getting started mespa 1 day 26 feb 2015 - pbis started mes… · “getting started” 2/27/15 8 1....

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School-wide Positive Behavior

Support for All Students: Getting

Started Overview

George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research

26 February 2015

www.pbis.org www.cber.org www.neswpbs.org

PURPOSE

Overview of fundamentals

for getting started with

SWPBS (aka PBIS, MTBF, MTSS-

B, RtI-B) implementation….&

importance of leadership

OUTCOME OBJECTIVES

Rationale for adopting SWPBS

Features of SWPBS

Description of implementation framework

Examples

Expected Learning Outcomes Describe defining rationale, implementation FEATURES, & student outcomes for high fidelity implementation of SWPBS.

Describe commitments & supports required to achieve high fidelity implementation of SWPBS practices & systems.

Describe DATA required to guide implementation decision-making: STUDENT OUTCOMES & IMPLEMENTATION FIDELITY.

Describe STEPS for team implementation of SWPBS-TIER1.

Determine school READINESS to explore adoption of SWPBS practices & systems.

Factors Directly & Indirectly Contribu4ng To Student Learning

Louis, Leithwood, Wahlstrom, & Anderson (2010).

School Leadership

School Conditions

Teachers

Classroom Conditions

Student/ Family Background

MTSS

Common Vision/Values

Common Language & Behaviors

Common Experience

Quality Leadership

Effective Organizations

End Goal

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Why SWPBS?

PBIS is about…. Improving

classroom & school climate

Decreasing reactive

management

Maximizing academic

achievement

Improving support for students w/

EBD

Integrating academic &

behavior initiatives

KID: Nega4ve School Climate

•  Non-‐compliance & non-‐coopera4on

•  Disrespect •  Teasing, harassment, & in4mida4on

•  Disengagement & withdrawal •  NonaEendance, tardy, & truancy

•  Violent/aggressive behavior •  LiEering, graffi4, & vandalism •  Substance use

SCHOOL: Nega4ve School climate

•  Reac4ve management •  Exclusionary disciplinary prac4ces •  Informal social skills instruc4on •  Poor implementa4on fidelity of effec4ve prac4ces

•  Inefficient organiza4on support •  Poor leadership prepara4on •  Non-‐data-‐based decision making •  Inefficient, ineffec4ve instruc4on •  Nega4ve adult role models

Coercive Cycle

Why is negative school climate

undesirable? Creates

environments of control

Triggers & reinforces antisocial behavior

Shifts accountability away from school

Devalues child-adult relationship

Weakens academic &

social behavior development

SCHOOL: Posi4ve School Climate

•  Posi4ve > nega4ve contacts •  Predictable, consistent, & equitable treatment

•  Challenging academic success

•  Adults modeling expected behavior

•  Recogni4on & acknowledgement

• Opportunity to learn •  Safe learning environment •  Academic & social engagement

KID: Posi4ve School Climate

•  Compliance & coopera4on •  Respect & responsibility •  Posi4ve peer & adult interac4ons

•  Engagement & par4cipa4on •  AEendance & punctuality •  Anger & conflict management •  Safe & clean environment • Healthy food & substance use •  Self-‐management behavior

Posi4ve Reinforcement Cycle

Nega4ve School Behavior

Nega4ve Student Behavior

What’s It Take to Shi[ from Nega4ve to Posi4ve School Climate???

Posi4ve Student Behavior

Posi4ve School Behavior

Coercive Cycle

Positive Reinforcement

Cycle

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HOW?

Establish positive school

climate Maximizing academic success

Teaching important

social skills

Recognizing good behavior

Modeling good behavior

Active supervision

Communicating positively

Biglan, Colvin, Mayer, Patterson,

Reid, Walker

General School Climate 5 min.

