George Sugai & Rob Horner OSEP Center on PBIS University of CT & OR .
The Nuts & Bolts of PBS OrRTI Project September 26, 2008 credit and thanks to Sugai, Horner, Walker,...
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Transcript of The Nuts & Bolts of PBS OrRTI Project September 26, 2008 credit and thanks to Sugai, Horner, Walker,...
The Nuts & Bolts of PBSOrRTI Project
September 26, 2008credit and thanks to Sugai, Horner, Walker, Kinch, Goldman . . .
Presentation Objectives
Participants will identify and understand the critical features of a Positive Behavior Support (PBS) system.
Participants will be exposed to a variety of Tier I tools and strategies
Participants will design district behavior protocols to incorporate critical features of PBS
Presentation Expectations Be Respectful
Silence cell phones Keep side conversations to minimum Smile and nod at the presenter
Be Safe Watch for cords and other obstacles
Be Positive Acknowledge other opinions Take what works for you and use it Be open to different ideas
PBS Big Idea:
YOU CAN’T EXPECT WHAT YOU DON’T TEACH
PBS: Defining Features
Every School: Developed a clear set of positive
expectations & behaviors Agreed to procedures for teaching expected
behavior Developed systems for encouraging
expected behavior Developed a consistent continuum of
procedures for discouraging inappropriate behavior
Use data for on-going monitoring & evaluation of effectiveness
How do we do this?
Academic-Behavior Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
On average, students with 5 or more referrals had a 17 point lower score on a State reading
test.
Reading Averages by Offi ce Discipline Referrals
175185195205215225235245
3 4 5 6 7 8 9 10
Grade Levels
Read
ing S
core
s
0 to 1
2 to 4
5 or more
Administrator Discipline Time Cost/Benefit AnalysisUrban Elementary
Referral = 20 minutes
Suspension = 45 minutes
Baseline
1999-2000
Year 1
2000-2001
Year 2
2001-2002
Average Yearly
Time Savings
Administrator Minutes
Office Discipline Referrals
(savings from baseline)
Disciplinary Suspensions
(savings from baseline)
6080
3465
1080
(5000)
1440
(2025)
460
(5620)
990
(2475)
(11.06 days)
(4.69 days)
Total yearly savings in workdays 14.6 days 16.8 days 15.75 days
Total realized savings $6024.84 $6932.69 $6478.77
Prevention Logic for All(Walker et al., 1996)
Decrease development of new problem behaviors
Prevent worsening of existing problem behaviors
Redesign learning/teaching environments to eliminate
triggers & maintainers of problem behavior
Teach, monitor, & acknowledge
pro-social behavior
Positive Approaches: Keys
Prevention before reaction
Team and systems-basedLogical and realistic plansIndividualizedConsistency across time, adults, settings,
and students
Founded on “Teaching”
Goal setting and monitoring
Burks' Behavior Rating Scales
91.8%
8.2%
Negative Action
Lack of Pos. Action
Social Skills Rating System, Parent Form
5.5%
23.6%
3.6%
67.3%
Lack of Neg. Action
Negative Action
Lack of Pos. Action
Positive Action
Hosp, J., Howell, K., & Hosp, M. (2003). Characteristics of behavior rating scales: Implications for practice in assessment and behavioral support. Journal of Positive Behavior Interventions, 5, 201-208.
