United States v. George Wayneti Reeder, A/K/A Wayne Reeder, 170 F.3d 93, 1st Cir. (1999)
Enhancing a Collaborative and Collegial Culture With PBIS: A Leadership Opportunity PBIS Maryland:...
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Transcript of Enhancing a Collaborative and Collegial Culture With PBIS: A Leadership Opportunity PBIS Maryland:...
Enhancing a Collaborative and Collegial Culture With
PBIS: A Leadership Opportunity
PBIS Maryland: RTT 2010June 23, 2010
Dr. Dave ReederDirector for Secondary EducationWashington County Public Schools
Learning Outcomes
What is the role of the principal in facilitating the success of PBIS?
How can PBIS be used to enhance the culture of a school and promote a collaborative and collegial learning community?
Why is the use of data important in supporting and sustaining collaborative and collegial PBIS processes in a school?
How can PBIS processes complement and enhance other initiatives, processes, and attitudes in a school?
What would be your vision of a fully implemented and successful PBIS initiative in your school?
Why PBIS, or any other “Positive” program?
• It is a research-based, validated practice and school reform initiative
• It incorporates the “science of behavior”• It enhances opportunities for academic
achievement• It increases capacity for managing “red-
zone”• It is in special education law & MSDE’s
regulations for general education as well
What Do Principals Say“PBIS is an integral part of the success of
our school. Our PBIS program helped improve our attendance, discipline, and educational outcomes. I believe all students should be intrinsically motivated but many need to begin with extrinsic motivators.”
Dr. Steve Tarason – Principal at WHMS
What Do Principals Say“PBIS provides opportunities for school
administrators to maximize leadership potential by encouraging select staff to lead specific, planned action steps that showcase individual teacher talents and result in a positive experience for all students.”
Mrs. Peggy Pugh – Principal NMS
What Do Principals Say“The proactive approach to school-wide
discipline has been instrumental in curbing inappropriate behaviors and positively influencing our overall school climate. As a principal, PBIS offers a blueprint to consistently define behavioral expectations and discipline procedures for all staff members to follow throughout the building.”
Mr. Deron Crawford – Principal CMS
What Do Principals Say“ PBIS allows for a consistent system approach
to enforcing and teaching expectations school-wide. This contributes to creating a positive culture for students and staff. The PBIS committee is data driven and solution oriented. Having PBIS in place provides support for new staff to the building which assists them with behavior management.”
Mrs. Jenny Ruppenthal – Principal SpMS
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individually Designed Interventions• Address individual needs of student• Assessment-based• High Intensity
Intensive, Individually Designed Interventions• Strategies to address needs of individual students with intensive needs• Function-based assessments• Intense, durable strategies
Targeted, Group Interventions• Small, needs-based groups for at risk students who do not respondto universal strategies• High efficiency• Rapid response
Targeted, Group Interventions• Small, needs-based groups for at-risk students who do not respond to universal strategies• High efficiency/ Rapid response• Function-based logic
Core Curriculum and Differentiated Instruction• All students• Preventive, proactive•School-wide or classroomsystems for ALL students
Core Curriculum and Universal Interventions• All settings, all students• Preventive, proactive• School-wide or classroom systems for ALL students and staff
Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework
Washington County’s 16 PBIS Schools
ElementaryBester ElementaryEastern Elementary
Fountaindale Elementary
Pangborn ElementaryRockland Woods
Salem Avenue Elem.Winter Street Elem.
SecondaryAntietam Academy – High
Antietam Academy – MiddleBoonsboro Middle
Clear Spring MiddleE.R. Hicks MiddleNorthern Middle
North Hagerstown HighSpringfield Middle
Western Heights Middle
Number of PBIS Schools in Maryland
ResearchMarkoe, M. (2008). A Study of
Administrators’ Attitudes and Perspectives of Positive Behavior Interventions and Supports. Dissertation
Dr. Mike Markoe - Assistant Superintendent for WCPS
Themes and Findings• Promotes the recognition and rewarding of
positive behaviors.• Perpetuates the establishment of consistent
school-wide behavior expectations and uniform language.
• Positive response by stakeholders to PBIS implementation.
• Relationship appears to exist between PBIS implementation and a transformational leadership style.
Climate and Environment
• “Education and psychosocial growth are best
facilitated in an orderly environment characterized by
fairness, justice, and clear standards of behavior that
are supported and enforced by stakeholder groups.
The first order of business is to build structures,
processes, and helpful mechanisms that moves
schools and school organizations from chaos to order”
• (Joyner et. Al, 2004, p.94)
What Is PBIS? CClearly defined & socially important
outcomes for the students, their families, and teachers.
RResearch-validated practices. DData-based decision making processes. SSystems to support high fidelity
implementation.
What is PBIS? • PBIS is a systems integration approach to
enhancing the capacity of schools to educate all students, especially those with challenging social behaviors.
• It’s a systematic organization of school environments & routines so educators have increased capacity to adopt, use & sustain effective research-based behavioral practices & processes for all students.
Learning Outcome 1
What is the role of the principal in facilitating the success of PBIS?
