Transcript Slide 1

Keeping PBS Momentum:
Fidelity and Vitality
Heather Peshak George, Ph.D.
University of South Florida
June 11, 2008
Tucson PBS Initiative Annual Conference: Tucson, AZ
Agenda
• Why should I invest in PBS?
• Establishing Fidelity
– Progress monitoring – how are we doing?
– Next steps and moving forward
– Ongoing implementation of PBS components
• Building Vitality
– Buy-in
– Frequent communication
– Keeping PBS alive!
• Readiness procedures and tools
2
(Center for Positive Behavior Interventions and Supports, 2008)
Why should I invest in PBS?
•
•
•
•
•
Why wouldn’t you? Why not?
It’s research based
Creates an environment conducive to learning
Everyone learns more about their own behavior
It is collaborative, assessment-based,
emphasizes proactive, educative, and
reinforcement-based strategies
• Promotes environments in which positive
behavior is more effective than problem
behavior
• Because it’s the right thing to do!
Time Cost of a
Discipline Referral
(45 minutes per incident)
1000 Referrals/yr
2000 Referrals/yr
Administrator
Time
500 Hours
1000 Hours
Teacher Time
250 Hours
500 Hours
Student Time
750 Hours
1500 Hours
Totals
1500 Hours
3000 Hours
5
6
Number of Schools Trained
(As of August, 31 2007)
4 Pre-K schools
173 Elementary schools
97 Middle schools
37 High schools
41 Alternative/Center
schools
18 Other (e.g. K-8)
370 TOTAL SCHOOLS
85% Retention Rate; 60% Schools BoQ 70+; 25% Model Schools with BoQ 80+
7
Benchmarks of Quality 2004-2005 to Present
100
95
184
221
90
Total Points out of 100
80
70
60
50
40
30
20
60% of schools are
implementing with 70% fidelity!
10
0
School BoQ Scores
2004-2005
2005-2006
2006-2007
ODRs for
High and Low Implementers
Florida PBS Schools ODR Rates with Implementation Level
200
179
180
140
153
138
120
111
96
100
95
Low (BoQ<70)
High (BoQ>70)
22 Schools
11 Schools
20 Schools
20
13 Schools
40
17 Schools
60
16 Schools
75
80
66 Schools
Avg # ODR per 100 Students
160
0
Baseline
Year 1
Year 2
Implementation Year
Year 3
Office Discipline Referral Rates Before and After
PBS Implementation
First year 29% average decrease
160
Average # ODRs per 100 Students
140
137
120
99
100
80
60
42
Schools
40
20
0
Baseline
Year 1
Florida's PBS Schools' OSS by Implementation Level
80
73
Average Days OSS per 100 Students
70
63
60
56
50
43
40
37
33
0
Low (BoQ<70)
High (BoQ>70)
Level of Implementation
11 Schools
79 Schools
82 Schools
77 Schools
10
35 Schools
20
39 Schools
34%
30
2004-2005
2005-2006
2006-2007
Florida's PBS Schools' Avg Percentage of Students Scoring Level 3
and Higher in Reading by Implementation Level
100
90
80
67
60
60
59
68
67
58
2004-2005
2005-2006
50
2006-2007
40
0
Lower Impl
Higher Impl
Implementation Level
13
Schools
1
96 Schools
51 Schools
10
93 Schools
20
84 Schools
30
44 Schools
Avg Percentage
70
13
Definition of “Fidelity”
1. strict observance of promises, duties, etc.
2. loyalty
3. conjugal faithfulness
4. adherence to fact or detail
5. accuracy, exactness
fidelity. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from
Dictionary.com website: http://dictionary.reference.com/browse/fidelity
Synonyms: loyalty, precision, faithfulness, rigor,
meticulousness
Antonyms: disloyalty
14
SWPBS Critical Elements
•
•
•
•
•
•
•
•
•
•
PBS Team
Faculty Commitment
Effective Procedures for Dealing with Discipline
Data Entry and Analysis Established
Expectations and Rules Developed
Reward/recognition Program Established
Lesson Plans for Teaching Expectations/rules
Implementation Plan
Crisis Plan
Evaluation
(BOQ; Kincaid, Childs, & George, 2005)
15
PBS Team
 Broad representation
 Administrative support
 Meets regularly – at least monthly
 Established a clear mission or purpose
16
Tasks of the SWPBS Team
Assess the current status of behavior
management practice
Examine patterns of behavior
Develop a school-wide plan
Obtain staff commitment
Obtain parental participation and input
Oversee, monitor, and evaluate all planned
objectives and activities developed
OVERALL, THE MAIN SOURCE OF COMMUNICATION!
