Transcript Positive Behavior Intervention & Support

Lori Lynass, Ed.D.
Goal of this Training
• Overview of Schoolwide Positive
Behavior Support (SWPBS)
• Establish Leadership Team
• Core Features
• Implementation Process
• Action Planning
10 Minutes
What is going well and
needs work at my school?
• What do you already know about PBIS?
• What are your goals from this training?
The State of Education
•
•
•
•
•
Address the social behavior of students;
Continually deliver high quality instruction;
Implement new initiatives;
Meet professional growth goals;
Serve an increasingly diverse student body.
• Paradoxically, as resources for intervention and
individually designed instruction are decreasing,
the number of students demonstrating problem
behavior is increasing (Hawken, Vincent, &
Schumann, 2008).
The State of Education
School Safety: A Top Concern
• Providing a safe, positive school climate, which
engages students in their academic program and
supports their social and behavioral development,
has been an enduring goal of educators, parents,
and policymakers (Barnoski, 2001; Shelton,
Owens, & Song, 2009).
• The 39th Annual Phi Delta Kappa/Gallup Poll of the
public's attitudes toward public schools found that
addressing a lack of discipline, fighting, and
violence were among the top priorities for
respondents(Rose & Gallup, 2007).
Impact of Behavior on Schools
• More than 30% of our teachers will
leave the profession due to student
discipline issues and intolerable
behavior of students (Public Agenda,
2004).
• Students can consume more than 50%
of teachers’ and administrators’ time
(U.S. Department of Education, 2000).
Student Wellbeing
• It is estimated that the number of students
being identified as having an
Emotional/Behavioral Disorder has
doubled in the last 30 years (US Dept of
Ed, 2007).
• One in five (20%) of students are in need
of some type of mental health service
during their school years, yet 70% of these
students do not receive services (Surgeon
General’s Report on Mental Health, 2011)
Ever Heard These?
• “Lantana, you skipped 2 school days, so we’re
going to suspend you for 2 more.”
• “Phoebe, I’m taking your book away because
you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you
attention...let’s take a walk down to the office &
have a little chat with the Principal.”
The Challenge
• Exclusion and punishment are the most common
responses to conduct disorders in schools.
–
–
–
–
Lane & Murakami, (1987)
Rose, (1988)
Nieto, (1999)
Sprick, Borgmeier, & Nolet, (2002)
• Punishing problem behaviors (without a proactive
support system) is associated with increases in (a)
aggression, (b) vandalism, (c) truancy, and (d)
dropping out.
– Mayer, 1995
– Mayer & Sulzar-Azaroff, 1991
– Skiba & Peterson, 1999
The Need for Prevention
and Intervention
• Without prevention and early intervention,
children at-risk of EBD are likely to:
– Experience mental health problems, such as
diagnoses of conduct disorder in adolescence and
antisocial personality disorder in adulthood (Reid
& Patterson, 1991; Conroy, Dunlap, Clarke, &
Alter, 2005.)
– Fail courses, drop out of school, not engage in
postsecondary education, and have greater
difficulties with social relationships and
employment (Bullis & Cheney, 1999; Neel,
Meadows, Levine, & Edgar, 1998).
What is School-wide PBS?
• School-wide PBS is:
– A systems approach, establishing the social
culture and behavioral supports needed for
schools to be effective learning environments for
all students.
• Evidence-based features of SW-PBS
–
–
–
–
–
–
–
Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
Collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation
SWPBS IMPLEMENTATION DRIVERS
Systems: To sustain
the implementation
Data: For
decision making
Practices:
Evidenced-based
and doable
Outcomes
Why implement SWPBS?
Create a positive school culture:
School environment is predictable
1. common language
2. common vision (understanding of
expectations)
3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is safe
violent and disruptive behavior is not tolerated
School environment is consistent
adults use similar expectations.
What does it mean to have 633 less Discipline
Referrals per year than 2006/07
•
•
•
•
•
•
57% Reduction in discipline referrals
155 students involved as opposed to 333
Equates to 37,980 more instructional minutes
Or 633 more instructional hours.
Or 105.5 more school days.
Which means More Time for Academics
PBIS Implementation &
Office Referrals Reductions
Reading Data From the Same
Three Schools
PBIS Video
Creating the Culture of Change
pbis.org
How is my
school doing?