Activity• Discuss and determine the role of
the principal in the successful implementation and sustainability of PBIS in your school.
• What behaviors does the principal exhibit that contributes to the success of the program?
PBIS is NOT. . .
a specific PROGRAM
and it will NOT look the same
in every school.
9 Critical Features of PBIS Implementation
1- Establish commitment2- Establish & maintain school team3- Self-assessment4- Establish School-Wide
Expectations5- Establish on-going system of
rewards
Critical Features of PBIS Implementation
6- Establish system for responding to
behavioral violations 7- Establish information/data analysis system8- Build capacity for Function-Based support9- Build district level support
Learning Outcome 2
How can PBIS be used to enhance the culture of a
school and promote a collaborative and collegial
learning community?
Activity• Discuss the culture of your school
and describe what a teacher, student, and parent would say if asked about your school.
• What is the level of involvement by staff and students in the PBIS process.
Establish School-Wide Expectations
• The Three R’s: Be Respectful, Be Responsible, Be Ready
• ERH: Effort, Responsibility, Honesty
• SMS: Respect, Responsibility, Resolve
Springfield Middle: Jen & Julie (Counselors)
#1: PBS Team
#2: Faculty Commitment
#8: Implementation Plan
E.R. Hicks: Duane & Chrissy (Principal and Teaacher)
# 3: Effective procedures for Dealing with Discipline
#4: Data Entry & Analysis Plan Established
#10: Evaluation of PBIS
CSMS: Deron & Jaime (Principal and Teacher)
#5: Expectation & Rules Developed
#6: Reward/Recognition Program Established
#7: Lesson Plans for Teaching Expectations/Rules
Responding to Rule-Violating Behavior = Consequences
CLASSROOM PROCEDURES
Assertive Discipline techniques
Supervised Time Out in classTime Out in Another classTeacher/Student ConferenceTeacher/Parent ConferenceBehavior Management PlanLunch/Recess DetentionAfter School Detention
(Teacher Managed)Consult with
Counselor/Behavior Resource/Psychologist/Grade Level Team
ADMINISTRATIVE PROCEDURES
Conference with StudentLunch/Recess DetentionPhone contact with ParentStudent phone call to ParentSST ConferenceBefore/After School DetentionISSOSS
Processes• Classroom Focused Improvement
Process (CFIP)• Coaching• Protocols• Professional Development• Professional Learning Communities• Continuous Improvement
Acknowledge Expected Behavior
• Tangible rewards/acknowledgementsStandard token economy practices using
tickets, coupons, “gotchas” (daily) – used for school store, special activities, privileges, etc.
• Social recognition Positive feedback - verbal praise,
morning announcements, PTA Newsletter, walls of fame, positive referrals to office, etc.
Learning Outcome 3 Why is the use of data important in supporting
and sustaining collaborative and
collegial PBIS processes in a school?
Activity• Discuss the data sources that your
PBIS committee uses to identify issues and make plans for improvement.
• How important is the review of data in your school?
Monthly Data Analysis:Answering “The Big
Five”1. Do we have a problem?2. What is the problem?3. Where is the problem occurring?4. When is the problem occurring?5. With whom is the problem?
The Year In Review
What are the behaviors that need addressed?
•
When is it Happening?
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of DayReferrals by Time of Day
Where is it Happening?
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
What is the breakdown of staff referral and what does this indicate?
Staff: 63 Referrals: 839
What is the extent of the problem?
Students: 48 (6%) Referrals: 490 (60%)
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
Referrals by Problem Behavior
FRMS Total Office Discipline ReferralsSustained Impact
0
500
1000
1500
2000
2500
3000
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
Tota
l ODR
s
Pre
Post
Multi-Year Data(Average Referrals Per Day Per
Month)
POSITIVE BEHAVIORAL INTERVENTIONS and SUPPORTS
DataSystems
Practices
Supporting staffbehavior
SupportingDecisionMaking
SupportingStudent Behavior
SYSTEMS – Support Staff Behavior
PRACTICES – Support Student Behavior
DATA – Supports Decision Making
PBIS “3-Circles” Problem-Solving Worksheet
Targeted Problem: _______________________ Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________
Step 4: What will we do to support staff?______________________________________________________________________________________________________________________________________________________________________________________________________
Step 3: What will we do to support student behavior?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________________
Learning Outcome 4
How can PBIS processes complement and enhance
other initiatives, processes, and attitudes in a school?
Activity• Identify and discuss the initiatives
that are currently in force in your system and school.
• How are or could these initiatives be related in order to foster a systems approach to continuous improvement in your school?
Systems Consolidation
• School Improvement Team (SIT)• Discipline and Attendance Committee• Student Services Team (SST)• Parent Teacher Association (PTA)• Instructional Leadership Team (ILT)• Social Committee• STARS Committee• Character Counts• Classroom Focused Improvement Process
(CFIP)
Learning Outcome 5Final Reflection
• What would be your vision of a fully implemented and successful PBIS initiative in your school?
www.pbismaryland.org
www.pbis.org