Transcript Document

Effective Schoolwide Discipline
(ESD) in Virginia:
A Statewide Initiative that Provides Positive Behavioral
and Academic Supports to All Students
New Team
Training Day 1
Spring 2009
A Schoolwide Approach to Systems Change
A Production of the
Virginia Department of Education’s Training and
Technical Assistance Centers
Objectives
• Understand basic components of
Effective Schoolwide Discipline
• Understand and apply effective team
meeting process
• Develop and refine team vision mission
• Gain basic understanding of principles of
behavior
• Develop a system of effective procedures
for dealing with behavior that are aligned
with a data system used for decisionmaking (i.e. SWIS)
Guiding Questions
• What are the key components of ESD?
• What is our team’s vision?
• What are some roles, responsibilities and
communication structures of the team
meeting process?
• What are the ABC’s of behavior?
• How will we develop effective procedures
for dealing with discipline?
Large Group
Breaks
Show Respect
Listen when
somebody else
speaks
Be sensitive to
others’ personal
needs
Organize
Yourself
Pick up materials
Have materials
ready
Clear work space
of trash
Act
Responsibly
Share
responsibility for
reporting out
Remain on
Task
Participate fully
Stay on topic
Tend to personal
needs
Return on time
Team Work
Take turns
listening and
speaking
Include everyone
in team work times
Share work to
complete tasks
Remind one
another to stay on
task
Materials for Today
• Product Book
• Benchmarks of Quality
(BoQ)
• Readiness Packets
• Handouts
Working as a team
Team Meeting Process:
A tool to help us work more efficiently
As you practice your team meeting
skills, you should see increases in the
efficiency and effectiveness of your
meetings!
Refer to Section 8 pages 5-9
Team Meeting Roles
• Facilitator
• Encourager
• Recorder
• Timekeeper
• Process Observer
• Agenda Keeper
9
Team meeting process
• Phrase agenda items as questions
• Include purpose/action of the agenda item
• I is for information
• R is for reflection
• R and D is for reflection and decision
• D is for decision
• Assign time to agenda items, celebrations, and
announcements
• Complete purpose/action for each agenda item (I,
R, R and D, D)
• Record minutes (who, what, where)
What is ESD
Effective Schoolwide Discipline
A systems approach for establishing the
social culture and behavioral supports
needed for schools to be effective
learning environments for all students.
Lewis & Sugai (1999)
Key Systems in Effective Schools are
Evidence-based
Evidence-based features of ESD
o Prevention
o Define and teach positive social expectations
o Acknowledge positive behavior
o Arrange consistent consequences for problem
behavior
o On-going collection and use of data for decisionmaking
o Three-tier continuum of interventions
o Administrative leadership
o Team-based implementation
Lewis & Sugai (1999); Lewis (2005)
Translating Vision to Preventive Practice
Intensive, Individual
Interventions
• Wilson Reading
Targeted Group
Interventions
• Reading
Recovery
1-5%
5-10%
Universal Interventions
80-90%
• Core curriculum
• Differentiated
Instruction
Intensive,
Individual
Interventions
• FBA/BIP
1-5%
5-10%
80-90%
Targeted Group
Interventions
• Check in-Check Out
• Mentors
• Social Skills
Universal Interventions
• Posting expectations
• Teaching expectations
• Defining discipline
procedures
WhatWorksClearingHouse; OSEP (2004)
Take Inventory:
What is in
place?
Universal Intervention
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~5%
~15%
~80% of Students
Intensive Intervention:
Specialized
Individualized
Systems for Students
with High-Risk
Behavior
Targeted Interventions
Specialized Group
Systems for Students
with At-Risk Behavior
Aligning…Let’s Take Inventory
What are the practices in place at
each tier of the triangle?
Are they evidence-based practices?
Which practices are yielding the
desired outcomes?
How do you know (measurement)?
What is our ESD Team Vision
Vision Making
What Do We Know About
Behavior
What is Behavior?
• Anything we
SAY or DO
• HOW WE
REACT to our
environment
BEHAVIOR is functionally related
to the
TEACHING ENVIRONMENT
Teaching Behavior is Like Teaching
Academics
Students are not born with “bad
behaviors”, nor do they learn when
presented negative consequences.
Rather, they learn better ways of
behaving by being taught directly and
receiving positive feedback…
Sugai (2007)
Why Do We Behave the Way
We Do?
• Behaviors are LEARNED and continue
because they serve a PURPOSE or
FUNCTION
• We engage in behaviors because we
have learned that a DESIRED
OUTCOME occurs
Behavior
• Has a function:
- avoid/escape
- get/gain
- communication
- sensory
• One behavior can serve many
functions
Understand Your ABCs
Antecedents
• Events that happen before the
behavior and may increase the
likelihood that behavior will occur
• Identifying antecedents allows us to
develop prevention strategies that
make behavior unnecessary
Behaviors
• Observable and measurable acts
• Tend to be repeated or discontinued
because of consequences/outcomes
• Strengthened by reinforcement
• May be weakened by withholding
reinforcement
Consequences
• Occur after the behavior and serve
to maintain, increase, or decrease
the frequency of behavior
• Should be consistent and immediate
• Should address the function of the
behavior
Importance of Understanding Behavior
• Understanding behavior principles will help
develop an effective school-wide system
• Your team will need to understand and help
all of your school personnel to understand
behavior better
• Consider what your school might look like if
the staff had an understanding of the
principles of behavior
System Check
What are Effective Procedures
for
Dealing with Discipline
Benchmarks of Quality
•
•
•
•
•
BOQ 8 Discipline Process
BOQ 9 Documentation Procedures
BOQ 10 Discipline Referral Form
BOQ 11 Define Behaviors
BOQ 12 Distinguish Major/Minor
Appropriate Definitions of Behaviors
• Consistency
• Clarity
• Data collection and analysis
• Once behaviors are defined, all faculty,
staff, administration, students and
families will need to be trained on the
definitions
What are Major vs. Minor
Behaviors
Minor Behavioral Incidents vs. Major
Behavioral Incidents
A clear distinction must exist between
problem behaviors that are faculty/staff
managed (minor) versus problem
behaviors that are office-managed or
crisis (major)
Major Discipline Incidents
(Administrator Managed)
• Discipline incidents that must be
handled by the administration.
