Keeping PBS Momentum: Fidelity and Vitality
Heather Peshak George, Ph.D.University of South Florida
June 11, 2008Tucson PBS Initiative Annual Conference: Tucson, AZ
2
Agenda
• Why should I invest in PBS?• Establishing Fidelity
– Progress monitoring – how are we doing?– Next steps and moving forward– Ongoing implementation of PBS components
• Building Vitality– Buy-in– Frequent communication – Keeping PBS alive!
• Readiness procedures and tools
Why should I invest in PBS?
• Why wouldn’t you? Why not?• It’s research based• Creates an environment conducive to learning• Everyone learns more about their own
behavior• It is collaborative, assessment-based,
emphasizes proactive, educative, and reinforcement-based strategies
• Promotes environments in which positive behavior is more effective than problem behavior
• Because it’s the right thing to do!
5
Time Cost of aDiscipline Referral
(45 minutes per incident)
1000 Referrals/yr
2000 Referrals/yr
Administrator Time
500 Hours 1000 Hours
Teacher Time 250 Hours 500 Hours
Student Time 750 Hours 1500 Hours
Totals 1500 Hours 3000 Hours
7
Number of Schools Trained(As of August, 31 2007)
4 Pre-K schools173 Elementary schools97 Middle schools37 High schools41 Alternative/Center
schools18 Other (e.g. K-8)
370 TOTAL SCHOOLS85% Retention Rate; 60% Schools BoQ 70+; 25% Model Schools with BoQ 80+
Benchmarks of Quality 2004-2005 to Present
0
10
20
30
40
50
60
70
80
90
100
School BoQ Scores
To
tal P
oin
ts o
ut o
f 100
2004-2005
2005-2006
2006-2007
95 184 221
60% of schools are implementing with 70% fidelity!
ODRs forHigh and Low Implementers
Florida PBS Schools ODR Rates with Implementation Level
138
179
111
153
75
96 95
0
20
40
60
80
100
120
140
160
180
200
Baseline Year 1 Year 2 Year 3
Implementation Year
Av
g #
OD
R p
er
10
0 S
tud
en
ts
Low (BoQ<70)
High (BoQ>70)
17
Sch
oo
ls
16
Sch
oo
ls
13
Sch
oo
ls
20
Sch
oo
ls
11
Sch
oo
ls
22
Sch
oo
ls
66
Sch
oo
ls
Office Discipline Referral Rates Before and AfterPBS Implementation
First year 29% average decrease
137
99
0
20
40
60
80
100
120
140
160
Baseline Year 1
Ave
rag
e #
OD
Rs
per
100
Stu
den
ts
42 Schools
Florida's PBS Schools' OSS by Implementation Level
73
43
63
33
56
37
0
10
20
30
40
50
60
70
80
Low (BoQ<70) High (BoQ>70)
Level of Implementation
Ave
rag
e D
ays
OS
S p
er 1
00 S
tud
ents
2004-20052005-2006
2006-2007
35S
ch
oo
ls
77S
ch
oo
ls
82S
ch
oo
ls
39S
ch
oo
ls
79S
ch
oo
ls
11S
ch
oo
ls
34%
Florida's PBS Schools' Avg Percentage of Students Scoring Level 3 and Higher in Reading by Implementation Level
60
67
59
68
58
67
0
10
20
30
40
50
60
70
80
90
100
Lower Impl Higher Impl
Implementation Level
Avg
Per
cent
age
2004-2005
2005-2006
2006-2007
44S
choo
ls
84S
choo
ls
93S
choo
ls
51S
choo
ls
96S
choo
ls
131
Sch
ools
14
Definition of “Fidelity”
1. strict observance of promises, duties, etc.2. loyalty3. conjugal faithfulness4. adherence to fact or detail5. accuracy, exactness
fidelity. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/fidelity
Synonyms: loyalty, precision, faithfulness, rigor, meticulousness
Antonyms: disloyalty
15
SWPBS Critical Elements
• PBS Team• Faculty Commitment• Effective Procedures for Dealing with Discipline• Data Entry and Analysis Established• Expectations and Rules Developed• Reward/recognition Program Established• Lesson Plans for Teaching Expectations/rules• Implementation Plan• Crisis Plan• Evaluation (BOQ; Kincaid, Childs, & George, 2005)
16
PBS Team
Broad representationAdministrative supportMeets regularly – at least monthlyEstablished a clear mission or purpose
17
Tasks of the SWPBS Team
Assess the current status of behavior management practice
Examine patterns of behaviorDevelop a school-wide planObtain staff commitmentObtain parental participation and inputOversee, monitor, and evaluate all planned
objectives and activities developedOVERALL, THE MAIN SOURCE OF
COMMUNICATION!
