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transcript
PBIS FOR SCHOOL ADMINISTRATORS
2012
Agenda
IntroductionWhat is PBIS?How to Support PBIS PBIS UniversalsModule OverviewPanel
Participant ExpectationsAdministrator Institute Expectations Matrix
Expectations
Trainer Presentation Activities Breaks and Lunch
Be Responsible
Listen attentively Ask questions Take notes when appropriate
Be an active participant Work on the assigned activity or task Finish on time
Return on time Take care of your needs, whatever they may be
Be Respectful
Limit sidebars Keep cell phones on vibrate or silent Move around room quietly
Be aware of noise level Respect the work of those around you Listen to each other Use effective team practices
Enter room quietly
Be Kind
Laugh at trainer’s jokes
Enter discussions with an open mind Respond to others ideas
Tip well
Attention Signal
Please make note of time limits and watch your clocks!Trainer will raise his/her hand. Finish your thought/comment.Participants will raise a hand and wait quietly.
WHAT IS POSITIVE BEHAVIOR INTERVENTION AND SUPPORT?
Positive Behavior Intervention and Support
A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students
- Rob Horner, Ph.D.
Co-Director, National Technical Assistance Center for Positive Behavior Intervention and Support
Guiding Principles: All students are valuable and
deserve respect. All students can be taught to
demonstrate appropriate behavior.
Punishment does not work to change behavior.
School climate is a shared responsibility among administrators, teachers, staff, students and families.
Guiding Principles: School personnel must be willing to
examine their own behavior as students are taught to change theirs.
Cultural differences exist and need to be understood.
Positive relationships between students and adults are key to student success.
Traditional Discipline vs. PBISTraditional Discipline
Focuses on the student’s problem behavior Goal is to stop undesirable behavior, through the
use of punishment Primarily reactive
Positive Behavior Intervention and Support
Replaces undesired behavior with a new behavior or skill
PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior.
Primarily proactive
Defining & Teaching Expectations
Routines & ProceduresReinforcement SystemsEffective Consequences
CONTINUUM OFCONTINUUM OFPOSITIVE POSITIVE
BEBEHHAVIOR AVIOR INTERVENTION INTERVENTION
AND AND SUPPORTSUPPORT
Social Skills MentoringCheck In
Self ManagementClassroom Based
Intervention
FBA/BIPDe-escalation
5%
80%
15%
SYSTE
MS
SYSTE
MS
PRACTICESPRACTICES
DATA
DATA
SupportingSupportingStaff Staff
BehaviorBehavior
SupportingSupportingDecisionDecisionMakingMaking
SupportingSupportingStudent BehaviorStudent Behavior
OUTCOMESOUTCOMES
PositivePositiveBehavior Behavior InterventioIntervention and n and SupportSupport
Social Competence andAcademic Achievement
Foundations of PBIS Universal commitment to
managing behavior
Whole school community involvement
Focused on building sustainable change (3 to 5 year process)
Tailored to the unique needs of each individual school
Data-based decision making
SUPPORTING PBIS
Supporting PBIS Effective Teams Clear Roles Relationships PBIS Integration
Supporting PBIS: Effective Teams Rationale
An effective PBIS team will…bring energy and enthusiasm for PBIS.allow efficient use of time.create action steps that will be implemented.increase ownership of PBIS by faculty and staff.ensure sustainability.PBIS implementation is only as
strong as the team!
Supporting PBIS: Effective Team Characteristics
Shared goals and objectives
Mutual trust and respect
Open communication
Effective conflict resolution
Equity of task distribution
Consensus decision-making
Ongoing problem-solving
Supporting PBIS: Team Based Approach
Developing an effective team:
Active participation from administration
Encourage participation from a wide variety of staff
Provide time and resources for the team to meet and work
Supporting PBIS: Role of the PBIS Team Meet at least monthly. Assign specific roles to team members. Gather/review data (student and staff). Maintain open communication with all
stakeholders about PBIS process. Analyze, describe and prioritize problems. Create behavioral goals. Select new strategies (best practices). Provide supports to all staff. Monitor implementation and progress
toward goals.
Supporting PBIS: Roles Within the PBIS Team
Core roles Facilitator Minute taker Data analyst Communication coordinator Time keeper Administrator Active team member
Backup for each role
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Can one person serve multiple roles?
Are there other roles needed? EX: communication coordinator, timekeeper
Supporting PBIS: Role of Administration
Each PBIS team should have an administrator on the team who is…
committed to attending team meetings and module trainings.
actively participating in the implementation process.
empowered to make decisions in the absence of the principal.
Supporting PBIS: Relationship with the Team
It is best practice to have an administrator at every meeting!
