Transcript Lighting the Way with PBIS

Lighting the Way with PBIS
Gloria Cooper
Director of Student Services
Cypress-Fairbanks ISD
Houston, Texas
Parking Lot Activity
ACTIVITY
1. Take a name tent from the center table.
2. Write your name in the center.
3. Write your school and/or assignment under your name.
PBIS
Positive Behavior Interventions and Supports
SETTING YOUR COURSE
3 Worries/Ineffective Responses
to Problem Behavior
Get Tough
•Practices
Train & Hope
•Systems
Assumptions
•Philosophy
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Worry #1: “Get Tough”
Immediate & Seductive Solution
Clamp down &
increase
monitoring
Get
Tough
Establish
“bottom line”
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Re-Re-Rereview rules
Extend continuum &
consistency of
consequences
9
Worry #2: “Train & Hope”
REACT to problem
behavior
Wait for new
problem
Hope for
implementation
Select & add
practice
Hire an EXPERT to
train practice
10
Worry #3: Assumptions we make…
Students are “inherently” bad
Born that way
Apples don’t fall far from the tree
Students will learn appropriate behavior through increased use of “aversives”
DMC, Suspensions
DAEP for persistent behavior
It’ll be better tomorrow
Avoidance (on the adult’s part)
If I ignore it, it will go away.
Which lead to a false sense of
safety and security.
Fosters environments
of control
Devalues child-adult
relationship
Weakens relationship
between academic &
social behavior
programming
Triggers & reinforces
antisocial behavior
Shifts accountability
away from school
So instead, let’s
at…
PBIS is:
 School-wide data-based decision making
system
 A preventive and proactive approach
 Staff driven, campus specific
 Common language, consistency
 Develops a community focus and
climate/culture
 Based on a long history of behavioral practices & effective
instructional designs & strategies
 Targeted at engaging the whole staff in problem solving to
achieve long-term sustainability
 A district-wide goal for Cypress-Fairbanks ISD
When behavior
doesn’t improve,
We “GET TOUGHER!”
Important Elements of PBIS
 Positive expectations & routines
taught & encouraged
 Active supervision by all staff

Scan, move, interact
 Precorrections & reminders
 Positive reinforcement
Systems
(How things are
done)
Data
(How decisions
are made)
Practices
(How staff
interact with
students)
• Team-based problem solving
• Data-based decision making
• Long term sustainability
• Continuous data collection and review
• Office discipline referrals
• Attendance, observations, academics
• Direct teaching of behavioral
expectations
• Positive reinforcement
• Behavioral assessments
~5%
CONTINUUM OF
SCHOOL-WIDE
POSITIVE
BEHAVIOR
SUPPORT
~15%
Tertiary
Prevention:
Specialized
Individualized
Systems for
Students with
High-Risk
Behavior
Secondary
Prevention:
Specialized Group
Systems for
Students with AtRisk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
~80% of Students
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PBIS Philosophy
The Universal Tier (Level 1)
To create and maintain an effective learning
environment by establishing behavioral
supports and a social culture needed for ALL
students in a school to achieve social,
emotional, and academic success.
Secondary Tier (Level 2)
To provide systems for
structuring the learning
environment to allow for
behavioral supports for at-risk
students.
Tertiary Tier (Level 3)
To provide more sophisticated and
specific interventions for students
with
established histories of behavioral
problems.
