Transcript Challenge #1 Challenge #2 Challenge #3 Competing, Inter-related National Goals • Improve literacy, math, geography, science, etc. • Make schools safe, caring,

Challenge #1
Challenge #2
Challenge #3
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….
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)
“141 Days!”
Intermediate/senior high school
with 880 students reported over
5,100 office discipline referrals in
one academic year. Nearly 2/3 of
students have received at least
one office discipline referral.
5,100 referrals =
76,500 min @15 min =
1,275 hrs =
159 days @ 8 hrs
“Da place ta be”
During 4th period, in-school
detention room has so many
students that the overflow is sent to
the counselor’s office. Most
students have been assigned for
being in the hallways after the late
bell.
“Cliques”
During Advisory Class, the
“sportsters” sit in the back of the
room, & “goths” sit at the front.
Most class activities result in out of
seat, yelling arguments between
the two groups.
“Four corners”
Three rival gangs are
competing for “four corners.”
Teachers actively avoid the
area. Because of daily conflicts,
vice principal has moved her
desk to four corners.
Science of behavior has
taught us that students….
• 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
Non-examples of FunctionBased approach
“Function” = outcome, result, purpose,
consequence
• “Lantana, you skipped 2 school days, so
we’re going to suspend you for 2 more.”
• “Phloem, I’m taking your book away because
you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you
attention,…let’s take a walk down to the office
& have a little chat with the Principal.”
2001 Surgeon General’s Report on
Youth Violence: Recommendations
• Establish “intolerant attitude toward
deviance”
– Break up antisocial networks…change social
context
– Improve parent effectiveness
• Increase “commitment to school”
– Increase academic success
– Create positive school climates
• Teach & encourage individual skills &
competence
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 PBS
Implementation
Logic
Build Data
System
Collect, analyze, &
prioritize data
Select
evidence-based
practice
Monitor
implementation &
progress
Ensure efficient,
accurate, & durable
implementation
Implement
SCHOOL-WIDE
Supporting Social Competence &
Academic Achievement
4 PBS
Elements
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
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
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
Organizational Features
Common
Vision
ORGANIZATION
MEMBERS
Common
Experience
Common
Language
GENERAL
IMPLEMENTATION
PROCESS:
“Getting Started”
Team
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team-led Process
Family
Priority &
Status
Specialized Support
Non-Teaching
Behavioral
Capacity
Representation
Administrator
Team
Data-based
Decision
Making
Student
Community
Administrator
Communications
Teaching
Start with
Team that
“Works.”
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
Team
GENERAL
IMPLEMENTATION
PROCESS
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
Leadership Team Review
• Work as team for 10 minutes
• Complete “Establishing Team Membership”
(1 p. 4-5)
• Review “Committee Group Work” (6)
• Review “Guidelines for Conducting
Leadership Team Meetings” (3)
• Review “EBS Self-Assessment Survey” (4)
• Present 2-3 “big ideas” from your group (1
min. reports)
Attention
1 Minute
Please
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Self-Assessment
Efficient
Systems of Data
Management
Team-based
Decision
Making
SWIS
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
+ 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?
Discipline Data Review
• 10 minutes
Attention
1 Minute
• Report 2-3Please
“big ideas” from your
• Complete “Discipline Referral Data
Self-Assessment” Checklist (9)
team discussion (1 min. reports)
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
Redesign Learning &
Teaching Environment
Few positive SW expectations defined,
taught, & encouraged
Identifying School-wide
Expectations
• 11 minutes
• Select different spokesperson
Attention
1 Minute
NewPlease
Spokesperson
• Review/develop positively stated school-wide
expectations (1 p. 6-7)
– 3-5 positively stated
– Mutually exclusive
– Comprehensive
– Contextually appropriate
• Present 2-3 “big ideas” from your team (1
min. reports)
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
RAH – at Adams City High School
(Respect – Achievement – Honor)
RAH
Classroom
Hallway/
Cafeteria
Bathrooms
Commons
Respect
Be on time; attend
regularly; follow
class rules
Keep location neat,
keep to the right, use
appropriate lang.,
monitor noise level,
allow others to pass
Put trash in cans,
push in your chair,
be courteous to all
staff and students
Keep area clean, put
trash in cans, be
mindful of others’
personal space, flush
toilet
Achievement
Do your best on all
assignments and
assessments, take
notes, ask questions
Keep track of your
belongings, monitor
time to get to class
Check space before
you leave, keep track
of personal
belongings
Be a good example
to other students,
leave the room
better than you
found it
Honor
Do your own work;
tell the truth
Be considerate of
yours and others’
personal space
Keep your own
place in line,
maintain personal
boundaries
Report any graffiti
or vandalism
RAH – Athletics
RAH
Practice
Competitions
Eligibility
Lettering
Team Travel
Respect
Listen to coaches
directions; push
yourself and
encourage
teammates to excel.
