Transcript PBIS - SchoolFusion

Arizona Response to Intervention:
Behavior
Training Module
(Please View This Training Module Using
the “Notes” View of PowerPoint)
Arizona Department of Education
RTI for Behavior
2009 Youth Risk Behavior Survey:
•
12% of high school students never or rarely feel safe at school
• 9% of high school student have been threatened or injured
with a weapon at school in the last year
• 16% of high school students have been in a fight on campus in
the last year
• 35% of high school students have been offered, sold or given
drugs at school in the last year
• 20% of high school students have attended school under the
influence of alcohol or an illegal drug
What is AZ RTI ?
Improving student academic and behavior outcomes is about
ensuring all students have access to the most effective and
accurately implemented instructional and behavioral
practices, and interventions possible.
• AZ RTI for behavior provides an operational framework for
achieving these outcomes.
– NOT a curriculum, intervention, or practice
– IS a decision making framework that guides selection, integration, and
implementation of the best evidence-based academic and behavioral
practices for improving important academic and behavior outcomes
for all students.
Schools That Use AZ RTI:
• Are Less reactive, aversive and dangerous
• Are More engaging, responsive, and
productive.
• Address classroom management.
• Improve supports for students.
• Maximize academic engagement and
achievement.
Why PBIS?
Why not whip them into shape?
• Punishing problem behaviors (without a
proactive support system) is associated with
increases in
(a)
(b)
(c)
(d)
aggression,
vandalism,
truancy, and
dropping out.
(Mayer 1995, Skiba and Peterson 1999 and March & Homer 2002.)
Why PBIS?
Why not whip them into shape?
• Typically, schools wait for a problem to occur then
punish for it.
– Reactive strategies rarely work.
• Research shows that:
– Punishment alone will not lead to durable change in
behavior. (Braaten, 1994)
– Reactive strategies that rely primarily on punishment
assume that individuals: know what is expected, know
how to do it, and are properly motivated.
Unfortunately, it often fails to teach the expected
behavior. (Horner & Sugai 1999)
Why PBIS?
Why not whip them into shape?
Some forms of punishment may actually be
rewarding, thus maintaining problem
behaviors. (Gresham, 1991; March & Horner,
2002)
Components of Arizona’s RTI Plan
of
the
Arizona
Plan
• Three-tiered model
• Data Screening
• Data decision points for whole class and
individual student interventions
• Team process for helping children who fall
below the decision points or established
benchmarks
RTI Components Continued
• Scientifically-based interventions with at-risk
students
• Supports for the general education teacher
• System of checking the integrity (quality) of
the intervention delivery
• Parents involved at each tier.
What comprises AZ RTI?
PBIS is comprised of six basic elements:
1. Setting and defining expectations & routines
2. Teaching behavior & routines in all settings using
multiple tiers of instruction.
3. Actively monitoring behaviors
4. Acknowledging appropriate behavior
5. Reviewing data to make decisions
6. Correcting behavioral errors
Setting Expectations
1. Staff should define 3-5 positive student
expectations for behavior in all of the school.
– These will be the foundation for all behaviors.
– Many schools have chosen “Safe, Respectful and
Responsible,”
– but any group of positive, behavior-defining words
are acceptable.
Setting Expectations
2. Once the expectations are established, the
group needs to prescribe what appropriate
behavior looks like in light of these
expectations.
– i.e. what are the observable behaviors in the halls,
cafeteria, playground?
– Behaviors are expressed in positive terms.
– Imperative that all staff be knowledgeable of the
expectations
Setting Expectations
3. Lastly, the staff establishes the consequences
for inappropriate behavior, including:
– what behaviors should be handled on the spot
– which ones require an office referral.
REMEMBER
• Students must be taught good behavior.
• We can never have enough enforcement to
make them be good.
• Removing students, sending into the
community (suspension/expulsion), creates a
larger problem.
Staff Training
ALL staff are trained in the entire
school’s behavioral expectations.
Teaching Behaviors in All Settings
• Time needs to be set aside to teach all students, all
behaviors, in all areas.
• The adults responsible for supervising an area should
teach the rules for that area.
For example:
– classroom teachers teach classroom expectations
– playground assistants teach playground expectations
– lunchroom monitors teach appropriate lunchroom
behaviors.
Teaching Behaviors in All Settings
• Students may need to be reminded of the
expectations throughout the year.
• New students need orientation to the
expectations.
• Classroom discussions or student leadership
groups may facilitate this ongoing education
regarding the rules.
Actively Monitoring Behavior
The effective monitoring of behavior using language
consistent with the expectations is essential with a
PBIS approach.
Some elements of good behavior monitoring are:
• Adult moves about the supervised area having personal
interaction with students
• Adult does not ignore inappropriate behavior.
• Adult uses the words the students have been taught, i.e.,
“John, remember we swing straight because it is safe.”
• Adult informally acknowledges appropriate behavior and
establishes a positive relationship with students.
Why Reward Positive Behaviors?
• You get more of what you focus on.
• Reinforcement works.
Acknowledging Appropriate Behavior
• The staff establishes a school-wide and
classroom process for positive recognition.
– This can be any thing that has value to the
students and will reinforce positive behaviors.
Reviewing Data
• It is important to set up a means to track
behavior data.
• In Arizona, the Safe Schools Data Base
facilitates record keeping.
http://www.ade.state.az.us/sa/health/AZSafe.
asp
– Requires someone in the school be assigned to
input behavior data on a daily basis.
Reviewing Data
• The behavior team (or total staff) should meet
regularly to review this data.
– Adjust school procedures to help establish
appropriate behaviors.
– When a problem area is found, this team should:
• formulate a theory about the cause
• form a plan to address the issue.
– New expectations will be established and taught
to the staff and students
Activities at Tier 1
• Universal social skills training
• School behavior expectations instruction
• Active supervision and monitoring
• Positive reinforcement systems
• Firm, Fair, Corrective Discipline
• Effective Classroom Management
• Improved Environmental Arrangements
• Family Involvement
Activities at Tier 2
• Mentoring programs
• Alternatives to suspensions and expulsions
• Community and service learning
• Increased academic support
• Increased and targeted social skills teaching
• Increased monitoring and reinforcement systems
• Self management techniques
• Family involvement
Activities at Tier 3
• Intensive academic support.
• Multi‐agency collaboration (wrap‐around)services
• Alternatives to suspensions and expulsions
• Community and service learning
• Intensive social skills teaching
• Individual behavior management plans
• Family involvement
Possible Tier 2 and Tier 3 Interventions
• Student Behavior contract.
• Student tracking sheet.
• Teacher rating scale.
• Student checks in or out with staff member.
• Behavior instruction/counseling.
• Group behavior training.
• Daily/weekly progress report to parents.
Interventions
• Functional Behavioral Assessment: What is the
purpose of the behavior?
• Behavior Intervention Plan: How do we
intervene?
• Modified daily schedule.
• Removal to an alternate setting.
Appropriate student
behavior needs to be
taught and practiced.
More Information
See the PBIS Technical Assistance Paper on the
AZ RTI website.
Resources
• AZ PBIS: http://www.pbisaz.org/
• OSEP Technical Assistance Center:
http://www.pbis.org/school/what_is_swpbs.a
spx
• Minnesota PBIS: http://www.pbisaz.org/
• Kansas PBS:
http://pbskansas.org/htdocs/external_links/d
efault.html