PBIS Team Training

PBIS Team Training

Module 1: Universal Implementation

Exceptional Children DivisionBehavior Support & Special Programs

Positive Behavior Intervention & Support Initiative

Modules developed by the University of Missouri

Center for School-wide PBIS and revised by

North Carolina PBIS Trainers

Expectations

Be Responsible Return promptly from breaks Be an active participant

Be Respectful Turn off cell phone ringers Listen attentively to others

Be Kind Participate in activities Listen and respond appropriately to others’

ideas

Trainer will raise his/her hand

Participants will raise their hand and wait quietly

Attention Signal

Training organized around three “modules” School responsibilities

Complete Working Agreement Attend training Develop action plans Share Annual Data Requirements with NCDPI

NCDPI responsibilities Provide training support Provide limited technical assistance Provide networking opportunities

Institute Overview

Training MatrixModule 1 Module 2 Module 3

Systems PBIS PhilosophyTeam Process & ResponsibilitiesFaculty Buy-inFamily/Community InvolvementCultural Responsiveness

Classroom Training & Technical Assistance for StaffReferral Process Intervention TeamCultural Responsiveness

Referral ProcessIntervention TeamData Decision RulesSoC: Wraparound, CFTCultural Responsiveness

Practices Expectations & Social Skills InstructionAcknowledgement SystemsConsequence Systems

Effective Classroom Design & Management StrategiesCheck-in/Check-OutMentoringSmall Group Social Skills Instruction

Self-ManagementFBA/BIP: Level 0-I-II-IIIEC Identified Students

Data Data Collection Manual: Implementation vs. Outcome DataBig 5Management

Classroom DataData Decision RulesEvaluation of Secondary PBIS

Considerations: Measureable/ Observable, Frequency / Intensity / Duration / Context Strategies: DBRs, Checklists, Observations, Interviews

Participants will learn… Basics for understanding and addressing problem behavior

Building a continuum of universal approaches to prevention and intervention

Basics of a successful PBIS team Skills for data-based decision-making

Institute Objectives

Context for understanding problem behavior

Best practices to address problem behavior Systems approach to school climate Key features of Universal prevention / early

intervention approaches PBIS References and resources Data-based school assessment and action

planning

Overview: Module 1

At the end of these two days, teams are expected to…

Determine PBIS team roles and meeting dates

Start expectations & rules matrix Plan data collection and dissemination Discuss consequence systems Discuss reward systems Plan integration into School Improvement

Plan

Module 1 Accomplishments

Just The Facts

Why do we need PBIS?

Why Positive Behavior Intervention & Support?

Typical responses are inefficient because they….

Foster environments of external control Reinforce antisocial behavior Shift accountability away from school Weaken the relationship between

academic & social behavior programming

Fail to consider other contributing factors

Community Parent/Child Interactions Poverty Language Deficits Cultural Differences Suspensions Dropout Disability School

Contributing Factors

Lack of pro-social engagement (recreation, job

opportunities) (Biglan, 1995)

Antisocial network of peers (Biglan, 1995)

Lack of adult involvement(role models or supervision)

Contributing Factors Community

Common patterns of early learning found in homes of children at-risk for anti-social behavior:

Inconsistent discipline Punitive management:

Coercion/Negative Reinforcement Lack of monitoring

Contributing FactorsParent/Child Social

Interactions

Poverty

Poverty is linked to a greater risk for behavioral difficulties for pre-schoolers.

(Adams, Hillman, Gaydos, 1994)

Poverty has adverse effects on educational achievement.

(Hill & Sandfort, 1995)

Lowest 20% SES 6X more likely to dropout (Kerr & Nelson, 2002)

Poverty and “High Risk”

Teachers asked to identify “high risk” students that needed special help

Minority students named about the same proportion as they are represented in total population

Low SES (free-lunch) students make up 8% of the total school population but 14% were identified by teachers

(Warren, Gardner, & Hogan, 2001)

Contributing Factors:Poverty & Language

Over one year (11-18 mo.)Over one year (11-18 mo.) Children in poverty—hear 250,000

words per year

Children in homes of professionals—hear 4 million words per year

(Hart & Risley, 1995)

Affirmative statements Professional—30 per hour Working class—15 per hour Poverty—6 per hour (prohibition

twice as often as affirmative feedback)

(Hart & Risley, 1995)

Contributing FactorsPoverty & Language

Contributing FactorsPoverty & Language

““To keep the confidence-building experiences To keep the confidence-building experiences of welfare children equal to those of working of welfare children equal to those of working class children, the welfare children would class children, the welfare children would need to be given 1,100 more instances of need to be given 1,100 more instances of affirmative feedback per week…”affirmative feedback per week…” (p.201).(p.201).