Host
environment
Data-based
decision
making
Classroom
management
System Components
Active
supervision
Cypress Fairbanks ISD - PBIS Campuses
Cohort 1
2006 - 2007
Cy-Ridge HS
Cy-Springs HS
Thornton MS*
Truitt MS
Duryea*
Lee*
Cohort 2
2007-2008
Cohort 3
2008-2009
Cy-Fair HS** Cy-Creek HS**
Langham HS**
Cy-Falls HS
Cy-Lakes HS
Aragon MS*
Cy-Ranch HS
Arnold MS*
Bleyl MS
Cook MS*
Campbell MS* Goodson MS*
Hamilton MS
Frazier*
Hopper MS
Horne*
Keith*
André*
Lieder*
Emmott
Moore*
Kirk*
Sheridan*
McFee*
Post*
Walker*
6
10
* Level II Campuses
** No longer actively implementing in PBIS
13
Cohort 4
2009-2010
Cohort 5
2010-11
Cohort 6
2011-12
Cohort 7
2012-13
Cohort 8
2013-14
Cohort 9
2014-15
Dean MS
Labay MS
Smith MS
Spillane
ALC-W
Pope
Hamilton El
Anthony
Emery
Francone*
Gleason
Hancock*
Hemmenway
Holmsley*
Jowell
Lowery*
Reed
Willbern*
Yeager*
Salyards
A. Robison
Ault
Warner
Black
Danish*
Hairgrove
M. Robinson
Matzke
Millsap*
Tipps
12
9
3
1
2
Adam*
Bane*
Bang
Farney*
Fiest
Holbrook*
Lamkin
Metcalf
Postma
Wilson*
13
Host Environment
Matrix
Host Environment
Acknowledgments
Discipline Data
CFISD Discipline
• Student discipline data analyzed every
six weeks.
• Discipline tracked by student, by
teacher, by grade level.
Cohort 2
Aragon*
Arnold*
1010
814
745
895
556
425
747
-26%
836
812
829
537
800
912
910
9%
Bleyl
1256
511
926
1216
1042
1223
1159
-8%
Campbell*
1154
856
1165
1139
772
517
449
-61%
Cy-Fair
974
921
800
1069
n/a
n/a
n/a
n/a
Frazier*
247
83
99
142
197
137
106
-57%
Horne*
222
87
199
238
494
310
216
-3%
Keith*
82
191
128
100
74
88
43
-48%
Langham Creek
1723
1521
1729
1621
n/a
n/a
n/a
n/a
Lieder*
127
65
113
133
173
166
148
17%
Moore*
283
238
313
178
104
162
175
-38%
Sheridan*
354
137
216
138
154
137
81
-77%
Total +/- %:
-29%
Cohort 3
Andre*
383
222
337
410
359
223
307
-20%
Cook*
879
731
696
1035
938
796
547
-38%
Cy-Creek
795
1428
1175
1137
1011
1185
951
20%
1313
1161
1483
1644
1444
1444
1271
-3%
n/a
1048
1390
2235
1933
1657
1448
38%
Cy-Ranch
n/a
199
341
753
501
775
457
130%
Emmott
262
244
194
148
87
165
152
-42%
Goodson*
865
623
840
1070
394
815
678
-22%
Hamilton
691
690
977
1111
1228
433
409
-41%
Hopper
767
643
783
795
890
804
712
-7%
Kirk*
176
122
196
204
190
89
100
-43%
McFee*
288
303
212
127
213
133
147
-49%
Post*
319
209
303
198
163
171
359
13%
Walker*
249
88
70
113
90
121
127
-49%
Cy-Falls
Cy-Lakes
Total +/- %:
-8%
Cohort 4
Adam*
118
72
57
103
91
100
-15%
Bane*
190
119
127
157
Bang
374
454
361
349
95
84
-56%
366
273
Dean
879
1090
1125
650
1114
919
-27%
5%
Farney
108
120
177
154
151
122
13%
Fiest
140
274
294
357
348
134
-4%
Holbrook
180
247
347
261
448
93
-48%
Labay
719
590
617
1009
879
753
22%
Lamkin
138
69
208
330
106
158
14%
Metcalf
119
87
137
174
53
91
-24%
Postma
160
315
148
164
182
180
13%
Smith
n/a
603
666
677
773
565
-6%
Wilson*
426
343
295
322
260
112
-74%
Total +/- %:
-14%
Cohort 6
ALC-W
1178
814
712
506
-57%
75
94
95
70
-7%
Danish
413
269
291
142
-66%
Hairgrove
126
96
129
108
-14%
M. Robinson
141
69
86
42
-70%
Matzke
202
207
207
169
-16%
Millsap
171
139
94
44
-74%
Salyards
n/a
407
748
308
-24%
Tipps
218
223
210
177
-19%
Black
Total +/- %:
-39%
Cohort 7
Ault
137
103
120
A. Robison
56
45
61
Warner
35
60
39
-12%
9%
11%
Total +/- %:
3%
0%
Total +/- %:
0%
Overall % of change for district wide PBIS campuses:
-150%
Cohort 8
Pope
n/a
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Apply three tiered prevention logic to classroom setting
• Primary for all
• Secondary for some
• Tertiary for a few
Consistent Corrective Teaching,
Student Support Plans
Signals, Cues, Reminders,
Redirects, More Positives
and Instructional
Interventions
Relationships, Rules Procedures,
Transitions, Seating Chart, Corrective
Teaching, Proactive Planning, Room
Arrangement, Instructional
Management, 5 to 1 ratio
Classroom Management
Safe & Civil Schools Survey
• Used to determine staff support
• 85% of the faculty must vote in favor of
implementing the PBIS process.
