School-wide Positive Behavior Support

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School-wide Positive Behavior Support

PBS Coaches’ TrainingApril 16th, 2004

Florida’s Positive Behavior Support Project

University of South Florida

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New Coaches - AM

Overview of School-wide PBS Role of a Coach

Truth or Myth?Truth or Myth?1. T , M PBS incorporates a data-decision making process.

2. T, M PBS encourages positive reinforcement for appropriate behaviors, and ignoring inappropriate behaviors.

3. T , M PBS is only for students who are ESE or are having severe behavior difficulties.

4. T, M An outcome of school-wide PBS is a decrease in the amount of time spent on discipline referrals, thus, increasing amount of instructional time.

5. T, M PBS focuses on being proactive and educative.

6. T, M PBS is only for schools that have a high rate of out-of school suspensions and/or absenteeism.

7. T, M PBS is a program that tells you want consequences to give for inappropriate behaviors.

8. T, M PBS takes away the principal’s power to make decisions for their school.

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Positive Behavior Support… Is a collaborative, assessment-based approach to

developing effective interventions for problem behavior

Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

Aims to build effective environments in which positive behavior is more effective than problem behavior

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Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)

School-wide –intended for all students, staff, in specific settings and across campus

Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions

Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

Adapted from the Center for Positive Behavior Interventions and Supports (2002)

Primary Prevention:School-wide and

Classroom-wide Systems for All Students,Staff, & Settings

Secondary Prevention:Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High-Risk Behavior

~ 80% of Students

~15%

~5%

Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

81.9

10.5

8.0

0%

20%

40%

60%

80%

100%

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N= 176 schools, 72,000 students, 70,500 ODRs

Elem U.S.: Mean Proportion of Students by ODR

6+

'2-5

0-1

2001-2002 Academic Year

Center for Positive Behavior Interventions and Supports (2002)

71.1

17.2

11.7

0%

20%

40%

60%

80%

100%

Academic Year 01-02, 51 Schools, 26,500students, 50,190 ODRs

Middle Schools U.S.: Mean % of Students

6+

2-5

0-1


82.5

13.73.8

0%

20%

40%

60%

80%

100%

1

High Schools U.S. : Ave Proportion of StudentsN = 16, Academic Year 2001-02

6+

'2-5

0-1


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Educating an Increasing Population of Heterogeneous

Students:

English as a second language Limited family supports Significant learning and/or behavioral problems Families who face financial barriers Families with a great need for mental health,

social welfare, medical, and vocational assistance

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Educating Students with Problem BehaviorEducating Students with Problem Behavior

Challenges are increasing these students represent only 1-5% of school

enrollment they account for over 50% of behavioral incidents they consume significant amounts of time these students require comprehensive behavioral

supports that involve family, school, and community participation

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Discipline by Definition13th century http://www.m-w.com/dictionary.htm

Main Entry: 1dis·ci·pline Pronunciation: 'di-s&-pl&nDate: 13th century

1 : PUNISHMENT

2 obsolete : INSTRUCTION

3 : a field of study

4 : training that corrects, molds, or perfects the mental faculties or moral character

http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=punishment

http://www.m-w.com/cgi-bin/dictionary?book=Dictionary&va=instruction

Do We Really Want to Trust Our Luck?

In 1999, 1,763 youths under the age of 18 were arrested for homicide in the United States (National Youth Violence Prevention Resource Center, 2000)

17% of all arrest in 1999 involved a juvenile under the age of 18. (Juvenile Justice Bulletin, 2000)

Students who are behaviorally and emotionally challenged have the lowest promotion and highest drop out rates.

In 1998, among youth ages 10 to 19 in the U.S., there were 2,054 suicides. Suicide was the third leading cause of death for that age group. (National Youth Violence Prevention Resource Center, 2000)

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“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?”

(John Herner ,1998)John Herner ,1998)

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Traditional Discipline vs. PBS Traditional

Discipline: Focused on the

student’s problem behavior

Goal was to stop undesirable behavior, through the use of punishment.

Positive Behavior Support:

Replaces undesired behavior with a new behavior or skill.

Alters environments, Teaches appropriate

skills, and rewards appropriate behavior.