““It would take 26 hours per week of It would take 26 hours per week of substituted experience for the average substituted experience for the average welfare child’s experience with affirmatives welfare child’s experience with affirmatives to equal that of the average working-class to equal that of the average working-class child”child” (p. 202).(p. 202).

(Hart & Risley, 1995)(Hart & Risley, 1995)

Perceptions of Cultural Difference

Teachers given photos of children and asked to predict which students would fail.

Virtually all black children selected as failures were perceived as being lower SES

Almost all of the white children who were expected to succeed were perceived in the middle and upper SES categories

Regardless of SES white children were more often expected to succeed

(Harvey & Slatin, 1975)

The stability of aggression over a decade is very high; about the same as IQ

If antisocial behavior is not changed by the end of grade 3, it should be treated as a chronic condition much like diabetes. That is, it cannot be cured but managed with the appropriate supports and continuing intervention

(Walker, Colvin, & Ramsey, 1995)

Aggression & Antisocial Behavior

NC Suspension Trends

280000

285000

290000

295000

300000

305000

310000

2004-05 2005-06 2006-07

Short-term Suspensions

448045004520454045604580460046204640466046804700

2005-06 2006-07

Long-term Suspensions

1 in 10 NC students is suspended - 45% higher rate than national average

(NC Child Advocacy Institute, 2005)

Students who are suspended are 3 times more likely to drop out

(Action for Children NC, 2007)

Suspensions & Dropouts

Three years after leaving school, 70% of antisocial youth have been arrested

(Walker, Colvin, & Ramsey, 1995)

82% of crimes are committed by people who have dropped out of school

(APA Commission on Youth Violence, 1993)

One year’s class of dropouts costs NC $1.3 billion in corrections and welfare

(NC Child Advocacy Institute, 2005)

Suspensions & Dropouts

Contributing FactorsDisability

21%

36%

55%

0%

10%

20%

30%

40%

50%

60%

Dropout Rate

Reg EdECEC: ED

(Kerr & Nelson, 2002)

Contributing FactorsSchool

NC Student Population by Ethnicity

1%

2%

31%

10%

56%

American Indian

Asian

Black

Hispanic

White

Emotional Disability

1%

0%

55%

2%

42%

Punitive disciplinary approach Lack of clarity about rules,

expectations, and consequences Lack of staff support Failure to consider and accommodate

individual differences Academic failure

(Mayer, 1995)

Contributing FactorsSchool

TEAM TIME

Think with your team about your school. Work together to determine YOUR 3 primary challenges.

WorkbookPage 1

Stepping Up to the Challenge

2001 Surgeon General’s Report

Break up antisocial networks Increase academic success Create positive school climates Adopt primary prevention agenda

National Recommendations

State Superintendent June Atkinson’s TEN IMPERATIVES FOR ALL SCHOOL

DISTRICTS 1 Set benchmark graduation goals for each high

school and publicize the goal with the community.

2 Start early in identifying students who are at risk of dropping out.

3 Develop a community structure to support students with mentors, academic assistance, and career and education counseling.

4 Develop a system of extra help and assistance directly related to students’ academic areas of needed improvement.

5 Develop a system of professional development for teachers, specifically addressing strategies for improving achievement for all students.

State Superintendent June Atkinson’s TEN IMPERATIVES FOR ALL SCHOOL

DISTRICTS 6 Develop a transition program for 9th grade

students. 7 Address the attendance of 7th and 8th grade

students. 8 Redesign high schools that have low

graduation rates and chronic student achievement problems.

9 Require a rigorous and relevant course of study with engaging electives for each student.

10 Use engaging technology to teach today’s generation.

People’s Alliance PAC 2008 Questionnaire

June St. Clair AtkinsonNorth Carolina State Superintendent

What are some of the programs that are working well in North Carolina?

Early college high schools Career centers Career or economic themed schools within schools Literacy coaches Ninth grade academies Teaching through the arts Advanced placement courses Case management pilots for at-risk students Inquiry-based science programs for elementary and middle schools

Positive Behavior Intervention & Support initiatives

Why PBIS?

