SWPBS: Leadership Team Training Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne, Maggie, George Project Hi’ilani Hawaii Department of Education University of Connecticut OSEP Center on PBIS Center for Behavioral.
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SWPBS: Leadership Team Training Cynthia, Doreen, Gloria, Jacquie, Jean, Kerinne, Maggie, George Project Hi’ilani Hawaii Department of Education University of Connecticut OSEP Center on PBIS Center for Behavioral Education & Research December 3, 2007 www.pbis.org Agenda Review/Overview • Rationale & Guiding Principles • Implementation Features & Examples • Evaluation Outcomes SW-PBS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990) SWPBS is about…. Improving classroom & school climate Integrating academic & behavior initiatives Improving support for students w/ EBD Decreasing reactive management Maximizing academic achievement 2001 Surgeon General’s Report on Youth Violence: Recommendations • Change social context to break up antisocial networks • Improve parent effectiveness • Increase academic success • Create positive school climates • Teach & encourage individual social skills & competence School-based Prevention & Youth Development Programming Coordinated Social Emotional & Academic Learning Greenberg et al. (2003) American Psychologist • Teach children social skills directly in real context • “Foster respectful, supportive relations among students, school staff, & parents” • Support & reinforce positive academic & social behavior through comprehensive systems • Invest in multiyear, multicomponent programs • Combine classroom & school- & community-wide efforts • Precorrect & continue prevention efforts Characteristics of Safe School Center for Study & Prevention of Youth Violence • High academic expectations & performance • High levels of parental & community involvement • Effective leadership by administrators & teachers • A few clearly understood & uniformly enforced, rules • Social skills instruction, character education & good citizenship. • After school – extended day programs Lessons Learned: White House Conference on School Safety • Students, staff, & community must have means of communicating that is immediate, safe, & reliable • Positive, respectful, predictable, & trusting studentteacher-family relationships are important • High rates of academic & social success are important • Positive, respectful, predictable, & trusting school environment/climate is important for all students • Metal detectors, surveillance cameras, & security guards are insufficient deterrents http://rtckids.fmhi.usf.edu Kutash, K., Duchnowski, A. J., & Lynn, N. (2006). Schoolbased mental health: An empirical guide for decision makers. Tampa, FL: University of South Florida. Louis De la Parte Florida Mental Health Institute, Department of Child & Family Studies, Research & Training Center for Children’s Mental Health. http://cfs.fmhi.usf.edu Duchnowski, A. J., Kutash, K., & Romney, S., (2006). Voices from the field: A blueprint for schools to increase involvement of families who have children with emotional disturbances. Tamp, FL: University of South Florida, The Louis de la Parte Florida Mental Health Institute, Department of Child and Family Studies. CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% ~15% Primary Prevention: School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Basics: 4 PBS Elements Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior OUTCOMES DATA • Clear definitions • Efficient procedures • Easy input/output • Readable displays • Regular review PRACTICES OUTCOMES OUTCOMES • Data-based • Relevant/valued • Measurable PRACTICES OUTCOMES PRACTICES • Evidence-based • Outcome linked • Cultural/contextual adjustments • Integrated w/ similar initiatives • Doable PRACTICES SYSTEMS OUTCOMES • Training to fluency • Continuous evaluation • Team-based action planning • Regular relevant reinforcers for staff behavior • Integrated initiatives PRACTICES It’s not just about behavior! STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems Designing School-Wide Systems for Student Success Academic Systems Behavioral Systems Intensive, Individual Interventions •Individual Students •Assessment-based •High Intensity 1-5% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response Universal Interventions •All students •Preventive, proactive 5-10% 80-90% 1-5% Intensive, Individual Interventions •Individual Students •Assessment-based •Intense, durable procedures 5-10% Targeted Group Interventions •Some students (at-risk) •High efficiency •Rapid response 80-90% Universal Interventions •All settings, all students •Preventive, proactive On Horizon: Response to Intervention IMPLEMENTATION W/ FIDELITY DATA-BASED CONTINUUM OF DECISION MAKING EVIDENCE& PROBLEM BASED SOLVING INTERVENTIONS CONTINUOUS PROGRESS MONITORING STUDENT PERFORMANCE Worry #2: “Train & Hope” WAIT for New Problem Expect, But HOPE for Implementation Hire EXPERT to Train Practice REACT to Problem Behavior Select & ADD Practice GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation Top 3 SchoolWide Initiatives Coaching & Facilitation 3-4 Year Commitment Agreements & Supports Dedicated Resources & Time 3-Tiered Prevention Logic Administrative Participation Working Smarter