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Philosophical Shift…Philosophical Shift… Educators now recognize that some students DO

NOT have the skills and behavioral repertories necessary to cope with the many academic and social expectations in schools

Researchers have determined that careful examination of curriculum may identify academic, social, and behavioral expectations that are associated with occurrences and nonoccurrence's of problem behavior in students

Kern, Delaney, Clark, Dunlap, and Childs; 2001

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Major Elements Establish a team/faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms Refine consequences Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Monitor, evaluate, and modify

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Overview of School-wide PBS

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Comprehensive PBS is…

Total staff commitment to managing behavior Clearly defined and communicated

expectations and rules Consequences and clearly stated procedures

for correcting rule-breaking behaviors An instructional component for teaching

students self-control, expected behaviors, and social skills strategies

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Features of School-wide PBS(Sugai, 2001)

Create a continuum of behavior supports from a systems perspective

Focus on behavior of adults in school as unit Establish behavioral competence Utilize effective, efficient & relevant data-based

decision-making systems Give priority to academic success Invest in research-validated practices Arrange environment for “working smarter”

School-wide Systems are Warranted if:

• Elementary • (600-900)

• Discipline referrals per day are >3

• More than 35% of the students have at least one referral in an academic year

• Average office discipline referrals per student is >1.5

• Middle/Jr. High • (800-1200)

• Discipline referrals per day are >10

• More than 35% of students have at least one referral in an academic year

• Average office discipline referrals per student is >2.5

(Center for Positive Behavior Interventions and Supports (PBIS), University of Oregon, 2001)

E Elementary

33% overall reduction in ODRs when comparing Year 1 implementation to baseline

M Elementary


T Elementary


C Middle SchoolTotal Referrals

451

365

729

36

420

64

627

393

519

18

90

0

100

200

300

400

500

600

700

800

Level I Dress Code Related Level II Level III Level IV Incidents

Level

Num

ber

of R

efer

rals

2001-2002

2002-2003

29% reduction in Level III, 50% reduction in Level IV, and 79% reduction in SESIR offenses when comparing Year 1 implementation to baseline

C Middle SchoolIncidents-Fighting

283

54

0

50

100

150

200

250

300

2001-2002 2002-2003

2001-2002

2002-2003

73% overall reduction in fights when comparing Year 1 implementation to baseline

K-12 Alt/Center School


K-5 Center School

TCHS Monthly Discipline Referrals (Levels 1 & 2)Comparison of 2001-2002, 2002-2003, and 2003-2004

0

50

100

150

200

250

300

Months

Nu

mb

er o

f R

efe

rra

ls

2001-2002 2002-2003 2003-2004

2001-2002 22 81 185 103 77 160 267 139 177 90

2002-2003 30 108 163 158 92 83 196 123 213 87

2003-2004 16 103 170

Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May

TCHS Monthly Discipline Referrals (Levels 3 & 4)Comparison of 2001-2002, 2002-2003, and 2003-2004

0

20

40

60

80

Months

Nu

mb

er o

f R

efe

rra

ls

2001-2002 2002-2003 2003-2004

2001-2002 4 27 36 47 33 14 63 23 31 15

2002-2003 5 30 31 37 27 29 39 20 34 19

2003-2004 13 42 39

Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May

TCHS Yearly Discipline Referrals Per 100 StudentsComparison of 2001-2002, 2002-2003, and 2003-2004

**2003-2004 yearly data estimated based on number of refferals for

Aug. –Oct.

05

10152025303540455055606570

2001-20022002-20032003-2004

Level 1 & 2 Referrals Per Problem Behavior

0

50

100

150

200

250

300

350

400

2001-2002 2002-2003 2003-2004

2001-2002 64 60 60 354 342 62 24 38

2002-2003 84 48 43 191 372 45 18 43

2003-2004 17 9 1 28 107 23 10 11

1B-Class Disrup.

1D-Disrespect

1H-Insub. 1L-Tardiness1M-Unex.

Ab.2B-

Disrespect2C-Defiance 2F-Fighting

Level 3 & 4 Referrals Per Problem Behavior

0

10

20

30

40

50

60

70

80

2001-2002 2002-2003 2003-2004

2001-2002 47 58 29 19 29 3 4 14

2002-2003 14 67 25 27 25 5 3 14

2003-2004 7 22 18 8 12 8 0 1

3D-Disrespect

3F-Fighting3H-Gross

Insub./Open Defiance

3L-Tobacco Level 4-all 4A- Alcohol 4D-Battery 4F-Drugs

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Summary of Discipline Data:Behavior Change

Average # of ODRs per day from 6 schools in Florida: 2001-2002: 3.72 per a day 2002-2003: 2.72 per a day

7 out of 8 Schools had a decrease in ODRs These 7 schools averaged 29 % decrease in ODRs

during first year of implementation (2001-2002)

ODR = office discipline referral

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School GradesFor 25 Schools in the State of Florida: 48% increased their letter grade by at least one level 36% maintained their letter grade 20% preserved their “A” letter grade Overall, 84% increased or maintained their letter

grade 7 schools did not receive grades due to being a center

or new school

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Achievement Data:Learning GainsOut of 25 Schools in the State of Florida: 22 schools increased the % of their students meeting

high standards in reading; average increase 5.72%

21 schools increased the % of their students meeting

high standards in math; average increase 4%

15 schools increased the % of their students meeting high standards in writing; average increase 6.96%