Problems are increasing Typical responses are inefficient Schools implementing comprehensive

PBIS see long term change Reduction of ODR Reduction of suspension Increased staff morale and retention Positive school climate

Traditional Discipline vs. PBIS

Traditional Discipline:

- Focused on the student’s problem behavior

- Goal was to stop undesirable behavior, through the use of punishment.

Positive Behavior Intervention & Support:

- Replaces undesired behavior with a new behavior or skill.

- PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior.

Pine Valley ElementaryNew Hanover

0

100

200

300

400

500

600

700

800

900

1000

2003-04

2004-05

2005-06

2006-07

DisciplineReferrals

Pine Valley ElementaryNew Hanover

YearTotal # Referrals

Administrator Time

Instructional Time

2003-04

944 236 hours = - 36 days

708 hours =- 109 days

2004-05

644 161 hours =+ 11 days

483 hours =+ 35 days

2005-06

480 120 hours =+ 6 days


2006-07

321 80 hours =+ 6 days


Troutman MiddleIredell-Statesville

59

26

15

85

9

6

0

20

40

60

80

100

2005-06 2006-07

6+2-50-1

ODRs Pre and Post PBIS Implementation

1

30

8 11

50

13

62

81

84

1 2 3 06

0

20

40

60

80

100

04-05 (PRE PBS) 06-07 Yr. 1 07-08 Yr. 2

04-05 (PRE PBS) 1 30 8 11 50

06-07 Yr. 1 13 62 8 1 84

07-08 Yr. 2 1 2 3 0 6

Bullying Verbal HarassmentCommunicating

ThreatsHazing TOTAL

Troutman Middle SchoolIredell-Statesville

P B

S B

ull

yin

g D

ata

Washington HighBeaufort

0

1000

2000

3000

4000

5000

6000

ODRs Missed Instructional Days

2006-07

2007-08

~ 48% of Students

~25%

~27%

Washington HighBeaufort

2006-07 2007-08

~ 55% of Students

~24%

~21%

6+ Referrals

Tertiary Prevention

2-5 ReferralsSecondary Prevention

0-1 ReferralsPrimary Prevention

Charlotte/Mecklenburg Implementation Data

Elementary PBIS schools increased the number of students passing the EOG reading test as they progressed from grades 3 to 5 by 13.9%, compared to 7.7% for similar non-implementing schools.

Elementary bus behavior decreased by 5.73% between first and fourth quarter for 2006-07.

0

10

20

30

40

50

60

70

80

90

Forestview Southwood Ogden Pine Valley 2003-04

2004-05

Increased Achievement for African-American Students

85

11

4

67

23

10

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

PBS Schools Control

2006-07 Office Discipline Referral Risk in NC

6+ ODR

2-5 ODR

0-1 ODR

Why PBIS?

Because it works!

Schools Implementing PBIS in NC

1 5 9 27

147

293

548

691

0

100

200

300

400

500

600

700

00-01

01-02

02-03

03-04

04-05

05-06

06-07

07-08

Activity : School’s DreamI dentif y your dream for the f uture, including all the ideas, values, and things that are important to you in developing the ideal school.

D R E A M

Workbook Page 2

What is PBIS?

Whole School Effective SchoolOrganization

Positive School Climate

Effective StaffDevelopment

Data Based Decision Making

Culturally ResponsivePractices

Parent and Community Partnerships

EffectiveInstructional

Practices

Classroom

Effective InstructionalPractices

PositiveClassroomManagement

Culturally ResponsiveInstruction

Universal Design/Differentiated Instruction

OngoingScreening and Assessment

Classroom Coachingand Consultation

Struggling Students

ProgressMonitoring

Behavioral Group Strategies

Mental Health Assistance

Focused Research-based Academic Instruction

Individuals

FBA/BIP

MentalHealth Services

Consider- ation for Eligibility

EC

Specially DesignedInstruction

BehaviorInterventions

Related Services

School ImprovementSchool Improvement

Targeted Group Interventions•Small group instruction•Focused academic help sessions

Intensive, Individual Interventions•Tutoring•Academic Remediation Plans•Specially Designed Instruction

Intensive, Individual Interventions•Functional Behavior Assessment & Behavior Intervention Planning

Targeted Group Interventions•Social Skills instruction•Reinforcement of specific skills•Group Behavioral Strategies•Classroom Coaching

