pbs team planning - files.ernweb.com › a handout--6-step plan to... · pbs team planning ©scott...

©Terrance M. Scott, 2006

PBS Team Planning

©Scott & Alter, 2008

A 6-Step Plan for Implementing School-wide Positive Behavior Supports

Terrance M. Scott, Ph.D.Peter J. Alter, Ph.D.

University of LouisvilleOctober 23, 2008

Educational Research NewsletterErnweb.com audioconferences


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

IndividualizedSystems for Students with

High-Risk Behavior

~80% of Students

~15%

~5%

STUDENT OUTCOME AND PREVENTION MODEL FOR SCHOOLS


Discipline Works When ….Prevention creates more Positive than

negative consequences

Punishment(Failure)Reinforcement

(success) 4 : 1


PBS Team Planning


Underlying Principles of 3-Tiered Prevention Models

4 ComponentsWhat are thepredictable

failures? What can we do to prevent failure? How will we

maintain consistency? How will we

know if it’s working?

1

2

3

4

Same at EveryLevel!!


Establish Commitment; Establish and Maintain Team

1


Systemic Organization, Structure, and Buy-In

1. be representative of staff and have active administrative involvement and support

2. gather baseline information about school climate and issues

3. present PBS to school stakeholders (staff, faculty, parents, etc.)

4. achieve agreement to move forward among critical mass of school (80% rule of thumb)

5. insure the availability of funds and resources to support the process


PBS Team Planning


PBS InvolvementRemember:

• PBS involves all of us

– we decide what our focus will be– we decide how we will monitor– we decide what our goals are– we decide what we’ll do to get there– we evaluate our progress– we decide whether to keep going or change


Obtain 80% Staff Consensus

A “YES” vote means that I agree to:Provide input in determining what our school’s problems are and what our goals should beMake decisions about rules, expectations, and procedures in the commons areas of the school as a school communityFollow through with all school-wide decisions, regardless of my feelings for any particular decisionCommit to positive behavior support systems for a full year -allowing performance toward our goal to determine future plans


EXAMPLE


PBS Team Planning


• Purpose: Characterize school’s unique problem areas, times, and contexts– School-Wide Behavior Survey– Assessing and Planning Behavior

Support in Schools– Essential Questions for School Safety Planning


EBS Work Group

DARE Committee

Discipline Committee

Staff Involved

School Spirit Committee

Safety Committee

Character Education

Attendance Committee

Part of SIP?

Targeted Group

OutcomePurposeInitiative, Project,

Committee

Working Smarter


Establish, Define & Teach School-Wide Expectations

2


PBS Team Planning


Agree on Logical & Realistic Plans

• Tasks– Brainstorm where, when, who, what, and why

of predictable problems in the school– Brainstorm rules, routines, and physical

arrangements that might prevent predictable problems

– Create a system for teaching and reinforcing appropriate behavior

– Discuss and vote to achieve consensus on logical and realistic plans


Groups Discuss• Brainstorm in small groups (arranged by role in the school)

• Prompt to think about locations

• Usually takes about 20 minutes


Define by Location

•Each group identifies alocation and then describes the predictable problems

• Entire groupthen adds additional perspective


PBS Team Planning


Refine Problems

• Ask for locations and then:

-time

-condition

-reason


Predictable Problems SummaryLunchroom

When Who What Why At arrival / dismiss During lunch

All Running, y elling, pushing, messes , poor manners, no clean -up, loud

-Slow transitions mean back -ups -Table to lunch rush -Inconsistent lunchroom aid tolerance -All are punishe d for the actions of few

Hal lways and Walkways

When Who What Why Transitions – homeroom to portables

All Run, trip , hit , wanderi ng, slow , safety issue , don’t know which kids should b e there

Insufficient supervision, no uniform routine


Brainstorm Prevention• Prompt to spend majority of time thinking proactively

• Brainstorm location by location

• Record all ideas


PBS Team Planning


• Rules– agreed upon by team - willing/able to enforce– posted, brief, positively stated

• Routines– avoid problem contexts, times, groupings, etc.– consistent

• Physical Arrangements– clear physical boundaries– supervision of all areas

Prevention Strategies


Group Volunteers Solutions

• Record all ideas before discussing

• Brainstorm only - no booing or hissing (yet)


Record Solutions

• Record allsolutions bylocation

• Prompt for routines and arrangement -not just rules


PBS Team Planning


Define Suggested Solutions

Three Questions:

• What doesthat mean?