Show positive
sportsmanship;
Solve problems in
mature manner;
Positive interactions with refs,
umps, etc.
Show up on time
for every practice
and competition.
Show up on time
for every practice
and competition;
Compete x%.
Take care of your
own possessions
and litter; be where
you are directed to
be.
Achievement
Set example in the
classroom and in
the playing field as
a true achiever.
Set and reach for
both individual and
team goals;
encourage your
teammates.
Earn passing
grades; Attend
school regularly;
only excused
absences
Demonstrate
academic
excellence.
Complete your
assignments missed
for team travel.
Honor
Demonstrate good
sportsmanship and
team spirit.
Suit up in clean
uniforms; Win with
honor and integrity;
Represent your
school with good
conduct.
Show team pride in
and out of the
school. Stay out of
trouble – set a good
example for others.
Suit up for any
competitions you
are not playing.
Show team honor.
Remember you are
acting on behalf of
the school at all
times and
demonstrate team
honor/pride.
Cheer for
teammates.
P
R
I
D
E
Perseverance
Holding to a course
of action despite
obstacles
Respect
To show
consideration,
appreciation, and
acceptance
Integrity
Adherence to an
agreed upon code
of behavior
Discipline
Managing ones
self to achieve
goals and meet
expectations
Excellence
Being of finest
or highest
quality
• Strive for
consistency
• Attend class
daily; be on time
• Meet deadlines;
do your homework
• Do your
personal best
• Exceed
minimum
expectations
• Inspire
excellence in
others
• Stay positive
• Set goals
• Learn from
mistakes
• Respect yourself
• Respect others
• Demonstrate
appropriate language
and behavior
• Be responsible
• Do your own work
• Be trustworthy
and trust others
NEHS website, Oct. 26, 2004
E’ Ola Pono- to live the proper way
School
Behavioral
Standards
Kuleana
Be
Responsible
Ho’ihi
Be
Respectful
Laulima
Be
Cooperative
Malama
Be Safe
All Settings
Walkways
Playground
Recess
P.E.
Cafeteria
Restrooms
Arrival/
Dismissal
Assembly
Field Trips
Be on time
Be prepared w/
necessary supplies
Be accountable for
choices
Respond to/complete
tasks
Keep area clean &
litter free
Plan ahead
Walk directly to
destination
Take care of
equipment/facilities
Plan appropriate
times for drinks/
restroom visits
Have lunch
card ready
Be orderly in all
lines
Flush
Turn off water
Use restroom at
designated times
Use facilities for
intended purposes
Have
money/pass
ready
Be on time
Listen
attentively
Keep hands
and feet to
yourself
Turn in
paperwork/$ on
time
Wear appropriate
footwear/clothing
Bring home lunch
Use appropriate
voice
Listen to/follow
directions of staff
Respect self, others
property
Be polite/use
manners
Express appreciation
Accept/respect
differences in people
Use quiet voices
when classes are
in session
Be a good sport
Include others in
your play
Use proper
table manners
Eat your own
food
Observe privacy of
others
Use polite words
and actions
Listen to JPO’s
supervisors and
bus driver
Use quiet voice
and polite words
on bus
Focus on
program
Sit quietly
Clap at
appropriate
times
Care for the field
trip site
Listen to speakers
Be helpful
Participate with a
positive attitude
Be patient; share/
wait your turn
Acknowledge others
Play in designated
areas only
Keep movement
flowing
Share equipment
and play space
Follow rules/
procedures
Wait patiently/
quietly
Wait patiently/
quietly
Enter/exit
vehicles in an
orderly fashion
Share bus
seats
Sit properly in
designated area
Enter/exit in an
orderly fashion
Remain seated
unless asked to
do otherwise
Stay with your
chaperone/group
Immediately report
dangerous situations
Remain in
designated areas
Practice healthy
behaviors/universal
precautions
Use appropriate
footwear
Follow safety rules in
all areas
Walk at all times
Avoid rough,