Universal Interventions•School-wide rules and procedures•Systematic reinforcement•Social Skills Instruction•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Universal Interventions•Effective instructional practices •Recognition of academic achievement•Culturally responsive practices•Data-based decision-making•Parent & Community Partnerships

Academic BehaviorWorkbook

3-4

Primary PreventionSchool wide and

Classroom wide Systems for All Students,Staff, & Settings ~ 80% of Students

Secondary PreventionSpecialized Group

Systems for Students with At Risk Behavior

~15%

Tertiary Prevention:Specialized

IndividualizedSystems for Students with

High Risk Behavior~5%

CONTINUUM OF Positive Behavior Intervention & Support

SYSTE

MS

SYSTE

MS

SupportingSupportingStaff BehaviorStaff Behavior

DATA

DATA

SupportingSupportingDecisionDecisionMakingMaking

PRACTICESPRACTICES

SupportingSupportingStudent BehaviorStudent Behavior

PositivePositiveBehaviorBehaviorSupportSupport

OUTCOMESOUTCOMES

Social Competence &Social Competence &Academic AchievementAcademic Achievement

Universal Systems

PBIS Philosophy Teams: Establishing a Foundation for

Collaboration Recruiting Staff Involvement Planning for Family and Community

Involvement Becoming a Culturally Responsive

School

Positive Behavior Intervention & Support is…

A proactive systems approach to school-wide discipline (not a curriculum) designed to be responsive to current social and educational challenges through assessment and development of effective interventions.

A collaborative process that focuses on prevention and instruction.

A systems approach to promoting positive student and staff behavior that incorporates empirically validated practices.

University of Oregon(Sugai, Horner, Lewis, Colvin, Sprague, Todd, Palmer)

Proactive systems approach to schoolwide discipline (not a curriculum) designed to be responsive to current social and educational challenges

Focuses on prevention Focuses on instruction Incorporates empirically validated

practices(University of Oregon, Sugai, Horner, Lewis, Colvin, Sprague,

Todd,Palmer)

Positive Behavior Intervention & Support

Incorporates best practice in professional development and system change (teams)

Emphasizes the use of assessment information to guide intervention and management decisions

Focuses on the use of a continuum of behavioral supports

Focuses on increasing the contextual fit between problem context and what we know works


Focuses on establishing school environments that support long term success of effective practices {3-5 years}

Expectations for student behavior are defined by a building team with all staff input

Is implemented consistently by staff and administration

Appropriate student behavior is taught Positive behaviors are publicly acknowledged


Problem behaviors have clear consequences

Student behavior is monitored and staff receive regular feedback

Effective Behavior Support strategies are implemented at the schoolwide, specific setting, classroom, and individual student levels

Effective Behavior Support strategies are designed to meet the needs of all students


Schools with Effective Discipline

Have effective Leadership Work smarter not harder Active involvement Clarity in direction

Move Beyond Punishment Teach, monitor, acknowledge

appropriate behaviors before relying on punishment

Features of a Comprehensive System of PBIS

Total staff commitment to managing behavior Clearly defined and communicated

expectations and rules Clearly defined consequences for correcting

rule-breaking behaviors and procedures for acknowledging appropriate behavior(s)

An instructional component for teaching students expected behaviors

A support plan to address the needs of students with chronic, challenging behaviors

Your School Can Expect to…

Reorganize to become more efficient and consistent

Use preventative measures to decrease inappropriate behaviors (including teaching appropriate behaviors)

Experience a shift in attention from inappropriate to appropriate behaviors

Experience a positive change in overall philosophy and school climate

Toolbox Activity

Choose 3 features of PBIS that will help your school address the 3 challenges

you identified

Workbook

Page 5

Teams:Establishing a Foundation

for Collaboration

Assess the current behavior management practices

Examine patterns of behavior Obtain staff commitment Develop a school-wide plan Obtain parental participation and input Oversee, monitor, and evaluate all

planned objectives and activities developed by the team

PBIS Team Responsibilities

Effective Teams Are Representative

Your PBIS team should represent the whole school’s interests.

The Site Based Planning Committee should have a role with the PBIS team.