Because this is sometimes not feasible, the team needs to be aware of the administration’s : Vision for PBIS Desired outcomes of the first year Ideas about pace of implementation Preferred decision making method for the team
Your district coordinator can help facilitate this dialogue.
Supporting PBIS: Relationship with the TeamThe PBIS team needs to know the administration’s preferred method for making decisions (both when present and absent from meetings).
Delegate without constraints (supportive of decisions made in team meetings or modules)
Consensus of meeting attendees Delegate with constraints in the meeting Gather input and decide Decide and announce in the meeting Decide and announce after the meeting
Systems for Effective Coaching: Continuum of Decision Making
(Interaction Associates, 1998)
Supporting PBIS: Role of the PBIS In-School Coach Can facilitate effective team conversations. Can provide effective consultation and
technical assistance to school teams. Able to effectively communicate within and
across schools. Can assist schools in establishing systems to
support staff and increase sustainability of PBIS implementation efforts.
Is knowledgeable of local, regional, and state contacts for consultation and support.
Supporting PBIS: Role of LEA Coordinator Provide professional
development. Foster team development. Active participation in PBIS
process with each school team. Assist in problem solving. Support the analysis of data. Serve as a resource. Model effective strategies.
Supporting PBIS: Relationship With the In-School Coach Coach should be seen as a support
to all staff. Plan a coach introduction at an early
staff meeting. Coaches can provide staff
development as well as hands-on assistance in applying PBIS.
Supporting PBIS: Relationship with the LEA Coordinator
Administrators and coaches are the main contacts for your PBIS coordinator.
Stay in touch frequently via email or phone.
Talk openly about your strengths and challenges in being a leader.
Do not hesitate to ask for guidance or for a sympathetic ear.
The coordinator’s goal is to support your school in PBIS implementation, not to be in charge of the process.
Supporting PBIS: Integrating PBISPBIS should connect with all systems in your school.
Leadership Team
School Improvement Team
Responsiveness to Instruction
Student Support Team
Activity 1: Supporting PBIS
Discuss with a partner:
Have you ever been a part of a team that was particularly effective? What worked?
If you have ever served on an ineffective team, what could have been different?
PBIS: UNIVERSALS
PBIS Universals: School-wide School-wide expectations Non-classroom settings School-wide reinforcement
systems Responding to problem
behavior
PBIS: UNIVERSALSSCHOOL-WIDE EXPECTATIONS
PBIS Universals: School-Wide Expectations: Definition
A list of broad, positively stated behaviors that is desired of all faculty and students and is…
aligned with the school’s mission statement.
taught to all faculty, students, and families.
PBIS Universals: School-Wide Expectations: Rationale
Creates a universal language. Increases consistency across
settings. Helps teachers and
administrators problem solve with students.
Changes the climate by focusing on what to do instead of what not to do.
Heritage Elementary, Wake Forest, NC
West Lake Middle School, Cary, NC
HAWK S
ave respect for self, others and property.
rrive on time.
ork responsibly to succeed.
eep a positive attitude.
afetey first.
ork responsibly to succeed.
ork responsibly to succeed.
eep a positive attitude.
eep a positive attitude.
ork responsibly to succeed.
eep a positive
afety first.
ork responsibly to succeed.
TTTHHHEEE GGGOOOLLLDDDEEENNN RRRUUULLLEEESSS:::
“Building a Tradition of Excellence!”
Holly Springs High School, Holly Springs,
NC
PBIS: UNIVERSALSNON-CLASSROOM SETTINGS
PBIS Universals: Non-Classroom Settings
Identify expectations in non-classroom settings.
Assess the physical characteristics.
Establish setting routines and procedures.
Create teaching strategies based on desired replacement behavior.
Ensure support systems for these settings.
PBIS Universals: Non-Classroom Settings: Definition A list of specific skills to be
demonstrated in each setting.
Based on school-wide expectations and typically displayed in each area.
PBIS Universals: Non-Classroom Settings: Rationale Provides specific skills to teach
students what to do. Creates a common language. Informs all students and adults of
what is expected. Aligns expectations of adults who
supervise.
Succeeds! Wake County Public School System Positive Behavior Support
A KINGSWOOD FISH… S W I M S!!