17
Use a Team Planning Process
• Planning Alternative Tomorrows with Hope
(PATH) is a way for diverse people who
share a common need to align their…
– School’s vision, purposes, and goals
– Understanding of a situation and its
possibilities for hopeful action
– Actions for change, mutual support, personal
and team development, and learning
19
HISTORY
Tough kids
NOW!!
Most requested
school
BARRIERS
Parent
involvement
Commitment
Tolerance
Reputation for SED
Population
STRENGTHS
Cooperation
Discipline plan in
place
8 rules-refine!!!
Good reputation in the
community
Language/
communication
Invested in children
Negative behaviors
are being reinforced
Dedicated
Funding
Fun place for kids
Class size
Staff has a positive
attitude
Turn over in
assistants
Talented staff
Service oriented
Expanding to prove
Itself
Location
Good crisis system
in place
Supportive
administration
Resources &
Training
Supportive of each
other
Strong curriculum
base
Parent Ed.- Good
link for school
Strong academic focus
Cooperative
Kids like being at
school
Discipline
inconsistent with
behavior plan
Tough population
Access to guidance
is limited
Slow referral
process
Supportive resources,
Parent Ed., Life skills
Counselor
Specials program are
well recognized in the
county
Motivated
Access to
guidance
counselor
Getting out of
crisis mode
First Steps
*Form committee
*Schedule training
*Today’s sharing
*Same process/
feedback to staff
*Grace tracks
down and
posts rules
*Talk about lunch
schedule
*Playground
interventions
*Friday training
rules for
assistants
*ID students
*Feedback from
last year
GOALS
1. Discipline committee meet monthly, and develop a plan.
2. Data system in place, report back to staff
3. Teachers share effective classroom management techniques.
4. Clear referral process, communication, consistency, feed back.
5. School wide rules implemented.
6. Plan for playground supervision.
7. 20% decrease of total number of referrals.
8. Support staff are trained and participating.
9. Increase instructional time.
10. Effective set of consequences when dealing with challenging
behaviors
11. System of rewards in place for positive behavior.
No consistency
Time for
meetings,
trainings, etc.
Cultural diversity
Great after school
program
SCHOOL’S DREAM
*Pride Safe *Respectful students, teachers and staff
*Consistency
*Greater self –esteem
*Community of Learners
*Self-respect
*Positive focus
*Motivated students *Fun!!!
*Good manners
*Increase parent involvement
*Enjoy
learning
*Climate of caring
*Cooperation *Community respect
*Strength-based
Tolerance
*High Expectations
Faculty Commitment
 All are aware of behavior problems on
campus
Regular data sharing
 Involved in establishing and reviewing goals
 Feedback obtained throughout year using
the existing database
Conduct staff surveys
Develop an “election” process for activities
Use a “comments” or “suggestions” box or
bulletin board
21
Outcome Data:
End Year Reports
No DATA because
school does not use ISS
Identify Common Values
TH
•With this frame
we want to help the
team identify their
dream for the
future, including all
the ideas, values,
and things that are
important to them
in developing an
ideal school.
•List anything that
is important for
the team to realize
the kind of school
they desire.
E
D
R
E
A
M
Everyone maintains high
standards for academic
achievement
Respect for all types of
diversity
Everyone feels safe
Everyone belongs
Everyone has friends
Everyone is successful
24
Effective Procedures for
Dealing with Discipline
 Process described in narrative/graphic format
 Process includes documentation procedures
 ODR form contains information useful for
decision making
 Behaviors defined
 Major and minor behaviors clearly identified
and understood
 Suggested array of appropriate responses to
minor and major behaviors
25
James Middle School
Observe (Recognize) Problem
Behavior
Referral Process
Determine Behavior
Determine
Consequence
Is the
behavior
major?
