DE-PBS School-wide Positive Behavior Supports Team Training

June 18 & 19, 2013

Adapted from : Maryland PBIS Illinois PBIS Strategies for Developing Self-Discipline and Improving School Climate Workshop (G. Bear, 2012) Based on research of Rob Horner & George Sugai OSEP Center on PBIS Universities of Oregon & Connecticut

The Delaware Positive Behavior Support Project is a collaboration with the DE Department of Education, the UD Center for Disabilities Studies, and Delaware Public Schools.

•

Who is here today?

Where are you on the PBS continuum?

Please share: • School name • Are you a New or Revising SWPBS Team?

• Your burning question about SWPBS

Essential Questions

• How does Positive Behavior Support address challenges schools face?

• What are the key features of a comprehensive Positive Behavior Support approach?

• What are the elements needed to develop and maintain a School-wide PBS program for our school?

Introduction to PBS



What is it?



Why do it?



How do we do it?

Illinois PBIS Network, 2011

Delaware PBS Key Features

ALL students

So, what is PBS?

School Wide

Not

ALL students.

PBS

is:

a specific practice or curriculum…it’s a general approach to preventing problem behavior

SWPBS

is Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students

Positive Behavior Support

Social Competence & Academic Achievement OUTCOMES Supporting Staff Behavior PRACTICES Supporting Decision Making Supporting Student Behavior

SCHOOL-WIDE POSITIVE BEHAVIOR SUPPORT Primary Prevention: School-/Classroom Wide Systems for All Students, Staff, & Settings ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students

Positive Behavior Support

Universal

School-Wide Data Collection and Analyses School-Wide Prevention Systems (rules, routines, arrangements)

Targeted

Analyze Student Data

Group

Interventions

Individual

Interviews, Questionnaires, etc.

Observations and ABC Analysis Simple Student Interventions Complex Individualized Interventions

Adapted from George Sugai, 1996 © Terrance M. Scott, 2001

Number of Schools Implementing SWPBIS since 2000

19,054

Common Behavior Concerns

• Texting and emailing during instruction • Talking during instruction • Eating, drinking and gum chewing • Late arrival, early departure • Starting an activity before listening to the instructions or “set up” • Inappropriate attire

What does PBS look like in a school?

• • • • • • >80% of students can tell you what is expected of them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.

Positive adult-to-student interactions Administrators are active participants.

Data & team-based action planning & implementation.

Function based behavior support addressing problem behavior.

exceed negative.

is a foundation for Full continuum of behavior support students.

is available to all

• • • • • • • • • What is School-wide Positive Behavior Support?

School-wide PBS: A systems approach for establishing the

social culture

and individualized behavioral supports needed for schools to achieve both social and academic success 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 On-going collection and use of data for decision-making Continuum of intensive, individual interventions. Administrative leadership – Team-based implementation (Systems that support effective practices) www.pbis.org

- Horner

Elementary PBS vs. Secondary PBS

• Staff working in departments • # of staff, # of students • District-wide policies • Multiple administrators • Varied expectations in regards to academic achievement and motivation • More groundwork is needed • Buy in from staff is lower (30% report that 76% of more of staff supported SWPBS implementation)

BIG IDEAS

• 3-5 years for full implementation & to create a sustainable positive school culture • Organizational FRAMEWORK • Critical Key Features same across schools, but unique to the CULTURE & CONTEXT of the school • Be sensitive and respectful of the existing school environment • Coaching support for implementation

“PBS Biggest Idea!

” Instead of working harder (inefficient) that enable them to , schools have to establish systems/processes and use data and practices work smarter (efficient, effective).

PBIS Enables Schools To… • Establish a small number of priorities •

“ do less, better ”

• Consolidate/integrate whenever possible •

“ only do it once ”

• Specify what is wanted & how you ’ ll know when you get there •

“ invest in a clear outcome and assess progress ”

• Give priority to what works •

“ research-based, evidence-based ” Illinois PBIS Network, 2011

What is so important about climate?