Expectations Arrival Hallway Restroom Dining Room Playground Dismissal
Stays safe
use main stairway only
wait until adult opens the door/ your bus is dismissed
walk on the right side
f ace f orward maintain a safe
distance f rom others
step on every step on stairs
hold rail with right hand
keep surfaces dry
wash hands
walk sit with f eet on
fl oor f acing your table
use equipment as intended
stay in approved areas
get help f rom adults to solve problems
stay in designated waiting area until called
Works hard enter building
ready to learn go directly to
class or breakfast
accepts your place in line
take care of your business quickly
have lunch or money with you
go through the line once
eat healthy eat only your
f ood
show good sportsmanship
play by the rules
listen carefully f or your bus/ car announcement
be ready to leave
I s respectful
and kind
greet f riends and staff kindly
only breakf ast eaters are in the cafeteria
resolve bus issues respectfully
whisper when necessary
acknowledge f riends silently
wait your turn fl ush aim respect others’
privacy
clean up af ter yourself
accept and keep your place in line
take pride in your area
speak kindly to others
help each other
use kind language include everyone
in play encourage others
to do the right thing
share take turns
interact kindly with others
keep hands/ f eet to self
maintain a safe distance f rom others
Manages
actions
move f rom bus/ car to building promptly
at door lower voice to f ollow hallway procedures
keep hands at your side
stay with your class
pick up trash place trash in
trash can walk in and out use restroom for
appropriate reasons
stay seated raise your hand
f or assistance talk quietly with
your table use good manners
maintain personal space
come prepared to play
walk to bus/ car promptly
keep belongings together and ready f or departure
Kingswood Elementary, Cary, NC
Expectations Cafeteria
Hall
Restroom
Bus Area
Respect (self, others, property)
I will use polite language.
I will respect others’ personal space.
I will use good table manners.
I will walk on right side of hall.
I will walk quietly so others can continue learning in class.
I will clean up after myself.
I will respect others’ privacy.
I will follow adult directions.
Act Responsibly
I will clean my area (floor and table).
I will speak only with persons at my table.
I will raise my hand for assistance.
I will put my trash in the trash can.
I will be in the right place at the right time
I will flush the toilet after each use
I will wash my hands with soap and warm water after each use
I will exit and enter the building quietly.
Maintain Integrity
I will be honest. I will return to class
promptly. I will keep my own
place in line. I will maintain
personal boundaries.
I will be mindful of personal space around me.
I will report any graffiti or vandalism.
I will be considerate of others’ personal space.
Show Self-Discipline
I will maintain my personal space.
I will remain seated.
I will keep my hands and feet to myself.
I will remain silent in the hallway.
I will return to class promptly.
I will use water wisely.
I will be aware of my personal space.
River Oaks Middle School, Raleigh, NC
Wakefield North: Carry Yourself with PPRRIIDDEE
PRIDE Always Hallways Restroom Media Center Cafeteria
Positive
Words and Actions Respond quickly to adult directives Interact with appropriate tone, volume and language
Keep passes visible during instructional time
Have a pass from a teacher when using the restroom during class
Present media passes to an adult upon entering the Media Center
Use good manners
Respect of self and others
Be considerate of others’ time and space Clean up after yourself
Maintain a clear and orderly locker area
Do not leave anything for others to clean up Use in a timely fashion
Leave food and drinks in book bags Be careful with media center equipment and books
Accept and keep your place in line Keep serving line clear and have money ready
Integrity and honor
Take ownership for your own actions Don’t do anything that you won’t be proud to admit
Move purposefully Use the restroom for appropriate reasons
Use computers for academic purposes only
Take only what you need Pay for what you take
Display
Self-Control
Keep hands and feet to yourself at all times Walk away from conflicts & inform adults
Walk on the right side Conserve water, soap and paper towels
Use quiet voices Sit and socialize only after you have your lunch
Excellence in everything you do
Be on time and be prepared to do work Minimize time away from class
Use time efficiently Use the restroom purposefully and promptly
Use the Library Lifeline after school
Eat a balanced meal to fuel your brain Finish all food and drink in the cafeteria
Wakefield North High School, Wake Forest, NC
Activity 2: Expectations in Non-Classroom Settings
Use the partially completed matrix to create expectations for the setting of your choice (i.e., bus, hallway, etc.).
Think about the problem behaviors that you might see in that setting, and state desired replacement behaviors.
Vance Elementary School, Garner, NC
Centennial Campus Middle School, Raleigh, NC
PCHS: In the Commons Area
Be Present and On Time
Be patient and wait your turn Honor the SMART lunch schedule
Be Prepared for and Engaged in Learning
Take advantage of SMART lunch opportunities
Be aware of others in the vicinity Remember your belongings
Be a Person of Character
Pay for your food Place your trash in receptacles Use appropriate language Move from lunch to next activity with a
purpose Be Safe and Comply with PCHS and WCPSS Policies
Eat in supervised approved areas Keep hands to yourself Keep walkways open Finish eating during lunch
Panther Creek High School, Morrisville, NC
PBIS Universals: Non-Classroom Settings: Definitions
Physical Characteristics are all components of a setting that students move through on a daily basis.