Teachable Expectations
1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules)
2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line)
3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)
Teachable Expectations: Tualatin Elementary
Teaching Expectations
• Create a discussion of each big idea - and the corresponding rule
• Clarify their application in different areas of the school
• Engage students in discussion and allow practice/demonstration time
• Remind students (prompts, cues, pre-corrects)
• Encourage and reinforce success
• Discourage and provide correction/consequence for failure with rules
• Provide re-teaching as indicated by failure
• Remove prompts as indicated by success
Teaching Expectations:Fowler Middle School
Expectaciones de Bridgeport
IDEA SWAP
Pair up with someone at a different table
Share your “1 thing”Swap an effective PBS practice
from your school or district
Other Bright Ideas
New student video at Deer Creek Elementary Students role play
expected behaviors in various settings
Explains “High Five” reward program
Shown at New Student Orientation and several times throughout year
Other Bright Ideas
Durham Elementary’s Expectation Rotation Three sessions, 1/3 of
the class at a time Durham staff model
and practice behaviors in various settings
Expectations are a review of what classroom teacher has already taught
Other Bright Ideas
Bridgeport Elementary’s Conflict Managers Students apply to
participate Counselor trains student
team for half day Students have weekly
schedule to manage conflicts at lunch and on playground
Plan for multiple settings
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
Respect Environment & Property
Respect Yourself
Respect Learning
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
Use inside voice
Eat your own food
Stay in your seat
Stay to rightArrive on time to speaker
Respect Environment & Property
Recycle paper
Return traysKeep feet on
floorPut trash in
cansTake litter with you
Respect Yourself
Do your bestWash your
handsBe at stop on
timeUse your
wordsListen to speaker
Respect Learning
Have materials
ready
Eat balanced diet
Go directly from bus to
class
Go directly to class
Discuss topic in class w/
others
Discipline Works When ….Prevention creates more Positive than
negative consequences
Punishment(Failure)Reinforceme
nt(success)
4 : 1
“Gotchas!” at Durham Elementary
Plan to Reward
Reinforcement Continuum of reinforcers for different levels of success Use the least amount necessary Immediate and consistent to begin Approximate and/or pair with natural reinforcers Make part of routine and systems Fade
Move toward more natural reinforcers
Use more group contingencies
Increase ratios of behavior to reinforcement
Nintendo
The Golden Shoe:Templeton Elementary
Think-Pair-Share
What is one systematic approach that your school could implement this year to ensure that students receive consistent and frequent reinforcement?
Plan for Mistakes
Responding to negative behavior Immediate and consistent Try to keep with natural consequences
Use the least amount necessary to get desired behavior Pre-plan and teach
Correction and re-teaching Use only with reinforcement for replacement behavior Should defeat function of problem behavior
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 YesDecision
Flowchart
Core Instructional Behavior Program School Rules & Associated Behavior
Expectations Explicitly Taught to ALL Students (i.e., Safe, Respectful, Responsible Behavior in the Bathroom)
ALL Students Consistently & Regularly Acknowledged for Demonstrating Positive Behavior Expectations
ALL Students Immediately & Reliably (meaning all staff) Corrected when Behavior Expectations are Not Demonstrated. Positive Behaviors Immediately Re-Taught.
Teaming and Data-based decisions
Who?
0
10
20
Num
ber o
f R
efe
rrals
per S
tudent
Students
When?
0
5
10
15
20
25
30
Num
ber o
f 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 Day
Where?
0
10
20
30
40
50
Num
ber o
f O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Frequent Referrals by Incident Type 2007-08 (to date)
0
100
200
300
400
500
600
700
800
900
Vandali
sm
Bullyin
g
Wea
pons
Forg
ery/
Unauth
orize
d Use
/Pos
sess
ion o
f Sch
ool D
oc
Tobac
co
Haras
smen
t
Drugs (
other
than
Alco
hol/To
bacco
)Th
eft
Fightin
g - Non
Viol
ent
Inap
propria
te L
anguag
e
Fightin
g - Viol
ent
Truan
cy
Disres
pect
Behav
ior -
Disruptiv
e
Exces
sive
Unexcu
sed A
bsence
s
Behav
ior -
Aggress
ive
Defian
ce
No Show
for D
eten
tion
Behav
ior -
Inap
propria
te
Skippin
g
Tard
ies
WATCH OUT FOR THIS…
How do you know where to focus prevention efforts?
Referrals need to be accurate!!
Data Collection for Decision-Making
Monitor points earned each day
Office Discipline Referrals
Grades
Regular use of data by team
Outcome Data
93%
6%
1%
TTSD ODR Distributionin 2006-07 (after 11 years of implementation)
94.50%
5.00%
0.50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Percent of Students
Hazelbrook 2006-07 Distribution of Students by Referrals
6+
2-5
0-1
Tigard-Tualatin SDTotal Office Discipline Referrals
High of 9,895 in 2000-01 to a Low of 6,413 in 2006-07
Difference of 3,482 referrals
@ 30 minutes each referral
= 104,460 minutes or 290 days made available for teaching and
learning!
It’s about the kids!
Access to school activities
Healthy social relationships
Academic achievement
More self-sufficiency
Data will be inaccurate and irrelevant unless the people who collect and summarize it see
the data used for decision-making.
Moved to Tiers
Ken Howell Western Washington University 47
Tier 1: Severely and Profoundly OK =
a.k.a ‘the Bore level’
Ozone
Tier 2: Passing Zone
non-responders
Texas Tiers
Tier 17: Zoned in Zoned out
Zo
ne
of P
rox
ima
l Z
on
e o
f Pro
xim
al
De
velo
pm
en
tD
ev
elop
me
nt
Beyond Tiers
Insensitive Level