School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut.
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School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut OUTCOMES • Provide Overview of School-wide PBIS • Define/clarify Roles/ Responsibilities of PBIS Behavior Support Coaches •Provide Information About Classroom Systems • Discuss OUR Shared Experiences SCHEDULE • 9:30 – 12:30 Overview • 12:30 – 1:30 Lunch • 1:30 – 2:45 Designing Classroom Systems: “The Role of the Leadership Team and Behavior Support Coach” • 2:45 - 3:30 Discussion/wrap up Expectations Be Respectful. Be Responsible Be Prepared Rules Silence cell phones One person speaking at a time Listen to others attentively Take care of personal needs Ask questions/seek clarification Take notes ________ Coordination/ Collaboration 1999 - 2010 Trained Schools by Cohort 10,500 Schools across 48 states implementing school-wide positive behavior support So,….what is PBIS? PBIS is a systems approach for Not Not a specific new…it’spractice based on or establishingNot the social culture limited to any curriculum…it’s long history ofa and behavioral supports needed particular group of for a school to be behavioral general approach practices & students…it’s an effective learning environment effective to preventing instructional for all students. for all students design problem & behavior strategies What does PBIS 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 exceed negative. • Administrators are active participants. • Data & team-based action planning & implementation are operating. • Function based behavior support is foundation for addressing problem behavior. • Full continuum of behavior support is available to all students. Challenge #1 Challenge # 2 The Prognosis • Students with academic failure and problem behaviors likely will drop out of school and: – be involved with the corrections system – be single parents – be involved with the social services system – be unemployed – be involved in automobile accidents Centers for Disease Control, 1993 – use illicit drugs Duncan, Forness, & Hartsough, 1995 Carson, Sittlington, & Frank, 1995 Wagner, D’Amico, Marder, Newman, Blackorby, 1992 Jay & Padilla, 1987 Bullis & Gaylord-Ross, 1991 Challenge # 3 Challenge # 4 Challenge # 5 Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring, & focused on teaching & learning • Improve student character & citizenship • Eliminate bullying • Prevent drug use • Prepare for postsecondary education • Provide a free & appropriate education for all • Prepare viable workforce • Affect rates of high risk, antisocial behavior • Leave no child behind • Etc…. 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 5 7 9 or 11 Which Are YOU? BIG IDEAS • 3-5 years • Organizational Framework • Critical Features same across schools – unique to the culture of the school • System investment in Coaching Capacity A Main Message STUDENT ACHIEVEMENT Good Teaching Behavior Management Increasing District & State Competency and Capacity Investing in Outcomes, Data, Practices, and Systems “Worry #1 “TEACHING” by Getting Tough Russell: “I hatedoesn’t this f____ing school, & If Russell you’re a dumbf_____.” respond, we get If Russell STILL TOUGHER Teacher: “That is disrespectful doesn’t improve, we language. I’m sending you to the get REAL TOUGH office so you’ll learn never to say & enforce those words again….starting now!” BOTTOM LINE! Erroneous assumption that the student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of “aversives” • Will be better tomorrow……. Science of behavior has taught us that children…. • Are NOT born with “bad behaviors” • Do NOT learn when presented contingent aversive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback…. consider FUNCTION 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 LEADERSHIP TEAM Establish measurable outcome Enhanced PBIS Implementation Logic Build Data System Collect, analyze, & prioritize data Select evidence-based practice Monitor implementation & progress Ensure efficient, accurate, & durable implementation Implement SCHOOL-WIDE PBIS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training COACHING Evaluation Local School Teams/Demonstrations PBIS Supporting Social Competence & Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior PRACTICES Supporting Student Behavior CONTINUUM OF SCHOOL-WIDE PBIS ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior APPLYING TRIANGLE LOGIC Primary Prevention: School-/Classroom- ADULT BEHAVIOR Wide Systems for All Students, Staff, & Settings ~80% of Students TO 3-Tiered Prevention Model TERTIARY PREVENTION Intensive, specialized & individualized strategies for students SECONDARY PREVENTION Targeted, supplementary strategies for students who do not respond to primary PRIMARY PREVENTION Universal School-wide or class-wide systems for all students and staff INTENSIVE TARGETED UNIVERSAL School counseling services Student Intervention Plans Section 504 Plans and/or IEPs Second Step School wide PBIS FBAs/BIPs