19
Use a Team Planning Process
• Planning Alternative Tomorrows with Hope (PATH) is a way for diverse people who share a common need to align their…– School’s vision, purposes, and goals– Understanding of a situation and its
possibilities for hopeful action– Actions for change, mutual support, personal
and team development, and learning
First Steps *Form committee *Schedule training *Today’s sharing *Same process/ feedback to staff *Grace tracks down and posts rules *Talk about lunch schedule *Playground interventions *Friday training rules for assistants *ID students *Feedback from last year
SCHOOL’S DREAM *Pride Safe *Respectful students, teachers and staff *Consistency *Greater self –esteem *Community of Learners *Self-respect *Positive focus *Motivated students *Fun!!! *Good manners *Increase parent involvement *Enjoy learning *Climate of caring *Cooperation *Community respect *Strength-based Tolerance *High Expectations
HISTORY NOW!! STRENGTHS BARRIERS Tough kids Tolerance Reputation for SED Population Cultural diversity Service oriented Expanding to prove Itself Location Supportive administration Strong curriculum base Cooperative Discipline inconsistent with behavior plan
Most requested school Discipline plan in place 8 rules-refine!!! No consistency Negative behaviors are being reinforced Good crisis system in place Resources & Training Parent Ed.- Good link for school Kids like being at school Tough population Access to guidance is limited Slow referral process
Cooperation Commitment Good reputation in the community Talented staff Invested in children Dedicated Fun place for kids Staff has a positive attitude Supportive of each other Strong academic focus Supportive resources, Parent Ed., Life skills Counselor Specials program are well recognized in the county Motivated Great after school program
Parent involvement Language/ communication Time for meetings, trainings, etc. Funding Class size Turn over in assistants Access to guidance counselor Getting out of crisis mode
1. D
iscipline com
mittee m
eet mon
thly, and develop a plan.
2.
Data system
in place, report back to staff
3. T
eachers share effective classroom
man
agement techn
iques.
4. C
lear referral process, comm
unication, con
sistency
, feed back. 5.
Sch
ool wide rules im
plemented.
6.
Plan for playgroun
d supervision.
7. 20%
decrease of total num
ber of referrals.
8. S
upport staff are trained and participating.
9.
Increase in
structional tim
e. 10. E
ffective set of consequen
ces wh
en dealin
g with challen
ging
behaviors
11. S
ystem of rew
ards in place for positive behavior.
GOALS
21
Faculty Commitment
All are aware of behavior problems on campusRegular data sharing
Involved in establishing and reviewing goalsFeedback obtained throughout year using
the existing database Conduct staff surveys Develop an “election” process for activitiesUse a “comments” or “suggestions” box or
bulletin board
24
Identify Common Values
•With this f rame we want to help the team identif y their dream for the future, including all the ideas, values, and things that are important to them in developing an ideal school.
•List anything that is important f or the team to realize the kind of school they desire.
D R E A M
Everyone maintains high standards f or academic achievement
Respect f or all types of diversity
Everyone f eels saf e
Everyone belongs
Everyone has f riends
Everyone is successf ul
25
Effective Procedures forDealing with Discipline
Process described in narrative/graphic format
Process includes documentation proceduresODR form contains information useful for
decision makingBehaviors definedMajor and minor behaviors clearly identified
and understoodSuggested array of appropriate responses
to minor and major behaviors
Observe (Recognize) Problem Behavior
Is the behavior major?
Determine Consequence
Write referral for student
Complete minor report form
Hall monitor/security escort to the office
File discipline log
Send written referral to the office
Has the behavior occurred 3 times?
NO
Office Determines Consequence
Follow documented procedure
Implement Consequence
YES
Determine Behavior
Is it a crisis?
