Transcript Taking Advantage of Information Communication Tools (ICT

Diverse Learners CoP:
Building Schoolwide Systems of
Positive Behavior Support
Facilitator: Donna Lupatkin
Guest: Howard S. Muscott, Ed.D.
NH Center for Effective Behavioral Interventions
and Supports
Date: January 12, 2009
Goals for Today
1. To learn about the fundamental
assumptions and beliefs behind PBIS
2. To learn the system, data and practice
features of the universal system of PBIS
3. To identify next steps for those schools
contemplating implementation
Meet Howard Muscott
Howard’s Background
Howard Muscott is director of the New Hampshire Center for
Effective Behavioral Interventions and Support, a statewide
technical assistance and training network aimed at promoting
positive and preventive school discipline systems and
improving the emotional well-being of all children.
Howard has more than 30 years of experience in education
ranging from preschool through high school and higher
education. He has been a special education teacher and
principal at three schools for students with disabilities. He
recently retired as professor of education from Rivier College
where he directed the Undergraduate Special Education
program and the graduate program in Emotional and
Behavioral Disorders for 15 years.
What is PBIS?
• PBIS is a systematic framework for improving valued
social, emotional, behavioral and learning outcomes for
children in K-12 schools.
• PBIS uses a broad set of evidence-based systemic and
individualized strategies to effectively prevent and
respond to problem behavior.
• PBIS is a strategic approach in which collaborative teams
use effective group processes and data-based decisionmaking to achieve desired outcomes.
Muscott & Mann (2007)
Continuum of Positive Behavior
Interventions and Support
Students with
Chronic/Intense
Problem Behavior
(1 - 7%)
Tertiary Prevention
Secondary Prevention
Students At-Risk
for Problem
Behavior
(5-15%)
Specialized Individual
Interventions
(Individual Student
System )
Specialized Group
Interventions
(At-Risk System)
Stud en ts w it ho ut
Seriou s Prob le m
Be ha viors
(8 0 -9 0% )
Primary Prevention
All Students in School
Universal Interventions
(School-W ide System
Classroom System)
PBIS Support Systems
Supporting
Decision
Making
Supporting
Staff Behavior
DATA
SYSTEMS
PRACTICES
Supporting
Student Behavior
What challenges do you
experience in terms of
school climate and discipline?
– Sharon: The main issue is with the handful of kids who do not respond
to the typical discipline strategies.
– Helen: The students in the top tier, which is a small percent, need
different strategies and interventions. The staff and parents interpret
this as students not receiving consequences.
– Cynthia: The issues that children (mostly in the second group) have
are in great measure a reflection of home issues. How do you deal
with this?
– Rabbi Rodman: At which point do you allow a child to remain in the
school? Are they taking away from other students? This is a hard
question for a principal to address.
– Rivka: How do you get all of the players on board? How do you
communicate with parents? How do you help the students buy in to
the model?
How the Universal Tier Works
SYSTEMS
2. Communication
1. Universal Team
with Staff and
and Processes
Families
Primary Prevention:
Universal
Approaches
8. Systematic
Screening
3. Schoolwide
Expectations for
All Locations
DATA
7. Responding to
Problem Behavior
9. Data-Based
Decision Making
4. Classroom
Management
PRACTICES
6. Recognize
Students for
Exhibiting Expected
Behaviors
5. Teach
Expectations
in Locations
Muscott & Mann (2006)
Steps for Implementing
Universal Systems of PBS
Create a representative, credible
and influential universal leadership
team which meets regularly (weekly
at the start)and uses effective team
processes.
Universal Leadership
Team Members
Person/People with:
• school-wide decision-making influence
• classroom experience (teacher) and expertise
• expertise in specially designed instruction
• skill/experience in data-based decision making
•
expertise in family perspective
•
student perspectives
How Teams Work
•
Identify and agree to ground rules and meeting
processes
–
–
•
Have a mission that describes purpose
–
•
Meet regularly with full team
Group processes maintain the team
Team members are committed to the mission
Driven by outcomes and action
–
–
Use action planning
Individual accountability
Example of Team Expectations
and Ground Rules:
Belknap-Merrimack Head Start
•
Stay on topic (be concise, succinct)
•
Accomplish charge/agenda items
•
Be positive
•
Tabled items will be revisited
•
Build on others’ ideas
•
Come to consensus
•
Inform/update absent members
•
Come prepared to meeting – action items completed
•
Read agenda at start of meeting
How would you determine who would be
on the Universal Leadership Team
at your school?