School health services Health Education Voluntary State Curriculum Check-in/Check-out Alternative programs Expanded School Mental Health Initiatives and Interagency Partnerships Social skills, bully proofing, and/or anger management groups Behavioral contracting Responsive counseling Character Education School mental health services Bullying Prevention Triangle Activity: Applying the Three-Tiered Logic to Your School Tier 3 Tier 2 Tier 1 Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Establish Commitment • Administrator support and active involvement • Behavior Support is 1of top 3 school improvement goals • 80% Faculty support • 3 year timeline Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Team Composition • Administrator • Grade/Department Representation • Specialized Support – Special Educator, Counselor, School Psychologist, Social Worker, etc. • Support Staff – Office, Supervisory, Custodial, Bus, Security, etc. • Parent • Community – Mental Health, Business • Student Coaching within SWPBIS Implementation • Context: – 10,500 schools implementing SWPBIS nationally • Defining the Role • Internal vs External • Selecting Coaches • Training and support for coaches Coach by Position 560 active coaches Who should be a coach? • Internal vs External • Internal coaches are employed in the school where they provide support • External coaches are employed outside the schools where they provide support (e.g. by district, region, state). Who should be a coach? Internal Coach External Coach Advantages Knowledge of school Staff relationships Regular access Independent Outside perspective Multiple schools experience Disadvantages Conflicting roles Narrow range of experiences Limited knowledge of school Limited relationships Less frequent access Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Sample Teaming Matrix Initiative, Committee Attendance Committee School Climate Committee Safety Committee Purpose Outcome Discipline Committee Staff Involved 1. Eliminate allIncrease initiatives that doAllNOT a Ellen, Increase % of students studentshave Eric, attendance attending daily defined purpose and outcome measure.Marlee Improve Climate Improve Climate All students Marlee, J.S., Ellen, Eric 2. Combine initiatives that have the same outcome measure and sameresponse target Improve safety Predictable to group Dangerous Has not met threat/crisis School Spirit Committee Target Group SIP/SID Goal #2 Goal #3 Goal #3 students 3. Combine initiatives that have 75% of the same Enhance school Improve morale All students Has not met staff spirit 4. Eliminate that are not tied to School Improve behavior initiatives Decrease office referrals Bullies, Ellen, Eric, antisocial Marlee, Otis Improvement Goals. students, Goal #3 repeat offenders S&DFS Committee Prevent drug use PBIS Work Group Implement 3-tier model Decrease office referrals, increase attendance, enhance academic engagement, improve grades High/at-risk drug users Don All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Self-Assessment 1. Completion of PBIS Staff Survey 2. Team summarizes existing school discipline data. 3. Strengths, areas of immediate focus identified (prioritize) 4. Action plan written Marketing Strategy • Integrate past school behavior plans • Assure clarity of target areas • Incorporate school colors or mascot Tenets of Kenwood Pride •Be there and prepared •Live responsibly •Uphold integrity •Earn and give respect Respectful Able Motivated Safe Nuts and Bolts • Brainstorm classroom vs. office managed behaviors • Come to consensus on language to be used • Agree on behaviors to list Staff Managed Behaviors •Tardiness (on 3rd tardy, enter student into Response System) •Non-compliance with staff direction •Classroom disruption •Bullying •Inappropriate language •Failure to serve teacher assigned reflection •Unprepared for class •Leaving the classroom without permission •Skipping class •Inappropriate hallway behavior •Inappropriate computer use •Inappropriate locker behavior •Dress code violation •Throwing objects •Eating/drinking in class •Academic dishonesty •Sleeping in class •Carrying backpack •Electronic devices/cell phones (visible and/or on) OFFICE MANAGED BEHAVIORS •Bomb Threat/False Alarm •Possession of a Weapon/Explosive Device •Threats of bringing/using Weapons •Fighting/Physical Aggression •Physical Assault/Harassment •Intimidation •Sexual Harassment/Sexual Offense •Loitering •Theft/Burglary •Verbal Abuse and/or Threat of Violence •Inappropriate Bus Behavior •Failure to Identify Oneself •Truancy •Vandalism/ Property Damage •False Fire Alarm or Arson •Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol •Leaving the Classroom without Permission •Forgery/Extortion Level 1 Productive Personal Environment Behaviors that affect only the student: -Not prepared -Out of seat -Breaking pencils -Not following directions -Whining -Playing in desk -Not doing class work -Bubbles while washing hands -Not in line -Sleeping -Copying behavior -Not listening -Leaning in chair -Refusing to