• Examples: physical fights, property
damage, drugs, weapons, tobacco,
etc.
Minor Discipline Incidents
(Faculty/Staff Managed)
• Discipline incidents that can be handled by
faculty/staff members and usually do not
warrant a discipline referral to the office
• Examples: tardiness, running in hallway,
missing materials, gum chewing, wearing hat,
incomplete classroom assignments, etc.
Minor Behavioral Incidents vs.
Major Behavioral Incidents
• Review your Code of Conduct
• What are automatic MAJOR
behaviors that must be handled by
an administrator?
• How will you distinguish between
major and minor for remaining
behaviors?
What documentation tools
need to be put into place
Characteristics of a Referral Form
(ESD Manual, section 8, pgs.23-27)
The following categories should be included:
•
•
•
•
Student’s Name
Date
Time of Incident
Student’s Teacher
(optional)
• Student’s Grade Level
• Referring Staff
• Location of Incident
•
•
•
•
Problem Behavior
Possible Motivation
Others Involved
Administrative
Decision
• Other Comments
• No more than 3 extra
info.
☺
Minor Infraction Reporting
(options)
• Schools might choose not to track minor
infractions
• Schools might choose to track minor
infractions. If so,
o Consider use 1 or 2 forms to collect
major and minor infraction information
o Consider using one form and color
coding to distinguish minor from major
What will we do with the data
collected from these
documentation tools?
Tell a story…
Our story changes from primary to
precise
• Primary statements are vague and leave us with more
questions than answers
• Precise statements include information about 5 “Wh”
questions:
– What is the problem and how often is it happening?
– Where is it happening
– Who is engaging in the behavior?
– When is the problem most likely to occur?
– Why is the problem sustaining?
Used, with permission, from Susan Barrett, OSEP
From primary to precise:
An example
• Primary statement:
– “There is too much
fighting at our
school”
Used, with permission, from Susan Barrett, OSEP
• Precise statement:
– There were 30 more ODRs for
aggression on the playground
than last year, and these are
most likely to occur from 12:0012:30 during
fifth grade’s recess because
there is a large number of
students, and the aggression is
related to getting access to the
new playground equipment. “
From primary to precise:
An example
• Primary
statement:
– “ODRs during
December were
higher than any
month”
Used, with permission, from Susan Barrett, OSEP
• Precise statement:
• Minor disrespect and disruption are
increasing and are most likely to occur
during the last 15-minutes of our classes
when students are engaged in
independent seat work. This pattern is
most common in 7th and 8th grades,
involve many students, and appears to
be maintained by work
avoidance/escape. Attention may also
be a function of the behavior- we’re not
sure.
Supporting Decision Making with
Data…SWIS
www.swis.org
Referrals by Location
Referrals by Location by Behavior
Playground
Referrals by Location by Time
Playground
Referrals by Location by Grade
Playground
Data System Inventory
Can your data system give you
this type of information you need
to be intentional with your
interventions?
Taking Inventory:
Effective Data Systems
 The data are accurate and valid
 The data are very easy to collect
 Data are presented in picture (graph) format
 Data are current
 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 division
 The people who collect the data must see the
information used for decision-making.
Looking ahead…expectations
and behaviors
What are the expectations that
will serve as a compass to
facilitate everyone in creating the
school culture and school
community we want to see?
Tasks to Complete
• Plan for:
–Vision work with staff
–Time to teach (Identify person(s) in
school or division who can teach staff
about basic principles of behavior
presented today)
–Time to develop system for discipline
process with staff input
– Work on schoolwide expectations using
teaching matrix
Resources
• Effective Schoolwide Discipline
www.ttac.odu.edu/esd
• National Center on Positive Behavior
Interventions and Support www.pbis.org
• Association on Positive Behavioral Supports
(APBS) www.apbs.org
• PBIS Maryland www.pbismaryland.org
• Florida’s PBIS Project
http://flpbs.fmhi.usf.edu/
• School-Wide Information System (SWIS)
www.swis.org
• What Works Clearinghouse
• http://ies.ed.gov/ncee/wwc/
References
• Lewis, T.J. (2005). Implementing school-wide positive
behavior supports. Impact: Feature issue on fostering
success in school and beyond for students with
emotional/behavioral disorders, 18(2). Retrieved from
http://ici.umn.edu/products/impact/182/182.pdf, February
16, 2009.
• Lewis, T.J., & Sugai, G. (1999). Effective behavior
support. A systems approach to proactive schoolwide
management. Focus on Exceptional Children, 31(6), 2447.
References
•
Office of Special Education Programs (OSEP). (2004).
School-wide positive behavior support: Implementers’
blueprint and self-assessment. Eugene, OR: Center on
Positive Behavioral Interventions and Supports.
• Sprague, J. & Golly, A. (2005). Best behavior: Building
positive behavior support in schools. Longmont, CO:
Sopris West Educational Services.