•

The goal of this study is to determine what makes

successful schools different from other schools.

Rather than define success in absolute terms—such as the percentage of students who are proficient on a standardized test—this study’s definition is based on whether or not a school is performing better than predicted given the characteristics of the students it serves. Using data from over 1,700 California public middle and high schools, 40 schools were identified that consistently performed better than predicted on standardized tests of math and English language arts achievement. These schools were labeled “beating-the-odds” (BTO) schools.

•

“The results of this study show that ‘Beating The Odds’ schools had substantially more positive levels of school climate than other schools”

.

Voight, A., Austin, G., and Hanson, T. (2013). A climate for academic success: How school climate distinguishes schools that are beating the achievement odds (Report Summary). San Francisco: WestEd

The Facts: Why we need to do things differently

• Each year almost one third of public high school students fail to graduate from high school (Bridgeland, et al, 2006) • One high school student drops-out every 9 seconds (Reimer & Smink, 2005) • High school students from low-income families (the lowest 20%) were six times more likely to drop out than students from higher income families.  Ultimately, about one half of all dropouts never receive a high school credential. (American Youth Policy Forum, n.d.)

The Facts: Why we need to do things differently

 Of youth with disabilities who drop out of school, the highest proportions are students with learning disabilities (32%) and students with emotional/behavioral disabilities (50%) (Wagner, et al, 1993; U.S. Department of Education, 2009.

 Among minorities, only about 52% of Hispanic students and 56% of African-American students will graduate in four years, compared with 78% of white students.

Students Feedback on Why They Dropped-out Demonstrates “A Gradual Process of Disengagement ”  Nearly half (47%) said a major reason for dropping out was that classes were not interesting.

 38% believed they had “too much freedom ” and not enough rules. ( Bridgeland, et al, 2006 )

Why Are We Here?

• • What is our purpose?

How do we want our School/Family/Community to be different as a result of implementing PBS?

Illinois PBIS Network, 2011

Purpose Statement Example

As a result of implementing PBIS at GW High School we plan to:  Create a more positive culture in our school/family/community  Make life in school better for ALL students  Create consistency among adults  Identify ALL students in need of support  Use data to guide our decision-making  Reduce ODRs  Strengthen family partnerships

Illinois PBIS Network, 2011

Prepare for Working Smarter

• • • Think about the multiple initiatives and committees currently in your building. • Is there overlap or duplication of effort?

• Are many of the same people serving on different committees? Goal is to work smarter not harder!

How can we make this happen?

DE-PBS Adapted from materials on www.pbis.org

Prepare for Working Smarter

(Not Harder) • • • • Allows schools to identify the multiple committees within their school Helps in identifying purposes, outcomes, target groups, and staff involved Assists schools in addressing, evaluating, and restructuring committees and initiatives to address school improvement plan Important for schools to identify that School-wide PBS is a framework within which existing committees and initiatives can integrate

Working Smarter—Committee Review Worksheet

 Step 1: Identify ALL Current Teams (discipline, instruction, climate, school improvement, parent support, etc.)  List in 1 st column  Step 2: Identify purpose, outcomes, target audience, and staff involved for each committee  List in 2 nd -5 th columns  Step 3: Identify which School Improvement Goal is supported by committee efforts  List in 6 th column  Step 4: Based on your summary, what committees/teams can you align and integrate to support everyone’s efforts towards the school strategic plan and mission?

Determine your next steps …

Team Led Process -

Sample Teaming Matrix

Initiative, Committee

Attendance Committee

Purpose Outcome Target Group

Increase attendance Increase % of students attending daily All students

Staff Involved

Eric, Ellen, Marlee

School Improvement Plan

Goal #2 School Climate Improve Climate Improve Climate All students Marlee, J.S., Goal #3 Committee

1. Eliminate initiatives that do NOT have a defined

Safety Committee Improve safety Predictable response Dangerous

purpose and measurable outcome.