Utilize classroom
management procedures
and/or strategies
Complete minor
report form
File discipline
log
Hall
monitor/securi
ty escort to
the office
Is it a crisis?
Office
Determines
Consequence
Contact office for
support
Get recommendations
from office
Has the behavior
occurred 3 times?
NO
Write referral
for student
YES
Send written
referral to the
office
Follow
documented
procedure
Implement
Consequence
Give teacher feedback on
consequences
Follow up with student
and teacher
Appropriate Definitions of
Problem Behaviors
What one teacher may consider
disrespectful, may not be disrespectful to
another teacher
Therefore, problem behaviors must be
operationally defined
Once behaviors are defined, all faculty, staff,
administration, students and families will need
to be trained on the definitions
27
Office Discipline Referral Forms
Make sure to answer the following
questions when formatting the ODR Form:
Who, Why, What ,When, Where
Clarity on the referral form takes the guess
work out of the data entry person’s job
Data will be more reliable and accurate
as judgement calls are minimized
28
Develop a
Hierarchy of Consequences
The more students know the rules and
consequences for misbehavior and are
aware that the rules in a school are applied
fairly under a “system of laws,” the less
victimization and disorder is present in the
school (Mayer & Leone, 1995)
Essential to develop a “system of laws” and
communicate it to the stakeholders
29
Data Entry and Analysis Established
 Data system to collect/analyze ODR data
www.swis.org
 Additional data collected
 Data entered weekly (minimum)
 Data analyzed monthly (minimum)
 Data shared with team monthly (minimum)
30
ff
n
ic
m e
B mo
S
p us n
e
ci Ar
e
a
a
l
E
v
en
O t
th
e
r
G
y
Li m
b
ra
O ry
n
C Bu
a
fe s
B te
a
th ria
P
a ro
rk o
in m
g
Lo
t
P
la
H
yg a
ro ll
C
la un
ss d
ro
o
m
C
o
O
o
w
k
n
n
U
Number of Office Referrals
Data-Based Indicator
200
180
160
140
120
100
80
60
40
20
0
Location
31
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Number of Office Referrals
Data-Based Indicator
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Teacher
32
Data-Based
Classroom Indicators
Address classroom systems if…
Majority of referrals come from classrooms
(e.g., more than 50% of referrals)
More than 40% of referrals come from less
than 10% of the classrooms
Not all teachers are writing referrals
33
Targeted Group Interventions
For high- and at-risk students:
– These students represent
less than 25% of school
enrollment
~5%
– They account for over
50% of behavioral
incidents
~15%
– They consume significant
amounts of time and
resources
~ 80% of Students
34
1
2
3
4
5
6
7
8
1
9
1
0
1
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
2
9
2
0
2
1
2
2
2
3
2
4
2
5
2
6
2
7
2
8
3
9
3
0
3
1
3
2
3
3
3
4
3
5
3
6
3
7
3
8
4
9
4
0
4
1
4
2
4
3
4
4
4
5
4
6
4
7
4
8
5
9
5
0
5
1
5
2
5
3
5
4
5
5
5
6
5
7
5
8
6
9
6
0
6
1
6
2
6
3
6
4
6
5
6
6
6
7
6
8
7
9
7
0
7
1
7
2
7
3
7
4
7
5
7
6
7
7
7
8
8
9
8
80
1
2
Number of Office Referrals
Data-Based Indicator
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Student
35
ia
n
ce
D
is
ru
p
t
D
re
ss
Fi
g
h
t
H
ar
as
La
s
n
gu
ag
e
S
ki
p
Ta
rd
y
V
an
d
W
ea al
p
o
n
s
D
ef
Number of Office Referrals
Data-Based Indicator
400
300
200
100
0
Type of Behavior
36
N um ber of R efer r als per Student
Individual Student Planning
Re fe r r als pe r Stude nt
20
10
0
Students
37
Expectations and Rules
Developed
 3-5 positively stated behavior expectations
posted
 Expectations apply to both students and
staff
 Rules developed and posted for specific
settings
 Rules are linked to expectations
 Feedback obtained in development
38
School-wide Expectations:
Why are they necessary?
