YEAR 2 GROWING PAINS Milt McKenna Maryland State Department of Education.

YEAR 2GROWING PAINS

Milt McKennaMaryland State Department of Education

Set Up/My Goal Today

• Provide “NEW TEAMS” ideas on how to improve

• Review Progress• Celebrate Success• Adjust/Refine/Improve

In The Summer of 2009

• PBIS WAS NEW !! = S. N. I.• Lot‘s of Excitement• Enthusiasm• New Ideas

During SY 2009-2010• PBIS = HARD WORK

–Simple but NOT Easy• The Person w/A Passion was

overworked• Still trying to figure out how

to Delegate

During SY 2009-2010

• Emphasis was on the GREEN Zone

• Still have students with additional needs

• And Russell is still in attendance

I - Uninformed Optimism (Certainty)

III – Hopeful Realism (Hope)

V – Rewarding Completion (Satisfaction)

The Emotional Cycle of Change

Pessim

ism

Time

Exit Avenues

Pessim

ism

Time

I - Uninformed Optimism (Certainty)

III – Hopeful Realism (Hope)

V – Rewarding Completion (Satisfaction)

Figure 1: The Emotional Cycle of Change

Pess

imis

m

Time

Outcomes = Data

Practices = Reinforcers/Recognition

Systems = Rules/Teaching/Team Meetings

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

PBIS

Classroom

SWPBISSubsystems

Non-classroomFamily

Student

School-wid

e

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

PBIS

APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR

3-Tiered Prevention ModelTERTIARY PREVENTION

Intensive, specialized & individualized strategies for students

SECONDARY PREVENTIONTargeted, supplementary strategies for students who do not respond to

primary

PRIMARY PREVENTIONUniversal

School-wide or class-wide systems for all students and staff

1515

Cor

e Su

ppor

t Pro

gram

: Pr

ovid

ed to

all,

inte

nded

to re

ach

mos

t.

Continuum of SupportsContinuum of Supports

The required resources to address the

problem increases

The need to enhance

environmental structures increases

The frequency for collecting

and acting upon

information increases

Critical Features• Establish Commitment• Establish and Maintain Team• Self-Assessment• Establish School-Wide Expectations• Establish On-Going System of Rewards• Establish System for Responding to Behavioral

Violations• Establish Information System• Build Capacity for Function-Based Support • Build District Level Support

Mantra # 1

3 - 5 YEARS

Mantra # 2

DATA IS YOUR FRIEND

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

DECISION MAKING• Is there a problem?

• What areas/systems are involved?

• Are there many students or a few involved?

• What kinds of problem behaviors are occurring?

• When are these behaviors most likely?

• What is the most effective use of our resources to address this problem?

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

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

N = 1679 443 163 246

Elementary Middle High K (8-12)

10%

N = 1679 443 163 246

Elementary Middle High K (8-12)

So, Sit Back • Take a look at where you are – • Action Planning

– Did we complete an action plan in August 2009– Goals, objectives, milestones

• Measureable??

• Did the DATA answer our questions?• Did we get the results that we expected?

– Did we do what we said we would do?

• Did we celebrate (throughout the year)

Outcomes = Data

Practices = Strategies/Reinforcers/Recognition


~80% of Students

~15%

~5%

ESTABLISHING A CONTINUUM of SWPBS

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)

3-Tiered Prevention ModelTertiary Prevention:

Intensive, specialized & individualized

strategies for students with failure

Secondary Prevention:

Targeted, supplementary strategies

for students who do not respond to primary

Primary Prevention:

Universalschool-wide or class-wide

systems for all students and staff

School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups

Student Intervention Plans

UNIVERSAL

TARGETED

INTENSIVE

School wide PBIS

Check-in/Check-out Section 504 Plans and/or IEPs

Health Education Voluntary State Curriculum Behavioral contracting

Alternative programs

Character Education

Responsive counseling School mental health services Bullying Prevention

Expanded School Mental Health Initiatives and Interagency Partnerships

Lead

ersh

ip T

eam

Stu

dent

Ser

vice

s T

eam

Fam

ily

ES

MH

Wrap T

eam

Tier 3

Tier 2

Tier 1

Triangle Triangle Activity:Activity:

Applying the Applying the Three-Tiered Three-Tiered

Logic to Logic to Your SchoolYour School

3232

Cor

e Su

ppor

t Pro

gram

: Pr

ovid

ed to

all,

inte

nded

to re

ach

mos

t.

Continuum of SupportsContinuum of Supports

The required resources to address the

problem increases

The need to enhance

environmental structures increases

The frequency for collecting

and acting upon

information increases

Reinforce/Recognize Expected Behavior

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

REINFORCERS

How can you determine appropriate incentives for students?