Setting Routines are the methods that students and adults use to manage physical characteristics.
PBIS Universals: Non-Classroom Settings: RationaleAfter developing student expectations, it is necessary that the physical characteristics and adult behaviors support students in demonstrating school wide expectations in all settings.
Green Year Round Elementary Cafeteria
Raleigh, NC Put waiting spots shaped like frogs to show students where to wait.
Red frog spot at entrance to the cafeteria keeps students waiting until there is room to move ahead.
Posted directional signs and arrows.
York Elementary HallwayRaleigh, NC
Panther Creek High School SMART LunchMorrisville, NC
Students Managing Academics Resources and Times (SMART)
Single lunch block for whole school.
Students utilize the time to eat and participate in other activities.
Video production class created video in collaboration with the PBIS team.
PBIS Universals: Non-Classroom Settings: Teaching Expectations Rationale Schools that routinely and effectively
teach school wide expectations are more likely to sustain PBIS practices over a decade.
Not all students have the skills they need to be successful at school.
Behavior can be taught!
PBIS Universals: Non-Classroom Settings: Teaching Components
Rationale- rule for when to use the skill Teach- teach the rule Modeling- demonstrate the skill Role play- students practice the skill Performance feedback- praise and
correction Opportunities for generalization to
follow
ALL COMPONENTS MUST BE IMPLEMENTED TO ENSURE SUCCESSFUL LEARNING OF SKILLS
Hodge Road Elementary students practice and receive feedback on meeting hallway
line expectations.
Knightdale, NC
PBIS: UNIVERSALSREINFORCEMENT (REWARD) SYSTEM
PBIS Universals: Reinforcement System: Definition
A plan to increase the likelihood that adults will respond positively to student demonstration of school wide expectations.
PBIS Universals: Reinforcement Systems: Rationale
Focuses attention on desired behaviors.
Increases the repetition of desired behaviors.
Fosters a positive school climate.
Reduces amount of time spent on discipline.
Increases instructional hours.
PBIS Universals: Reinforcement Systems: Funding Instructional dollars Principal’s discretionary funds PTA/PTSA Local business partnerships Fund raisers
Wildwood Forest Elementary School We J ust Can’t Hide Our Wolf Pride!
A “WOLF P.R.I.D.E.” REPORT TO PARENTS/STUDENTS The purpose of this report is to inform you of a “job well done” involving:
*Student’s Name: Parent’s Name: Phone (Work): Phone (Home): *Grade: *Date of “J ob Well Done”: Date of Referral: *Referred By:
REASON FOR REFERRAL
Politeness ______________________________ __________________________________________
Respect___________________________________________________________________________
Integrity___________________________________________________________________________
Discipline_________________________________________________________________________
Excellence________________________________________________________________________
Your teachers and your school congratulate you on a J ob Well Done! ________ Signature of School Official Date
Positive Office Referral
Wildwood Forest Elementary, Raleigh, NC
Kingswood Elementary Rewards for PBIS Tickets
Tickets Rewards
5 FI SH bowl item
15 FI SH bowl item
30
Homework pass
15 minutes on computer Lunch with a buddy Help a teacher of your choice for 15 minutes
50
Help a specialist (3:15-3:30)
Basketball with Mrs. Lewis or Ms. Schliesser
Rock climb Teacher’s desk OR lunch with your teacher
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Help Snack Fairy
Food pass: Moe’s, Chili’s, Macaroni Grill, Stonewood Grill
I ce cream or cookie with Mrs. Lewis or Ms. Schliesser
100
Lunch with Ms. Schliesser
Lunch with Mr. Case Handprint on the wall
Activity pass: I ce skating, bowling, roller skating
Reward Menu-Kingswood Elementary, Cary, NC
Panther Creek High School, Morrisville, NC
Activity 3: School-Wide Reinforcement Systems Using the activity sheet, brainstorm a list
of things that will reinforce your behavior.
Compare with a colleague. Discuss similarities or differences. How does this idea apply to students? Complete the rest of the form by
brainstorming ideas that might reinforce students at each level.
What about staff?
PBIS: UNIVERSALSUSING DATA TO MAKE DECISIONS
PBIS Universals: Using Data: RationaleSchool-Wide
Allows all staff to see the big picture of behavior in your school.
Increases the likelihood that PBIS implementation is meaningful and sustainable.
Helps PBIS team use time efficiently by making needed action items clear.
Provides information about effectiveness of systems and practices.
Ensures that strategies and interventions are based on precise problem statements.