Consider representatives that include: general education teachers, special education teachers, administration, behavior support staff, specials teachers, parents, students…

Participation from Administration Administrator should play an active

role in the school-wide PBIS change process

Administrators should actively communicate their commitment to the process

Efforts regarding “change” have potential to fade without administrative support

Administrative Support for Team

Effective Teams Work Smarter

School Mission Statement Examine your school’s mission

statement for school-wide goals such as safety, citizenship, and success

Other School-wide Programs Use the Working Smarter activity form

to determine common goals across multiple school program initiatives

WORKING SMARTER

1 2 31 2 3

1 2 31 2 3

1 2 31 2 3

1 2 31 2 3

1 2 31 2 3

1 2 31 2 3

Overall Priority1= low 3= high

Relationship to School Mission &

School Improvement Plan

1= low 3= high

MembershipTarget GroupPurposeCommittee/ initiative/Work Group

WorkbookPage 6

Activity : Working Smarter

List all the committees and initiatives that are currently on your campus and complete the requested information in the columns.

Based on your results, what can you eliminate, combine, provide more support, infuse with PBIS

Determine next stepsWorkbookPage 6

Pick an optimum meeting time Review master calendar to schedule

meetings for the entire year Consider frequency, time, and duration Give reminders of time and location Establish appropriate subcommittees

Effective Teams....

Effective Teams Meet Frequently and Regularly

During initial planning, teams may need to meet more often

Once practices are established teams should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical

issues Develop/Review Action Plan

Developing the agenda Goals/objectives of the meeting

Purpose of meeting is defined All participants understand specific

outcomes expected Time schedule

Give each order of business a time allocation Schedule important items early

Preparing for the PBIS Meetings

WorkbookPage 7

Start on time Accept additions to the agenda Stay focused—concentrate on purpose and

desired outcomes When the time is up, decide what to do and

develop action plan: Assign task to committee or table until next meeting

Summarize the meeting results Review commitments/task assignments and

target dates

During PBIS Meetings

WorkbookPage 8

Documenting Team Progress

Create notebook about implementation at your school Quick review for new staff members Easy access to materials Organized presentation to visitors Helpful when completing SET

evaluation

PBIS Team Notebook

PBIS Team Members Expectations Matrix Meeting Dates Meeting Agendas Action Plan Discipline Handbook School Improvement

Plan Goals Lesson Plans/ Social

Skills Instruction

Behavior Data Summaries

Discipline Referral Forms/ Process

EBS Survey Implementation

Inventory SET Evaluation Parent Contact Staff Newsletter/

Contact

Activity : Effective Teams

Discuss how often your team will meet and schedule at least one meeting date.

Discuss ideas for how administration can support the team in implementing successful practices. WorkbookPage 9

Team Building Activity

All participants are responsible and accountable for the success of the meetings.

Team Leader/facilitator In-School Coach Recorder / secretary Communication coordinator Data-base manager Timekeeper / task master Subcommittees as needed

Who’s In Charge?

Develop agenda Facilitate meeting Follow-up on assigned tasks Seek input from staff and other

committees

Team Roles & Responsibilities

TEAM LEADER/ TEAM LEADER/ FACILITATORFACILITATOR

Work with District Coach/Coordinator

Attend additional District, Regional, State, and/or National training

Become the team’s PBIS Expert Facilitate School-Level PBIS Staff

Development


IN-SCHOOL COACHIN-SCHOOL COACH

Keep minutes Good minutes are characterized by ABC:

accuracy, brevity, clarity Written record of events and decisions for:

Future use Members who missed the meeting Items to carry forward to next meeting

Distribute minutes to team members Notify/remind team members of

meeting time and location.


RECORDERRECORDER

Report progress and data-based feedback to staff

Newsletters, bulletins, teacher lounge bulletin board

Maintain systems of communication with staff

Post expectations


COMMUNICATIONCOMMUNICATIONCOORDINATORCOORDINATOR

Summarize data from previous month Present update on standard data (e.g.

office referrals by behavior, location, grade, etc.)

Summarize data necessary for any pending decisions (e.g. effectiveness of new cafeteria routine)


DATABASE MANAGERDATABASE MANAGER

Monitor agenda times and topics Keep the group focused and

moving Monitor start and end times Table the subject or make a

decision


TIMEKEEPERTIMEKEEPER

Can be long or short term Generally formed around specific

topic or purpose Opportunity for more people to

get involved in PBIS implementation


SUBCOMMITTEESSUBCOMMITTEES

Activity : Effective Teams

Discuss features of effective teams. What are your team’s strengths? What are the challenges?