Attention Please 1 Minute

1.  What % of students display positive social skills daily: >90%, 80%, 70%, <60%? (What do kids do?)

2.  What % of students experience daily positive social interaction w/ adult: >90%, 80%, 70%, <60%? (What do adults do?)

3.  Can every student identify an adult who they can talk to?

4.  How would you rate overall school climate: Excellent, Good, Average, Poor?

What is PBIS? MTSS-‐B

PBIS (aka SWPBS) is for enhancing adoption & implementation of

of evidence-based interventions to achieve

& behaviorally important outcomes for

students

Framework

Continuum

Academically

All

IMPLEMENTATION W/ FIDELITY

CONTINUUM OF EVIDENCE-BASED INTERVENTIONS

CONTENT EXPERTISE &

FLUENCY

TEAM-BASED IMPLEMENTATION

CONTINUOUS PROGRESS

MONITORING

UNIVERSAL SCREENING

DATA-BASED DECISION MAKING & PROBLEM SOLVING

CORE FEATURES MTSS/MTBF SY

STEM

S

PRACTICES

DATA

OUTCOMES

Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab

Culturally Equitable Academic & Social Behavior Expectations

Culturally Relevant & Effective Instruction

Culturally Knowledgeable

Staff

Culturally Valid Information for

Decisions

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Primary Prevention: School-/Classroom- Wide Systems for

All Students, Staff, & Settings

Secondary Prevention: Specialized Group

Systems for Students with At-Risk Behavior

Tertiary Prevention: Specialized

Individualized Systems for Students

with High-Risk Behavior

~80% of Students

~15%

~5%

CONTINUUM OF SCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

ALL

SOME

FEW

All: Baker, 2005 JPBI; Eber, 2012


SWPBS Continuum (5 Minutes)

1.  What % of students had 0-1 major office discipline referrals?

2.  What % had 2-5 ODR? 3.  What % had 6 or more?

Universal

Targeted

Intensive

All

Some

Few Continuum of Support for

ALL

Dec 7, 2007

Universal

Targeted

Intensive Continuum of

Support “Theora”

Dec 7, 2007

Science

Soc Studies

Comprehension

Math

Soc skills

Basketball

Spanish

Label behavior…not people

Decoding

Writing

Technology

Universal

Targeted

Intensive Continuum of Support for

ALL: “Molcom”

Dec 7, 2007

Prob Sol.

Coop play

Adult rel.

Anger man.

Attend.

Peer interac

Ind. play

Label behavior…not people

Self-assess

Homework

Technology

Universal

Targeted

Intensive Continuum of Support for

ALL: “________”

Dec 7, 2007

__________

_________

________

__________

_______

_________

_________

________

___________

_________

__________

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1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity

Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response

Universal Interventions • All students • Preventive, proactive

Universal Interventions • All settings, all students • Preventive, proactive

Responsiveness to Intervention

Academic Systems Behavioral Systems

Circa 1996

Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between

academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.

Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.

McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.

McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.

Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.

Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.

Integrated Continuum

Mar 10 2010

Academic Continuum

Behavior Continuum Attention

Please 1 Minute

SWPBS Review 5 Min.

•  SWPBS is a ___________________ •  What 4 elements define SWPBS in

action? •  What is a continuum of SWPBS? •  How do SWPBS & MTSS relate?

CORE FEATURES: School-Wide PBS

(Tier 1)

Leadership team

Behavior purpose statement

Set of positive expectations &

behaviors

Procedures for teaching SW & classroom-wide

expected behavior

Continuum of procedures for encouraging expected

behavior

Continuum of procedures for

discouraging rule violations

Procedures for on-going data-

based monitoring & evaluation

CORE FEATURES Targeted PBS

(Tier 2)

Team & data driven

Behavior expertise

Increased social skills instruction &

practice

Increased adult supervision Increased opportunity for positive reinforcement

Continuous progress

monitoring

Increased precorrection

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CORE FEATURES Intensive PBS

(Tier 3)

Multi-disciplinary Team & data

driven Behavior expertise

Functional Based Behavior Support

Planning

Wraparound Supports & Culture Driven Person

Centered Planning Comprehensive School Mental Health Supports

Continuous progress monitoring, positive

reinforcement & adult supervision

Increased precorrection

SECONDARY PREVENTION •  Team-led implementation w/ behavior expertise •  Increased social skills instruction, practice •  Increased supervision & precorrection •  Increased opportunities for reinforcement •  Continuous progress monitoring