Ellen, Eric Has not met Goal #3 Enhance school Improve morale All students Committee Discipline Committee spirit

outcome and/or same target group

Improve behavior Decrease office referrals Bullies, antisocial Has not met Ellen, Eric, Marlee, Otis Goal #3 repeat

4. Eliminate initiatives that are not tied to School

S&DFS Committee Prevent drug use

Improvement Goals.

High/at-risk drug users Don PBIS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3

Initiative, Committee Purpose Outcome Target Group Staff Involved School Improvement Plan

• •

Team Coordination & Collaboration

Keep communication open!

Problem solving teams coordinating behavioral interventions at Tier 2 & 3 and the School-wide PBS Team are to communicate regularly • Often dual membership across teams supports these efforts

DE-PBS Key Features for SW

• Program Development & Evaluation • • Problem-Solving/Leadership Team Data • Professional Development & Resources • Developing SW and Classroom Systems to Prevent Problem Behavior • Expectations, Recognition and Teaching • Positive relationships • Correcting Problem Behaviors • Consistent and clear procedures • Disciplinary encounters used as learning opportunities to teach problem solving strategies • Developing Self-Discipline

Program Development & Evaluation

• Problem-Solving/Leadership Team • • • Representation – administration & member participation Meeting schedule Effective meetings • Data • Data sources • Data use • Professional Development & Resources • • • • • School Buy-in & commitment Overview provided to all staff Parent information Ongoing PD (advanced) Monitoring • Resources – time, funding

•

Building a Strong & Effective PBS Leadership Team

Adopt a problem-solving team process for planning, development, implementation, and evaluation of evidence-based practices across all three levels of prevention and intervention (primary, secondary, and tertiary).

Are we as a team representative of our staff?

• • Administration a must have!

Consider: • Grade levels • Content areas: academic and related arts • Regular and Special Education • Related arts • Specialists: Counseling/School Psychology • • Students Parents

Our Goal!

• • To be efficient and effective!

Let’s work smarter not harder!

• BUT HOW?

Monthly meeting schedule

• Pre-set monthly meeting schedule for the year • Avoid month to month scheduling to support team participation • Set consistent day & time – e.g., 2 nd Tuesday afternoon of the month at 2:20-3:30. • Select location that is distraction-free as possible

What role will you play on PBS Team?

• Specific roles can include: •

*

Facilitator (create the agenda, lead the meeting) •

*

Time-keeper (keeps team on task) •

*

Recorder/Note-taker (takes and distributes minutes; archives material) •

*

Reporter/Communicator (shares information on activities and data to staff, families, and communities) • Data Manager (brings data to team meetings) • Others as needed (consider team/school culture): • Door keeper • Jargon buster • “But” Buster

Team Mission and Purpose

• • • Establish function of the team • Include program development & implementation Shared understanding and commitment Communication of team membership and mission

Establish Meeting Norms/Ground Rules

• • A set of guidelines that a team establishes to shape the interaction of team members with each other and with staff outside the team.

• Team norms can encompass as many topics as the team deems necessary for successful functioning.

Post norms and mission at meetings for review & reference

Meeting Norm Examples

• •

Team problem solving, conflict resolution, and decision making

Team members will make decisions by consensus, but majority will rule if timely consensus is not reached; Conflicts will be resolved directly with the persons in conflict. • • • • • •

Team member interaction in meetings

Team members use 1 voice at a time Hold no side or competing conversations Arrive on time Work from an agenda Record minutes End meetings on time

Clear Agenda

• • Have a reasonable agenda for each meeting and set time limits per topic Include: • • • Review of data to make informed decisions on program effectiveness Revisit action plans/goals and celebrate successes Identify information to share with whole staff • How will this information be shared?

Parking Lot

• • Strategy to capture valued ideas, thoughts, concerns, etc. that are not on the meeting agenda Post-its, index cards, etc. available to all to jot down thoughts to be collected for follow up at end of meeting if time, or post-meeting.