Ask the students !!

Surveys can be used to determine universal rewards or can be used with individual students.

SurveyPut a check beside at least eight items/activities you would like to earn in class. (You can read the list to non-readers and help them mark their selections.)

___ 1. Blow bubbles ___11. Use tape recorder___ 2. Ice cream ___12. Coloring/drawing___ 3. Puzzles ___13.Play game with friend___ 4. Stickers ___14. Puzzles___ 5. Write on chalkboard ___15. McDonald’s coupon___ 6. Extra recess ___16.Write on chalkboard___ 7. Carry messages ___17. Computer time___ 8. Time with grown-up ___18. ________________ 9. Popcorn ___19. ________________10. Video games ___20. _____________

SurveyIf you could earn a special reward, what would it be? List 5 items you would like to earn. (You can name “things” or “activities.”)

1.________________________________________________________

2.________________________________________________________

3.________________________________________________________

4.________________________________________________________

5.________________________________________________________

“GOLDEN PLUNGER”• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”• Contributing to a safe,

caring, effective school environment

• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time

“G.O.O.S.E.”• “Get Out Of School Early”

– Or “arrive late”• Procedures

– Kids/staff nominate – Kids/staff reward, then pick

“DINGER”• Reminding staff to have

positive interaction

• Procedures– Ring timer on regular, intermittent

schedule

– Engage in quick positive interaction

Outcomes = Data

Practices = Reinforcers/Recognition


Teaching Matrix

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 floor

Put trash in cans

Take litter with you

Respect Yourself

Do your bestWash your hands

Be at stop on time

Use your words

Listen 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

POSITVELY STATED –

Not The Do Nots

Typical Contexts/ Routines

Classroom-Wide Rules/ExpectationsRespect Others Respect Property Respect Self

AllUse inside voice.

Raise hand to answer/talk.

Recycle paper.Put writing tools inside

desk.

Do your best.Ask.

Morning MeetingEyes on speaker.

Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

HomeworkDo own work.

Turn in before lesson.

Put homework neatly in box.

Touch your work only.

Turn in lesson on time.Do homework

night/day before.

TransitionUse inside voice.

Keep hands to self.Put/get materials first.

Keep hands to self.Have plan.Go directly.

“I Need Assistance”

Raise hand or show “Assistance Card”.

Wait 2 minutes & try again.

Have materials ready.Have plan.

Ask if unclear.

Teacher DirectedEyes on speaker.

Keep hands to self.Use materials as

intended.Have plan.

Ask.

Independent WorkUse inside voice.

Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned.Ask.

Problem to SolveStop, Step Back,

Think, ActStop, Step Back,

Think, ActStop, Step Back,

Think, Act

Teaching Matrix Activity

Classroom Lunchroom Bus Hallway Assembly

Respect Others

• Use inside voice• ________

• Eat your own food•__________

• Stay in your seat•_________

• Stay to right• _________

• Arrive on time to speaker•__________

Respect Environment & Property

• Recycle paper•_________

• Return trays•__________

• Keep feet on floor•__________

• Put trash in cans•_________

• Take litter with you•__________

Respect Yourself

• Do your best•__________

• Wash your hands•__________

• Be at stop on time•__________

• Use your words•__________

• Listen 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•__________

Classroom

SWPBISSubsystems

Non-classroomFamily

Student

School-wid

e

Expectations & behavioral skills are taught & recognized in natural context

Establish Routines:Build a PREDICTABLE Environment

Define and TEACH classroom routines Entering the classroom Signal for obtaining class attention What to do if you do not have materials What to do if you need help What to do if you need to go to the bathroom What to do if you are handing in late material What to do if someone is bothering you. Signals for moving through different activities.

Specific expectations for different activities (directed practice v. seatwork v. group work v. lab work, etc.)

TEACH effective transitions.