TERTIARY PREVENTION •  Multi-disciplinary team w/ behavior expertise •  Function-based behavior support •  Wraparound, culture-driven, person-centered

supports & planning •  School mental health •  Continuous monitoring of progress &

implementation fidelity •  Increased precorrection, supervision,

reinforcement

PRIMARY PREVENTION •  Team-led implementation •  Behavior priority •  Social behavior expectations •  SW & CW teaching & encouraging of

expectations •  Consistency in responding to problem behavior •  Data-based decision making

SECONDARY PREVENTION •  •  •  •  • 

TERTIARY PREVENTION •  •  •  •  •  •  •  •  • 

PRIMARY PREVENTION •  •  •  •  •  •  • 

SWPBS: Core Practice Features

SECONDARY PREVENTION •  Team-led implementation w/ behavior expertise •  Increased social skills instruction, practice •  Increased supervision & precorrection •  Increased opportunities for reinforcement •  Continuous progress monitoring • 

TERTIARY PREVENTION •  Multi-disciplinary team w/ behavior expertise •  Function-based behavior support •  Wraparound, culture-driven, person-centered supports & planning •  School mental health •  Continuous monitoring of progress & implementation fidelity •  Increased precorrection, supervision, reinforcement

PRIMARY PREVENTION •  Team-led implementation •  Behavior priority •  Social behavior expectations •  SW & CW teaching & encouraging of expectations •  Consistency in responding to problem behavior •  Data-based decision making

Pre

cisi

on

Eng

agem

ent

Feed

back

Pra

ctic

e

Team

wor

k

PBIS Implementa6on

“Train & Hope”

REACT to Problem Behavior

Select & ADD

Practice

Hire EXPERT to Train Practice

WAIT for New

Problem

Expect, But HOPE for

Implementation

LEADERSHIP*TEAM*Coordina4on,*Readiness,*Priority*

Funding* Visibility*&*Dissemina4on*

Poli4cal*Support*

Policy*&*Systems*Alignment*

Professional*Development*

Coaching*&*Technical*Assistance*

Evalua4on*&*Performance*Feedback*

Content*Exper4se*

Local*Implementa4on*Demonstra4ons*

Personnel*Selec4on*

Implementa4on Drivers

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Agreements

Team

Data-based Action Plan

“Plan”

Implementation “Do”

Evaluation “Check”

General Implementation

Process

State

District

School

Students

Staff

Principal, Superintendent

All Staff, Students, Administrators

= Coaching

•  SWPBS practices, data, systems

•  Policy, funding, leadership, priority, agreement

District Behavior Team

•  2 yr. action plan •  Data plan •  Leadership •  Team meeting

schedule

School Behavior Team •  SWPBS

•  CWPBS •  Small group •  Individual student

School Staff

•  Academic •  Expectations &

routines •  Social skills •  Self-management

Student Benefit

Internal Coaching Support

External Coaching Support

Basic MTBF Implementation Framework

Team Support

Regional/State Leadership

Some Examples

PBIS Domains

Classroom

Non-Classroom

Family-Community

Individual Student

School-Wide

School-Wide PBS (Tier 1)

Leadership team



behaviors


expected behavior


behavior




based monitoring & evaluation Agreements

Team

Data-based Action Plan

“Plan”

Implementation “Do”

Evaluation “Check”

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

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1.  Representative of demographics of school and community 2.  1-2 individuals with behavior/classroom management competence

3.  Administrator active member

4.  Schedule for presenting to whole staff at least monthly

5.  Schedule for team meetings at least monthly

6.  Integration with other behavior related initiatives and programs

7.  Appropriate priority relative to school and district goals

8.  Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.

9.  Schedule for annual self-assessments 1.  EBS Self-Assessment Survey

2.  Review Office Discipline Referrals

3.  Benchmarks of Quality

4.  School-wide Evaluation Tool

10. Coaching support (school and/or district/region)

STEP 1 - Establish Team Membership

Go to “SWPBS Team Workbook” p. 44

Does your school have “school climate or discipline” team?”

(7 min.)

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance Committee Character Education

Safety Committee School Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

Are outcomes

measurable?