PBIS Universals: Using Data: RationaleClassroom and Individual Students:
Helps teachers, grade level teams and PLCs determine patterns of behavior in order to plan effective interventions.
Helps to evaluate effectiveness of strategies (progress monitoring).
PBIS Universals: Using Data: Implementation vs. OutcomeImplementation Data
Designed to measure fidelity of implementation
Goal is to develop action steps
Outcome Data Measures progress on specific school-wide goals
Allows schools to determine impact of PBIS implementation
Documents the effectiveness of PBIS on overall school climate
Used to make system-wide decisions
PBIS Universals: Using Data: Implementation Tools School Survey Implementation Inventory School-wide Evaluation Tool Benchmarks of Quality PBIS Walk-Through
PBIS Universals: Using Data: Outcome Tools Office Referrals Achievement Suspension/Expulsion Climate Surveys Special Education Referrals Staff Retention Attendance
PBIS Universals: Using Data: Collecting Office Referral Data
Office referrals are a key component of outcome data.
Schools collect this information in a variety of ways.
Regardless of the method, it is important to collect enough information to determine patterns and design effective solutions.
Ensuring accurate collection of data is an important role for the PBIS team and school administrator.
PBIS Universals: Using Data: Data to Collect
Office referrals are the most commonly used discipline data source.
Regardless of the collection method, it is important to gather enough information to determine patterns and design effective solutions.
Ensuring accurate collection of data is an important component of the PBIS team’s role.
Average Referrals Per Day
Types of Problem Behavior
Student Referrals
3 or more referrals
Location
Time of Referral
Activity 4: Using Data
Refer to the graphs on your activity sheet to answer the following:
What questions do you have? What patterns do you note? What might be some next steps?
PBIS Universals: Using Data: Problem Solving Process
In the previous section, you looked at data that gave an overall view of patterns in a school, but didn’t provide enough data to move forward.
Collecting data is pointless if it is not used by all staff members to solve both school-wide and classroom problems.
The ultimate goal is to improve the school experience for students, staff and families.
Data should help us clearly identify problems and lead us to specific possible solutions.
We need to move past “admiring the problem.”
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PBIS Universals: Using Data: Problem Solving Process In order to solve problems successfully, schools
need to use a specific process to define precise problems and design solutions.
The Team Initiated Problem Solving (TIPS) model was created for PBIS teams.
PBIS teams should use the TIPS model for school-wide data, grade level, and for individual students.
All staff members need to have access to the data and be taught how to use the information to solve everyday challenges.
*The TIPS model can easily be used for academic or corporate problems as well.
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PBIS Universals: Using Data: Problem Solving Process Definitions Problem: Difference exists between
expected/desired student behavior and current student behavior.
Problem identification: Difference is discovered and significance is determined.
Problem solving: A plan is created to reduce or eliminate difference.
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PBIS Universals: Problem Solving Process: Identify Problems Typically, schools use behavioral data to
define broad problems. Broad problem statements do not give
enough information to design effective solutions.
The purpose of broad problems statements is to elicit questions that can be answered with data to better define the problem.
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Activity 5: Identifying Problem 1 Using your school’s behavior data from
this school year, and the previous year, look for the difference between the average major ODRs per school day, per month and the average achieved during the corresponding months of the previous school year.
Is there a problem?
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Activity 5: Identifying Problem 2 Using your school’s behavior data, look
at the average major referrals per day, per month for the current school year.
Is there a noticeable trend? Is the trend desirable? Is there a problem?
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PBIS Universals: Problem Solving Process: Develop Hypothesis
Determining the cause, or uncovering why a behavior is occurring, is essential to developing interventions.
The goal is to help students learn to appropriately meet their needs.
When collecting data, it is important for staff to make their best, most informed guesses about why students are engaging in problem behaviors.
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PBIS Universals: Problem Solving Process: Develop a HypothesisThings to Consider A hypothesis is an explanation for what
the data and your experience tell you. Data can only give part of the picture. Staff with the most direct experience with
the problem need to add their insight to accurately define cause.
An accurate hypothesis is crucial to designing solutions that will be effective.
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PBIS Universals: Problem Solving Process: Develop a Hypothesis
Identify a Precise Problem
Creating strategies without knowing the precise problem leads to inefficient solutions and wasted time.
In order to ensure precise problem statements, go back to the data to answer the following: What is the problem?
How often is it happening?
Where is it happening?
Who is engaged in the behavior?
When is the problem most likely to occur?