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Achievement Data:Learning Gains

Out of 25 Schools in the State of Florida: 19 schools increased the % of their students making

learning gains in reading; average increase 7.52%

15 schools increased the % of their students making learning gains in math; average increase 1.36%

18 schools increased the % of their lowest 25% making learning gains in reading; average increase 5.12%

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In Summary, The Process For School-wide PBS Includes…

A clearly stated, positive purpose Set of positively stated behavior expectations Procedures for teaching school-wide expectations Continuum of procedures for encouraging students

to display expected behaviors A continuum of procedures for discouraging

violations of school-wide expectations Method of monitoring implementation and

effectiveness

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Results of School-wide PBS

When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning

All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners

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Teaming and Collaboration

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Have you ever been part of this team? No agenda is prepared Meeting starts late No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting

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Establishing a Foundation for Collaboration and Operation

Necessary first step Without this many schools cannot

sustain long-term change

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Ingredients for Successful Teams

Mutual trust and respect Shared goals and objectives Open communication Effective conflict resolution Equity of task distribution Consensus decision-making Ongoing problem-solving

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Critical Questions

Critical questions that need to be addressed Who should be included? What guidelines will the team follow? What contributions will each person make? Who will perform which roles? How do we resolve conflict?

Teaming

Activitywill sum to the shaded number. In addition, once completed correctly, no row nor column will contain a duplicate number within a white square. For example, the top row may be 5 6 4 2 3 1 7, etc.

www.brainbashers.com/progs/

Below is a very special grid, around each shaded number are 8 white squares. However, each white square shouldhave a number of 1 to 7. Once filled in, these 8 numbers

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35

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31

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38

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Teaming

Activity

www.brainbashers.com/progs/

Answer Key

2

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5

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6

26

5

35

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1

1

2

6

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Anything I can do, We can do better Individual contributions Team contributions Different perspectives Looking at things objectively Productivity Accuracy Consensus

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Teaming allows you to… Look at old issues from a NEW perspective Explore the validity of “first impressions” Stimulate creativity Think outside-the-box

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Marketing Activity

Brainstorm a slogan, commercial, or a jingle to summarizeSchool-wide PBS. Come up with something that you would use to explain to the principles to anyone at a school. Workwith 3 other people. You have 10 minutes and be preparedto share with the group.

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Roles and Responsibilities

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THE PBS TEAM

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Identify Team Member Roles Team leader - starts the meeting, reviews the purpose of the meeting,

facilitates the meeting by keeping the team focused on each step Recorder - taking notes, transcribing the team’s responses on flip chart

paper, transparency, etc Timekeeper- monitors the amount of time available keeps the team aware of

time limits by giving “warnings” (i.e., “10 minutes left”) Data Specialist- is trained in entering and accessing data from the SWIS data

system Behavior Specialist- competent with behavioral principles and assists in

analyzing data Administrator- actively encourages team efforts, provides planning time,

feedback, and support initiatives Communications – acts as the point person for communication between the

team and staff regarding PBS and behavior issues

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School PBS Team Rolesand Responsibilities

Develop the school-wide PBS action plan Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Report outcomes to coach & district coordinator

Sample Contact Flow Chart

District Coordinator

Coach Coach

PBS Project Contact

School PBS TEAM School PBS TEAM School PBS TEAM

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THE DISTRICT COORDINATOR

District Coordinator Rolesand Responsibilities

District Coordinators have district level capacity and: May also be a coach in a small county Liaison between PBS Project, SDFS, related projects, and coaches Manage district budgets that support school-wide initiatives Secure additional funding to support school-wide initiatives if

necessary Schedule trainings and district level meetings Oversee the evaluation activities/system Attend initial school-wide trainings for new teams Attend and possibly co-train with the PBS project for on-going

teams

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THE COACHES

Coaches’ Roles & Responsibilities

Coaches are: Ideally Coaches are District-level personnel Have freedom to move across schools Familiarity with the school-wide process Facilitate teams throughout the process (i.e., meetings,

activities) Attend all trainings with their respective school-based teams Co-train with PBS Project in subsequent school years Active and involved team member Report to the district coordinator Main contact person for the school-based team

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Coaches’ Monthly Requirements

Attend and verify PBS Team meets at least monthly Verify PBS Team has given status report to school

faculty at least monthly Verify activities for PBS action plan implemented Verify accuracy of implementation of PBS action

plan assessed – monitor Verify effectiveness of PBS action plan

implementation assessed – evaluate and modify (if needed)

Monitor PBS/SWIS data and analyze

(Sugai, 1999)

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Facilitating Team Meetings

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Coaches as Facilitators The coaches support their team by assisting

efforts, helping to ease and smooth the implementation process.

The coaches are careful not to step into the role of the team leader.