Initiative, Project, Committee Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Purpose Outcome Target Group Staff Involved SIP/SID/e tc 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 DARE Committee Prevent drug use High/at-risk drug users Don EBS 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 CONTINUUM of SWPBS Tertiary Prevention • Function-based support • Audit • ~5%• 1. Identify existing efforts • by tier ~15% 2.Prevention Specify outcome for each effort Secondary • Check in/out 3. Evaluate implementation accuracy • • & outcome effectiveness • • 4. Eliminate/integrate based on Primary Prevention outcomes • SWPBS • 5. Establish • • • ~80% of Students decision rules (RtI) Major SWPBS Tasks • Establish leadership team • Establish staff agreements • Build working knowledge & capacity of SW-PBS practices & systems • Develop individualized action plan for SW-PBS Sample Implementation “Map” • 2+ years of school team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • On-going preparation of trainers • Development of local/district leadership teams • Establishment of state/regional leadership & policy team Self-Assessment Efficient Systems of Data Management Team-based Decision Making Data-based Action Plan EvidenceBased Practices Existing Discipline Data Multiple Systems Office Re fe rrals pe r Day pe r M onth A v e R efer r als per D ay Last Year and This Year 20 15 10 5 0 Sept Oct Nov Dec Jan Feb Mar School Months Apr May Jun N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other N um ber of R efer r als Referrals by Problem Re fe rr als pe r Prob Be havior Behavior 50 40 30 20 10 0 L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p Types of Problem Behavior Referrals per Location N um ber of O ffic e R efer r als Referrals by Location 50 40 30 20 10 0 B ath R B us A B us C af C lass C omm Gym H all School Locations Libr P lay G S pec Other N um ber of R efer r als per S tudent Referrals per Student 20 10 0 Students Referrals by Time of Day N um ber of R efer r als Re fe rrals by Tim e of Day 30 25 20 15 10 5 0 7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0 Time of Day Office Discipline Referrals • Definition – Kid-Teacher-Administrator interaction – Underestimation of actual behavior • Improving usefulness & value – Clear, mutually exclusive, exhaustive definitions – Distinction between office v. classroom managed – Continuum of behavior support – Positive school-wide foundations – W/in school comparisons + If many students are making same mistake, consider changing system….not students + Start by teaching, monitoring & rewarding…before increasing punishment Do we need to tweak our action plan? • How often? If problem, • Who? • Which students/staff? • What? • Where? • When? • How much? • What system? • What intervention? • What outcome? Team Managed Staff Acknowledgements Effective Practices Implementation Continuous Monitoring Administrator Participation Staff Training & Support Team-based Decision Making & Planning Relevant & Measurable Indicators Efficient Input, Storage, & Retrieval Evaluation Continuous Monitoring Effective Visual Displays Regular Review School-wide Positive Behavior Support Systems Classroom Setting Systems School-wide Systems School-wide Systems 1. Common purpose & approach to discipline 2. Clear set of positive expectations & behaviors 3. Procedures for teaching expected behavior 4. Continuum of procedures for encouraging expected behavior 5. Continuum of procedures for discouraging inappropriate behavior 6. Procedures for on-going monitoring & evaluation Classroom Setting Systems • Classroom-wide positive expectations taught & encouraged • Teaching classroom routines & cues taught & encouraged • Ratio of 6-8 positive to 1 negative adultstudent interaction • Active supervision • Redirections for minor, infrequent behavior errors • Frequent precorrections for chronic errors • Effective academic instruction & curriculum Nonclassroom Setting Systems • Positive expectations & routines taught & encouraged • Active supervision by all staff – Scan, move, interact • Precorrections & reminders • Positive reinforcement Individual Student Systems • Behavioral competence at school & district levels • Function-based behavior support planning • Team- & data-based decision making • Comprehensive person-centered planning & wraparound processes • Targeted social skills & self-management instruction • Individualized instructional & curricular accommodations Few positive SW expectations defined, taught, & encouraged Expectations & behavioral skills are taught & recognized in natural context SETTING TEACHING MATRIX Expectations All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Study, read, compute. Sit in one spot. Watch for your stop. Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Respect Property Walkways Kuleana: Be Responsible Plan ahead Walk directly to destination Ho’ihi: Be Respectful Walk quietly when classes are in session Laulima: Be Cooperative Keep movement flowing Share equipment and play space Malama: Be Safe Walk at all times King Kaumualii on Kauai Playground / Recess / P.E. Kuleana: Be Responsible Take care of equipment/facilities Plan appropriate times for drinks/restroom visits Ho’ihi: Be Respectful Be a good sport Laulima: Be Cooperative Follow rules/ procedures Malama: Be Safe Avoid rough, dangerous play Use equipment properly King Kaumualii on Kauai 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 Kuleana: Be Responsible Turn in paperwork/$ on time Wear appropriate footwear/clothing Bring home lunch Ho’ihi: Be Respectful Care for the field trip site Listen to speakers Laulima: Be Cooperative Stay with your chaperone/group Malama: Be Safe Use the buddy system Follow school/bus rules King Kaumualii on Kauai Field Trips Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting Acknowledge & Recognize Acknowledging SW Expectations: Rationale • To learn, humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment – Planned/unplanned – Desirable/undesirable • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors Are “Rewards” Dangerous? “…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” – Cameron, 2002 • Cameron & Pierce, 1994, 2002 • Cameron, Banko & Pierce, 2001 Reinforcement Wisdom! • “Knowing” or saying “know” does NOT mean “will do” • Students “do more” when “doing works”…appropriate & inappropriate! • Natural consequences are varied, unpredictable, undependable,…not always preventive Clever Variations • Bus Bucks • Super Sub Slips What really matters • Golden Plunger is positive social acknowledgement • G.O.O.S.E. & interaction!! • First-in-Line • Patriot’s Parking Pass • Business Partner Discount CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~5% ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk LOGIC TO Behavior APPLYING TRIANGLE BEHAVIOR Primary Prevention: ADULT School-/ClassroomWide Systems for All Students, Staff, & Settings ~80% of Students “80% Rule” • Apply triangle to adult behavior! • Regularly acknowledge staff behavior • Individualized intervention for nonresponders – Administrative responsibility FRMS Total Office Discipline Referrals SUSTAINED IMPACT Pre 3000 Total ODRs 2500 2000 Post 1500 1000 500 0 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 Academic Years Elementary School Suspension Rate Elementary School Middle School Office Referrals 531 600 346 500 400 300 200 100 0 2004-05 2005-06 Middle School Suspension Rate Middle School Trends in Suspension Rates for PBS Schools Implementing with Fidelity & Maturity Trends in Black & Hispanic Suspension Rates for PBS Schools Implementing with Fidelity & Maturity ODR Admin. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 14,325 min. @15 min. = 238.75 hrs = 40 days Admin. time ODR Instruc. Benefit Springfield MS, MD 2001-2002 2277 2002-2003 1322 = 955 42% improvement = 42,975 min. @ 45 min. = 716.25 hrs = 119 days Instruc. time Major Office Discipline Referrals (05-06) Mean Proportion of Students 0-1 '2-5 '6+ 100% 90% 3% 8% 10% 11% 16% 18% 89% 74% 71% 80% 70% 60% 50% 40% 30% 20% 10% 0% K=6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) Major Office Discipline Referrals (05-06) Percentage of ODRs by Student Group '0-1 '2-5 '6+ 100% 90% 32% 48% 45% 43% 37% 40% 25% 15% 15% 80% 70% 60% 50% 40% 30% 20% 10% 0% K-6 (N = 1010) 6-9 (N = 312) 9-12 (N = 104) Bethel School District ODR's by Grade Level 900 800 700 Number of ODR's 600 2001-02 500 2002-03 2003-04 400 2004-05 300 200 100 0 K 1 2 3 4 5 6 Grade Level 7 8 9 10 11 12 4J School District Change from 97-98 to 01-02 Elem With School-wide PBS 20 Eugene, Oregon 15 10 5 0 -5 1 2 3 4 5 6 7 8 9 10 11 12 13 Schools Change from 97-98 to 01-02 Elem Without School-wide PBS 6 4 2 0 -2 -4 -6 1 2 3 4 Schools 5 6 Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 0102 for schools using PBIS all four years and those that did not. Mean ODRs per 100 students per school day Illinois and Hawaii Elementary Schools 2003-04 (No Minors) Schools using SW-PBS report a 25% lower rate of ODRs Mean ODR/100/Day 1 0.8 0.6 0.4 .85 .64 0.2 0 N = 87 N = 53 Met SET 80/80 Did Not Meet SET Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading Mean Percentage of 3rd graders meeting ISAT Reading Standard Standard t test (df 119) p < .0001 70% 62.19% 60% 50% 46.60% 40% 30% 20% 10% 0% PBIS NOT in place N = 69 PBIS IN place N = 52 Proportion of Students Meeting Reading Standards Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03 t = 9.20; df = 27 p < .0001 1 0.8 0.6 0.4 0.2 N =23 N = 23 NN==88 0 Not Meeting SET Meeting SET Central Illinois Elem, Middle Schools Triangle Summary 03-04 1 05% Mean Proportion of Students 11% 20% 0.8 22% 0.6 84% 58% 0.4 0.2 0 Met SET (N = 23) Not Met SET (N =12) 6+ ODR 2-5 ODR 0-1 ODR North Illinois Schools (Elem, Middle) Triangle Summary 03-04 Mean Proportion of Students 1 0.8 04% 08% 14% 17% 0.6 88% 69% 0.4 0.2 0 Met SET N = 28 Not Met SET N = 11 6+ ODR 2-5 ODR 0-1 ODR SETTING All Settings Hallways Playgrounds Cafeteria Library/ Comput er Lab Assembly Bus Respect Ourselves Be on task. Give your best effort. Be prepare d. Walk. Have a plan. Eat all your food. Select healthy foods. Study, read, comput e. Sit in one spot. Watch for your stop. Respect Others Be kind. Hands/f eet to self. Help/sha re with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whispe r. Return books. Listen/watc h. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefull y. Pick up. Treat chairs appropriate ly. Wipe your feet. Sit appropriat ely. [email protected] [email protected] www.pbis.org www.cber.org