Contact office for support
Get recommendations from office
Utilize classroom management procedures
and/or strategies
Give teacher feedback on consequences
Follow up with student and teacher
James Middle School
Referral Process
27
Appropriate Definitions of
Problem BehaviorsWhat one teacher may consider
disrespectful, may not be disrespectful to another teacherTherefore, problem behaviors must be
operationally definedOnce behaviors are defined, all faculty,
staff, administration, students and families will need to be trained on the definitions
28
Office Discipline Referral Forms
Make sure to answer the following questions when formatting the ODR Form:
Who, Why, What ,When, Where
Clarity on the referral form takes the guess work out of the data entry person’s job
Data will be more reliable and accurate as judgement calls are minimized
29
Develop aHierarchy of
ConsequencesThe more students know the rules and
consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school (Mayer & Leone, 1995)
Essential to develop a “system of laws” and communicate it to the stakeholders
30
Data Entry and Analysis Established
Data system to collect/analyze ODR datawww.swis.org
Additional data collectedData entered weekly (minimum)Data analyzed monthly (minimum)Data shared with team monthly
(minimum)
31
0
20
40
60
80
100
120
140
160
180
200
Num
ber
of
Offi
ce R
efe
rrals
Data-Based Indicator
Location
32
Data-Based Indicator
Teacher
02468
1012141618202224262830
1 2 3 4 5 6 7 8 91
01
11
21
31
41
51
61
71
81
92
02
12
22
32
42
52
62
72
82
93
03
13
23
33
43
53
63
73
83
94
0
Num
ber
of
Offi
ce R
efe
rrals
33
Data-BasedClassroom Indicators
Address classroom systems if…
Majority of referrals come from classrooms (e.g., more than 50% of referrals)
More than 40% of referrals come from less than 10% of the classrooms
Not all teachers are writing referrals
34
Targeted Group Interventions
For high- and at-risk students:
– These students represent less than 25% of school enrollment
– They account for over 50% of behavioral incidents
– They consume significant amounts of time and resources
~5%
~15%
~ 80% of Students
37
0
10
20
Num
ber o
f R
efe
rrals
per S
tudent
Students
Referrals per Student
Individual Student Planning
38
Expectations and Rules Developed
3-5 positively stated behavior expectations posted
Expectations apply to both students and staff
Rules developed and posted for specific settings
Rules are linked to expectationsFeedback obtained in development
39
School-wide Expectations:
Why are they necessary? Much of human behavior is learned, comes
under the control of environmental factors, and can be changed (Sugai et al., 1999)
Identifying desired behaviors provides: A positive focus for change A unified set of clearly defined behaviors A framework for developing instructional
components and environmental supports
40
Setting-Specific Rules Facilitate:
Uniform instruction across multiple programs and settings within the school
Communication among staff members Assessment of student behaviorsCommunication with parentsCurriculum designLegal, ethical, and professional
accountability
41
MLK Middle School’s Matrix
Stop & listen when the whistle blowsFollow game rulesEncourage others
Take your place in lineClean your area of the table
Use an inside voicePut trash in thegarbage cans
Be respectful
Be dressed out & in place on timeBe ready to repeat instructions when asked
Have lunch money readyKnow what you want to order
Have planner signedBe on time
Be prepared
Use equipment with supervisionUse equipment as instructed
Keep food & drink off the floorWalk
Walk to rightKeep hands, feet,& objects to self
Be safe
Gym Cafeteria Hall
42
Reward/RecognitionProgram Established
System established and implemented consistently across campus
Variety of methods to reward students Linked to expectations Variety offered to maintain student interest Includes opportunities for naturally occurring
reinforcement Ratios of reinforcement to corrections high Student involved in development Incentives for faculty/staff
43
School-wide Reward Systems
Increase the likelihood that desired behaviors will be repeated
Focus staff and student attention on desired behaviors
Foster a positive school climateReduce the need for engaging in time
consuming disciplinary measures
44
Reward System Guidelines
Reward frequently in the beginningReward contingent on desired behaviorRefrain from threatening the loss of rewards
as a strategy for motivating desired behaviorsRefrain from taking earned items or activities
away from a studentStudents should be eligible to earn rewards
throughout the day contingent upon appropriate behavior
45
Reward System Suggestions
Keep it simpleProvide staff with opportunities to recognize
other students in common areasInclude information and encouraging
