Transcript PBIS Implementation Report #3: Impact of training on

PBIS Implementation Report #3:
Impact of PBIS training on discipline practices in GPS
-Executive summary for the Groton Board of Education4/24/12
Paul J. Pattavina, PhD
Special Education Supervisor
Essential Questions
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What is PBIS and why is Groton involved?
What schools are involved in PBIS training?
What are the major components of PBIS?
Are there any specific practices recommended
by PBIS?
• How have discipline practices and student
behavior in individual schools been effected
by PBIS training?
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Introduction: What is PBIS?
 PBIS: Positive Behavior Interventions and Support
 A framework for improving student academic and behavior
outcomes for all students – primarily through a school
wide student discipline system that is proactive and
positive rather than punitive and disciplinary
 Based on decades of research concerning behavioral
learning principles
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Why is Groton involved with PBIS?
• GPS became involved with PBIS in the 2006-07
year with a corrective action plan to address
excessive suspensions and expulsions of
students with disabilities
• Since then, PBIS has been systematically
integrated in all GPS. As of 1/1/12, PBIS is an
integral part of our Safe School Climate Plan
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How does PBIS work?
 Practices are coordinated school wide - based on values and expectations
shared by at least 80% of staff, stated positively and communicated clearly
to all students
 Appropriate and expected behaviors are taught to all students
 Incentives are provided to encourage appropriate behavior
 Strategies are in place to discourage inappropriate behaviors
 Program decisions are driven by student performance data that is
collected and reviewed routinely
 Decisions about programming are made collaboratively, based on student
performance data
 PBIS is NOT a model curriculum, intervention, or practice - it is a
framework for establishing a proactive, school wide system of discipline
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SUPPORTING SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT.
OUTCOMES
SYSTEMS
DATA
SUPPORTING
STAFF BEHAVIOR
PRACTICES
SUPPORTING STUDENT BEHAVIOR
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SUPPORTING
DECISION
MAKING
Fundamental components of PBIS
• clear behavioral expectations
• systemic ways to encourage appropriate
behavior
• systemic ways to discourage inappropriate
behavior,
• ways to teach expected behaviors and social
skills
• a method to monitor effectiveness, including
data-driven decision making practices.
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3- step prevention process
• 1. School-wide and classroom systems for ALL
students, staff, and settings.
• 2. Specialized group systems for students with
at-risk behavior.
• 3. Specialized, individual support for high-risk
behavior. (repeat offenders)
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Benefits of PBIS
Schools that establish PBIS with integrity and durability
have teaching and learning environments that:
• Are less reactive, aversive, dangerous, and
exclusionary
• Are more engaging, responsive, preventive, and
productive
• Address disciplinary issues (e.g., attendance, tardies,
antisocial behavior)
• Improve supports for students whose behaviors
require more specialized assistance
• Most importantly, maximize academic engagement
and achievement for all students
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• How have Groton schools become
involved with PBIS?
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At the end of the 2011-12 school year, staff training in PBIS will
have progressed in individual schools as follows:
• Completed 4th year: Claude Chester
• Completed 3rd year: Fitch Middle , Catherine Kolnaski
• Completed 2nd year: Barnum, Mary Morrison, Pleasant Valley
• Completed 1st year: North East, SB Butler, Fitch High
• Starting in 2012-13: Cutler Middle , West Side Middle
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Getting started with PBIS training in schools
• 80% buy-in by staff
• District level support assured
• Building level teams (8-10) representative of all
levels of staff receive extensive PBIS training –
over a 3-5 year period
• Expectations for students defined
• Expected behaviors for students are taught
• System for rewarding behavior created
• System for responding to misbehavior designed
• System for monitoring & decision making in place
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What is an example of how
behavioral expectations are
communicated clearly to all students?
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S.O.A.R
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SAFETY
OPEN-MINDEDNESS
ACHIEVEMENT
RESPECT AND RESPONSIBILITY
In the hallway, classroom, rest rooms, cafeteria,
arrival and dismissal areas, common areas,
and the bus.
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School Logo
Responsible
Respectful
Safe
Honest
The Path to Excellence Begins Here!
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What is an example of how expected
behaviors are encouraged and
taught?