 Much of human behavior is learned, comes under
the control of environmental factors, and can be
changed (Sugai et al., 1999)
Identifying desired behaviors provides:
 A positive focus for change
 A unified set of clearly defined behaviors
 A framework for developing instructional
components and environmental supports
39
Setting-Specific Rules Facilitate:
Uniform instruction across multiple programs
and settings within the school
Communication among staff members
Assessment of student behaviors
Communication with parents
Curriculum design
Legal, ethical, and professional accountability
40
MLK Middle School’s Matrix
Hall
Cafeteria
Gym
Walk to right
Keep hands, feet,
& objects to self
Use equipment with
Keep food &
drink off the floor supervision
Use equipment as
Walk
Be prepared
Have planner
signed
Be on time
Have lunch
money ready
Know what you
want to order
Be respectful
Use an inside
voice
Put trash in the
garbage cans
Take your place
in line
Clean your area
of the table
Be safe
instructed
Be dressed out & in
place on time
Be ready to repeat
instructions when
asked
Stop & listen when
the whistle blows
Follow game rules
Encourage others
41
Reward/Recognition
Program Established
 System established and implemented consistently
across campus
 Variety of methods to reward students
 Linked to expectations
 Variety offered to maintain student interest
 Includes opportunities for naturally occurring
reinforcement
 Ratios of reinforcement to corrections high
 Student involved in development
 Incentives for faculty/staff
42
School-wide Reward Systems
Increase the likelihood that desired
behaviors will be repeated
Focus staff and student attention on
desired behaviors
Foster a positive school climate
Reduce the need for engaging in time
consuming disciplinary measures
43
Reward System Guidelines
Reward frequently in the beginning
Reward contingent on desired behavior
Refrain from threatening the loss of rewards as
a strategy for motivating desired behaviors
Refrain from taking earned items or activities
away from a student
Students should be eligible to earn rewards
throughout the day contingent upon
appropriate behavior
44
Reward System Suggestions
Keep it simple
Provide staff with opportunities to recognize
other students in common areas
Include information and encouraging
messages on daily announcements
Remain focused on the positive
Provide meaningful rewards
Maintain consistency with all staff
Track your reward system
45
Solutions
Keep ratios of reinforcement to correction
high (4:1)
Involve students on your team to help with
meaningful rewards
Provide reward system trainings to staff
annually and plan for booster trainings as
needed
Develop data-based system for monitoring
and documenting appropriate behaviors
46
Lesson Plans for
Teaching Expectations/Rules
 Behavioral curriculum includes concept and
skill level instruction
 Examples and non-examples included
 Variety of teaching strategies included
 Embedded within subject areas
 All involved in development and delivery
 Include families and community
47
What the Staff Need to Know:
The “big picture” – your team purpose
Lesson plans to teach expectations and
rules
How and when to teach expectations and
administer rewards
The process for handling problem behaviors
Schedules for training and rewarding
activities
48
49
What Students
Need to Be Taught
Expectations
Rules for specific settings
Discipline process across campus
Consequences for rule violations
Reward system
Where and how feedback will be provided
on the behaviors across campus
50
Implementation Plan
 Develop, schedule, and deliver plans to teach staff:
 discipline and data system
 lesson plans for students
 Schedule/plans for teaching students developed
 Booster sessions for students and staff
 Plan for rewards/incentives
 Plan for new students/staff
 Plan to involve families and community
51
Crisis Plan
 Faculty/staff taught
 Plans rehearsed
 Procedures accessible
52
Evaluation
 Students/staff surveyed
 All know expectations/rules
 Staff use discipline system/documentation
appropriately
 Staff use reward system appropriately
 Outcomes documented and used to
evaluate PBS Plans
53
Outcome Data:
End Year Reports
Staff Satisfaction Results
Strongly
Disagree
Disagree
60.00%
50.00%
Neutral
Agree
40.00%
Strongly Agree
30.00%
20.00%
10.00%
nc
e
is
ta
ta
n
ss
is
A
ss
In
d
iv
id
u
la
s
s
al
A
S
PB
of
A
w
ar
e
ce
s
iti
e
tiv
ac
io
r
av
eh
B
e
iv
ec
e
R
C
es
ro
c
Fo
r
of
e
as
E
m
s/
P
In
ie
nt
uf
fic
S
In
fo
.