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Facilitating vs. Leading

Facilitator Team LeaderEnsures 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

Ensures the team is using data for decision making

Refers the team to the data during team meetings

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School-based PBS TeamMeets Frequently

During initial planning, teams may need to meet more often

Team should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical issues Begin to outline actions for the development

of a plan

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Enhancing Meeting Success

Administrator identifies how to free staff time for participation on the PBS Team

Clearly schedule meeting dates and times

Administrators remind staff of the significant impact and ultimate success

PBS Team Meeting Agenda/Minutes Date: _____ Time: ______ to _______ Location: ______________________

Facilitator: ______________________ Timekeeper: ___________________

Recorder: ______________________ Snackmaster: ___________________

Participants: ____________________________________________________________

Next Meeting date, time and location: ________________________________________

Next Facilitator: _______________________ Next Snackmaster: ________________

Items Data Review/ Info to date Review progress on Action Plan Persons and Responsibilities for next Action

Plan Activities Follow Up Items from previous meeting Additional Items

Action/ Results

Applaud & Assess Things that have gone well: Critical issues:

Next Steps/ To Do List:

PBS Team Meeting EvaluationPBS Team Meeting Evaluation

Date: _____________________

Convener:__________________ Recorder:______________________

1. Was someone designated to chair/convene the meeting? Yes No

2. Was someone designated to record decisions? Yes No

3. Did you develop and review an agenda at the Yes No

beginning of the meeting?

4. Did you follow-up on tasks form the last meeting? Yes No

5. Is it clear about what will get done by whom Yes No

before the next meeting?

6. Is it clear how you current tasks fit with your larger Yes No

objective?

7. Did everyone have an opportunity to participate Yes No

in the discussion?

8. Overall, was the meeting a good use of time? Yes No

9. Make a list of any changes you would make in hw the meeting was conducted:

10. Make a list of what worked well during your meeting:

PBS School-wide Team MeetingSWIS Helpful Hints

1.Print out your school graphs/ data prior to the meeting.

•Average per day per month•Referrals per problem behavior•Referrals by location•Referrals by student•Referrals by time•Referrals by staff

1.Make sure to take a look at the graphs (even if it’s brief) so you can be prepared to discuss them in the meeting.2.Your graphs/ data should guide your entire PBS meeting every month. Your discussions should focus around the data and the interventions that you develop. In summary, these questions should be asked when analyzing each graph:

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THE PBS PROJECT

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PBS Project Roles and Responsibilities Training material and content free of charge Summer Institutes stipends ($125.00 per day for 3 days of

training, based upon availability of funding) Travel stipends based on training location Technical assistance and support during training On-site technical assistance with coaches and district

coordinators Support for district coordinators during training planning

and implementation SWIS III License agreement for the first year Initial SWIS III Training and booster trainings

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Returning Coaches - AM

Evaluation procedures Beyond School-wide PBS Becoming a PBS trainer

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Evaluating School-wide Systems

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Contact InformationName of School: Address:

Data Entry Clerk: Telephone: Fax:

Principal: E-Mail:

Assistant Principal/ AP of Discipline: E-Mail:

Team Leader: Telephone: E-Mail:

School Days & AttendanceTotal # of School Days Average Daily Attendance (% from previous school year)First Day of School for Students / Date Last day of School for Students / Date

Faculty Characteristics (provide total # for each category)

SCHOOL PROFILE INFORMATIONDate of Report_________

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Why is Program Evaluation Important?

To gain an understanding of how the program is functioning “Are we really doing what we think we are doing?”

To document program effectiveness “Is what we’re doing working?”

To identify and examine strengths and weaknesses of the program Celebrate success Identify areas to improve

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Areas of Evaluation PBS Team

Functioning/Effectiveness PBS Elements

The SW Plan Implementation

Outcomes Discipline & Academic Data Staff, Student, and Parent Perceptions

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Evaluation Tools PBS Meeting Evaluation Team Process Survey School Climate Survey Staff Satisfaction Survey Outcome Data Summary* Benchmarks of Quality*

*Must be received by FL PBS

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School-wide Readiness and Evaluation Tools Chart

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Evaluating The Team Team Meeting Evaluation

To determine team meeting effectiveness Should be administered periodically throughout

the year Team Process Survey

Developed by the PBS Project to assess how well PBS team members feel about the team functioning, support, effectiveness, etc.