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Fitch Middle- PBIS- Lesson Plans
Setting: HALLWAY
Expectations: (Circle those that apply)
Safety Open Minded Achievement Respect Responsibility
Activity for Reviewing Expectations:
Tour of School, Discuss School wide behavior with visual posters/behaviors
Specific Rules for the Setting:
Safety
Rule
Example
Walk at all times
Walking from point A to B
Stay to the right
Hands and feet to self
Show them to stay to the
right, especially on the
stairs
Walk- high five
Rule
Open-Minded
Example
Embrace Diversity and be
tolerant
Complement on new outfit
or hair
Bump and apologize
Realize accidents happen
Support and encourage
each other
Help someone who is lost,
stuck at locker, reading
schedule
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Non-example
Running, standing, jumping
on stairs
Being on wrong side
Hugging, arm in arm
walking, hitting, tripping,
bumping, excessive highfives.
Non-example
Teasing, talking loudly
about others, esp. @
locker
Kicking books, yell at
someone for bumping you,
Ignoring lost student, send
them to the wrong area
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Reward system
• Passport to S.O.A.R
• Stamps for kids that are doing the RIGHT
things
• Tiered reward system
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What kinds of student
performance data is being
collected?
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SWIS: School Wide Information System
Referrals to the office are broken down to:
1.
2.
3.
4.
5.
6.
Type of offense
Location
Time of day
Referring adult
Possible motivation
Frequency of referrals by same student
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Middle School Level 1 Tracking Form
Student Name: ____________________________
Staff: _________________________________
Location
-
Grade: 6 7 8
Team: ______________
Date: ______________ Time: ______________
- ____
- ________________________________
Level 1 Behavior:
-Serious/Inappropriate Contact
Comments:
_______________________________________________________________________________________
_______________________________________________________________________________________
Action Taken:
-teach Expectation
Lunch Detention
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CATHERINE KOLNASKI MAGNET SCHOOL DISCIPLINE FORM
Student Name:
Homeroom (class):
Level 2
 Repeat Level 1
offenses
Date:
Level 3
 Repeat Level 2
Offenses
 Threats/
Intimidation
 Physical Assault
 Defiance/
Disrespect/Noncompliance
Disrespect/
Insubordination/
Noncompliance
 Defiance/
 Theft
 Inappropriate
Language
 Property
Destruction
 Physical
contact/aggression
 Property Misuse
 Inappropriate
Location/ Out of
Bounds area
 Harassment
Teacher/Staff:
Area
 Classroom
 Office
 Nurse
 Art
 Music
 Strings
 Cafeteria
 Gym
 Playground
 Stairs
 Hallway
 Bathroom
 Other
(Please
Specify)
Subject
 Reading
 Writing
 Math
 Social Studies
 Science
 AM Meeting
 Wellness
 Art
 Music
 Strings
 Chorus
 Band
 Technology
 PE
 Library
 Transition
 Other
(Please
Specify)
Time:
Instructional Technique
 N/A
 Direct Instruction
 Guided Practice
 Independent Work
 Group Work
 Technology Instruction
 Other
(Please Specify)
Possible Motivations:
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Avoid adult
Avoid peers
Avoid tasks/activities
Obtain adult attention
Obtain item/activities
Obtain peer attention
Other
Unknown motivation
 Disruptive- on
going
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Other
Other
Comments:___________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Others involved:  None  Unknown  Peers_____________________
 Staff________________  Other ____________________
Teacher/Staff Action:  Timeout  Partner Teacher Timeout  Office Call  Redirect/Cues
 Seat Change  2 Warnings  Other__________________________
Parent Contact:  Note home  Phone Call  E-mail
Date of last contact: __________
Administrative Action Taken:  Timeout  Warning  ISS
 OSS
Parent Contact:  Note home  Phone Call  E-mail
Date of last contact: __________
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Signatures:
• What is an example of how program
decisions are driven by student
performance data?
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INTERVENTIONS FOR STUDENTS WITH CHALLENGING BEHAVIORS WORKSHEET
STUDENT NAME:_________________________ GRADE:____ SCHOOL:________________
CASE MANAGER:______________________ DATE OF REFERRAL TO SST:___________
Tier I – Universal Interventions (100 % of Student Population)
The following fundamental components of PBIS are evident in the classroom:
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Expected student behavior & routines in classroom(s) are stated positively and defined clearly
Problem behaviors are defined clearly
Expected student behavior & routines are taught directly
Expected student behaviors acknowledged regularly (i.e. positively reinforced at 4:1 ratio re: negative comments)
Problem behaviors receive consistent consequences
Procedures for expected and problem behaviors are consistent with school-wide procedures.
Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs
Instruction and curriculum materials are matched to student ability (math, reading, language)
Students experience high rates of academic success (> 75% correct).
Teachers have regular opportunities for access to assistance & recommendations (observation, PSD, coaching)
Transitions between instructional and non-instructional activities are efficient & orderly.