20 Minutes
• Next we will assess what is in place and
priority of the items for your school.
• This tool is deigned to guide your
implementation of PBS.
10 Minute Break
Establishing the PBS
Leadership Team
Who should comprise
leadership team?
• Active administrator
• Representative building staff members, family
members & students
• Members should be respected
• Members understand behavioral principles
• Members should be collaborative, critical
examiners who are also supportive.
What are the duties of the
leadership team?
•
•
•
•
•
•
Examine school climate and behavior
Create an action plan based on data
Obtain staff commitment to the plan
Evaluate progress through data
Plan for professional development
Meet regularly (Bi-weekly or Monthly)
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
Drug and Alcohol
Committee
Prevent drug use
High/at-risk
drug users
Don
Behavior 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
10 Minutes
ACTIVITY: The PBIS Leadership
Team
•
•
•
•
Identify any Redundant Teams/Committees
Consider Membership for your PBIS Leadership Team
Review Agreements for Getting Started
Review the team membership form on your activities
handout.
• Identify Actions Needed for Establishing a Team
Defining School Social
Expectations
• Purpose
– Means of communication
– Consistent communication
• Guidelines
– Identify 3-5 Expectations – That Are the Desired
Behaviors that Replace Your Problem Behaviors
– Short, Positive Statements (what to do!)
– Easy to remember
• For all students, staff, and settings
– Matrix
Redesign Learning &
Teaching Environment
Clear and Consistent
Expectations
15 Minutes
ACTIVITY: Identifying Positive
Schoolwide SOCIAL Expectations
• Identify 3-5 Potential Schoolwide Expectations in
your group
• If You Have Expectations – Do They Need Revising?
• Identify Actions as Needed for Expectations
– How will you define these?
Constructing the Behavior
Matrix
• The behavior matrix identifies specific student
behavior to meet school-wide expectations
across various school settings
• It establishes universal expectations to guide
all students and staff
• It provides teachers the language for giving
behavioral feedback to students on schoolwide expectations
• It uses positive statements
Translate Expectations into
Specific Behaviors
• The behavior matrix is used to translate global schoolwide
expectations for various all school settings
• The school identifies the settings to be considered
• The expectations and settings are placed on the matrix
• Specific, positively stated behaviors are identified for each
expectation in each setting
Kuleana: Be Responsible
Have lunch card ready
Be orderly in all lines
Cafeteria
Ho’ihi: Be Respectful
Use proper table manners
Eat your own food
Laulima: Be Cooperative
Wait patiently/ quietly
Malama: Be Safe
Walk at all times
Wash hands
Chew food well; don’t rush
King Kaumualii on Kauai
ACTIVITY: Construct a Universal
Behavior Matrix
20 minutes
• Identify the Settings (Locations) in Your
Schools for the Matrix (Hall, Cafeteria)
• Begin Your Behavior Matrix by Working on
School Settings/Locations in Teams
• Define Behaviors in Positive Terms that
Exemplify Your Schoolwide Expectations in
these Settings
Lunch
Teaching Expectations
Behavioral Errors
• More often occur because:
 Students do not have appropriate skills- “Skill
Deficits”
 Students do not know when to use skills
 Students have not been taught specific
classroom procedures and routines
 Skills are not taught in context
Why Develop a System for
Teaching Behavior?
• Behaviors are prerequisites for academics
• Procedures and routines create structure
• Repetition is key to learning new skills:
• For a child to learn something new, it needs to be
repeated on average of 8 times
• For a child to unlearn an old behavior and replace
with a new behavior, the new behavior must be
repeated on average 28 times (Harry Wong)
A Comparison of Approaches
to
Academic and Social Problems
We Assume:
• Student learned it wrong
• Student was (inadvertently)
taught it the wrong way
Next We:
• Diagnose the problem
• Identify the misrule/ reteach
• Adjust presentation. Focus on
the rule. Provide feedback.
