Donna Morelli and Cynthia Zingler CREC Education Specialists School-Wide Positive.

Donna Morelli and Cynthia ZinglerCREC Education Specialists

www.pbis.org www.cber.org www.swis.org

School-Wide Positive Behavior Support: Overview

Year 1 Team Training - Days 1 and 2

CREC 111 Charter Oak Ave., Hartford, CT 06106

PURPOSEProvide overview of features, practices & systems of positive school climate for EVERYONE in school


Table Discussion

• In 3 minutes tell us what you know about PBIS on a sticky note. Please do this on your own.

• Please place your sticky note on the chart paper when you are done.

YEAR 1 OUTCOME OBJECTIVES

• Establish leadership team• Establish staff agreements• Build working knowledge &

foundations of SW-PBIS practices & systems

• Develop & begin implementation of individualized action plan for SW-PBIS

Review Resources

• Notebook

• www.pbis.org

• Wikispace

https://crec-pbis-support.wikispaces.com/

PBIS in Connecticut

• History

• CT PBIS Collaborative

• OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports


Outcomes For Days 1 and 2

• Establish a common knowledge base to facilitate a positive learning community

• Team Agreements

• Conduct an Audit of Current PracticesCommittee/Group Self Assessment

Outcomes For Days 1 and 2

• Defining problem behavior

• Office Discipline Referrals

• Major vs. Minor Behaviors

• Flow Chart for Addressing Behavior

• School-wide Expectations


Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBIS is


SW-PBIS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students(Zins & Ponti, 1990)


Context

• Our success lies in our unwavering commitment to the best interest of individuals and their families.

• What we do in the name of PBIS is not about a model, a brand or a manual. It is about the thoughtful construction of effective places to live, learn, work and play.


“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.

Discussion

• What role does the environment (context) play for students in these schools?


5,100 referrals =

76,500 min @15 min =

1,275 hrs =

159 days @ 8 hrs


Context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students


SWPBIS is about….


2 Worries & Ineffective Responses to Problem Behavior

• Get Tough (practices)• Train-&-Hope (systems)


Worry #1“Teaching” by Getting Tough

Runyon: “I hate this “silly” school, & you’re a dumb fool.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”


When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies

• Increased surveillance

• Increased suspension & expulsion

• In-service training by expert

• Alternative programming

…..Predictable systems response!


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

Worry #2:“Train & Hope”

REACT toProblemBehavior

REACT toProblemBehavior

Select &ADD

Practice

Select &ADD

Practice

Hire EXPERTto TrainPractice

Hire EXPERTto TrainPractice

WAIT forNew

Problem

WAIT forNew

Problem

Expect, But HOPE for

Implementation

Expect, But HOPE for

Implementation


SYST

EMS

PRACTICES

DATASupportingStaff Behavior

Support Student Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements


Classroom

SWPBISPractices

Non-classroom Family

Student

School-wid

e

• Smallest #• Evidence-based• Biggest, durable effect


1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide


• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Precorrections & reminders• Positive reinforcement

Non-classroom


• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent

behavior errors• Frequent precorrections for chronic errors• Effective academic instruction &

curriculum

Classroom


• 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

Individual Student


• Continuum of positive behavior support for all families

• Frequent, regular positive contacts, communications, & acknowledgements

• Formal & active participation & involvement as equal partner

• Access to system of integrated school & community resources

Family


Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

ALL

SOME

FEW

SRBI/RtI: Good “IDEiA” PolicyApproach or framework for redesigning

& establishing teaching & learning environments that are effective,

efficient, relevant, & durable for all students, families & educators

• NOT program, curriculum, strategy, intervention

• NOT limited to special education• NOT new

Activity• You will be given a slide that as a team

you will explain to the other schools.

• You may use your notebook or www.pbis.org as a resource.

• This is a practice for presenting to your staff. How would you explain this information to them?

• You will have 10 minutes to plan your 2-3 minute explanation.

• Each group will be given a chart paper to use in the explanation.