Implementation
Tier II – Targeted Interventions (15 – 20% of Student Population)
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Classroom observation
Gather baseline data
Identify target behaviors
Behavioral support strategies
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Encouragement
Academic Support
Behavior Monitoring & Supervision
Counseling & Behavioral Education
 4-6 weeks progress monitoring
 Referral to SST or PPT if needed
(Must notify District Supervisor at this point)
Tier III – Intensive Interventions (< 5% of Student Population)
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Schedule PPT or SST meeting
Increase intensity of interventions
Conduct formal evaluations
Complete FBA and +BIP
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Motivational Enhancement
Academic Support/ Intervention
Behavior Monitoring & Supervision
Counseling & Behavioral Education
4-6 weeks progress monitoring
Consider referral to more restrictive setting
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Review Dates
What kinds of discipline practices
are recommended by PBIS?
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Tier 1 management strategies
• 1. providing a high degree of structure and
predictability
• 2. presenting positively stated expectations
• 3. actively engaging students in successful
learning activities
• 4. using a continuum of strategies to
encourage and teach appropriate behavior
• 5. using a continuum of strategies to respond
to inappropriate behavior
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Tier I – Universal Interventions - (100 % of Student Population)
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• How have discipline practices
been effected by PBIS training?
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PBIS PROGRESS SURVEY
SCHOOL:
DATE:
SURVEY COMPLETED BY:
Names/Roles of PBIS Team members in this school:
Who enters SWIS data at this school?
How many days of PBIS training have each staff on the team completed?
How often is SWIS data summarized for staff; and used at team meetings?
To what extent are the 8 steps of PBIS implementation in place at this school?
What is this school’s SET score?
How have PBIS expectations been taught to staff; and to students?
In what way(s) have discipline practices in this school changed as a result of PBIS training?
What kind(s) of school wide events or activities were scheduled in this school in the 10-11 year to reinforce or promote PBIS ideas?
How many students in this school received 3 or more disciplinary referrals since 1/2/11?
What are the 3 most commonly reported behavior problems in this school this year?
What is the most common administrative decision associated with the most frequently reported behavior problems at this school?
What are the characteristics of staff who have the top 3 highest rates of disciplinary referrals?
What months have the highest and lowest disciplinary referrals?
How have disciplinary referral patterns changed (if at all) since last year at this time?
Calculate the average cost-benefits of PBIS by comparing the average # of minutes consumed by disciplinary referrals for students and administrators over the past 2
years. Multiply the total # of ODR’s in the current year by 25 minutes each for students; and 15 minutes each for administrators. Then do the same for the prior year
and compare the totals for a gross estimate of the amount of ‘bang for the buck’. For a more detailed explanation of the formula go to
www.pbismaryland.org/costbenefit.xls.
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The following figure shows a sample way to calculate
the cost/benefit of PBIS training.
COST/BENEFIT ANALYSIS WORKSHEET
Claude Chester
Enter info below
School name
Time Regained
Claude Chester
Minutes
Hours
Days
Student
4500
75
9
Administrator
2700
45
6
16000
14000
12000
10000
8000
6000
4000
2000
0
14300
8580
9800
5880
Last Year
4500
2700
This Year
Time Regained
Student Minutes
Number of
referrals for last
year
Number of
referrals for this
year
572
Claude Chester
300
250
200
150
100
50
0
392
238
143
163
98
Last Year
75
This Year
Averag
e # of
minute
Average # of
minutes
administrator
needs to
process referral
45
Time Regained
Student Hours
Average # of
minutes student
is out of class
due to referral
Admin Minutes
Admin Hours
Claude Chester
25
35
30
25
20
15
10
5
0
30
18
20
12
Last Year
9
This Year
Time Regained
15
Student Days
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6
Admin Days
Summary
• PBIS: Positive Behavior Interventions and Support – a proactive, school
wide approach to discipline, focusing on improving behavioral and
academic outcomes for all students.
• GPS began in 2006-07 as part of a corrective action plan for excessive
suspensions – now is integral part of district’s Safe School Climate Plan.
• As of the 2012-13 year, all GPS’ will be involved to varying degrees.
• The major components are: clear behavioral expectations, systemic ways
to encourage appropriate behavior, systemic ways to discourage
inappropriate behavior, ways to teach expected behaviors and data-driven
decision making practices.
• Practices expected of all teachers at Tier I: providing a high degree of
structure and predictability, presenting positively stated expectations,
actively engaging students in successful learning activities, using a
continuum of strategies to encourage and teach appropriate behavior and
using a continuum of strategies to respond to inappropriate behavior.
• School wide discipline practices are changing in all GPS through PBIS.
Pattavina 4/24/12