Form Subcommittees

• As your program is developing and growing, the team may benefit from breaking off into subcommittees that report back to the whole team. • Data Review & Summary • Product Development • Expectation Teaching Plans/Activities

Meeting Minutes & Action Planning

 Documentation of  Logistics of meeting (date, time, location, attendance & roles)  Agenda items for today’s meeting ( and next meeting)  Discussion items, decisions made, tasks and timelines assigned  Problem statements & solutions  Decisions made/tasks to be done  People assigned to implement with timelines assigned  Evaluation plan to determine the effect on student behavior

Meeting Minutes & Action Planning

 Reviewing Meeting Minutes  An effective strategy for getting a snapshot of what happened at the previous meeting and what needs to be reviewed during the upcoming meeting  What was the issue/problem?

 What were we going to do?,  Who was going to do it and by when?,  How are we measuring progress toward the goal?

 Visual tracking of focus topics during and after meetings  Prevents side conversations  Prevents repetition  Encourages completion of tasks

Langley Elementary PBIS Team Meeting Minutes and Problem-Solving Action Plan Form Today’s Meeting: Next Meeting:

Date, time, location: Date, time, location:

Team Members (bold are present today)

Facilitator: Facilitator: Minute Taker: Minute Taker: Data Analyst: Data Analyst:

Where in the Form would you place: Today’s Agenda Items Next Meeting Agenda Items

01. 1.

02. 03. 2.

Administrative/General Information and Issues

Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) 1.Planning for next PTA meeting?

Who?

By When?

2.Too many students in the “intensive support” for literacy

Problem-Solving Action Plan

Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who?

3.Schedule for hallway monitoring for next month Goal, Timeline, By When?

Decision Rule, & Updates 4.There have been five fights on playground in last month.

Evaluation of Team Meeting (Mark your ratings with an “X”)

5.Next meeting report on lunch-room status.

2. In general, did we do a good job of

tracking

whether we’re completing the tasks we agreed on at previous meetings?

3. In general, have we done a good job of actually

completing

the tasks we agreed on at previous meetings?

4. In general, are the completed tasks having the

desired effects

on student behavior?

SWPBS Team Materials

• •

Permanent Products Notebook Model

• Program materials the team creates to support implementing a Schoolwide PBS program • Materials used year to year • E.g., Expectations/poster templates, behavior matrix, expectation lesson plans

Working Notebook Model

• PBS Team monthly meeting materials • E.g., agendas, minutes & sign-in documents, data reports

Problem-Solving/ Leadership Team Planning

• • As a team reflect on the strategies covered to support running an effective and efficient problem solving team Decide if action items are needed to put strategies in place for your SW PBS Team Example:

Category

Representative Team

Task

Team membership and member commitment established.

Action Plan

Sarah will email (by Wednesday evening 6/19) related arts department staff to request a representative for the SW PBS Team.

Key Feature Status Tracker

• School-wide Tier 1: Program Development & Evaluation • Problem-solving Teams • Status • Discuss as a team if components are: •

I

n Place,

P

artially in place,

N

ot in Place • Action Plan • Discuss as a team the items

P

artially in place or

N

ot in Place • Note activities them and when to be completed, who will do

Program Development & Evaluation

• Problem-Solving/Leadership Team • • Representation – admin & member participation Meeting schedule • Effective meetings • Data • Data sources • Data use in decision making • Professional Development & Resources • School Buy-in & commitment & planning • • Overview provided to all staff Parent information • • Monitoring Resources – time, funding

DE-PBS Key Feature

• Schools value the importance of

data-based decision making

, as reflected in the on-going evaluation of program effectiveness and modification of program components, interventions and supports based on multiple sources of data.

Understanding & Using Data

Sources DATA Action Planning Analysis

Why use data?