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Activity 6: Identifying Precise Problem Statement
Which partial statement is more precise? 91
Too many ODRs
15 instances of disrespect
24 ODRs between 1:00 and 1:30 Too many ODRs in the afternoonToo many ODRs outside the
classroom25% of students have at least 2 ODRs
Too many ODRs on the playground
6 ODRs on the playground
Many students have ODRs
Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time.
Which statement is a complete Precise Problem Statement?
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PBIS Universals: Problem Solving Process: Discuss and Select a Solution
Prior to designing solution strategies, a clear goal needs to be set that can be evaluated using data.
Goals can be measured in the following ways: Percent reduction Absolute reduction Satisfaction level
The best practice is to use more than one measure of evaluation.
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PBIS Universals: Problem Solving Process: Discuss and Select SolutionsPrevent:
• How can we modify the context in which the behavior occurs? • Can we remove or alter the triggers for problem behavior?
Teach:• Do we need to define the expected behaviors more clearly?• Can we teach a replacement behavior that meets the same need?• Do we need to provide additional demonstration and/or practice of
the desired behaviors?
Respond:• In what ways can we immediately prompt the correct behavior?• Does our system frequently reward the desired behavior ?• Can we extinguish problems by withholding reinforcement of the
problem behavior? • Can we develop meaningful consequences to correct the problem
behavior that provide a learning or practice component of the desired behavior?
• How will we effectively respond to behaviors that compromise safety while ensuring the student’s dignity is maintained?
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Discuss and Select Solutions: TIPS Worksheet
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PBIS Universals: Problem Solving Process: Develop Action Plan The most effective plans utilize multiple
strategies that affect all causes of the problem-prevent/teach/respond (prompt, reward, correction, extinction, safety).
To ensure fidelity of implementation, specific tasks need to be assigned to individuals with a timeline for checking back.
Change takes time, so implement the plan for at least one month before evaluating.
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PBIS Universals: Problem Solving Process: Develop Action Plan
Once strategies are selected, specific tasks need to be delegated and tracked using an action plan.
Action plans should drive the creation of future meeting agendas as well as generate clear action steps at the end of each meeting.
Effective action plans are: Used regularly Frequently reviewed and updated Accessible to all staff Made of specific, manageable action steps with clear
timelines Developed using data from staff and teams
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Fidelity
Use weekly 1-5 survey from teachers to assess implementation of plan.
04/21/23Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., &
Algozzine K., 2010
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Are we doing the plan?
1 ….. 2 …..3 ….. 4 ….. 5No Yes
PBIS Universals: Problem Solving Process: Develop Action Plan
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PBIS Universals: Problem Solving Process: Evaluate Action PlanUse data to answer the following:
Has the goal been met?If yes, choose one of the following options:
1. Increase goal for the same problem.
2. Choose another problem to address.
3. End use of the plan.If no, choose one of the following options:
1. Evaluate fidelity of implementation.
2. Consider the accuracy of the hypothesis.
3. Alter the timeline.
4. Find ways to adjust the solutions.
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Activity 7: Designing Solutions Transfer your hypothesis about your own school’s problem
to the top of the Meeting Minutes and Problem-Solving Action Plan Form.
Using the goal setting guidelines, develop a goal for improvement.
Begin designing solutions using the prevent/teach/respond format.
Using the second part of the Meeting Minutes and Problem-Solving Action Plan Form to assign responsibilities for implementing the plan and set dates for follow-up.
In follow-up sessions, review the action plan and assess progress towards goals.
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PBIS: UNIVERSALSDOCUMENTING PROBLEM BEHAVIOR
PBIS Universals: Documenting Problem Behavior: Rationale Problem behavior needs to be
documented accurately in order to effectively respond.
Creates mind shift from “referral” to “information.”
Allows teams to track patterns and create solutions independently.
PBIS Universals: Documenting Problem BehaviorComponents of an Effective
System Clear definitions of major and
minor behaviors Agreement on classroom vs.
office managed behaviors A method for capturing and
analyzing all relevant data (referral form)
PBIS Universals: Documenting Problem BehaviorMinor Behaviors Minor behaviors are incidents that can be
managed by classroom teachers without administrative intervention.
The majority of problem behaviors are minor.
For some behaviors there is a continuum from minor to major (disrespect).
Staff members need to discuss the continuum at each grade level.
PBIS Universals: Documenting Problem BehaviorMajor Behaviors Major behaviors jeopardize safety and/or
learning of others.
Major behaviors must be handled by the administration per school district board policy.
Needing the assistance of an administrator doesn’t make the behavior major.
Repeated patterns of minors doesn’t make the behavior major.
Staff need to agree upon and define the behaviors that are major for their grade level.
PBIS Universals: Documenting Problem Behavior:Referral Form The referral form is the way we
capture information for data collection. We need to think of the form as a tool
to capture data rather than a “ticket” to go somewhere.