Should be administered at the end of each year

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Evaluating the SW Plan School-wide Benchmarks of Quality

Lists over 50 benchmarks of quality school-wide PBS programs that address 10 critical elements

Completed by school teams on a yearly basis to assess how they score on a 100 point scale with regard to developing and implementing school-wide PBS

May be used by the PBS Project to determine model schools for recognition by DOE

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Evaluating Plan Implementation

Staff Satisfaction Surveys May be developed by the district to assess

how well staff are implementing the system and their satisfaction with various aspects of the PBS process

Sample forms may be available form the PBS Project for adaptation by schools

Should be administered at the end of each year, at a minimum

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Evaluating Implementation & Outcomes

School Climate Survey Schools generally use surveys of staff,

students, and parents to assess the overall climate of the school

Existing surveys may be adapted to add a few questions to determine the satisfaction or awareness of the school-wide PBS process

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Evaluating Outcomes Outcome Data Summary Form

Office Discipline Referrals (SWIS data) Suspensions (in-school & out-of-school) Attendance Academic Achievement (FCAT) SESIR Items

Other outcomes desired by your school or district

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Other Evaluation Instruments Training Evaluation

Staff and Student Trainings on School-wide PBS

The results of those evaluations will be used to adapt or revise the training materials and approach to be most effective

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Other Evaluation Instruments

Student Interactions in Specific Settings (SISS)

Systems-wide Evaluation Tool (SET) Oregon School Safety Survey

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Using Evaluation Results Improve and expand PBS

Implement PBS at other levels (targeted group, classroom, individual)

Support the acquisition of additional resources for further school improvement

Share with other schools/districts Identify and celebrate successes Identify areas that need improvement

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Staff Satisfaction Results

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

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Using Staff FeedbackCONCERNS about

PBS:CHANGES to PBS:

Not enough serious consequences for actions/felt discipline was too lenient (5)

Administration is aware of concerns. May be the result of not always knowing the consequences – establish a system to improve communication with teachers through email.

Infractions weren’t taken seriously by students (3)

Refer to minors as “Classroom referrals” AP will follow-up when parent contact is unsuccessful

Market should be held more frequently (12)

Markets will be monthly, regularly scheduled in advance and listed on calendar (approx. every 4 wks)

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Using Staff FeedbackCONCERNS about

PBS:CHANGES to PBS:

Rewards too juvenile for intermediate students (3)

Reinforcer inventory will be given out to 3rd-5th grades and suggested items purchased to include in the market. Add more seasonal activities (ex. movie day, kickball game day, etc)

Need more faculty involvement/never felt whole school was part of the team (2)

Faculty/PBS team Communication liaison established E-mail to send input on a daily basis...no longer have to wait until surveyed. Channels of communication established (ex. PBS reps at primary/intermediate articulation meetings, instructional council, etc)

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Action Planning for Coming Year

Use combined results to identify ways improve the PBS process Benchmarks - program elements Staff feedback - issues of relative importance Team process – effectiveness/efficiency

Establish new Action Plan for coming year

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Year 2 and Beyond

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Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)

School-wide –intended for all students, staff, in specific settings and across campus

Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions

Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior

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Beyond School-wide PBS

Use data to determine next steps: Classroom Systems Targeted Groups of Students Individual Students

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Address Classroom Systems if…

More than 50% of referrals are from classroom settings

More than 40% of referrals come from less than 10% of the classrooms

Referrals By Location

Positive Behavior Support: Classroom Systems

Classrooms and PBS

Behavior Systems

Environmental Factors

Curriculum and

Instruction

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Developing a Class-wide Behavioral System

Review Existing Data Rules and Expectations Basic Principles of Behavior Level Systems Reward Systems Effective Consequences

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Modifying the Environment, Curriculum and Instruction

Assessing Environment, Curriculum & Instruction

Teaching a Behavioral Curriculum Curriculum and Instruction Instructional Adaptations Ecological Adaptations Approaches to Instruction Monitoring and Evaluation

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Three Types of AdaptationsAdaptations

CurricularAdapt what is taught

InstructionalAdapt how it is taught and how learning is

demonstrated

EcologicalAdapt the setting –where, when, and

with whom

WhereInstructionalPresentation

Meaningful/Functional

Preference/Interest Student

Response

AlternationModality

Format/MaterialsTask Division

Choice

ModalityFormat/Material

Difficulty

When

Who

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Fact or Fiction… “Approximately one-half of all

classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time (Cotton 1990).”

102

Positive Behavior Support and Classroom Management

Decrease in problem behavior = increase in academic time

Preventative approach to addressing problem behavior

Should result in greater academic success

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Address Targeted Groups if… More than 10 students receive 10+

referrals ~15% of students Multiple referrals Multiple settings At-risk for developing more

severe/chronic patterns of problem behaviors

0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

Referrals per Student

Targeted Group Planning

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Catch them before they fall:

Aggression as a progression Severity, stability, and risk Substance abuse School dropout Intervention before age 9 is more likely to

succeed

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Characteristics of Support Preventative, educative, functional Data-based Empirically-valid Collaborative Tied to established school-wide, classroom,

and individual support programs

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Targeted Groups Interventions BEP