• Would itwork?

• Would wedo it / Is it realistic?


Discuss, Compromise, and Vote• Prompt and facilitate group discussion and compromise to achieve consensus

• Consensus typically is defined as 80% vote


Collaborative SolutionsLunchroom Rules :

-eat your ow n food -remain seated -raise ha nd to move -use an in sid e voice -respect adults

Routines and Arrangements : -Teachers pick-up students from tabl e an d not hal lway -use hand signa l as consistent signa l for quiet -one teacher dismissal at a tim e from th e lun chroom -lunch with adults at picnic table only – must be sign ed out -empower lunch aids -be shar p on ar rival and dismissa l times

Wait on these issues o r do in the future: -students sit fa cing one another

-use vide o instructions -“Frie ndl y Friday”


PBS Team Planning


EXAMPLE


Elementary Lunchroom ProblemsLexington, KY

• long lines create conflicts, pushing, shoving, etc.

• poor table manners, leave mess behind• scattered student movements create confusion

and accidents


Elementary Lunchroom StrategiesLexington, KY

(those achieving group consensus)

– Post rules– Immediate rewards– Separate table for serious offenders– All classes should arrive and be picked up on time– Raise hand for assistance - monitors carry utensils


PBS Team Planning


• Teach Traffic Flow (Stay to right)• Teach behaviors

(one hand on rail, hands to side, single file)• Model behavior • Use Signal (right hand raised open palm) to

prompt quiet

ElementaryHall & Stair StrategiesLexington, KY


Effective Instruction of Behavioral Expectations

3


Teach it Where it Happens


PBS Team Planning



EXAMPLE 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)



PBS Team Planning


These banners are hanging in the commons area and in our gymnasium.



Glasgow Middle School School Expectations

Respect Ourselves

Respect Others

Respect Property

All settin gs

Be on t ime Give you r best effort

Be on t ime Cooper ate Body to Self Com mun icate Positively

Ask pe rmission for u sing wha t belon gs to othe rs Clean u p afte r you rself

Hallwa ys and wal kwa ys

Walk dir ectly to you r ne xt cla ss

Speak Qui etly

Use de signat ed locker only Keep area s clean

Bathroo m

Was h you r han d s Flus h/W ash/a nd Go!!!!

Give pr ivacy to oth ers

Keep all are as Clean .

Cafeteria

Eat healthy Remain seat ed in you r desi gnate d area

Keep you r place in line Use Verbal Cou rtesy Use Table Manne rs Use soft voices


PBS Team Planning


School ExpectationsRespect Ourselves

Respect Others Respect PropertyAll Settings • Be on task.

• Give your best effort.•Respect authority.•Be kind.•Hands and feet to selves.•Help others.•Share..

•Recycle.•Clean up after yourselves.•Use only what you need.•Care of your belongings.

Hallways and Walkways

•Walk. •Use appropriate voice level •Use whisper voices in halls.•Use quiet voice on walkways.

•Keep hallways and walkways clean.

Playground •Have a plan. •Play safe.•Include others.•Share equipment.•Take turns.•No put-downs.

•Pick up litter.•Use equipment properly•Use garbage can for litter.

Bathrooms •Wash your hands.•Respect privacy.

•Keep the bathroom clean.

Lunchroom •Eat your own food. •Use soft voices.•Practice good table manners.

•Pick up & clean your table.•Stay seated, get up only with permission.