The form needs to include all the information the school intends to track.
There are specific fields you should collect to get the information needed for best practices.
Behavior Report Student: Referring Staff: Grade Date: Time --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Location of Behavior (check one box)
Classroom (including specials) Cafeteria Bus Loading Zone Hallway Playground Bathroom Parking Lot – Carpool Area Media Center Special Event (Assembly/ Field Trip) Gym Common Area - Stairwell Bus Before School Care After School Care
Problem Behavior (check one box)
MINOR:
Inappropriate Language
Physical Contact
Defiance/ Disrespect
Disruption
Property Misuse
MAJOR:
Abusive/ Inappropriate Language
Fighting/ Physical Aggression
Disrespect/ Overt Defiance/ Non-Compliance
Disruption
Harassment/ Bullying
Property Damage/ Vandalism
Possible Motivation (check one box)
Obtain Peer Attention Obtain Items/ Activities Avoid Tasks/ Activities Obtain Adult Attention Avoid Peer(s) Avoid Adult(s)
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Others Involved (check one box)
None Peers Staff Teacher Substitute Unknown Other
Teacher: (Minor) (for this specific incident only) Conference with Student Parent Contacted (Date ___________)
Phone Call (# used) ______________________) Letter/ Note / Email
Loss of Privileges (ex: independent recess, silent lunch) Time Out: Within classroom Buddy Classroom Other
Administrator: (Major) Time in Office (indicate amount of time Restitution Detention in office for remainder of the day Out-of-School Suspension Bus Suspension Parent contact Other
Description of Behavior/ Incident: Teacher/ Administrator Signature: __________________________________________ Date: ____________________ Parent Signature: ___________________________________________________________ Date: ____________________ Parent Comments: Entered into SWIS by:______________________________________________________________________ Date:________________
Middle School Example Office Discipline Referral Form
Student Referring Staff Grade level Date Time Location (choose one)
Classroom Hallway/Breezeway Gym Playground Cafeteria Library Common Area Bathroom Bus Loading Zone Parking Lot Bus Special Event/ Assembly
Problem Behavior (Choose one) Minor Major
Inappropriate Language Abusive Language Physical Contact Physical Aggression/ Fighting Defiance/ Disrespect/ Non-Compliance Defiance/ Disrespect/ Insubordination/ non-compliant Disruption Disruption Property Misuse Vandalism Tardy Tardy Dress Code Violation Lying/ Cheating Other_____________________ Forgery/ Theft
Harassment/ Bullying Possession/ use of Tobacco Possession/ use of Drugs Possession/ use of Weapons Possession/ use of Combustibles Bomb Threat Other__________________________ Possible Motivation
Obtain Peer Attention Obtain Items/ Activities Avoid Peers
Obtain Adult Attention Avoid Tasks/ Activity Avoid Adults
Others Involved
None Peers Staff Teacher Substitute Unknown Other ______
Action Taken Teacher Action Administrative Action Conference with Student Conference with student Parent Contact Parent Contact Restitution After School Detention Detention In-school Suspension Loss of Privilege Out of School Suspension Bus Suspension BST Referral (Individualized Instruction) SWIS data entered? yes Date entered _____________ no
PBIS: UNIVERSALSRESPONDING TO PROBLEM BEHAVIOR
PBIS Universals: Responding to Problem Behavior: RationaleEfficient and effective systems for responding to behavior problems result in:
Increased staff support
Reduced time addressing behavior
A climate of trust so that new strategies can be implemented
PBIS Universals: Responding to Problem Behavior: ComponentsTo ensure consistent responses to problem behavior staff need:Defined process for what to do whenA continuum of interventions that includes universal, secondary and tertiary strategies
PBIS Universals: Responding to Problem Behavior: Process
The process for responding must be defined, taught, and agreed upon with staff.
Many schools summarize this in a flowchart format.
Procedures should be included for addressing:
Minor issues
Patterns of minors
Major incidents
Crisis situations
Follow up
Wiley Behavior Management Flowchart
Minor Major
Observe Problem Behavior
Contact the office
Administrator investigates
and determines consequence
Use classroom strategies
Continue strategies and
implement appropriate
consequences
Submit communication form
to SWIS manager, and homeroom
teacher.
Does this behavior constitute a pattern?
Brainstorm next steps with grade level team and/or appropriate staff (communicate with
administrator).
The Wiley Way
Respect Yourself Have a positive attitude Take care of my body Be prepared to learn
Do my best
Respect Others Keep hands and feet to myself
Use kind, polite words Be a good listener
Help, share, and include others
Respect Property Take care of what I see
Put things where they belong Help clean what is messy and dirty
Ineffective Effective
Great!