Check in/Check out system Increased focus on behavioral/academic goals

Verbal De-Escalation Training Learn comments, gestures, behaviors, and practices that help

prevent individuals from escalating to aggressive or violent behavior

Prevent disagreements from turning into crisis situations (or office referrals)

Social Skills, Conflict Resolution, Anger Management Teaches staff how to run interventions with small groups of

at-risk students (4-8 students per group) Intensive training for at-risk students

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Targeted Groups Overview Training

Discusses interventions in more detail

Guides school through data-based decision making process to select most appropriate intervention

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Address Individual Student Systems if… Less than 10 students receive more than 10 office

discipline referrals Less than 10 students continue the same rate of

referrals after receiving targeted group support A small number of students destabilize the overall

functioning of school Intense, individualized support Wrap Around Personal Futures Planning Functional Assessment

0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

Referrals per Student

Individual Student Planning

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Process of Positive Behavior SupportFacilitator’s Guide: Positive Behavioral Support

Step 1: Identifying goals of intervention

Step 2: Gathering information

Step 3: Developing hypotheses

Step 4: Designing behavioral support plans

Step 5: Implementing, monitoring, and evaluating outcomes

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Functional Assessment Process Process that helps to determine the purpose

(function) of the behavior, and provides information that can be used in developing interventions (behavior support plan)

Sometimes this process can be simple and leads us to a simple solution

Other times, the process is more involved and it takes longer to find answers

Cycle of Positive Behavior Support

PCP CurriculumFunctionalAssessment

Medical/Health

Hypotheses: Global and Specific

Multicomponent Interventions

Data Analysis and Evaluation

EffectiveIneffectiveGeneralization/Maintenance

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Becoming a PBS Trainer

115

Training Requirements for School-wide PBS: Observe the entire training Participate in the implementation of

PBS with a school/attend monthly meetings

Successful experience in the delivery of public workshops and presentations

Participate in a training with FL PBS Project (co-train)

Use updated FL PBS Project training materials

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Co-Training Process Coaches indicate interest in co-training to the

district PBS Coordinator. District PBS Coordinator makes final

determination on who will co-train and gives those coaches' names to the FL PBS Project

FL PBS Project contacts co-trainers to prepare for training, coordinate activities & choose sections of the training

Co-trainer reviews/studies sections & contacts FL PBS Project with any questions regarding content.

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Sample 3-Day Training:Breakdown of sections

Day 1 Overview of School-wide PBS Establishing a Team/Collaboration Building Faculty Involvement

(ownership/buy-in) Basic Principles of Behavior Establishing a Data-Based Decision-Making

System

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Day 2 Developing Appropriate Definitions of

Problem Behaviors Developing an Office Discipline Referral

Form Developing an Office Discipline Referral

Process Crisis Plan Considerations Effective Consequences

119


Day 3 Identify Expectations Identify Rules Develop Lesson Plans & teach Create a Reward System Implementing the process

120

School-wide Training Modifications

Lesson Plans section is broader Examples are all Florida schools Photos of school products Easy Action Plan Evaluation

121

ALL Coaches - PM

Prep for summer training Action planning/Implementation Effective team strategies Common issues facing teams

122

Getting School Teams Ready for Summer Training

123

Training Readiness Checklist Coaches should help facilitate this process

with the teams District Coordinator should collect these

checklists and submit to the PBS Project for review

Must be completed and turned in to the PBS Project by May 01, 2004

Documents/Evidence Complete?

Items to Complete Prior to School-wide PBS Training

YES NO 1. A school improvement plan exists that includes school-wide discipline (i.e., behavior, school safety, school climate) as one of the top three school goals.

Attach a recent copy of your School Improvement Plan and School Mission Statement YES NO 2. A Positive Behavior Support (PBS) Team is formed and has broad representation (including some School

Improvement Team members, a behavior specialist or team member with behavioral expertise, administrator(s), guidance counselor, and regular and special education teachers).

List team members and roles:

YES NO 3. Administrators who are responsible for making discipline decisions are active participants/ leaders on PBS Team List participating Administrator(s):

YES NO 4. PBS Team commits to meet at least once a month to analyze and problem-solve school-wide data. Describe when you meet or plan to meet (days, location, and time) throughout the school year:

YES NO 5. PBS Team has reached consensus and completed the PBS-CAT. Attach a recent copy of the completed PBS-CAT

YES NO 6. Majority of your faculty, staff, and administration are committed to decreasing problem behaviors across students. Results of assessment/survey (i.e., percentage or range of faculty committed):

YES NO 7. School has allocated/secured funding from their district to support their school-wide initiatives. Identify funding source:

YES NO 8. An individual at the district level has been identified as the lead district contact Lead District Contact:

YES NO 9. PBS Coaches have been identified by the district level contact to receive additional training and actively participate in the school-wide initiatives

