow others to
pass/be seated
•Use indoor voice
•Wait your turn
•Keep your eyes in
your own stall
•Aim for your target
•Allow others a turn
•Say nice things or
nothing at all
•Listen to adults
•Walk to the right
•Use kind words
•Use indoor voice
Be
responsible
•Watch for your
stop
•Be ready to exit
•Listen to adults
•Wash hands
•Put paper in trash
•Flush
•Use equipment
wisely and
•Return equipment
after use
•Follow game rules
•Follow dress code
•Be on time
•Be prepared
Be
resourceful
•Be safe
•Report problems to
adults
•Report problems to
adults
•Keep bathroom
clean
•Be safe
•Report problems to
adults
•Be safe
•Report problems to
adults
•Get a pass when you
need one
Classroom
Howard Middle School
Husky PAWS—School-wide Behavior Expectation Matrix
Bus/Bus Ramp
Classroom
Restroom
Lunchroom

Be Prompt
and
Prepared




 Listen carefully for bus being
called
 Travel on assigned bus
 Go directly to assigned bus
Accepts
Responsibility
 Listen attentively to driver or
adult in charge
 Remain seated in assigned seat
 Keep bus clean
 Get off at proper stop
Works Hard
 Discuss and share something
new that you have learned
today
 Encourage good behavior
Shows Respect
 Obey driver
 Hands and feet to self
 Use low voice

Have planner
Listen attentively
Wait turn
Uses restroom time wisely







Respect others space
Keep area clean
Flush
Turn water off
Wash hands
Place paper in trash
Report all problems to an
adult



Listen attentively
Follows rules
Exercise good hygiene



Keep restroom clean
Be considerate of others
Respect others privacy












Make menu selection
before entering line
Get utensils and
condiments while being
served
Quickly give lunch code to
cashier
Hall




Have planners at all times
Use locker time wisely
Keep track of books and
belongings
Go directly to class
Keep account balance
current
Remain quiet and orderly
in line
Keep table area clean
Place all trash in proper
place



Keep hands and feet to self
Remain quiet
Report all problems
Wait turn to put trash away
Go directly to assigned
tables
Remain seated



Stay in a single file line
Walk on the right side
Keep locker area clean

Listen carefully to teacher
or adult in charge
Be considerate of others’
space
Show respect to lunchroom
staff
Use low voice
Respect others space