work -Crawling on floor -Not taking responsibility for action -No homework Level 1 Consequences may include: -Looking -Proximity -Discussion/talking -Verbal warning -Timeout in room -Study Hall -Parent contact Level 2 Productive Classroom Environment Behaviors that interfere with others learning: -Talking out -Visiting/talking -Inappropriate noises -Tattling -Touching -Poking -Standing on furniture -Constant talking -Out of seat and interfering with others’ learning -Crawling on floor and -interfering with others’ learning -Inappropriate chair manners -Consistently not following directions Level 2 Consequences may include: --Timeout in another room -Study Hall -Loss of part of recess -Parent contact -Behavior contract -Office referral Adm/parent/student/teacher Conference -In-school suspension Level 3 Orderly Environment Behaviors that affect an orderly environment: -Talking back to adult -Throwing things -Teasing -Lying -Cheating -Forgery -Cursing -Tantrums -Cutting others’ hair -Bathroom climbing -Bathroom-looking under stalls -Pushing -Disrespect to adults -Disrespect to children -Leaving room without permission -Name calling -Hallway Behavior -Banging on window -Profane hand gestures Level 3 Consequences may include: --Behavior contract -Office referral Adm/parent/student/teacher Conference -In-school suspension -Out of school suspension Level 4 Safe Environment Behaviors that cause harm or are illegal: -Actions that cause harm -Stealing -Fighting -Drugs -Weapons -Punching -Biting -Throwing furniture -Stealing -Threatening to do injury on person or property -Sexual harassment Level 4 Consequences may include: Per Board of Education Policies Observe Problem Behavior Warning/Conference with Student No Use Classroom Consequence Complete Minor Incident Report Does student have 3 MIR slips for the same behavior in the same quarter Write the student a REFERRAL to the main office Is behavior office managed? Yes Classroom Managed Office Managed •Preparedness •Calling Out •Classroom Disruption •Refusal to Follow a Reasonable Request (Insubordination) •Failure to Serve a Detention •Put Downs •Refusing to Work •Inappropriate Tone/Attitude •Electronic Devices •Inappropriate Comments •Food or Drink •Weapons •Fighting or Aggressive Physical Contact •Chronic Minor Infractions •Aggressive Language •Threats •Harassment of Student or Teacher •Truancy/Cut Class •Smoking •Vandalism •Alcohol •Drugs •Gambling •Dress Code •Cheating •Not w/ Class During Emergency •Leaving School Grounds •Foul Language at Student/Staff Write referral to office Administrator determines consequence Administrator follows through on consequence Administrator provides teacher feedback SIDE BAR on Minor Incident Reports •Issue slip when student does not respond to pre-correction, re-direction, or verbal warning •Once written, file a copy with administrator •Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change) OBSERVE PROBLEM BEHAVIOR What type of behavior is it? TEACHER MANAGED OFFICE PROBLEM SOLVE WITH STUDENT Calling Out, Dress Code , Electronic Devices, Food/Drink, Language, Lateness, Minor Dishonesty, Preparedness, Put Down, Throwing, Tone/Attitude, Touching, Work Refusal ADMINISTER APPROPRIATE CLASSROOM BASED CONSEQUENCES Did behavior resolve? YES: ocument interventions, Reinforce Expectations MANAGED Aggressive Behavior, Bullying/ Harassment, Chronic/Repetitive Minor Infractions, Drugs/Alcohol, Fighting, Gambling, Major Dishonesty, Physical Aggression/Contact, Truancy, Vandalism, Weapons COMPLETE OFFICE REFERRAL: Conference with Student, Notify Parent ADMINSTRATIVE RESPONSE Administrator investigates written report. Student conduct record is consulted NO Administrator determines consequence. Administrative staff provides feedback to staff. Have there been ≥3 MIR’s for similar behavior? NO WRITE MIR: Conference with Student, Notify Parent; Reinforce Expectations, Track Behavior YES Refer to ‘Office Managed Behaviors’ MINOR INCIDENT REPORTS: Used only after classroom interventions have not met with success., Take concrete action to correct behavior (e.g detention, reflective writing, etc.), Corrective actions correspond to demonstrated behavior where possible., Administered with student knowledge. What Coaches Do • • • • Work with team during initial SW-PBIS training Meet with new teams monthly on-site Telephone/email contact as needed “Positive” nag • Self-assessment (EBS Survey, Benchmarks of Quality Checklist) • Action planning • Activity implementation • On-going evaluation – School self-evaluation efforts – State-wide Initiative evaluation efforts (SET) • Guide State-wide initiative • Feedback to Taskforce What Coaches Do • Dissemination of outcomes and effects • SWIS Facilitation- (MD training - Fall 2011) • Implement and support use of data-based decision making. Coaching vs. Training • Coaching involves active collaboration and participation, but not group instruction. – Small group – Build from local competence – Sustainable Facilitating vs. Leading Facilitator Team Leader