• • • • • • It takes the emotion out of our experiences Graphs help people see the big picture Sets baseline to measure improvement Identifies need Guides intervention planning Measures effectiveness of our systems and practices • It reminds us to celebrate our accomplishments

It’s fun!

Classes of Data

• Outcome data (Is it having an effect?) • • Office Discipline Referrals - “Big 5” Graphs DE School Climate Survey (DSCS) • Effort data (Are we working the plan?) • Key Feature Status Tracker • DE Assessment of Strengths and Needs for PBS (DASNPBS) • Fidelity data (Are we following the plan?) • DE-PBS Key Feature Evaluation

1.

2.

3.

4.

5.

Can your team answer the Big 5 Schoolwide Discipline questions for your school?

On average how many referrals are handled in a day?

What type of behavior occur most often?

When do the behaviors occur?

Where do the behaviors occur?

How many are involved?

Office Discipline Referral Data (ODR)

•

The Big 5

• Average Referral/Day/Month (DDRT) • # of Referrals by Location • # of Referrals by Behavior • # of Referrals by Time of Day • # of Referrals by Student (DDRT) Where do we find this information?

Comparison of Average Referrals/Day/Month

5 4,5 4,43 4,09 4 3,7 3,5 3,21 3 2,82 2,67 2,5 2,12 2 1,5 1,42 1,32 1,95 1,29 1,15 1,6 1,64 1,36 1,86 1,59 1,13 1,69 1,17 1 0,75 0,5 0,63 0,83 0,47 0 0 0,00 August September October November December January February 2,47 1,41 1,26 March 3,15 2,95 1,19 0,64 April 2,53 1,68 1,05 0,70 May 0 0 June 2007-2008 2008-2009 2009-2010 2010-2011

100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%

Referrals by Student

Behavior Reporting Triangle 4% 21% 76%

6+ Referrals 2 - 5 Referrals 0 - 1 Referrals Total Enrollment # of Students with 0-1 # of Students with 2-4 # of Students with 6+ 327 247 68 12 76% 21% 4%

Expanding the Big 5

The “Big Five” Reports

• Average per day per month • • By type of behavior By location • By time of day • By student

Data Review by Subgroups

• By Ethnicity • By Disability

Disproportionality Defined

•

Disproportionality

refers to the over or under representation of a group within a category • Eighty-five percent of office discipline referrals (ODRs) are given to male students who are 50% of total enrollment

(Overrepresentation)

• Males represent less than 30 % of elementary school teachers, yet are 50% of the U.S. population

(Underrepresentation)

www.pbisillinois.org

Data Showing Disproportionality

• • • • ODR • Subjective vs. Objective ISS/OSS Special Education • ED/BD Interventions • • Over-represented Under-represented

www.pbisillinois.org

Referrals by Ethnicity Report #1: Percentage of all enrolled students by ethnicity and percentage of referrals by ethnicity

www.pbisillinois.org

Referrals by Ethnicity Report #2: Percentage of all enrolled students by ethnicity and percentage of students with referrals by ethnicity:

www.pbisillinois.org

Referrals by Ethnicity Report #3: Percentage of students within each ethnicity group who have referrals

www.pbisillinois.org

Referrals by Disability IEPs Non-IEPs

www.pbisillinois.org

Along with Pondering Pete, let’s look at your data?

Program Development & Evaluation: Data Review Worksheet Tab 1 – Workbook page 15

DE School Climate Survey

• • • • Valid and reliable measure of school climate Student, staff, home versions available Open to all DE public schools Offered yearly

Subscales of Delaware School Climate Surveys 2013 Student Survey Teacher/Staff Survey Home Survey Part I : School Climate

Teacher-Student Relations Student-Student Relations Respect for Diversity Clarity of Expectations Fairness of Rules School Safety Teacher-Student Relations Student-Student Relations Respect for Diversity Clarity of Expectations Fairness of Rules School Safety Teacher-Student Relations Student-Student Relations Respect for Diversity Clarity of Expectations Fairness of Rules School Safety Student Engagement School wide Bullying School-wide Student Engagement School wide Bullying School-wide Teacher-Home Communications Teacher-Home Communications