School-Wide Behavioral Matrix
Guidelines:
State definitions positively
Use common and few words
Show what the behavior “looks like”
Should follow OAT: Observable,
Acknowledgeable and Teachable.
Behavioral Expectations & Settings Matrix
School-wide
Expectations
Be
Respectful
Cafe
Hallway
Classroom
Keep voice
level at #2
Applaud
after
performance
Follow
directions
Be Safe
Walk
Stay to
right
Be a
ProblemSolver
Assemblies
Use Restorative
Justice skills
BERLIN HIGH SCHOOL
CONDUCT ACTION GUIDE
Be Responsible
Have Respect Strive for Success
In the
CLASSROOM
•Come prepared.
•Be on-time—both feet must be
through the classroom door by the
time the bell stops ringing.
•Pick up after yourself.
•Respond to reasonable requests.
•Complete your ‘own’ assignments
and tasks as required.
•Be silent during announcements.
•Dress appropriately (see Dress
Code).
•Allow others’ expressions and
ideas.
•Use appropriate language and
voice.
•Honor others’ property.
•Engage in learning.
•Maintain a positive outlook
towards school.
•Model positive behavior and
acknowledge it in others.
In the
HALLWAY
•Walk to the right.
•Use time for intended purpose only.
•Keep the hall and floors clean.
•Honor others’ personal space.
•Apologize if you bump into
someone.
•Use appropriate language and
voice.
•Display affection appropriately.
•Model positive behavior and
acknowledge it in others.
•Help others in need.
In the
CAFETERIA
•Be on-time.
•Practice polite table manners.
•Leave the floor and table clean for
the next group using the facility.
•Consume only your own food and
drink.
•Wait your turn in line.
•Keep your hands, feet and food to
yourself.
•Use “please” and “thank you”.
•Use appropriate language and
voice.
•Eat lunch with someone who is
eating alone.
•Model positive behavior and
acknowledge it in others.
•Compliment the kitchen staff.
In
ASSEMBLIES/
EVENTS
•Participate appropriately.
•Come and go in an orderly fashion.
•Pick up after yourself.
•Sit with your class during school
assemblies.
•Help create an environment where
everyone can enjoy the activity.
•Treat visitors kindly.
•Use appropriate language and
voice.
•Encourage others to enjoy the
presentation or event.
•Model positive behavior and
acknowledge it in others.
revised: 9/27/07
Voice Levels
0 - Silent
2 - Speaking
voice
1 - Whisper
3 - Raised
voice
Team Time - Behavioral Matrix
• Start by determining all locations and settings
that students encounter & experience
• Brainstorm common issues/problems
encountered in these settings and then
restate as positive behavior
• Leave with an idea, then get staff input
Next Steps: Day 2 Agenda
• Positive Consequence System
• Negative Consequence System
• Staff Introduction and Training
• Kick Off Activities
• Action Planning
• Celebrate a success
Online Resources
•
•
•
•
•
•
•
•
•
www.pbis.org
www.partnershipschools.org
www.swis.org
www.pbisillinois.org
http://smhp.psych.ucla.edu
www.ed.gov
www.beachcenter.org
www.pbismaryland.org
http://pbismaryland.org/costbenefit.xls
Communities of One Project
Universal Team Training
Day 2
Putting It All Together:
Establishing Positive School Environments
by developing School-wide Systems of Support
Tom Ellison
Sullivan County BOCES
Objectives
•
Describe the implementation of a
systems approach to proactive schoolwide discipline for all students
•
Develop capacity of PBIS Team
•
Share examples from real schools
•
Provide time for teams to work
Day 2 Agenda
• Review
• Positive Consequence System
• Negative Consequence System
• Staff Introduction and Training
• Kick Off Activities
• Action Planning
• Celebrate a success
Principles
• Systems approach is necessary for the
success of any & all programs or initiatives
• Collection & use of data is necessary for
identification of student & school needs
• Effective collaborations (students, families,
schools, agencies) are necessary
Focus on whole school
•
•
•
All students, families, staff, settings
Continuum of behavior support
Collaborative, integrated initiatives
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
Implementing in your school