Initiative, Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID

Attendance Committee

Increase attendance

Increase % of students attending daily

All students Eric, Ellen, Marlee

Goal #2

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

Goal #3

Safety Committee

Improve safety Predictable response to threat/crisis

Dangerous students

Has not met Goal #3

School Spirit Committee

Enhance school spirit

Improve morale All students Has not met

Discipline Committee

Improve behavior Decrease office referrals

Bullies, antisocial students, repeat offenders

Ellen, Eric, Marlee, Otis

Goal #3

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS Work Group Implement 3-tier model

Decrease office referrals, increase attendance, enhance academic engagement, improve grades

All students Eric, Ellen, Marlee, Otis, Emma

Goal #2

Goal #3

Sample Teaming Matrix

Are outcomes

measurable?

ESTABLISHING CONTINUUM of SWPBS

SECONDARY PREVENTION •  Check in/out •  Targeted social skills instruction •  Peer-based supports •  Social skills club • 

TERTIARY PREVENTION •  Function-based support •  Wraparound •  Person-centered planning •  • 

PRIMARY PREVENTION •  Teach SW expectations •  Proactive SW discipline •  Positive reinforcement •  Effective instruction •  Parent engagement • 

SECONDARY PREVENTION •  •  •  •  • 

TERTIARY PREVENTION •  •  •  •  • 

PRIMARY PREVENTION •  •  •  •  •  • 

Homework


Leadership team



behaviors


expected behavior


behavior





1.  Positively stated 2.  2-3 sentences in length

3.  Supportive of academic achievement

4.  Contextually/culturally appropriate (e.g., age, level, language)

5.  Comprehensive in scope (school-wide – ALL students, staff, and settings)

6.  Agreement by >80% faculty and staff

7.  Communicated to stakeholders (e.g., families, community members, district administrators)

8.  Included in school publications (e.g., handbook, posters, newsletters)

STEP 2 – Develop Behavior Purpose Statement

Go to Workbook p. 49

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Sample Behavior Statements

Ex. 1

G. Ikuma School is a community of learners

& teachers. We are here to learn, grow, & become good citizens.

Ex. 2

At Abrigato School, we treat each other with

respect, take responsibility for our learning, & strive for

safe and positive school for all!


Leadership team



behaviors


expected behavior


behavior





1.  Linked to social culture of school (e.g., community, mascot). 2.  Considerate of social skills and rules that already exists.

3.  3-5 in number

4.  1-3 words per expectation

5.  Positively stated

6.  Supportive of academic achievement

7.  Comprehensive in scope (school-wide – ALL students, staff, and settings)

8.  Mutually exclusive (minimal overlap)


10. Agreement by >80% faculty and staff

11. Communicated to stakeholders (e.g., families, community members, district administrators)

12. Included in school publications (e.g., handbook, posters, newsletters)

STEP 3 – Identify Positive SW Expectations


School Expectations 5 min.


1.  Do you have 3-5 positively stated expectations in your school? If yes, what are they?

2.  What % of your students could state behavior example for each based on setting: >90%, 80%, 70%, <60%?


Leadership team



behaviors


expected behavior Continuum of procedures for encouraging expected

behavior





Teaching how to determine hypotenuse of triangle

DEFINE Simply

MODEL

PRACTICE In Setting

ADJUST for Efficiency

MONITOR & ACKNOWLEDGE

Continuously

“C2 = A2 + B2 where C is side opposite right

angle….”

“Watch me,…If A = 3 & B = 4, then C2 = 25, & C = 5….”

“I noticed that everyone got #1 & #3 correct. #2 was tricky

because no right angle….” “Work w/ your partner

& calculate hypotenuse of

triangle for these 3 examples……”

“Work w/ another partner & do these

4 examples….”

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Teaching social behaviors like academic skills

DEFINE Simply

MODEL

PRACTICE In Setting

ADJUST for Efficiency

MONITOR & ACKNOWLEDGE

Continuously

“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”

“Watch. This is how I would do it at a

concert.”

“That was great. What would that look like if you were stuck

on the bus? In the classroom?”

“You got it. Tomorrow let’s figure out how to handle cyber-teasing.”

“Tell me how you would do it if you were in hallway.” “At school

dance.”