Total School Climate

Staff Relations

Total School Climate Total School Climate

Parent Satisfaction

PART II: Techniques Student Survey

Positive Behavior Techniques

Teacher/Staff Survey

Positive Behavior Techniques Punitive Techniques Punitive Techniques Social Emotional Learning Techniques Social Emotional Learning Techniques

Home Survey

Part III: Bullying & IV: Engagement (Individual Level) Student Survey

Physical Bullying Verbal Bullying Bullying Victimization 1 Student Engagement Social/Relational Bullying Cyberbullying 2 Cognitive & Behavioral Emotional

Teacher/Staff Survey Home Survey

Physical Bullying Verbal Bullying Social/Relational Bullying Cognitive & Behavioral Emotional

1 Grades 6-12 only for the printed version. Optional for grades 4-5 with computer version.

2

Grades 6-12 only.

School Climate Reports

• Types of scores reported: • Standard Score • for comparing school’s scores to those of other schools, with a score of 100 being average • Average Item Score • for each subscale: tells us if the score is favorable or unfavorable, irrespective of how it compares to scores for other schools • Frequency Score • tells us the percentage of respondents who agreed or disagreed with item

• •

Exploring School Climate Survey Data – Student Version

What are our overall significant strengths and concerns? What are the data trends?

• • •

By Race By Gender By Grade

Do your scores reflect positive or negative perceptions of school climate?

What do we do with all this data?

• Data Summaries

reviewed monthly

used to make decisions with team & • Designate a data person • Utilize a subgroup to review & present summary • Share data with staff at least 3-4 times/year • • Staff Meetings Content/grade level team meetings • PLC meetings • Share highlights with parents & community • School & district newsletters • Community news

Improving Decision Making

From

Problem Solution

To

Information Problem Information Problem Solving Solution

Decision Making

• • • • • • Is there a problem? What areas/systems are involved?

Are there many students or a few involved?

What kids of problem behaviors are occurring? When are these behaviors most likely?

What is the most effective use of our resources to address this problem?

Going from primary to precise

• Primary statements are vague and leave us with more questions than answers • Precise statements include information about 5 “Wh” questions: – What is the problem and how often is it happening?

– Where is it happening?

– Who is engaging in the behavior?

– When is the problem most likely to occur?

– Why is the problem sustaining?

What are the data you need to move from a Primary to a Precise statement?

• What problem behaviors are most common?

• ODR per Problem Behavior • Where are problem behaviors most likely?

• ODR per Location • When are problem behaviors most likely?

• ODR per time of day • Who is engaged in problem behavior?

• ODR per student • Why are problem behaviors sustaining?

From primary to precise: An example

Primary statement: • “ODRs during December were higher than any month.” Precise statement: – Minor disrespect and disruption increasing and are most likely to occur during the last 15-minutes of classes when students are engaged in independent seat work most common in 7 th . This pattern is and 8 th are grades , involve many students , and appears to be maintained by not sure.

work avoidance/escape. Attention may also be a function of the behavior- we’re

From primary to precise: Let’s practice

• • • Based on ODR Data review – Reference worksheet for overall top 3 behaviors and/or areas of concern identified. Select 1 area of concern.

Develop a precise statement that answers the 5 “Wh” questions.

From primary to precise: Plan of action example

Precise statement: – Minor disrespect and disruption are increasing and are most likely to occur during the last 15-minutes of classes when students are engaged in independent seat work. This pattern is most common in 7 th and 8 th grades, involve many students, and appears to be maintained by work avoidance/escape. Attention may also be a function of the behavior- we’re not sure.

• • Plan of Action During 7 th & 8 th grade advisory periods during the week of November 3-5, staff will review “Be Respectful” lessons. Examples discussed will reflect current scenario. Team member representatives from 7&8 th grade teams will discuss & brainstorm with their teams classroom management strategies to keep students engaged during the last 15 minutes of class at next PLC meeting on November 6 th .