• Define your expectation for your setting. i.e. Be
Safe, Respectable, Responsible
• Define the routines in your setting. i.e. handing
in homework, transitions, bathroom
• Teach the expectations and routines
• Acknowledge the expected behavior
• Correct the unacceptable behavior
• Provide more teaching where needed.
1. How decisions are made
Components of decision making with
PBIS:
- problem-solving team
– data collection
– data use
– communication with staff about data and
decisions
How decisions are made (con’t.)
Use data to help decide on the following:
behavioral expectations (classroom and
non-classroom settings)
which behaviors are managed in the
classroom and which behaviors result in
an office referral
supervision procedures for nonclassroom settings
2. How staff interact with students
Every time any adult interacts with
any student, it is an instructional
moment.
–
–
–
–
–
teach behaviors
teach academics
model behavior
reinforce all positive behavior
precorrect for positive behaviors
3. How things are done
• Procedures for non-classroom settings
(lunchroom, bus, bathroom, assembly,
transition/hallway)
• Procedures for reinforcing expected
behavior
• Procedures for responding to office
discipline referrals.
• Procedures for meeting the needs of all
students…
Positive
Behavior
Support
Social Competence &
Academic Achievement
‫٭‬
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
What does PBIS look like in a
school building?
• Expectations directly taught to students,
practiced & reinforced
• Shared decision making & open communication
w/ staff, students, families & community
agencies
• Consistency in student - adult interactions
• School-wide focus on prevention
• Efficient & effective responses to problem
behaviors
• School-wide data collection, analysis & use
Positive
Behavior
Support
Social Competence &
Academic Achievement
‫٭‬
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
School-Wide Systems
Non Classroom
Setting
Systems
Classroom
Systems
Individual Student
Support Systems
6 Components of School-wide PBIS
1) Select and define expectations & routines
(Observable, Acknowledgeable, & Teachable)
2) Teach behavior & routines directly
(in all settings)
3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behavior
Predictable/Intermittent/Long-term
5) Review data to make decisions*(1st, last, always)
6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
School-wide Systems
1.Common purpose & approach to discipline
2.Clear set of positive expectations & behaviors
3. Procedures for teaching expected behavior
4.Continuum of procedures for encouraging
expected behavior
5. Continuum of procedures for discouraging
inappropriate behavior
6. Procedures for on-going monitoring &
evaluation
Classroom Setting Systems
• Classroom-wide positive expectations taught
& encouraged
• Teaching classroom routines & cues taught &
encouraged
• Ratio of 6-8 positive to 1 negative adultstudent interaction
• Active supervision
• Redirections for minor, infrequent behavior
errors
• Frequent precorrections for chronic errors
• Effective academic instruction & curriculum
Nonclassroom Setting Systems
• Positive expectations & routines
taught & encouraged
• Active supervision by all staff
–Scan, move, interact
• Precorrections & reminders
• Positive reinforcement
Individual Student Systems
• Behavioral competence at school & district
levels
• Function-based behavior support planning
• Team- & data-based decision making
• Comprehensive person-centered planning &
wraparound processes
• Targeted social skills & self-management
instruction
• Individualized instructional & curricular
accommodations
6 Components of School-wide PBIS
1) Select and define expectations & routines
(Observable, Acknowledgeable, & Teachable)
2) Teach behavior & routines directly
(in all settings)
3) Actively monitor behavior (MIS)
4) Acknowledge appropriate behavior
Predictable/Intermittent/Long-term
5) Review data to make decisions*(1st, last,
always)
6) Correct behavioral errors
Pre-correction/Boosters/De-escalation/FBA
Summary of PBIS “BIG IDEAS”
1. Systems (How things are done)