• Questions:
• I agree that our campus needs to plan and implement a school-wide effort to
improve student behavior.
• I would support a campus leadership team’s effort to implement a school-side
system.
• I am willing to participate in the school-wide effort, as an effective member of
this campus.
Building Better Relationships
• A 14 hour course designed to enhance the skills and
strategies of teachers in the classroom
• Addresses the importance of relationships, proactive
classroom strategies, positive student support, and
problem solving for low level classroom behavior.
• Research and best practices have been collected from
•
•
•
•
•
•
Boys Town
Capturing Kids Hearts
Eric Jenson
Randy Sprick
Harry Wong
Fred Jones
Punishment vs. Discipline
Punishment
Purpose
Techniques
Punish the child’s
past behavior
Isolation, time-out,
withdrawal of a
privilege
Emotions
Tensions, frustration,
rage, raised voices
Results
Child feels angry, out
of control; loss of
self-esteem; focuses
on revenge, regaining
control
Discipline
Shape the child’s
future decisions
Isolation, time-out,
withdrawal of a
privilege
Disappointment, love
and concern
Child feels adult’s
disappointment &
concern; can focus on
second chance
opportunities.
Punishment vs. Discipline
Love & Logic Tip
 We punish a child for past choices; we
discipline to shape future ones.
 Punishment arises from frustration and rage;
discipline out of love and concern
 Both punishment and discipline use similar
techniques, but the emotional atmosphere of
the two is different.
 Punishment squashes the behavior, discipline
teaches for next time.
-Teaching with Love and Logic, Jim Fay & David Funk
Active Supervision:
Chore? or Opportunity!
Supervision:
Common Areas
• Classrooms
• Hallways
• Cafeteria
• Main/Entry Hallway
• Where else?
Why Do We Supervise?
• “To ensure student safety.”
• “Pro-active deterrent to Bullying.”
• “Legal/Professional responsibility. ”
• “To model appropriate behaviors in social
settings.”
• “To increase instructional time.”
• “To acknowledge students who behave
appropriately.”
• “To improve adult/student relationships.”
• “It’s part of our job.”
Rethinking the Value of
Supervision
• Students who don’t feel safe in the common areas, don’t feel
safe at school.
• Quality supervision provides an opportunity to establish
positive relationships and acknowledge appropriate behaviors.
• Common area issues become classroom issues – Instructional
time is lost!
Active Supervision
• Movement
•
•
•
•
Constant (Walk and Talk)
Avoid wallflower management
Random
Planned and purposeful to target
• Scanning
• Look for and acknowledge appropriate
behaviors
• Monitor problem locations
• Listen for name-calling, bickering, arguing
• Look for students who are withdrawn or
being picked on by others
• Pay attention to the surrounding
• Be proactive – “pay now or pay later”
Navigating Rough Waters
ADAM ELEMENTARY
ARAGON MIDDLE SCHOOL
CY-RIDGE HS
Student Services Support
Support
• Trainings
• PBIS Share Sessions
• Campus leadership meetings
• Data trainings
• PBIS Snapshots (insert copy)
• PBIS Level 1 reviews
• SET Evaluations
DESTINATION
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