Teaching social like academic skills

Define simply

Model & demonstrate range of examples

Practice in range of natural settings

Monitor & provide performance feedback

& reinforcement

Adjust instruction for efficiency & new

settings

1.  Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)

2.  Considerate of lessons that already exists.

3.  Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.

4.  Teach social behavior like academic skills.

5.  Involvement by staff, students, families in development 6.  Contextually/culturally appropriate (e.g., age, level, language)

7.  Schedule for initial instruction in natural and typical contexts 8.  Schedule for regular review, practice, and follow-up instruction

9.  Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings 10.  Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts

and settings

11.  Procedures for providing instruction to new faculty, staff, students 12.  Procedures for informing others (e.g. families, community, district administrators, substitute

teachers & staff)

13.  Agreement by >80% faculty and staff 14.  Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching

15.  Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations

16.  Included in school publications (e.g., handbooks)

STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations


Teaching Matrix

SETTING

All Settings Hallways Playgrounds Cafeteria

Library/ Compute

r Lab Assembly Bus

Respect Ourselves

Be on task. Give your best effort.

Be prepared.

Walk. Have a plan. Eat all your

food. Select healthy foods.

Study, read,

compute. Sit in one

spot. Watch for your stop.

Respect Others

Be kind. Hands/feet

to self. Help/share

with others.

Use normal voice

volume. Walk to right.

Play safe. Include others.

Share equipment.

Practice good table manners

Whisper. Return books.

Listen/watch. Use

appropriate applause.

Use a quiet voice.

Stay in your seat.

Respect Property

Recycle. Clean up after self.

Pick up litter.

Maintain physical space.

Use equipment properly.

Put litter in garbage can.

Replace trays &

utensils. Clean up

eating area.

Push in chairs. Treat books

carefully.

Pick up. Treat chairs

appropriately.

Wipe your feet. Sit

appropriately.

Exp

ecta

tions

1. SOCIAL SKILL 2. NATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

PBS – Respect & Responsibility 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 • __________

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Learning School Expectations 5 min.


1.  How do students learn behavioral expectations in your school?

2.  What curriculum is used, if any?

3.  How could/does teaching matrix work in your school?


Leadership team



behaviors


expected behavior


behavior





1.  School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

2.  Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

3.  Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

4.  Data system in place to monitor office discipline referral that come from classrooms

5.  Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management

6.  Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines

7.  Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines

8.  Involvement by staff, students, and families in development


10.  Schedule for initial instruction

11.  Schedule for regular review, practice, follow-up instruction


13.  Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching


STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations


Essential Behavior & Classroom Management

Practices

See Classroom Management Self-Checklist

Teacher__________________________ Rater_______________________

Date___________

Instructional Activity Time Start_______

Time End________

Tally each Positive Student Contacts

Total # Tally each Negative Student Contacts

Total #

Ratio of Positives to Negatives: _____ to 1

Classroom Management: Self-Assessment

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Classroom Management Practice Rating

1. I have arranged my classroom to minimize crowding and distraction Yes No

2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).

Yes No

3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).

Yes No

4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).

Yes No

5. I provided each student with multiple opportunities to respond and participate during instruction.

Yes No

6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No

7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No

8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.

Yes No

9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).

Yes No

10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.

Yes No

Overall classroom management score:

10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed” # Yes___

Typical Contexts/ Routines

Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self

All Use inside voice.

Raise hand to answer/talk.

Recycle paper. Put writing tools inside

desk.

Do your best. Ask.

Morning Meeting Eyes on speaker. Give brief answers.

Put announcements in desk.

Keep feet on floor.

Put check by my announcements.

Homework Do 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.

Transition Use 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 Directed Eyes on speaker. Keep hands to self.

Use materials as intended.

Have plan. Ask.

Independent Work Use inside voice. Keep hands to self.

Use materials as intended.

Return with done.

Use time as planned. Ask.