No
Great!
Yes
Implement determined
steps
Ensure safety and maintain
order
Submit communication
form to administrator by day’s end
Administrator follows up with
appropriate staff
member(s) and parent
Minors Majors Inappropriate language Abusive language Physical contact Fighting/ Aggression Defiance/Disrespect Overt Defiance Property Misuse Vandalism Disruption Harassment/Bullying Other
Communicate with parent (sending form
home is optional).
Administrator distributes
communication form to parent
and appropriate staff members.
Wiley Elementary, Raleigh, NC
PBIS Universals: Responding to Problem Behavior
Traditional Discipline
Over-reliance on punishment
Inconsistent consequences by adults
Disproportionate amounts of staff time and attention given to inappropriate behaviors
Miscommunication among staff, administration, students and parents
Exclusionary practices that may encourage further misbehavior
PBIS Universals: Responding to Problem BehaviorTraditional Discipline Traditional discipline is based on the
idea that consequences are punishment.
In this model, consequences are ineffective in changing behavior because the problem behavior is often reinforced.
Examples: Student seeks attention through
misbehavior and the teacher stops to address it.
Students feel out of place at school and are suspended for misbehavior.
PBIS Universals: Responding to Problem BehaviorRe-thinking Consequences Consequences are:
The outcome of the behavior The responses of adults and/or peers to
the behavior
Effective consequences are: Responses that change the problem
behavior over time
PBIS Universals: Responding to Problem Behavior
Rationale for Creating a Continuum of Responses
Students need information about what to do when they are not meeting expectations as early as possible.
It is easier to modify behavior when it is minor.
A school wide response continuum will increase consistency.
Responses are most effective when they are planned in advance.
PBIS Universals: Responding to Problem Behavior
Guidelines for Developing a Continuum of Responses
Include responses that can be implemented seamlessly into instruction (Tier 1).
Responses should match the intensity of the problem behavior.
Always consider if responses are reinforcing the problem behavior.
Provide ideas for secondary interventions, but ensure that PLCs, grade level teams and other school resources are involved (Tier 2).
Increase number of staff able to create effective individualized interventions (Tier 3) and ensure that all staff know how to access help.
PBIS Universals: Responding to Problem BehaviorRole of Administrators Ensure that all school teams have access to data
and resources. Participate in dialogue with teams about major
and minor definitions. Act as a resource for staff when addressing
patterns of minor behavior. Have a continuum of responses to major
behavior that supports behavior change (alternatives to suspension).
Follow up with staff when handling major behavior.
Daniels Middle School, Raleigh, NC
High School Continuum of Effective Consequences for Classroom Managed Behaviors
First offense: Reteach student expected behavior
Second offense: Teacher determined consequences: Loss of privileges,
conference with student, time owed, restitution, individualized instruction,
parent contact
Fourth offense: Referral to administrator and seek assistance
from PLC and other school resources
Third offense: All of the above consequence options, and lunch
detention
Garner High School, Garner, NC
River Oaks Middle, Raleigh, NC
Activity 8:Ensuring Effective Consequences On the activity sheet, list all
consequences you have used in the past when dealing with problem behavior.
Indicate which ones have and which ones have not been effective in changing the student’s behavior.
PBIS TRAININGS OVERVIEW
PBIS Trainings: Modules
Module One: Universals, Tier One, School-wide Core Instruction
Module Two: Secondary Level Systems, Tier Two, Targeted Interventions
Module Three: Tertiary Level Systems, Tier Three, Individualized Interventions
PBIS Trainings: Advanced Modules
Bully Prevention PBIS in the Classroom (includes
Effective Consequences) Building Relationships Role of the In-school Coach Secondary/Tertiary Interventions for
the Classroom Understanding and Managing
Conflict Behavior Basics Team-Initiated Problem Solving
Preparing for Implementation: Key Points
Effective and efficient school-wide systems are the best way to support all students.
Assessment information must be used to make behavior support decisions.
A proactive instructional approach is required to realize meaningful and sustainable change in school climate.
Strategies are only as strong as the implementation environment and efforts of people responsible.
Intensity of intervention should match the intensity of the problem.
Conclusions
Key points Rigorous 3 to 5 year process Requires active administrative involvement
One of the top three priorities for the school
Ongoing faculty commitment Open to new ideas and embrace change
Evaluations
Please take a few minutes to complete the evaluation forms provided.
Your feedback is essential for our team to provide the most effective training experiences in the future!
THANK YOU!
PBIS Website
http://www.dpi.state.nc.us/positivebehavior/