dangerous play
Use equipment
properly
Walk at all
times
Wash hands
Chew food
well; don’t rush
Use designated
restroom
Walk
Wait in
designated area
Remain seated
when riding the
bus
Watch out for
traffic
Use crosswalk
only
Be careful when
approaching or
leaving the stage
area
Use the buddy
system
Follow school/bus
rules
King Kaumualii on Kauai
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
“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 Academics &
Behaviors
ADJUST for
Efficiency
MONITOR &
ACKNOWLEDGE
Continuously
DEFINE
Simply
MODEL
PRACTICE
In Setting
“Traveling Passports”
• Precorrecting new kids
• Procedures
– Meet with key adults
– Review expectations
– Go to class
Teaching Expectations
• Meet as team for 11 minutes
Attention
1 Minute
Please
• Review/develop procedures for
teaching school-wide expectations
(1 p. 8-10) (5)
• Present 2-3 “big ideas” from your
team (1 min. reports)
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
Acknowledge & Recognize
Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of:
Respect
Responsibility
Caring
Citizenship
(Circle the trait you observed)
Signature _____________________________________________
If you would like to write on the back the details of what you observed
feel free! Thank you for supporting our youth.
~10 positive : 1 correction
2000-2001 Gotchas, Level 1, & ODR per Day per Month
# per Day
80
70
60
50
Gotchas
40
30
20
Level 1
ODR
10
0
Sep Oct Nov Dec Jan Feb Mar Apr May Jun
Months
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
“Good morning, class!”
Teachers report that when
students are greeted by an
adult in morning, it takes less
time to complete morning
routines & get first lesson
started.
“Bus Bucks”
• Improving bus behaviors
• Procedures
– Review bus citations
– On-going driver meetings
– Teaching expectations
– Link bus bucks w/ schools
– Acknowledging bus drivers
“Super Sub Slips”
• Empowering substitute teachers
• Procedures
– Give 5 per sub in subfolder
– Give 2 out immediately
“Positive Office Referral”
• Balancing positive/negative
adult/student contacts
• Procedures
– Develop equivalent positive referral
– Process like negative referral
“Piece of Paper”
In one month, staff recorded 15
office discipline referrals for rule
violations, & 37 for contributing
to safe environment
Acknowledgements
• 12 minutes
Attention
1 Minute
Please
• Review/develop what your school
does to formally acknowledge
positive
student
social
behavior
(1
New Spokesperson
p. 11-13)
• Report 2-3 “big ideas” from your
table discussion (1 min. reports)
Acknowledgements
• 12 minutes
• Review/develop what your school
does to formally acknowledge
positive student social behavior (1
p. 11-13)
• Report 2-3 “big ideas” from your
table discussion (1 min. reports)
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team Managed
Staff
Acknowledgements
Effective
Practices
Implementation
Continuous
Monitoring
Administrator
Participation
Staff Training
& Support
Avoiding “Train-n-Hope”
• Work for 5 min.
Attention
1 Minute
Please
• Describe 2-3 strategies for
embedding staff development into
daily, weekly,
monthly,
etc.
routines
(Spokesperson)
of school
• Pick spokesperson to give 1 min.
report of 1 strategy
“80% Rule”
• Apply triangle to adult behavior!
• Regularly acknowledge staff
behavior
• Individualized intervention for
nonresponders
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
“Golden Plunger”
• Involve custodian
• Procedure
– Custodian selects one classroom/
hallway each week that is clean &
orderly
– Sticks gold-painted plunger with banner
on wall
“1 Free Period”
• Contributing to a safe, caring,
effective school environment
• Procedures
– Given by Principal
– Principal takes over class for one hour
– Used at any time
“G.O.O.S.E.”