Team based problem solving
Data-based decision making
Long term sustainability
2. Data (How decisions are made)



On going data collection & use
ODR’s (# per day per month, location, behavior, student)
Suspension/expulsion, attendance, tardies
3. Practices (How staff interact with students)



Direct teaching of behavioral expectations
On-going reinforcement of expected behaviors
Functional behavioral assessment
What Makes School-wide Support Different?
You Will Actually Teach Your Behavioral
Expectations
• Transforming broad school-wide expectations
into specific, observable behaviors.
• Use of the Expectations by Settings Matrix
• Teaching expectations in the actual settings
where behaviors are to occur
• Teaching (a) the words, and (b) the actions.
• Building social cultures that are predictable, and
focused on student success.
Teaching Behavioral Expectations
1) State behavioral expectations
2) Specify student behaviors (rules)
3) Model appropriate student behaviors
4) Students practice appropriate
behaviors
5) Reinforce appropriate behaviors
3. Teaching Behavioral
Expectations
Telling is not teaching...
...and being told is not the same as
being taught.
Lesson Components for Teaching
Behaviors
•
•
•
•
Specific, positive statement of expectation.
Brief, age-appropriate rationale or explanation
Range of examples and non-examples
Activities that allow students identify/practice
examples of the target behavior
• Prompts to trigger the behavior in natural context
(pre-corrections).
• Feedback for displays in natural context (differential
consequences: acknowledgements & corrections).
Procedures for Teaching Behaviors (continued)
Begin with a specific, positive statement of
expectation.
One of our classroom rules is to respect others.
2. Provide students with a brief, age-appropriate
rationale, explanation, or description.
If you want others to show respect to you,
you must be respectful of others.
“You’ve gotta give it to get it.”
Procedures for Teaching Behaviors (continued)
• Pre-plan the prompts you will use to trigger
student displays in natural context (precorrections).
• Ensure that you provide feedback for displays
in natural context (differential consequences:
acknowledgements & corrections).
• Know how you will evaluate the effectiveness of
your instruction.
Teaching Behaviors
• How will you teach the behaviors
• Booster shots
Examples
Movies
Songs
PPTs
Skits
Role Plays
Lesson Plan Format
Behavior Expectation
Rationale/Explanation for Displaying the Behavior
Positive Examples
Non-Examples
Instructional Procedures/Activities
(Including opportunity to Model Positive Behaviors)
Feedback in Natural Context
Prompts
Acknowledgements
Corrections
Time to Work
• How will you teach the
students the appropriate
behaviors?
• How often will you revisit
these expectations?
– Daily reminders
– Tuesday Tune-ups
– Monthly reminders
– October, December, January,
March, May
Components of School Wide
Discipline Plan
• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior
Effective Environments
• Problem behaviors are irrelevant
– Aversive events are removed
– Access to positive events are more common
• Problem behaviors are inefficient
– Appropriate behavioral alternatives available
– Appropriate behavioral alternatives are taught
• Problem behaviors are ineffective
– Problem behaviors are not rewarded
– Desired behavior ARE rewarded
Managing Consequences
Key Points
•
•
Consequences
follow behavior
Consequences may be
positive or negative
Effective Behavior Management
• Research has found that positive
reinforcement is the most powerful form of
behavior management.
• Punishment
– Can be effective as well, however…
• Students must first possess the skills and
knowledge required to exhibit desired behavior.
• Punishment can potentially invoke anger and
resentment, especially with at-risk students.
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
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.”
Avoid the trap of rewarding
problem behavior
• Negative reinforcement is alive and well.
– Escaping something unpleasant is a reward.
Unpleasant
Events
Reprimand/Failure
Problem
Behavior
Skip School
Escape from
Unpleasant
Events
No Reprimand/Failure
Reinforcement
• Positive Reinforcement
– A behavior is strengthened because a positive
condition is introduced as a result of the behavior.
• Negative Reinforcement
– A behavior is strengthened because a negative
condition is removed as a result of the behavior.
• Punishment
– A behavior is weakened because a negative condition
is experienced as a result of the behavior.
Positive consequences…
• are delivered to:
– Provide immediate feedback that behavior is
acceptable or desired
– Increase likelihood behavior will BE repeated,
i.e., reinforced.
Purpose of
Recognition/Feedback
• Teach new behavior
• Encourage/establish infrequent and
non-fluent behavior
• Strengthen replacement behaviors that
compete with habitual undesirable
behavior
• Let kids know when they get it right
Five Hallmarks of Effective
Positive Feedback
• Accurate – feedback is related to behavior that has
occurred
• Specific & Descriptive – information laden,
confirms actions
• Contingent – some level of importance: when
learning new behavior; behavior requires effort;
individual proud of behavior
• Age & Culturally appropriate
• Manner fits adult’s style – individual styles
Examples of Positive
Consequences
•
•
•
•
•
•
•
•
•
•
Teacher praise
Demonstrations of teacher approval
Positive feedback