• • •

From primary to precise: Plan of action

Revisit your precise statement that answers the 5 “Wh” questions. Problem solve a plan of action based on your team’s precision statement. WHO is going to do WHAT by WHEN?

From primary to precise: Developing a measurable goal example

• By December 18 (school-wide PBS team meeting), there will be a 5% decrease in minor disrespect and disruption behavior referrals for students in 7 th & 8 th grades as measured by ODR data.

• • • •

From primary to precise: Developing a measurable goal

In goals statement include the following: By WHEN – timeline goal WHAT will happen – Include MEASUREMENT HOW will you measure • Based on your precision statement and action plan, develop a measurable goal.

+ If many students are making same mistake, consider

changing

systems

...

not students +

START

by

teaching, monitoring & recognizing success

…before increasing

PUNISHMENT

Key Feature Status Tracker

• School-wide Tier 1: Program Development & Evaluation • Data • Status • Discuss as a team if components are: •

I

n Place,

P

artially in place,

N

ot in Place • Action Plan • Discuss as a team the items

P

artially in place or

N

ot in Place • Note activities them and when to be completed, who will do

Program Development & Evaluation • • Problem-Solving/Leadership Team • • • Representation – admin & member participation Meeting schedule Effective meetings • Data • Data sources • Data use Professional Development & Resources • School Buy-in & commitment • • • • Overview provided to all staff Parent information Ongoing PD Monitoring • Resources – time, funding

• • •

Policy & Implementation Commitment

School Improvement Plan includes school-wide efforts to develop or improve

positive behaviors

among all students. • Include measurable goals and objectives • Consider use of School Climate Data & ODR Data The components of School-wide DE-PBS are implemented with

all students

(all grades, classrooms, with and without disabilities, etc.) Team attendance at professional development including the administration. Maintain that the team leader(s) and administration have received training.

Buy In: Getting Staff and Students on Board

• Anecdotal information indicates that 80% buy-in from staff is critical to successful implementation • If “Buy-in” is that important how do we get it?

•

SHARE INFORMATION & GATHER FEEDBACK!!!

Ideas for Buy-In

• • • Share data to lay the foundation • Office Discipline Referral Summaries • School Climate Data Results • Attendance Data • DE Strengths and Needs Assessment • Start small -- target 1-2 areas in need of intervention that effects all staff Share research Student involvement

Research Examples

• The interaction between problem behavior and academics reaches a critical mass in high school ( Morrison et al., 2001, Nelson, Benner, Lane, & Smith, 2004 ).

• “50% of problem behaviors resulting in discipline referrals occur in non-classroom settings (ie. Hallway, cafeteria)” ( Nelson, Smith, Colvin, 1995 ). • “teachers were trained using precorrection, reinforcement (catch them being goods) for appropriate behaviors, and active supervison … resulted in a 42% reduction in problem behaviors” ( Oswald et al., 2005 ).

Student Involvement

• As early as elementary level, include older students in program implementation • Secondary schools: utilize students on the team, or form a PBS Student Team • Include students that represent all students (consider athletes, academics, student government, uninvolved, kids with referrals) • Use students in teaching lessons, peer-mentoring around PBS, reinforcer ideas, etc.

Staff Kick Off

• • Secure time with all staff prior to school year Team to share overview/mini-training with staff • What is DE-PBS in general? What is School-wide PBS? •

Why

do we have a PBS System in place?

• What does our school’s SWPBS system look like? What are the expectations, teaching plan, etc.? • What is expected of staff?

• Teaching expectations • Support students to meet expectations • • Acknowledging students meeting expectations System for responding to problem behaviors

Student Kick Off

• • Secure time with all students (early in the school year) Team to share overview with all students • What is School-wide PBS?

•

Why

do we have a PBS System in place?

• What does our school’s SWPBS system look like? • Teach expectations across settings – using creative, age appropriate lessons and activities.