Library and Computer Lab

•Use whisper voices. •Take care of books, magazines & computers.•Push in chairs.

Assembly •Sit in one spot. •Active listening.•Appropriate applause.

Buses •Obey bus rules. •Obey bus rules. •Obey bus rules.

MatrixDurham Elementary, Edmonton, Alberta, Canada


EXAMPLE


Glasgow Middle School School

Expectations Respect Ourselves

Respect Community

Respect Environment

ALL SETTINGS

• Know and follow dress

code policy • Own your behavior • Give your best effort

• Follow adult direction • Keep your body to yourself • Be on time • Cooperate with everyone • Use courteous language

• Ask permission for using

what belongs to others • Clean up after yourself • Return what you have

borrowed

HALLWAYS AND

WALKWAYS

• During class time always

carry a hall pass • Walk directly to your

next class

• Use a quiet voice • Always walk

on the right

• Use designated locker

only • Keep area

clean and litter free

RESTROOMS

• Wash your

hands • Be timely

• Give privacy to others • Flush the toilet • Put trash in trash can

• Keep all areas clean • Turn off faucet before

leaving

CAFETERIA

• Make healthy choices • Remain seated in your

designated area

• Keep your place in line • Practice appropriate table

manners • Use a quiet voice • Respect cafeteria workers

• Put trash in

garbage can • Clean up

after yourself


PBS Team Planning


Terra Centre Tigers care:We’re RespectfulWe’re ResponsibleWe’re Ready to Learn



•Clean up messes•Line up quietly•Face front

I am ready to go.

•Eat your lunch•Keep hands, feet & food to yourself

I am responsible.

•Raise hand for help•Use quiet voices

I amrespectful.

Behavior:Rule:

Here are the three R’s for lunchtime in the cafeteria:


PBS Team Planning


• Be prepared for class•Always do my best• Learn from my mistakes

I am readyto learn.

• Follow Directions• Complete my assignments• Clean up after myself

I am responsible.

• Raise my hand• Listen to others• Stay in my personal space

I am respectful.

Behavior:Rule:

Here are the three R’s of our Fifth Grade classroom:


Establish On-going System for Recognizing Behavioral

Expectations

4


Acknowledging SW Expectations: Rationale

• Humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors


PBS Team Planning


Consistent Consequences• 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– Pre-plan and teach consequences– Fade

• Move toward more natural reinforcers

• Use more group contingencies

• Increase ratios of behavior to reinforcement


EXAMPLE


Beach Party Limbo


PBS Team Planning


Picnic Time


Extra Effort Club


Great Cafeteria Behavior


PBS Team Planning





PBS Team Planning


The Lucky Winner Is . . .


Establish System for Responding to Behavioral

Violations

5


Consistent Consequences• 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


PBS Team Planning


Monitoring Strive For Five



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)

SID E BAR o n Min o r In c id en t Repo r 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)

SID E BAR o n Min o r In c id en t Repo r t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Decision

Flowchart


PBS Team Planning


ACTION PLANNING TIME


Develop a School-Wide Monitoring System

6


Key features ofdata systems that work

• The data are accurate• The data are very easy to collect (1% of staff

time)• Data are used for decision-making

– The data must be available when decisions need to be made (weekly?)

– Difference between data needs at a school building versus data needs for a district

– The people who collect the data must see the information used for decision-making.