List PBS Coaches and roles:

School-wide Positive Behavior Support:

Training Readiness Checklist for Individual Schools

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Item 1: Team Members are Familiar with the Mission and School Improvement Plan

Disseminate the SIP to faculty Quiz faculty on the content Review the SIP yearly Familiarize and educate new staff yearly If plan is reviewed and discussed often, goals

will be accomplished Let the SIP guide all activities that occur on

campus

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PBS team should remain small (3-8 participants)

School Advisory Council should have a role with the PBS team

Consider representatives that include: general education teachers, special education teachers, administration, guidance, specials teachers, parents…

Consider Core Team versus Peripheral Team

Item 2: Broad Representationon PBS Team

127

At least one individual on the PBS team who has training or experience in behavior support

This may include a school psychologist, behavior specialist/analyst, or counselor with skills including: Practical foundations in behavioral support Experience in data collection and data analysis Capacity to design and implement comprehensive

plans

Item 2: Broad Representation on PBS Team (Behavioral Expertise)

128

Administrator should play an active role in the school-wide PBS change process

Administrators should actively communicate their commitment to the process

Efforts regarding “change” have potential to fade without administrative support

An administrator is required to participate with the team across all 3 days of training

Item 2: Broad Representation on PBS Team (Administrators)

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ALL administrators are encouraged to participate in the process

Facilitators should meet regularly with administrator(s) to help guide communication

Administrator should be familiar with school’s current data and reporting system

If a principal is not committed to the change process, it is unwise to move forward in the process

Item 3: Broad Representation on PBS Team (Administration)

130

During initial planning, teams may need to meet more often

Team should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical issues Begin to outline actions for the development of a plan

Item 4: PBS Team Meetings

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As a team, complete the PBS- CAT. Complete as a group – reach consensus Complete independently - compile to identify

most frequent response Assist teams in action planning Assist teams in determining which areas to

focus their energy during activities in training

Item 5: Complete PBS-CAT

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Readiness Checklist Item 6Majority of your faculty, staff, and administration are committed to decreasing problem behaviors across students.

Results of assessment/survey (i.e., percentage or range of faculty committed):

133

Readiness Checklist Item 7

School has allocated/secured funding from their district to support their school-wide initiatives.

Identify funding source:

134

Readiness Checklist Items 8 and 9

An individual at the district level has been identified as the lead district contact

Lead District Contact:

PBS Coaches have been identified by the district level contact to receive additional training and actively participate in the school-wide initiatives

List PBS Coaches and roles:

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Items To Bring to the Training Copy of the School Improvement Plan Copy of the School Mission Statement All team members (including administrator) Completed PBS- CAT Your current office discipline referral form List of existing committees, their purpose, and

names of committee members

136

Items To Bring to Training (Cont.)

Discipline/referral process or flowchart Discipline data for current and previous years School’s discipline handbook School’s crisis plan List of any existing classroom rules and/or

other rules posted across campus School Profile Information (Enrollment, ESE

Students, Ethnic Breakdown of Students, etc.)

137

Getting Schools Ready for SWIS

138

Readiness SWIS Checklist Items 10 & 11

The school uses an office discipline referral form and problem behavior definitions that are compatible for SWIS.

Attach a final copy developed during the school-wide training

The school has a coherent office discipline referral process.

Attach a final copy developed during the school-wide training

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Readiness SWIS Checklist Items 12, 13, 14

Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times.Describe this process on campus:

Three people within the school are identified to receive a 2+ hour training on the use of SWIS.List individuals and their roles:

The school has computer access to Internet, and at least Netscape 6 or Internet Explorer 5.Confirm available Internet access: Netscape ___ OR Internet Explorer ____

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Readiness SWIS Checklist Items 15 & 16

The school agrees to on-going training for the team receiving SWIS data on uses of SWIS information for decision makingConfirm: Yes OR No

The school district agrees to allow the PBS Coaches to work with the school personnel on data collection and decision making procedures.

List PBS Coach(es) who will work with your school team:

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School-Wide Information System (SWIS III)

Defined:SWIS III is a web-based information

system for gathering, entering, summarizing, reporting and using office discipline referral information

Purpose:To improve the ability of school personnel

to develop safe and effective educational environments

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Why was SWIS III developed?