GET EXCITED & HAVE FUN!

Parents/Families Kick Off

• Inform families about SWPBS • What is SWPBS? • Why PBS? are we implementing • What does PBS look like at our school?

• Plan to share updates throughout the year • Newsletters • Website • Parent-Teacher Association/Organizati on • Incorporate information in materials shared at the beginning of the school year • Open House • Handbook • Welcome letter • Remember to collaborate and gather feedback!

Program Monitoring

• Administrators and PBS Team members develop plan to monitor implementation fidelity • • Remember to utilize outcome, effort, and fidelity data Utilize team member feedback loop between the group they represent and the SWPBS Team • Plan to gather student feedback

Key Feature Status Tracker

• School-wide Tier 1: Program Development & Evaluation • Professional Development & Resources • Status • Discuss as a team if components are: •

I

n Place,

P

artially in place,

N

ot in Place • Action Plan • Discuss as a team the items

P

artially in place or

N

ot in Place • Note activities them and when to be completed, who will do

Revisiting Data- Additional Sources of Information

• • • Disproportionality Data Staff & Student Attendance Retention, Dropout, Graduation Data • • • • Supported through DE-PBS Project

Delaware Assessment of Strengths and Needs for PBS

School Climate Surveys (staff, student, families) DE-PBS Key Feature Evaluation

Discipline Data Reporting Tool (DDRT) • • • • Average referral per day per month Comparison of year to year Triangle data – Referrals by Student Referral rate per 100 students compared to national average (also useful to use if your population changes drastically) • Referral rate per 100 students compared to DE Schools trained in PBS

Discipline Data Report Tool Tab 1 – Data entry for average referral rates

DDRT – Tab 4 – Data for Triangle

DDRT – Tab 6 – Per 100 Student referral rate

Delaware Assessment of Strengths and Needs for Positive Behavior Supports (DASNPBS) • • • Aligned to Delaware’s Key Features of Positive Behavior Support Each item is drawn from supporting research and theory.

Designed to help schools assess strengths and needs: • In four areas of comprehensive schoolwide discipline • 10 items for each component • In the areas of program development and evaluation • 10 items

DASNPBS Sections

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School-wide Tier 1 - Program Development and Evaluation

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Implementing Schoolwide & Classroom Systems

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Developing Self-Discipline

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Correcting Behavior Problems

Assessment Logistics

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Who Should Complete It?

Teachers Administrators Other instructional/certified school staff (i.e. school counselors, psychologists, intervention specialists, etc.)

Who Should Administer It?

School PBS Team Leader/Team School Administrator • •

When to Administer It?

Annually Utilize staff meetings or In service sessions • •

How to administer it?

Ideally in sections – Select sections based on need Online or Paper – Online

recommended

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DE-PBS Key Features Evaluation

The DE-PBS Key Feature Evaluation is a tool used to provide feedback to schools based on their School-wide PBS (SW-PBS) program and implementation across 4 areas: • School-wide Tier 1 - Program Development and Evaluation • Implementing Schoolwide & Classroom Systems • Developing Self-Discipline • Correcting Behavior Problems Onsite school visit includes interviews with Administration, PBS Team Leader(s), Staff, Students

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Tomorrow’s Agenda DE-PBS Key Features for SW

Program Development & Evaluation Problem-Solving/Leadership Team Data Professional Development & Resources • Developing SW and Classroom Systems to Prevent Problem Behavior • Expectations, Teaching and Recognition • Positive relationships • Correcting Problem Behaviors • Consistent and clear procedures • Disciplinary encounters used as learning opportunities to teach problem solving strategies • Developing Self-Discipline

Developing SW and Classroom Systems to Prevent Problem Behavior

• • Expectations • Expectation development • Posting Teaching • • Kick off Lesson plans • • Recognition • Matrix • Recognition delivery Positive relationships • Teacher-student • Student-student • School/teacher home