messages on daily announcementsRemain focused on the positiveProvide meaningful rewardsMaintain consistency with all staffTrack your reward system
46
Solutions
Keep ratios of reinforcement to correction high (4:1)
Involve students on your team to help with meaningful rewards
Provide reward system trainings to staff annually and plan for booster trainings as needed
Develop data-based system for monitoring and documenting appropriate behaviors
47
Lesson Plans for Teaching
Expectations/RulesBehavioral curriculum includes concept
and skill level instructionExamples and non-examples includedVariety of teaching strategies includedEmbedded within subject areasAll involved in development and delivery Include families and community
48
What the Staff Need to Know:
The “big picture” – your team purposeLesson plans to teach expectations and rules How and when to teach expectations and
administer rewardsThe process for handling problem behaviorsSchedules for training and rewarding
activities
50
What StudentsNeed to Be Taught
ExpectationsRules for specific settingsDiscipline process across campusConsequences for rule violationsReward systemWhere and how feedback will be provided
on the behaviors across campus
51
Implementation Plan
Develop, schedule, and deliver plans to teach staff:discipline and data system lesson plans for students
Schedule/plans for teaching students developed Booster sessions for students and staff Plan for rewards/incentives Plan for new students/staff Plan to involve families and community
53
Evaluation
Students/staff surveyedAll know expectations/rulesStaff use discipline system/documentation
appropriatelyStaff use reward system appropriatelyOutcomes documented and used to
evaluate PBS Plans
Staff Satisfaction Results
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00% StronglyDisagreeDisagree
Neutral
Agree
Strongly Agree
Are staff satisfied with PBS process?
Majority of responses in Agree or Strongly agree category.
56
In Summary…The Process for School-wide PBS
Includes: A committed team leading all PBS efforts Method for identifying current problems (data) Procedures for discouraging violations of school-
wide expectations/rules Positively stated behavior expectations/rules Procedures for encouraging expected behaviors Lesson plans to teach expectations/rules Method of monitoring implementation and
effectiveness
59
Definition of “Vitality”
1. exuberant physical strength or mental vigor2. capacity for survival or for the continuation
of a meaningful or purposeful existence3. power to live or grow4. vital force or principle
vitality. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from
Dictionary.com website: http://dictionary.reference.com/browse/vitality
Start small, but think big! be willing to talk with anyone who will listen
Focus on outcomes goals, evaluation, prepare for change
Build Capacity state, regional, local – leadership is a team effort!
focus on successful demo sites
Plan for sustainability with fidelity protect FTE
prefer integrity over increase in numbers
Help! Fun! Celebrate! build partnerships, enjoy momentum, commit long-term
Lessons LearnedLessons Learned
61
E.V.I.L.Dunlap (2008)
E Egregious Exaggeration• extreme overconfidence, overstatements
V Vanity• sure we’re pretty; but we’re not perfect
I Insularity• need to be aware/respectful of other approaches
L Lethargy (and complacency)• there is too much to do to accept the status quo
62
Readiness Activities
Form representative PBS team, agree to monthly meetings, commit to multi-year process
Complete Initial Benchmarks of Quality/SET and gather baseline behavior & academic data
Administrator pledges to commit to PBS as a multi-year process
Review of School Improvement Plan, funding sources
District Coordinator, School Coach identified
63
Some Resources
DVD “Discovering School-Wide PBS: Moving Towards a Positive Future” http://flpbs.fmhi.usf.edu/dvd.doc
George, H.P. & Kincaid, D. (2008). Building District-wide Capacity for Positive Behavior Support. Journal of Positive Behavioral Interventions, 10(1), 20-32.
George, H.P., Kincaid, D.K. & Pollard-Sage, J. (in press). Primary Tier Interventions and Supports. In G. Sugai, R. Horner, G. Dunlap & W. Sailor (Eds.), Handbook of Positive Behavior Support.
Kincaid, D.K., George, H.P., & Childs, K.E. (2007). Florida’s Positive Behavior Support Project Annual Report: 2006-2007. University of South Florida. Florida’s PBS Project Web site: http://flpbs.fmhi.usf.edu
George, H.P. & Martinez, S.A. (2007, Volume 4). How to Get PBS in My School. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports Web site: http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx
64
Florida’sPositive Behavior Support
ProjectContact:
Heather Peshak George, Ph.D. Co-PI & Project Coordinator
Phone: (813) 974-6440
Fax: (813) 974-6115
Email: [email protected]
FL Website: http://flpbs.fmhi.usf.eduNational Website: www.pbis.org
Top Related