Provide practice and review
Finally We Assume:
• Student has been taught skill
• Will perform correctly in future
We Assume:
• Student refuses to cooperate
• Student knows what is right and has
been told often
Next We:
• Provide a “punishment”
• Withdraw student from normal
social context
• Maintain student removal from
normal context
Finally We Assume:
• Student has “learned” lesson and
will behave in future
•
Colvin, 1988
Teaching Expectations
•
•
•
•
Teach at the start of the year and review when needed
Define and offer a rationale for each expectation
Describe what the behavior looks like
Actively involve students in discriminating between nonexamples and examples of the expectations
• Have students role play the expected behaviors
• Re-teach the expectations often
• Reinforce desired behavior
Source: Washbrun S., Burrello L., & Buckman S. (2001). Schoolwide behavioral support. Indiana University.
•
•
•
•
•
Creative Ideas: “Putting it into
Practice”
Provide lesson format for teachers to teach behavior
Expand lesson plan ideas throughout the year
Provide students with a script (actions and words)
Teach behaviors in settings where behaviors occur
Have classes compete to come up with unique ideas
(student projects, bulletin boards, skits, songs, etc…)
• Recognize staff for creative activities
• Video students role-playing to teach expectations and rules
and show during morning show –
– High School Example
Examples of Teaching
Expectations
• Video Clip from PBIS Training, & North
Star Way
• http://www.youtube.com/watch?v=i3yw
mqKN8dM&feature=related
Teaching Expectations
20 Minutes
• Discuss & Design a Lesson Plan in your group using
the template provided.
* An example plan is in your packet
Using Data to Make Decisions
about Teaching & Reviewing Expectations
What expectation should your school focus on
teaching next month?
10 Minutes
Teaching the Lessons
•
•
•
•
How will your expectations be taught?
How will lesson plans be further developed?
How will you know when a re-teaching is needed?
Discuss & write down needed action items for
teaching expectations.
10 Minute Break
Reinforcing Desired Behavior
“Celebrate what you want to
see more of."
--Thomas J. Peters,
Reinforcement Systems:
Rationale
• Focuses attention on desired
behaviors
• Increases the repetition of desired
behaviors
• Fosters a positive school climate
• Reduces amount of time spent on
discipline
• Increases instructional hours
Reinforcement
Systems: Typical
Concerns
• “Aren’t we bribing them to do what they should
do anyway?”
• “Where are we going to get the money to buy
all that stuff?”
• “We are reinforcing materialism.”
• “It keeps them from learning intrinsic
motivation.”
Reinforcement
Systems: Responses
• We all need external motivators.
• Not every child knows what they should
do to be successful in school.
• Motivators can be free or donated.
• Reinforcers do not have to be tangible.
• Intrinsic motivation is not automatic.
Some students need help learning to feel
good when they do the right thing.
Starbucks PBS Example
Desired Behaviors Reinforced
Washington High
Franklin Pierce School District
Tomcat Tickets
TICKET BOX
Reinforcement Systems:
Planning
• Get input on possible reinforcements.
• Consider menus to accommodate different needs.
• Determine how students will earn reinforcement
(group/individual).
• Decide how reinforcers will be distributed and
managed.
• Align school wide system with classroom
systems.
• Keep it simple.
Reinforcement Systems:
Types of Reinforcement
• Social (lunch with friends, principal,
teacher)
• Activity (dance, assembly, picnic)
• Sensory (music, books/magazines)
• Token Economies (school store)
• Tangibles (treasure box)
Reinforcement Systems:
Guidelines for Implementing
• Encourage every staff member to
reinforcement positive student
behavior and review often
• Reward frequently in the beginning (4
to 1 minimum)
• Ensure that earned = kept
• Provide equal access to reinforcement
for all students
• Collect data on frequency of
reinforcement
Eagle Pride
Store
Donation Round-Up
Dolphin Pride Awards
“Bus Bucks”
• Procedures
–
–
–
–
–
•
Review bus citations
On-going driver meetings
Teaching expectations
Link bus bucks w/ schools
Acknowledging bus
drivers
Springfield P.S., OR
“Super Sub Slips”
• Procedures
– Give 5 slips in
subfolder for each
class
– Subs gives 2 out
immediately for
students who start
class correctly
•
Cottage Grove, OR
ACTIVITY
15 Minutes
Reinforcement
• What Methods Could You Use to
Recognize & Reinforce Students?
– High Level and Low Level?
– Who Will Manage the Reinforcement
System?
– How Will you Reinforce Staff?
15 Minutes
ACTIVITY – Action Planning
• What Final Questions Do You Have
About Today’s Content?
• What Items Do You Need to Add to
Your Action Plan?