CREC 111 Charter Oak Ave., Hartford, CT 06106~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS – Section

SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Peer-based supports• Social skills club•

TERTIARY PREVENTION• Function-based support• Wraparound/PCP• Special Education• •

PRIMARY PREVENTION• Teach & encourage positive SW expectations• Proactive SW discipline• Effective instruction• Parent engagement•

Audit

1.Identify existing practices by tier

2.Specify outcome for each effort

3.Evaluate implementation accuracy & outcome effectiveness

4.Eliminate/integrate based on outcomes

5.Establish decision rules (RtI)

6 Eliminate, Integrate, Modify, Sustain

Section 2 pg. 29


Discussion

• What did you find when you completed the practices evaluation chart?


STEP 1 - Establish Team Membership

1.Representative of demographics of school and community

2.1-2 individuals with behavior/classroom management competence

3.Administrator active member

4.Schedule for presenting to whole staff at least monthly

5.Schedule for team meetings at least monthly

5. Integration with other behavior related initiatives and programs

6.Appropriate priority relative to school and district goals

7.Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.

8.Schedule for annual self-assessments.

9.Coaching support (school and/or district/region)

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS


3-4 YearCommitment

Top 3 School-WideInitiatives

Coaching &Facilitation

DedicatedResources& Time

AdministrativeParticipation

3-Tiered PreventionLogic

Agreements &Supports

Complete Complete Section 3Section 3

Action Planning

• What did you find when you completed the practices evaluation chart? What do you need to do?

• What do you need to do looking at the team agreements activity?


Activity

Complete the Committee/Work group activity.

Section 4

How can we work smarter?

www.pbis.org

www.pbismaryland.org

School Examples

http://flpbs.fmhi.usf.edu/

Resource

s!!


“Scale-worthy” Evidence-based PracticeHorner & OR 2009

Six Basic Recommendations for Implementing PBIS

• Never stop doing what already works

• Always look for the smallest change that will produce the largest effect

• Avoid defining a large number of goals • Do a small number of things well

• Do not add something new without also defining what you will stop doing to make the addition possible.

Six Basic Recommendations for Implementing PBIS

• Collect and use data for decision-making

• Adapt any initiative to make it “fit” your school community, culture, context.

• Families• Students• Faculty• Fiscal-political structure

• Establish policy clarity before investing in implementation

STEP 2 – Develop Behavior Purpose Statement

1. Positively stated

2. 2-3 sentences in length

3. Supportive of academic achievement

4. Contextually/culturally appropriate (e.g., age, level, language)

5. Comprehensive in scope (school-wide – ALL students, staff, and settings)

6. Agreement by >80% faculty and staff

7. Communicated to stakeholders (e.g., families, community members, district administrators)

8. Included in school publications (e.g., handbook, posters, newsletters)

Section Section

Sample Behavior Statements

Example 1

G. Ikuma School is a community of learners and

teachers. We are here to learn, grow, and become good

citizens.

Example 2

At Abrigato School, we treat each other with respect, take

responsibility for our learning, and strive

for a safe and positive school for

all!

More Behavior Statements/Mission Statments

Example 3 Example 4The mission of Simsbury High School is to help each student realize his/her potential by learning the knowledge, skills, and behaviors that promote both personal fulfillment and civic responsibility.

The mission of Sage Park Middle School is to engage all students in opportunities for academic, social, and emotional growth in a supportive learning community so that they will achieve at high academic levels, make responsible choices, and develop into good citizens.

STEP 3 – Identify Positive SW Expectations – Section

1. Linked to social culture of school (e.g., community, mascot).

2. Considerate of social skills and rules that already exists.

3. 3-5 in number

4. 1-3 words per expectation

5. Positively stated

6. Supportive of academic achievement

7. Comprehensive in scope (school-wide – ALL students, staff, and settings)

8. Mutually exclusive (minimal overlap)

9. Contextually/culturally appropriate (e.g., age, level, language)

10.Agreement by >80% faculty and staff

11.Communicated to stakeholders (e.g., families, community members, district administrators)

12.Included in school publications (e.g., handbook, posters, newsletters)

Few positive SW expectations defined, taught, & encouraged

Activity

• Work as a team to develop your behavior statement (mission statement) and define your school-wide expectations

Sections 5 and 6

SWIS Demo

• www.swis.org

Big 5

1. Student

2. Problem behavior

3. Location

4. Average Referrals Per Day Per Month

5. Time

Activity: Defining Problem Behaviors

• On your own, define:

Disrespect

• Come to consensus within your group

Section 7

Activity: Defining and Categorizing Behaviors

Use Categorizing Behaviors Handouts and SWIS definitions to operationally define problem behaviors for your school – How will you define these behaviors for all staff?