PBS Team Planning


Portable Referral Form



EXAMPLE


PBS Team Planning


ProblemDate Student Name Reporting Staff Person Incident

X X X fighting disruptive theft other1/13 Harding, Tonya bus driver bob 11/13 Rider, Wynona mr diner 11/13 Rodman, Dennis coach whistle 11/13 Stalin, Joe ms stress 11/14 Blake, Robert mr diner 11/15 Rogers, Fred ms stress 11/15 Stewart, Martha ms stress 11/16 Harding, Tonya bus driver bob 11/16 North, Oliver mr. help 11/17 Harding, Tonya bus driver betty 11/17 Packwood, Bob mr. Clinton 11/17 Reubens, Paul mr. bush 1

Frequency of Incidents 3.00 3.00 3.00 3.00Proportion of Incidents 0.25 0.25 0.25 0.25

Date, Student, & Reporting Staff


X X X fighting disruptive theft other1/14 Blake, Robert mr diner 11/17 Harding, Tonya bus driver betty 11/13 Harding, Tonya bus driver bob 11/16 Harding, Tonya bus driver bob 11/16 North, Oliver mr. help 11/17 Packwood, Bob mr. Clinton 11/17 Reubens, Paul mr. bush 11/13 Rider, Wynona mr diner 11/13 Rodman, Dennis coach whistle 11/15 Rogers, Fred ms stress 11/13 Stalin, Joe ms stress 11/15 Stewart, Martha ms stress 1

Frequency of Incidents 3.00 3.00 3.00 3.00Proportion of Incidents 0.25 0.25 0.25 0.25


Individual Student Data


X X X fighting disruptive theft other1/13 Harding, Tonya bus driver bob 1 1/16 Harding, Tonya bus driver bob 11/17 Harding, Tonya bus driver betty 1

Time7:30-8:00 8:00-8:30 8:30-9:00 9:00-9:30 9:30-10:00 10:00-10:30 10:30-11:00 11:00-11:30 11:30-12:00 12:00-12:30 12:30-1:00 1:00-1:30 1:30-2:001

11

Location Responses Commentsclassroom hallway lunch bus reprimand correction time out restitution parent conf suspension X

1 1 hit peer with pipe1 1 inappropriate language1 1 threw hubcap at peer


0

5

10

15

20

Ave

Ref

erra

ls p

er D

ay

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year


PBS Team Planning


Formative Evaluation

7


Who?

0

10

20

Num

ber o

f Ref

erra

ls p

er S

tude

nt

Students


What?

0

10

20

30

40

50

Num

ber o

f Ref

erra

ls

Lang Achol Arson Bomb Combs Defian Disrupt Dress Agg/fgt Theft Harass Prop D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior


PBS Team Planning


When?

0

5

10

15

20

25

30

Num

ber o

f Ref

erra

ls

7:00 7:30 8:00 8:30 9:00 9:30 10:00 10:30 11:00 11:30 12:00 12:30 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 Offi

ce R

efer

rals

Bath R Bus A Bus Caf Class Comm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location


EXAMPLE


PBS Team Planning


PBS with Fidelity in Fairfax, VA Black/Hispanic Suspension Rate

8.02

9.59

13.28

9.46

10.1710.84

0

2

4

6

8

10

12

14

2003-04 2004-05 2005-06

PBS Non-PBS

PBS Slope = -1.85

Non-PBSSlope = -.34

Shwaery & Scott, 2007


High School ExampleRural Southern Illinois

• 707 9th-12th graders• 36.8% Free and Reduced lunch• 28% Non-White• 1600 Office Discipline Referrals (ODR’S) for

Tardy Behavior in a 90 day period


High School ProcessRural Southern Illinois

• Rules– Tardy rule is “must be inside room when bell rings”– When the warning bell rings you must be moving

• Routines– Warning bell rings 30 seconds prior to the tardy bell

• Arrangements– Faculty and staff stand in doorways and hallways during passing times– Provide prompts to students to keep moving


PBS Team Planning


High School ResultsRural Southern Illinois

0Detentions

90 DayPeriod

PrePBISPostPBIS

0200400600800

1000120014001600

No PBS PBS Qtr. PBS Qtr. PBS Qtr.


Doctoral Program In Behavior Disorders

Terry Scott and Peter AlterCollege of Education and Human DevelopmentUniversity of LouisvilleLouisville, KY [email protected]@louisville.edu

pbs team planning - files.ernweb.com › a handout--6-step plan to... · pbs team planning ©scott...

Documents