Ensures the team meets regularly Sets the dates for meetings Offers tools to assist in record keeping, team evaluations, etc. Checks accuracy of records, directs team in evaluation Ensures equal distribution of roles and responsibilities Assumes the role of leader, delegates, assigns tasks Ensures the team is using data for decision making Refers the team to the data during team meetings SWPBIS Subsystems Classroom Non-classroom Student Family Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Redesign Learning & Teaching Environment THE DO NOTs 3-5 positive SW expectations defined, taught, & encouraged The Power Of Teaching • • • • • “If a child doesn’t know how to read, we teach.” “If a child doesn’t know how to swim, we teach.” “If a child doesn’t know how to multiply, we teach.” “If a child doesn’t know how to drive, we teach.” “If a child doesn’t know how to behave, we … … teach? …punish?” Why can’t we finish the last sentence as automatically as we do the others? PBIS Philosophy Expectations & behavioral skills are taught & recognized in natural context “Cool Tool” Skill Name Getting Help (How to ask for assistance for difficulty tasks) Teaching Examples 1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you. 2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment. 3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word. Kid Activity 1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction. 2. Ask students to indicate or show how they could get help. 3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses. After the Lesson (During the Day) 1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection). 2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder). 3. Whenever a student gets help the correct way, provide specific praise to the student. Teaching Matrix Activity Classroom Lunchroom Bus Hallway Assembly Use inside voice Eat your own food Stay in your seat Stay to right Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Put trash in cans Take litter with you Respect Yourself Do your best Wash your hands Be at stop on time Use your words Listen to speaker Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topic in class w/ others Respect Others Teaching Matrix Activity Classroom Lunchroom Bus • Use inside • Eat your own • Stay in your • ________ •__________ •_________ Hallway Assembly • Arrive on Stated in a Positive way Respect Others Respect Environment & Property voice • Recycle food seat • Stay to right • _________ time to speaker •__________ • Keep feet on • Put trash in • Take litter •__________ •_________ •__________ • Wash your • Be at stop on • Use your • Listen to •__________ •__________ •__________ •__________ • Return trays What do you want them to do! Respect Yourself Respect Learning paper •_________ • Do your best •__________ • Have materials ready •__________ •__________ hands • Eat balanced diet •__________ floor time • Go directly from bus to class •__________ cans words • Go directly to class •__________ with you speaker • Discuss topic in class w/ others •__________ Reviewing Strive for Five • Be respectful. • Be safe. • Work peacefully. • Strive for excellence. • Follow directions. Theme of The Month • • • • September = Respectful October = Responsible November = Ready Etc. Etc. PBIS Matrix for Home I am respectful Listen to my parents Be truthful to my parents Play cooperatively Speak nicely to others I am responsible Put away my toys, bike, and equipment Help with jobs at home Follow my parents’ directions Share Thursday folder with parents I am safe Play safely with others Stay in designated areas Stay away from strangers Wear bike helmet and equipment I am prepared Finish homework and share with parent • . Pack backpack at night for school the next day Go to bed on time Get up and get ready for school when called Expectations Family Teaching Matrix Respect Ourselves Respect Others Respect Property SETTING At home Morning Routine Homework Meal Times 1. SOCIAL SKILL In Car Play Bedtime Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Acknowledging SW Expectations: “RATIONALE” • Humans require regular & frequent feedback on their actions • Humans experience frequent feedback from others, self, & environment • W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors 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 Establish Procedures for Encouraging SW Expectations •Guidelines – Label specific expectation & behavior – Paired with social recognition – Culturally/contextually appropriate & considerate – Lots to less (fading - intrinsic) – Individual to group – External- to self-managed – Frequent to infrequent OMMS Business Partner Ticket 6 7 8 Date: ________________ Student Name __________________________________ For Demonstrating: Safety Ethics Respect (Circle the trait you observed) Comments: ___________________________________________ Authorized Signature: ____________________________________ Business Name: ________________________________________ Grand Junction CO 5/06 Samples • • • • • • • • • • • High Fives Gotchas Traveling Passport Super Sub Slips, Bus Bucks Back/front of bus Free homework coupon Discount school store, grab bag Early dismissal/Late arrival First/last in Line Video store coupon, free fries BUG=Bringing up Grades • • • • • • • • • • • • Extra dessert Class event G.O.O.S.E 1-Free Period Massage File stuffer Coffee Coupon Golden Plunger Give Em’ a Hand Kudos Positive Office Referrals BASS=Behavior + Academics = Student Success What really matters Is the POSITIVE social acknowledgement & interaction!! Discipline Works When …. Reinforcement Prevention creates more Positive than (success) Negative consequences Punishment McCormick Elementary School, MD Monitoring Dismissal CONTINUUM OF SCHOOL-WIDE PBIS ~5% ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior APPLYING TRIANGLE LOGIC Primary Prevention: School-/Classroom- ADULT BEHAVIOR Wide Systems for All Students, Staff, & Settings ~80% of Students TO REGULARLY ACKNOWLEDGE STAFF BEHAVIOR “GOLDEN PLUNGER” “1 FREE PERIOD” • Involve custodian • Procedure • Contributing to a safe, caring, effective school environment • Procedures – Custodian selects one classroom/ hallway each week that is clean & orderly – Sticks gold-painted plunger with banner on wall “G.O.O.S.E.” • “Get Out Of School Early” – Or “arrive late” • Procedures – Kids/staff nominate – Kids/staff reward, then pick – Given by Principal – Principal takes over class for one hour – Used at any time “DINGER” • Reminding staff to have positive interaction • Procedures – Ring timer on regular, intermittent schedule – Engage in quick positive interaction Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Office Discipline Referrals (ODR) • 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 Provided to all, intended to reach most. Core Support Program: The required resources to address the problem increases The need to enhance environmental structures increases The frequency for collecting and acting upon information increases Continuum of Supports 93 Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation Self-Assessment Efficient Systems of Data Management Team-based Decision Making Data-based Action Plan EvidenceBased Practices Existing Discipline Data Multiple Systems Measure and Evaluate BIG IDEA – The staff determine: • What questions they want to answer, • What data do they need to answer the questions, • What is the simplest way to get that data, and then • Write an objective for where they want to be in the future. DECISION MAKING • • • • Is there a problem? What areas/systems are involved? Are there many students or a few involved? What kinds of problem behaviors are occurring? • When are these behaviors most likely? • What is the most effective use of our resources to address this problem? Total Office Discipline Referrals (ODR) per Month Avg. ODR/Day/Month FRMS Total Office Discipline Referrals SUSTAINED IMPACT 3000 Pre Total ODRs 2500 2000 1500 Post 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 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 # Ref by Problem # Ref by Location # Ref by Time of Day # Ref by Student How long would it take to answer BIG 5 SW discipline questions in your school? 1. Who committed the offense? 2. What was he/she doing? 3. Where did it happen? 4. When did it happen? 5. Who else was involved? 10% N= 1679 443 163 Elementary Middle High 246 K (8-12) N = 1679 Elementary 443 163 246 Middle High K (8-12) Do we need to tweak our action plan? • • • • • • How often? Who? What? Where? When? How much? If problem, • Which students/staff? • What system? • What intervention? • What outcome? IF... FOCUS ON... + If many students are making School Wide System same mistake, consider changing More than 35% of office referrals come from nonsystems ….not students classroom settings More than 40% of students receive one or more office referrals More than 2.5 office referrals per student More than 15% of students referred from nonclassroom settings Non-Classroom System + START by teaching, monitoring More than 60% of office referrals come from the classroom & rewarding 50% or more of office referrals come from less than Classroom Systems 10% of classrooms Targeted Group Interventions / …before increasing PUNISHMENT Classroom Systems More than 10-15 students receive 5 or more office referrals Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after receiving targeted group settings Small number of students destabilizing overall functioning of school Individual Student Systems IF... More than 40% of students receive one or more office referrals More than 2.5 office referrals per student More than 35% of office referrals come from nonclassroom settings More than 15% of students referred from nonclassroom settings More than 60% of office referrals come from the classroom 50% or more of office referrals come from less than 10% of classrooms More than 10-15 students receive 5 or more office referrals Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after receiving targeted group