– Cynthia: I would have an open process (transparent); give some
introduction at a faculty meeting; and/or “invite” some folks. I might offer a
way to “earn” joining the effort, which might foster interest.
– Rivka: At my school, it’s not that easy to recruit volunteers. Perhaps if
there was some type of “carrot” (e.g., professional development points), it
would be easier.
– Howard: People will respond if they have real influence and power
around leadership. It must be related to the shared outcomes so it is
meaningful. When a team goes into a school, they begin the buy-in
process.
– Rivka: If it’s important to have someone with data-driven decision-making
skills, and there is no one with this skill, then maybe the whole team can
work to accomplish this.
– Howard: Get the right people on the team. Get the right buy-in. Have
them learn to work together as a team. Respect must be part of the
manner in which people work together.
School Examples
Antrim Elementary School Eagle Soars
Amherst Street Elementary
School: Playground Expectations
Playgroun
d
 Follow
 Follow
 Use
adult
your
playground
directions
Pledge
equipment
 Be a good  Return
properly
sport
everything  Report unsafe
 Use kind
you
behavior
words
borrowed
 Stay in the
 Play fair
 Walk
playground
quietly into
area
the
building
Hallway Expectations:
Thorntons Ferry Elementary School
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.
•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
Rolling out the Program
Muscott & Mann (2004)
Rollout is the design and implementation of a systematic set
of plans and procedures for communicating, teaching, and
practicing all elements of the universal program or schoolwide discipline system with faculty, students, families and
community members.
Rollout Activities
• Hold an introductory kick-off event.
• Create a schedule to systematically
teach all students the program or
schoolwide expectations in strategic
locations within the school.
Positively Recognize
Expected Behavior
• Provide specific, verbal acknowledgement using words
from the teaching matrix
• Provide acknowledgement at a 4:1 ratio or better of positive
to corrective contacts
• Provide acknowledgement as quickly after the expected
behavior as possible
• Focus positive attention on problem routines
• Acknowledge at many students as possible
Procedures for Responding
to Problem Behavior
a. Definitions of Problem Behaviors (Majors vs.
Minors)
b. Office Discipline Referral Form or Form for
Recording Problem Behaviors
c. Process for Responding to Problem
Behaviors
d. Consequences (Punishments, Reteaching)
for Problem Behaviors
Majors vs. Minors
• Inappropriate language – Inappropriate
verbal comments that are not directed
toward an individual or group.
• Abusive language – Inappropriate verbal
messages that include swearing, name
calling and profanity overtly directed
toward someone.
Why do
PBIS school wide?
Howard: If people question why do this as a
whole school, a response is that we are one
school, one community, and we need to
work together to be consistent.
Voice from the Field
“I was very skeptical about this program at
first. I thought, here we go again – another
initiative. But I can honestly say that
teaching is much easier with PBIS in place
– I am now sold on this approach.”
Barbara Condon, elementary school teacher,
Merrimack School District
Stages of Implementation
Recruitment (September-December)
1. Awareness – Administrator meetings and staff presentations
2. Interest – Gathering information to make informed decision
and obtaining commitments
Preparation (December-August)
3. Readiness
– Constructing the Universal Leadership Team (December)
– Initial Training and Technical Assistance (January-August)
Initial Implementation Period (September-June)
4. Implementation Formal introduction to students and families
Sustaining Implementation
5. Sustainability (July Year 2-December Year 3)
– Training (3xs/year) with other coaches
– TA available during the third year
Resources
• Applying Positive Behavioral Support and Functional Behavioral
Assessment in Schools by OSEP Center on PBIS at the University of
Oregon.
• 7 Steps for Developing a Proactive Schoolwide Discipline Plan: A
Guide for Principals and Leadership Teams by Geoff Colvin.
• Implementing Positive Behavior Support Systems in Early Childhood
and Elementary Settings by Melissa Stormont, Timothy J. Lewis,
Rebecca Sue Beckner, and Nanci W. Johnson
• Building Positive Behavior Support Systems in Schools: Functional
Behavioral Assessment by Deanne A. Crone and Robert H. Horner
• Parenting With Positive Behavior Support: A Practical Guide to
Resolving Your Child's Difficult Behavior by Meme Hieneman, Karen
Childs, and Jane Sergay
• www.pbis.org; www.pbisillinois.org; http://www.pbismaryland.org
Howard Muscott, Ed.D.
Director, NH CEBIS at SERESC
603-206-6891; 603-440-8141 (cell)
www.nhcebis.seresc.net
PEJE wishes to thank Hidden Sparks for
their generous support of our CoP