School-wide behavior support (PBS) Focus on teams Need for effective decision-making Primary Developers:

Seth May, William Ard III, Anne Todd, George Sugai, Aaron Glasgow, Jeff Sprague, Rob Horner

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Full-Access vs. Read-Only Data Entry

School Information Days per Month Information Enrollment Information Staff Information Student Information Referrals

Reporting Average Referrals per Day Referrals by Problem Behavior Referrals by Location Referrals by Time Referrals by Student Other Reports and Lists

Site Administration and Data Download

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Implementing SWIS

SWIS Facilitators PBS Project for the State of Florida Work across schools

Facilitators/Coaches assess readiness of schools Getting Organized (Readiness Checklist II) Agreements/ Cost ($200/school/year) Approve and provide continued support

Facilitators/Coaches assist team to use information for decision making Decision-making

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The eight-step SWIS process

Step 1: Conduct SWIS III Readiness Tasks

Step 2: Submit License Agreement and School Information Form

Step 3: Setting Up for Swift at SWIS III Training

Step 4: Conduct Swift at SWIS III Training

Step 5: Follow Up

Step 6: Maintenance

Step 7: Annual SWIS III Facilitator Boosters

Step 8: SWIS III License Renewal Process

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Action Planning & Implementation

147

Critical Elements1. PBS Team established (membership, meeting times, leader, roles, mission)2. Faculty commitment is obtained and maintained throughout the school year 3. Basic behavioral principles taught/reviewed with staff4. Existing discipline data system is meaningful, data entered weekly and analysis plan established5. Discipline referral form compatible with SWIS6. Behaviors defined & categorized (minor/major) 7. Discipline referral process established and flow chart developed8. Develop a Crisis Plan integrated into overall safety and PBS

plans

9. Consequences hierarchy developed (for classroom & office)10. Expectations developed (3-5 positively stated)11. Rules developed for specific settings12. Lesson plans developed for teaching expectations/rules13. Reward/recognition program established (what, when, how)14. Plans developed for training staff and students and involving families and community15. Implementation plan established (what’s going to happen, when, how)16. Evaluation of PBS activities (How are we doing? What needs to be modified, maintained or terminated?)

School-Wide PBS: Specific Action Plan

Include the development, implementation, and management activities of your plan.All critical elements should be addressed within your action plan.

Critical

Element

Action/Activity

Who is responsible

?

When will it

be started

?

When will it be

completed?

When will we

evaluate it?

# ___

# ___

# ___

# ___

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Critical Elements (abbrev.) Establish a team/collaboration Faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms/definitions Establish expectations & rules Develop lesson plans & teaching behavior Create a reward system Refine consequences Monitor, evaluate, and modify

149

Using your Action Plan

Organizes/records your SW PBS process Keep a record of what has been completed Keep a record of what needs to be addressed Critical Elements guide your process

150

Initial PBS Meetings

Implementation of PBS (Getting the Critical Elements in place) Discuss each element and put product book

together (10-12 hours average) Faculty training (4 hours average *) Student training (2 hours average *)

151

Book of Products Description of SW PBS Mission Statement, PBS Team Members Referral Process (flow chart) Referral forms (Major & Minor) Definitions of Problem Behaviors Expectations & Rules Lesson Plans/Posters Suggestions for Effective Consequences Description of Reward System

152

Introducing PBS to Faculty/Staff

Overview of SW PBS & obtain buy-in (1 hour) Basic Principles of Behavior (1 hour) Referral process, definitions of behavior, referral

forms, using data to make decisions (2-3 hours) Expectations, Rules, Lesson Plans (1-2 hours) Reward System, Effective Consequences (1-2 hours)

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Introducing SW PBS to Students

Intro to Expectations & Rules (1-6 hours) Reward System (1 hour)

154

Regular PBS Meetings (1 hr month)

Pull data and determine areas needing intervention

Decide on ways to decrease problem areas Decide next steps

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Effective Team Strategies

156

10 Essentials of Teamwork Common Goal Leadership Interaction and involvement of all members Maintenance of individual self esteem Open communication Power within group to make decisions Attention to process and content Mutual trust Respect for differences Constructive conflict resolution

(Snell, M., & Janney, R.; 2000)

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Ground Rules (examples)

We will be on time and allow no interruptions to make or take phone calls

We will listen to each other without interrupting We will be concise when we speak – encouraging

others to participate We treat each other with respect We are non-judgmental and keep an open mind

on issues until it is time to decide

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Slay the Meeting Monsters

Griper/WhinerSide ConversationDefinitely WrongOff the SubjectSilent

Overly TalkativeArgumentativeRamblerObstinate/Rigid

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A Problem Solving Process

Maintain Focus Structured Procedures Limited Time Round-Robin Clarification Action Steps

160

Using the Problem Solving Process

Demonstration Group Activity

161

Common Issues Facing Teams

162

Contact Information and Resources

Florida PBS Project: Heather George (813) 974-6440 Fax # (813) 974-6115

http://flpbs.fmhi.usf.edu [email protected]

Rehabilitation, Research and Training Center on PBS- http://rrtcpbs.org

OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports - http://www.pbis.org

School-wide Positive Behavior Support

Documents

Transcript of School-wide Positive Behavior Support