Academic Learning Time: Typical School

1152 Instructional Hours in the School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months)= 1088 Attendance Time (Time in School)

- 150 Non-instructional time (50 min./day - transition, lunch, etc)= 938 Allocated Time (Time scheduled for teaching)

- 234 (25% of allocated time for getting started, transition between instructional activities, discipline – 15 minutes/hour)

= 704 Instructional time (time actually teaching)

- 176 Time off task (Engaged 75% of time)= 528 Engaged Time (On task)

- 105.6 Unsuccessful Engaged Time (Success Rate 80%)= 422.4 Academic Learning Time (ALT)

2.34 hrs. of instructionally productive time per day (422.4/180 days)

Education Resources Inc., 2005

Efficiency Rating = 37%

Academic Learning Time: Effective School

1152 School Year (6.4 hours x 180 days) - 64 Absenteeism (1 day/month x 10 months)= 1088 Attendance Time (Time in School)- 150 Non-instructional time (50 minutes/day for passing time, lunch)= 938 Allocated Time (Time scheduled for teaching)

- 141 (15% of allocated time for administration, transition, discipline 9 minutes/hour)

= 797 Instructional time (actually teaching - 141 hrs. lost v. 234 hrs. lost)- 79 Time off task (Engaged 90% of time)

= 718 Engaged Time (79 hrs. lost v. 176 hrs. lost)

- 72 Unsuccessful Engaged Time (Success Rate 90% = 72 hrs. lost v. 105 hrs. lost at 80% Success Rate)

= 646 Academic Learning Time

(646 hrs. vs. 422 hrs.)

Education Resources Inc., 2005 Efficiency Rating = 56%

The Difference: Typical vs. Effective Schools• Unallocated Non-Instructional Time

– 75% vs. 85% = 93 more hours• Difference in 15 minutes vs. 9 minutes/hour• Teaching expectations, teaching transitions, managing

appropriate and inappropriate behavior efficiently • Engagement Rate

– 75% vs. 90% = 97 more hours• Management of groups, pacing

• Success Rate– 80% vs. 90% = 34 more hours

• Appropriate placement, effective teaching• So what?

– 224 hours more instructionally productive hours (646 vs. 422)– 34% more Academic Learning Time– 95 more days in school (based on 2.34 hours of instructionally

productive time per day!!)

Education Resources Inc., 2005

ODR Administrator Benefit

2008-2009 2277 ODRs2009-2010 - 1322 ODRs

= 955 42% improvement

@15 min. = 14,325 min. @ 6 hrs = 238.75 hrs.

= 40 days of Administrator time

ODR Instructional Benefit

2008-2009 22772009-2010 - 1322

= 955 42% improvement

@ 45 min = 42,975 min. @ 6 hrs = 716.25 hrs

= 119 days of Instructional time

Classroom

SWPBISSubsystems

Non-classroomFamily

Student

School-wid

e

PBIS Matrix for Home

• .

I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others

I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents

I am safe Play safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment

I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called

Family Teaching

Matrix

SETTING

At homeMorning Routine

HomeworkMeal

TimesIn Car Play Bedtime

Respect Ourselves

Respect Others

Respect Property

Exp

ecta

tions

1. SOCIAL SKILL

2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

IF...

FOCUS ON...

More than 40% of students receive one or more office referrals

More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

+ If many students are making same mistake, consider:

changing systems ….not students

+ START by teaching, monitoring & rewarding

…before increasing PUNISHMENT

IF...

FOCUS ON...

More than 40% of students receive one or more office referrals

More than 2.5 office referrals per student

School Wide System

More than 35% of office referrals come from non-classroom settings

More than 15% of students referred from non-classroom settings

Non-Classroom System

More than 60% of office referrals come from the classroom

50% or more of office referrals come from less than 10% of classrooms

Classroom Systems

More than 10-15 students receive 5 or more office referrals

Targeted Group Interventions / Classroom Systems

Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after

receiving targeted group settings Small number of students destabilizing overall

functioning of school

Individual Student Systems

MEETINGSPREPARATION: • Specify purpose/outcome• Invite key members• Make contact with key members• Prepare agenda • Prepare materials• Anticipate & precorrect for

roadblocks/speedbumps

Conducting meeting• State/restate purpose & expected

outcomes• Provide advance organizer• Assign roles/responsibilities• State/restate “rules” & agreements

for conducting meeting

Meeting Tips• Expectations/rules• Agenda

–Outcomes–Time allocation for each item

• Begin and End On Time– Feed em & Let em go EARLY

• Follow Up – Follow Up – Follow Up

Meeting Rules/Agreements• Arrive on time• Bring relevant materials• One person speaking at a time• ---- ???• ??????• Parking Lot• Cemetery

PBS – Respect & Responsibility

www.pbismaryland.org

Resources• www.pbis.org • www.pbismaryland.org • www.swis.org• [email protected]

www.pbismaryland.org

www.behaviordoctor.org

http://www.pbismaryland.org/

http://www.behaviordoctor.org/

YEAR 2GROWING PAINS

Milt McKennaMaryland State Department of Education

YEAR 2 GROWING PAINS Milt McKenna Maryland State Department of Education.

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Transcript of YEAR 2 GROWING PAINS Milt McKenna Maryland State Department of Education.