If you have preschoolers - Make sure to include the behaviors demonstrated by preschoolers (ie. tantrums, hitting, biting, etc.).

Section 7

Activity : Office Referral Form/Behavior Tracking Form

Compare your school’s current discipline referral/behavior tracking form to the SWIS Compatibility Checklist.

Make sure all the necessary components are there. If not, revise and edit you office discipline form.

Section

Office Discipline Referral Form (Section 8)

• In formatting the referral form, you must make sure to answer the following questions:

Who WhyWhat WhenWhere

• Clarity on the referral form takes the guess work out of the data entry person’s job

• Data will be more reliable and accurate as judgment calls are minimized

Activity – Major vs. Minor Behaviors

• Major Behaviors – office managed• Minor Behaviors – teacher managed• Determine how many minors=major

(ex. 3 minors in a week=major)• Begin a major vs. minor flowchart/narrative for

your staff. This chart may look different for preschool.

Section 9

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•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

Write the student a

REFERRAL to the main office

•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)

SIDE BAR on Minor Inc ident Repor t s

•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)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Work Time

• Categorizing and Defining Behaviors – Section 7

• Office Discipline Form – Section 8

• Behavior Flowchart or Narrative – Section 9

Action Planning

• Office Discipline Form

• Categorizing and Defining Behaviors

• Behavior Flowchart or Narrative

Presentation to Staff

• Let’s review content and think about: – Who– What– Where– When– How

• Measurable & justifiable outcomes

• On-going data-based decision making

• Evidence-based practices

• Systems ensuring durable, high fidelity of implementation

PBIS Messages


SWPBIS is

Funding Visibility PolicyPoliticalSupport

Training CoachingBehavioral Expertise

Evaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

SWPBS Implementation Blueprint

www.pbis.org

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

IntegratedElements

Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & Settings

Secondary Prevention:Specialized GroupSystems for Students with At-Risk Behavior

Tertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

ALL

SOME

FEW

Classroom

SWPBISPractices

Non-classroom Family

Student

School-wid

e

• Smallest #• Evidence-based• Biggest, durable effect

1. Leadership team

2. Behavior purpose statement

3. Set of positive expectations & behaviors

4. Procedures for teaching SW & classroom-wide expected behavior

5. Continuum of procedures for encouraging expected behavior

6. Continuum of procedures for discouraging rule violations

7. Procedures for on-going data-based monitoring & evaluation

School-wide

Effective Social & AcademicSchool Culture

Common Vision/Values

Common Language

Common Experience

Kids Benefit

Effective Practice

Team Implementation Checklist

www.pbisassessment.org

Go to login

Enter your school ID number

Complete the checklist as a team

Action Plan

• Begin to think about presenting content to staff.– Who– What– Where– When– How

Action Plan for Interim Tasks

Finalize and Present to Staff:• State of Behavior Purpose • SW Expectations • Definitions of Problem Behavior• Office Discipline Referral (ODR)• Major vs. Minor• Flow Chart/Narrative

Bring completed documents to Day 3 of training

Session Evaluation

• Please complete the evaluation for today’s workshop.

Thank you!

CONTACT INFORMATION

CREC PBIS Trainers:

Donna Morelli

[email protected]

Cynthia Zingler

[email protected]

Donna Morelli and Cynthia Zingler CREC Education Specialists School-Wide Positive.

Documents

Transcript of Donna Morelli and Cynthia Zingler CREC Education Specialists School-Wide Positive.