Points (leading to privileges and rewards)
Minutes…
Access to special activities
Mystery awards
Public recognition (class-wide and school-wide)
Menus (store, list of reinforcers)
Parent contact
REFRIGERATOR
REINFORCEMENT
•Positive notes home
•Postcards
•Good News referrals
•Awards and certificates
•Emails
Guidelines for Use of
Rewards/Acknowledgements
• Move from
other-delivered to self-delivered
Highly frequent to less frequent
predictable to unpredictable
tangible to social
• Individualize
The quickest way to change
behavior….in anyone.
Research indicates that you
can improve behavior
by 80% just by pointing out
what someone is doing
correctly.
Property of Behavior Doctor
Seminars copyright 2009 - original
Rules of Behavior- Review & New
A group of researchers measured how often
students complied with the rules. What
percent do you think?
Children are doing the right thing 80% of the
time. These researchers also measured the
percent of time the adults in the environment
complimented those students for having
appropriate behavior…..
Property of Behavior Doctor Seminars copyright
2009 - original author must be given credit
80 %
1.44%
We have an intervention that improves
behavior by 80% and we use it 1.44% of the
time.
Reviewing Components of School
Wide Discipline Plan
• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior
How will you respond to
appropriate behavior?
• What will your staff support?
• How can it be accomplished most
efficiently and effectively?
• How will we know it works?
Team Time: Design a recognition
matrix for your school
Components of School Wide
Discipline Plan
• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior
I HAVE A PLAN. THEY’LL ABIDE BY IT…OR ELSE!
Negative consequences…
• are delivered to:
– Provide immediate feedback that behavior is
unacceptable
– Increase likelihood behavior will NOT BE
repeated, i.e. punished.
ISSUES WITH NEGATIVE
CONSEQUENCES
Punishment has inherent and inescapable drawbacks
including, but not limited to,:
•Escape/avoidance
•Fear
•May become neutral
•May become reinforcing
•Can set a negative climate
•Consequences too harsh to implement unless you’re angry
Key to Using Negative
Consequences
No Silver bullet!
Rather
MILD CONSEQUENCES
CONSISTENTLY delivered
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?
Most Important:
You must have clear distinctions between
problem behaviors that are staffmanaged versus those that warrant an
office discipline referral.
TEAM TIME
• Design a flow chart for how common
behavior errors will be responded to
(system).
• Think of the way things are handled now
and try to staff errors in your design.
• How will you gain staff buy-in for your
system?
SO, WHAT IS DISRESPECT
ANYWAY?
• When staff witness a behavior error, would
they see it the same way and call it the
same thing?
• We must develop clear definitions for
behavior errors, consistent with those
listed on the Student Management Flow
Chart.
Team Time: Create definitions
for behavior errors.
What do you need on your
ODR?
•
•
•
•
•
•
•
•
Student’s name
Date
Time of incident
Student’s grade level
Referring staff
Teacher (optional)
Location of incident
Problem behavior
•
•
•
•
•
Possible motivation
Others involved
Administrative decision
Other comments
Up to 3 additional
categories of your choice
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?
Effective Reinforcement
• Use the least amount necessary
• Approximate and/or pair with natural
reinforcers
• Make part of
routine and
systems
• Pre-plan and
teach
consequences
Effective Punishment
•
•
•
•
•
•
Part of routine and system
Use the least amount necessary
Think ahead
Have a bottom line
Avoid power struggles
Pre-plan and
teach consequences
Team Implementation Checklist
• Part A – Start Up Activities
• Part B – Ongoing Activities
• Part C – Family Involvement & Support
Focus on whole school
•
•
•
All students, families, staff, settings
Continuum of behavior support
Collaborative, integrated initiatives
Benefits of PBIS
•Reduction in the number of students requiring
special services
•Reduction in the number of students placed in
alternative education programs
•Overall improvement in school climate
•Staff have become increasingly student centered
•Increased family and community involvement
•Decrease in serious infractions
•Support and recognition of positive behavior for all
students
•Systems and culture change take time- this is a 3 to
5 year process.
•If you can predict problems then you can prevent
them
•An ounce of prevention is……
•Being proactive to support positive behavior takes
time and effort. Reacting to challenging behavior
takes even more time and much more stressful effort.
Main Messages
• Invest in prevention
• Create an effective environment
• Leadership, teams, host for effective practices
• Use different systems for different problems
• Individual student level alone will be insufficient
• Build a culture of competence
• Define, teach, monitor and reward appropriate
behavior
• Build sustainable systems
• Invest in gathering and using information for decision
making/problem solving.
Rest of 09-10 School Year
Training Calendar:
April 21 New Coaches Training #1
(Coaches Only)
April 22 New Coaches Training #2
(Coaches Only)
Online Resources
•
•
•
•
•
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www.pbis.org
www.partnershipschools.org
www.swis.org
www.pbisillinois.org
http://smhp.psych.ucla.edu
www.ed.gov
www.beachcenter.org
www.pbismaryland.org
http://pbismaryland.org/costbenefit.xls