Problem to Solve Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

Stop, Step Back, Think, Act

1. SOCIAL SKILL 2. N

ATURAL

CONTEXT

3. BEHAVIOR

EXAMPLES

Essential Behavior Management Practices

in Non-classroom Settings

See Non-classroom Behavior Management Self-Checklist

• Positive expectations & routines taught & encouraged

• Active supervision by all staff – Scan, move, interact

• Precorrections & reminders • Positive reinforcement

Non-classroom

Name______________________________ Date_____________

Setting □ Hallway □ Entrance □ Cafeteria

□ Playground □ Other_______________ Time Start_________

Time End _________

Tally each Positive Student Contacts Total #

Ratio of Positives to Negatives: _____: 1 Tally each Negative Student Contacts Total #

Non-Classroom Management: Self-Assessment

1.  Did I have at least 4 positive for 1 negative student contacts? Yes No

2. Did I move throughout the area I was supervising? Yes No

3. Did I frequently scan the area I was supervising? Yes No

4. Did I positively interact with most of the students in the area? Yes No

5. Did I handle most minor rule violations quickly and quietly? Yes No

6. Did I follow school procedures for handling major rule violations? Yes No

7. Do I know our school-wide expectations (positively stated rules)? Yes No

8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?

Yes No

Overall active supervision score:

7-8 “yes” = “Super Supervision”

5-6 “yes” = “So-So Supervision”

<5 “yes” = “Improvement Needed”

# Yes______

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Non-Classroom Settings 8 min.


•  Are nonclassroom settings safe, respectful & responsible? Why?

•  Do at least 80% of staff members participate in active & positive supervision?

•  How could you use Nonclassroom Self-Assessment?

•  Continuum of positive behavior support for all families

•  Frequent, regular positive contacts, communications, & acknowledgements

•  Formal & active participation & involvement as equal partner

•  Access to system of integrated school & community resources

Tom Dishion – “Family Resource Center”

Family

Classroom Settings 8 min.


•  Are classroom settings safe, respectful & responsible? Why?

•  Do at least 80% of staff members participate in basic classroom management practices?

•  How could you use Classroom Self-Assessment?

Classroom Behavior Management 5 min.


1.  What % of staff teach & acknowledge SW expectations in their classrooms: : >90%, 80%, 70%, <60%?

2.  What % of staff greet their students daily at beginning of class: : >90%, 80%, 70%, <60%?

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Leadership team



behaviors


expected behavior


behavior





Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” –  Cameron, 2002

•  Cameron & Pierce, 1994, 2002

•  Cameron, Banko & Pierce, 2001

Reinforcement Wisdom! •  “Knowing” or saying “know” does

NOT mean “will do”

•  Students “do more” when “doing works”…appropriate & inappropriate!

•  Natural consequences are varied, unpredictable, undependable,…not always preventive

Reinforcement Wisdom

“Student does not need extrinsic reinforcement if he(she) is successful”

Skinner 1960

1.  School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment

2.  Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.

3.  Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.

4.  Data system in place to monitor office discipline referral that come from classrooms

5.  Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management

6.  Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines

7.  Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines

8.  Involvement by staff, students, and families in development


10.  Schedule for initial instruction

11.  Schedule for regular review, practice, follow-up instruction


13.  Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching


STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations


Acknowledgements 5 min.


•  What positive feedback do students receive for their prosocial behavior displays?

•  What % students receive at least daily acknowledgements for their prosocial behavior: >90%, 80%, 70%, <60%?

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Leadership team



behaviors


expected behavior


behavior





1.  Specification of Definitions for Violations of School-wide Behavior Expectations

a.  Contextually appropriate labels/names b.  Definitions represent continuum of severity (e.g., minor, major, illegal)

c.  Definitions comprehensive in scope (school-wide)

d.  Definitions in measurable terms

e.  Mutually exclusive (minimal overlap)

2.  Specification of Procedures for Processing Violations of School-wide Behavior Expectations

a.  Agreement regarding office staff versus teacher/staff responsibilities

b.  Office discipline form for tracking discipline events

c.  Agreement regarding options for continuum of consequences

d.  Data decision rules for intervention and support selection

STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations


STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont.