• “Get Out Of School Early”
– Or “arrive late”
• Procedures
– Kids/staff nominate
– Kids/staff reward, then pick
Staff Acknowledgements
• 11 minutes
Attention
1 Minute
Please
• Review/develop procedures for
acknowledging/encouraging staff
contributions
& accomplishments
New Spokesperson
• Report 2-3 “big ideas” from your
team discussion (1 min. reports)
Team
GENERAL
IMPLEMENTATION
PROCESS
Agreements
Data-based
Action Plan
Evaluation
Implementation
Team-based
Decision Making &
Planning
Relevant &
Measurable
Indicators
Efficient
Input, Storage, &
Retrieval
Evaluation
Continuous
Monitoring
Effective
Visual Displays
Regular
Review
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
What does SWPBS look like?
• >80% of students can tell you what is expected of
them & give behavioral example because they have
been taught, actively supervised, practiced, &
acknowledged.
• Positive adult-to-student interactions exceed negative
• Function based behavior support is foundation for
addressing problem behavior.
• Data- & team-based action planning &
implementation are operating.
• Administrators are active participants.
• Full continuum of behavior support is available to all
students
T otal O ffic e D is c ipl ine R efer r al
Kennedy Middle School
1500
1200
900
600
300
0
95-96
96-97
97-98
School Years
98-99
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
Team Implementation
Checklist (2)
• Work as team for 15 minutes
• Complete & submit one copy of TIC
• Present 2-3 “big ideas” from your
group (1 min. reports)
“Mom, Dad, Auntie, &
Jason”
In a school where over 45% of
400 elem. students receive
free-reduced lunch, >750 family
members attended Family Fun
Night.
I like workin’ at school
After implementing SW-PBS,
Principal reports that teacher
absences dropped from 414
(2002-2003) to 263 (20032004).
“I like it here.”
Over past 3 years, 0 teacher
requests for transfers
“She can read!”
With minutes reclaimed from
improvements in proactive SW
discipline, elementary school
invests in improving schoolwide literacy.
Result: >85% of students in 3rd
grade are reading at/above
grade level.
ODR Admin. Benefit
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 14,325 min. @15 min.
= 238.75 hrs
= 40 days Admin. time
ODR Instruc. Benefit
2001-2002
2277
2002-2003
1322
= 955 42% improvement
= 42,975 min. @ 45 min.
= 716.25 hrs
= 119 days Instruc. time
“We found some
minutes?”
After reducing their office
discipline referrals from 400 to
100, middle school students
requiring individualized,
specialized behavior
intervention plans decreased
from 35 to 6.
Tools (pbis.org)
•
•
•
•
•
EBS Self-assessment
TIC: Team Implementation Checklist
SSS: Safe Schools Survey
SET: Systems School-wide Evaluation Tool
PBS Implementation & Planning Selfassessment
• ISSET: Individual Student Systems
Evaluation Tool (pilot)
• SWIS: School-Wide Information System
(swis.org)
Action Planning: Guidelines
•
•
•
•
•
•
•
Agree upon decision making procedures
Align with school/district goals.
Focus on measurable outcomes.
Base & adjust decisions on data & local
contexts.
Give priority to evidence-based programs.
Invest in building sustainable
implementation supports (>80%)
Consider effectiveness, & efficiency,
relevance, in decision making (1, 3, 5 rule)
Action Planning (12) (2:45)
• Review “big ideas”
– Content from two days
– Review/modify action plan (what, when, how, who)
– “Getting Started” (1)
Attention
1 Minute
Please
– SW PBS (B)
– School data
• Logistics
– Complete &New
returnSpokesperson
TIC (2) TODAY
– Develop report to staff
– Build data-management (C/9) capacity
– Schedule next team meeting date
• Report 2-3 planned activities from your team
action planning (1 min.)
To Conclude
• Create systems-based preventive continuum of
behavior support
• Focus on adult behavior
• Establish behavioral competence
• Utilize data based decisions
• Give priority to academic success
• Invest in evidence-based practices
• Teach & acknowledge behavioral expectations
• Work from a person-centered, function-based
approach
• Arrange to work smarter