s
s
iv
e
ce
nt
U
%
80
O
ve
ra
se
ll
0.00%
Are staff satisfied with PBS process?
Majority of responses in Agree or Strongly agree category.
In Summary…The Process for
School-wide PBS Includes:
 A committed team leading all PBS efforts
 Method for identifying current problems (data)
 Procedures for discouraging violations of schoolwide expectations/rules
 Positively stated behavior expectations/rules
 Procedures for encouraging expected behaviors
 Lesson plans to teach expectations/rules
 Method of monitoring implementation and
effectiveness
56
Tertiary/Tier 3/Individual Student
Secondary/Tier 2/Targeted Group
Primary/Tier 1/Universal
57
Keeping PBS Alive
58
Definition of “Vitality”
1. exuberant physical strength or mental vigor
2. capacity for survival or for the continuation
of a meaningful or purposeful existence
3. power to live or grow
4. vital force or principle
vitality. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from
Dictionary.com website: http://dictionary.reference.com/browse/vitality
59
Lessons Learned
 Start small, but think big!

be willing to talk with anyone who will listen
 Focus on outcomes

goals, evaluation, prepare for change
 Build Capacity

state, regional, local – leadership is a team effort!

focus on successful demo sites
 Plan for sustainability with fidelity

protect FTE

prefer integrity over increase in numbers
 Help! Fun! Celebrate!

build partnerships, enjoy momentum, commit long-term
E.V.I.L.
Dunlap (2008)
E
Egregious Exaggeration
• extreme overconfidence, overstatements
V
Vanity
• sure we’re pretty; but we’re not perfect
I
Insularity
• need to be aware/respectful of other approaches
L
Lethargy (and complacency)
• there is too much to do to accept the status quo
61
Readiness Activities
 Form representative PBS team, agree to
monthly meetings, commit to multi-year process
 Complete Initial Benchmarks of Quality/SET and
gather baseline behavior & academic data
 Administrator pledges to commit to PBS as a
multi-year process
 Review of School Improvement Plan, funding
sources
 District Coordinator, School Coach identified
62
Some Resources
 DVD “Discovering School-Wide PBS: Moving Towards a Positive
Future” http://flpbs.fmhi.usf.edu/dvd.doc
 George, H.P. & Kincaid, D. (2008). Building District-wide Capacity for
Positive Behavior Support. Journal of Positive Behavioral Interventions,
10(1), 20-32.
 George, H.P., Kincaid, D.K. & Pollard-Sage, J. (in press). Primary Tier
Interventions and Supports. In G. Sugai, R. Horner, G. Dunlap & W.
Sailor (Eds.), Handbook of Positive Behavior Support.
 Kincaid, D.K., George, H.P., & Childs, K.E. (2007). Florida’s Positive
Behavior Support Project Annual Report: 2006-2007. University of
South Florida. Florida’s PBS Project Web site: http://flpbs.fmhi.usf.edu
 George, H.P. & Martinez, S.A. (2007, Volume 4). How to Get PBS in
My School. OSEP Technical Assistance Center on Positive Behavioral
Interventions and Supports Web site:
http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx
63
Florida’s
Positive Behavior Support Project
Contact:
Heather Peshak George, Ph.D.
Co-PI & Project Coordinator
Phone: (813) 974-6440
Fax: (813) 974-6115
Email: [email protected]
FL Website: http://flpbs.fmhi.usf.edu
National Website: www.pbis.org
64