settings Small number of students destabilizing overall functioning of school FOCUS ON... School Wide System Non-Classroom System Classroom Systems Targeted Group Interventions / Classroom Systems Individual Student Systems IF... More than 40% of students receive one or more office referrals More than 2.5 office referrals per student More than 35% of office referrals come from nonclassroom settings More than 15% of students referred from nonclassroom settings More than 60% of office referrals come from the classroom 50% or more of office referrals come from less than 10% of classrooms More than 10-15 students receive 5 or more office referrals Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after receiving targeted group settings Small number of students destabilizing overall functioning of school FOCUS ON... School Wide System Non-Classroom System Classroom Systems Targeted Group Interventions / Classroom Systems Individual Student Systems Assist Teams in Using Data for Decision-making • Using BOQ Checklist and EBS Survey data for Team Action Planning • Using SET/ IPI/BOQ data for evaluation • Using ODR/ Academic data for assessment, planning and reporting. • Keeping faculty involved through regular data reporting. Implementation Phase Inventory • IPI • Completed by coach 2 times/year • Nov 10, April 10 Implementation Phases Inventory (IPI) Benchmarks of Quality • Evaluation Tool- completed by coach and team one time/year • Due to PBIS Maryland by April 10 – Required for Recognition Get Fluent • Know your resources – – – – – – – – MD Flash drive MD website Site Visits Become a SET assessor Become a SWIS facilitator District Meetings- know your local contact State Meetings- October 20 Other websites: Florida, Illinois, Michigan, Missouri Messages Repeated! 1. 2. Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success ODR Administrator Benefit 2008-2009 2009-2010 @15 min. @ 6 hrs 2277 ODRs - 1322 ODRs = 955 42% improvement = 14,325 min. = 238.75 hrs. = 40 days of Administrator time ODR Instructional Benefit 2008-2009 2009-2010 @ 45 min @ 6 hrs 2277 - 1322 = 955 42% improvement = 42,975 min. = 716.25 hrs = 119 days of Instructional time www.pbismaryland.org Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support Critical Features • • • • • • Establish Commitment Establish and Maintain Team Self-Assessment Establish School-Wide Expectations Establish On-Going System of Rewards Establish System for Responding to Behavioral Violations • Establish Information System • Build Capacity for Function-Based Support • Build District Level Support PBIS Systems Implementation Logic Visibility Funding Political Support Leadership Team Active Coordination Training Coaching Evaluation Local School Teams/Demonstrations Commitment of Coaches • Team Support – First Year (1-2 teams) (participate in training and planning) – Second Year (Maintain initial teams, start 3-5 teams) – Future Years (10-15 teams total) • FTE commitment – 20-50% • Roles/Background – Behavior Specialists, Special Education Teachers – Consultants, Administrators – School Psychologists, Counselors, Social Workers Guiding Principles for Effective Coaching • Build local capacity – Become unnecessary…but remain available • Maximize current competence – Never change things that are working – Always make the smallest change that will have the biggest impact • Focus on valued outcomes – Tie all efforts to the benefits for children • Emphasize Accountability – Measure and report; measure and report; measure and report. • Build credibility through: – (a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment. • Pre-correct for success Specific Expectations – Attend and participate in team training – Meet with your team(s) at least monthly – Provide technical assistance as needed – Monitor and report on team efforts – BOQ Checklist – EBS Survey/ SET/ ISSET – Annual Profile/Summary Data – Present on School-wide PBS at district, state, national forums. – Assist district to build capacity for sustained implementation (re-define your role over time) – Meetings with Coordinator and Taskforce for purposes of state-wide planning Nat'l vs Maryland ODRs per 100 per school day “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, BUT implementation is not accurate, consistent, or durable. Schools need more than training.” • An effective intervention is one thing. • Implementation of an effective intervention is a very different thing. •Dean Fixsen Provided to all, intended to reach most. Core Support Program: The required resources to address the problem increases The need to enhance environmental structures increases The frequency for collecting and acting upon information increases Continuum of Supports 136 PBIS Messages • • • • Measurable & justifiable outcomes On-going data-based decision making Evidence-based practices Systems ensuring durable, high fidelity of implementation Resources • • • • www.pbis.org www.pbismaryland.org www.swis.org [email protected] www.pbismaryland.org www.behaviordoctor.org