positive behavioral interventions and supports
DESCRIPTION
Positive Behavioral Interventions and Supports. Wauwatosa School Board – January 9, 2012. 2010-11 Review. Following statewide model for PBIS Wisconsin PBIS Network Monitors fidelity of implementation Creating the foundation for school-wide PBIS Explicitly teach expectations - PowerPoint PPT PresentationTRANSCRIPT
POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTSWauwatosa School Board – January 9, 2012
2010-11 Review Following statewide model for PBIS
Wisconsin PBIS Network Monitors fidelity of implementation
Creating the foundation for school-wide PBIS Explicitly teach expectations Reinforce desired behaviors at a high rate Improve data collection on system-wide
behaviors Assess each school’s current systems of
support
Fidelity of Implementation Benchmarks of Quality Assessment Tool Schools reached Tier One Fidelity in
Spring 2011: East, West, Madison, Roosevelt,
Washington, and Wilson/WSTEM PBIS Network “School of Merit”
Recognition Award: Wauwatosa West Wilson/WSTEM
Unique success of our high school implementation
Self-Assessment Survey Completed by all staff every Fall Assesses status and priority of individual
features of safe and effective schools Four sections: Systems of Support
School-wide Non-Classroom Classroom Individual
School-wide SystemsCurrent Status Feature Priority for
Improvement In Place Partial in
PlaceNot in Place School-wide is defined as involving all students, all staff, & all settings. High Med Low
1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.
2. Expected student behaviors are taught directly.
3. Expected student behaviors are rewarded regularly.
4. Problem behaviors (failure to meet expected student behaviors) are defined clearly.
5. Consequences for problem behaviors are defined clearly.
6. Distinctions between office v. classroom managed problem behaviors are clear.
7. Options exist to allow classroom instruction to continue when problem behavior occurs.
8.Procedures are in place to address emergency/dangerous situations.
9. A team exists for behavior support planning & problem solving.
10. School administrator is an active participant on the behavior support team.
11. Data on problem behavior patterns are collected and summarized within an on-going system.
12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly).
13. School has formal strategies for informing families about expected student behaviors at school.
14. Booster training activities for students are developed, modified, & conducted based on school data.
15. School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual staff planning.
16. All staff are involved directly and/or indirectly in school-wide interventions.
17. The school team has access to on-going training and support from district personnel.
18. The school is required by the district to report on the social climate, discipline level or student behavior at least annually.
Self-Assessment Survey: East
Compared with National Average
National Grades 9-12 for Year Average
Wauwatosa East High School
2010/20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
76.27 94.84
15.54
4.73
8.19 4.23
Wauwatosa East Compared with National AverageMajor/Office Managed Behaviors 2010-11
6+ Referrals
2-5 Referrals
0-1 Referrals
Wauwatosa East
Office Discipline Referrals
September October November December January February March April May0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.17
0.28
0.330000000000001
0.24 0.250.28
0.310000000000001
0.22
0.27
0.17
0.380000000000001
0.23
0.41
0.13
0.24 0.23
0.14
0.29
Average Office Discipline Referrals/100 Students/Day
2009-102010-11
Overall 7.2% reduction in office-managed problem behaviors.
Time Regained for Student Learning Assuming one office referral averages:
20 minutes of student time away from class 15 minutes of administrator time
Last Year This Year Time Regained0
20
40
60
80
100
120
140
160
180
200 182169
13
136127
10
Wauwatosa East High School
Student Hours Admin Hours
Self-Assessment Survey: West
Compared with National Average
National Grades 9-12 for Year Average
0 2010/20110%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
76.2784.4
15.5410.37
8.19 5.23
Wauwatosa West Compared with National AverageMajor/Office Managed Behaviors 2010-11
6+ Referrals
2-5 Referrals
0-1 Referrals
Wauwatosa West
Office Discipline Referrals
September October November December January February March April May0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
0.52
10.89
1.41
0.9500000000000011.01
1.22
1.52
1.38
0.310000000000001
0.830000000000001
0.620000000000001
0.81
0.51
0.860000000000001
1.3
0.760000000000002
1.2
Average Office Discipline Referrals/100 Students/Day
2009-102010-11
Overall 24.9% reduction in office-managed problem behaviors.
Time Regained for Student Learning Assuming one office referral averages:
20 minutes of student time away from class 15 minutes of administrator time
Last Year This Year Time Regained0
100
200
300
400
500
600
700 642
482
160
482
362
120
Wauwatosa West High School
Student Hours Admin Hours
Self-Assessment Survey: Longfellow
Compared with National Average
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
8135% 82%
1271% 10%
595%8%
Triangle Graph with National Comparison(2010-11)
6+ Referrals
2-5 Referrals
0-1 Referrals
LongfellowNational Average Grades 6-9
Total Behavioral Incidents*
September October November December January February March April May 0
0.2
0.4
0.6
0.8
1
1.2
1.4
0.330000000000001
0.7300000000000010.68
1.05 1.071.15
0.9700000000000010.91 0.93
0.640000000000001
0.81
0.960000000000001
1.12
0.950000000000001
1.17
1.3
1.12
1.28
Average Behavioral Incidents*/100 Students/Day
2009-102010-11
* This includes both office-managed (major) and classroom-managed (minor) behaviors.
Elementary School Data Collection Using fidelity data to drive
implementation Improving behavioral data system
Professional development Documentation of problem behaviors Accurate collection and input of data Requires a shift in perspective!
Data is for decision-making to give us a picture of what’s going on school-wide, not just with individual students!
Self-Assessment Survey: Eisenhower
Self-Assessment Survey: Jefferson
Self-Assessment Survey: Lincoln
Self-Assessment Survey: Madison
Self-Assessment Survey: McKinley
Self-Assessment Survey: Roosevelt
Self-Assessment Survey: Underwood
Self-Assessment Survey: Washington
Self-Assessment Survey: Wilson/WSTEM
2011-12 Implementation Continue building and sustaining Tier
One Improving data system
Data-based decision-making Targeting school-wide behaviors and system-
wide features Training for Whitman and Jefferson Assess implementation fidelity in Spring Layer Tier 2 training and support
Thank you!
“Stay close to the data…… but have fun.”
- Rob Horner, PhD.- Co-Director of the
National Technical Assistance Center on Positive Behavioral Interventions
and Supports