3. Implementation of Procedures a.  Use by all staff (e.g., office, security, supervisors, bus drivers)

b.  Schedule for teaching to students and staff members

c.  Schedule for regular review of use and effectiveness

d.  Procedures for providing orientation to new faculty, staff, students

e.  Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)

f.  Agreement by >80% faculty and staff

g.  Included in school publications (e.g., handbooks)

h.  Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.

i.  Schedule and procedures for regular review and enhancement of acknowledgements.

j.  Schedule for daily, weekly, monthly, quarterly feedback to students and staff k.  Included in school publications (e.g., handbook, posters, newsletters)

l.  Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations

Discouraging Rule Violations 5 min.


What % staff have clear & consistent understanding of difference between classroom & office managed rule violations?

Team Implementa6on

Checklist

Getting Started: “Team Implementation Checklist” (TIC)

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Data for Decision Making

Data-based Decision Making

Data used to…..

1. Specify/define need

2. Select right evidence-based solution

3. Monitor implementation fidelity

4. Monitor progress

5. Improve implementation

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www.pbisapps.org

Average Referrals/Day/Month w/ national data lines

Avg Ref/Day/Month # Ref by Problem

# Ref by Location # Ref by Time of Day

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# Ref by Students

How long would it take to answer big 5 SW discipline questions in your school? 1.  How many? 2.  What? 3.  Where? 4.  When? 5.  Who?

(7 min.)

RCT & Group Design PBIS Studies Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-

wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115

Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.

Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.

Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.

Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.

Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.

Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.

Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156

August 2014

•  Reduced major disciplinary infractions •  Improvement in aggressive behavior,

concentration, prosocial behavior, & emotional

regulation •  Improvements in academic achievement

•  Enhanced perception of organizational health &

safety •  Reductions in teacher reported bullying behavior

& peer rejection •  Improved school climate

IMPLEMENTATION

Effective Not Effective

PR

AC

TIC

E Effective

Reduced Probability of

Student Benefit

Not Effective

Low Probability for Student

Benefit

Low Probability for Student

Benefit

Fixsen & Blase, 2009

Implementa4on Fidelity

Reconceptualizing Culture

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Culture =

Group of individuals

Overt/verbal behavior

Shared learning history

Differen4ates 1 group from others

Predic4ng future behavior

Flexible, dynamic, & changed/shaped over 4me & across genera4ons & seang.

Collec4on of learned behaviors, maintained by similar social & environmental con4ngencies

Sugai, O’Keeffe, & Fallon 2012

________________ Your Name

1.

5.

4.

3.

2.

6.

7.

8.

9.

10.

1.

2. 3.

4.

Individual Learning History & Context

1.  Indicate 10 key life events/influences (you, students, parents, staff, etc.) 2.  Summarize in 4 descriptors. 3.  Describe how learning history affects how you describe & act on what you experience.

References •  Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Considera4on of

culture and context in School-‐wide Posi4ve Behavior Support: A review of current literature. Journal of Posi6ve Behavior Interven6ons, 14, 209-‐219, doi: 10.1177/1098300712442242

•  Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual considera4on of culture and school-‐wide posi4ve behavior support. Journal of Posi6ve Behavior Interven6ons, 14, 197-‐208, 10.1177/1098300711426334

•  Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-‐Bradway, J. (2011). Toward a conceptual integra4on of cultural responsiveness and school-‐wide posi4ve behavior support. Journal of Posi6ve Behavior Interven6ons, 13, 219-‐229.

SYST

EMS

PRACTICES

DATA

Training +

Coaching +

Evaluation

Cultural/Context ConsideraHons

Improve “Fit”

Start w/ effec4ve, efficient, & relevant, doable

Prepare & support

implementa4on

Implementation Fidelity

Maximum Student

Outcomes

BASIC PBIS LOGIC

Common Vision/Values

Common Language

Common Experience

Quality Leadership

Effec4ve Organiza4ons “Organizations are groups of individuals whose collective

behaviors are directed toward a common goal & maintained by a common outcome”

Skinner, 1953, Science of Human Behavior

Upcoming Events

New England PBIS Forum November 2015 Norwood, MA

PBIS Leadership Conference October 21-24 2015 Chicago, IL

NESWPBIS May 21-22 2015 Groton, MA

Association of Positive Behavior Support March 11-14 2015 Boston, MA

getting started mespa 1 day 26 feb 2015 - pbis started mes… · “getting started” 2/27/15 8 1....

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