Discuss and assign roles within your team. WorkbookPage 10

RecruitingStaff

Involvement

The Power of Teacher Expectations

Teachers told that some students in their class had been identified by test as the “bloomers”--students who would have large gains in IQ during year.

“Bloomers” actually chosen randomly; no different from other students except for teachers' positive expectations

Results: The randomly selected “bloomers” had greater gains in their IQs than the other students.

(Rosenthal & Jacobson, 1968)

Recruiting Staff Involvement

Faculty must be committed to decreasing problem behaviors & increasing academic performance.

Staff commitment is essential. At least eighty percent of your staff

must commit to implementing school-wide PBIS.

Remember this is a 3-5 year process.

Challenges to Recruiting Staff Buy-in

Reasons for making changes are not perceived as compelling enough

Staff feel a lack of ownership in the process

Insufficient modeling from leadership Staff lack a clear vision of how the

changes will impact them personally Insufficient system of support Lack of knowledge in behavior

interventions

Solutions for Recruiting Staff Buy-in

Use the existing data to support rationale for PBIS Implementation

Share current data and trendsDiscuss outcomes with no intervention


Use a team planning process. Enlist leaders willing to assist. Frequent, open communication allows for

problem-solving. Faculty should be familiar with the behavior

problems. Open communication allows faculty to be a

part of the change process. Faculty will begin to understand what is

happening across the school setting. Frequent communication opens dialogue for

problem-solving across the school setting.


Develop a plan for building faculty buy-in. Respond to resistance by encouraging

questions and discussion Provide opportunities for staff to

participate in the development of expectations, etc.

Provide sufficient and appropriate staff development to give faculty needed skills

Provide incentives for staff to participate Build consensus around common values


Staff surveys Obtain staff feedback Create involvement without holding

more meetings Generate new ideas Build a sense of faculty ownership Staff survey options

Self-Assessment Survey @www.PBISsurveys.org

Staff developed surveys (overall climate, areas of concern etc.)

WorkbookPage 11

http://www.pbssurveys.org/


Emphasize benefits: Conservation of time/effort Alignment of processes/goals Greater professional accountability Improved outcomes for academic and

social achievement Improved working environment Increased support and participation from

parents and community

What the Staff Need to Know:

The “big picture” – your team’s purpose.

The process for handling problem behaviors.

Lesson plans to teach expectations and rules.

How and when to administer rewards.

Schedules for rewarding/reinforcing students and staff.

Teaching Staff to Teach Expectations & Rules to Students

Curriculum Lesson plans Materials/scripts

Time/schedule When to teach what, how often

Settings

Role of support staff in training

Teaching New Staff Members

Who is responsible for training new staff throughout the year?

Means of instruction

Person-to-person Written guide Observations Video

School Month Staff Development & Involvement

August Orientation for new staffLesson plans to teach expectations & rules

September Staff development on classroom management

October Play “pass the buck” with staff

November Introduce high interest reinforcer for students

December Staff celebration

January Focus on re-teaching expectations

March Staff development on non-tangible reinforcers

June End of year celebration

Activity : Getting Staff Buy-in

Your team should brainstorm creative ways to

get faculty buy-in.

WorkbookPage 12

Planning for Family & Community Involvement

Involving Families and Community

What to communicate to families The “big picture” – purpose of the school-

wide plan Expectations – how they can be

demonstrated in non-school settings Reinforcements & consequences Plan for on-going updates on

implementation efforts and behavior data How they can get involved in the school-

wide plan

Involving Families and Community

How to communicate with families: Written - letters, newsletters Face-to-Face -school and/or

community training events Other - Phone Connect Education

Systems, Video demonstrations

Teaming With Families

Consider providing training/ support for implementing expectations in the home

Hold Family celebrations as a part of reinforcement system

PTA/PTO and family participation in fund raising to support PBIS

Consider “theme” nights that related to your School-wide expectations (Ex. Reading Night includes books with the theme of respect.)

Send data home to parents about improvements

Teaming With Families

Solicit and reinforce family volunteers. Reinforce staff and acknowledge creative

ways to make families feel welcome PBIS team should review existing data or

collect additional data from parent surveys to evaluate how PBIS relates to expressed concerns.

Offer on-going training and support PBIS abbreviated training modules for

interested parents

Becoming a Culturally Responsive

School

What is Cultural Responsivity?

Cultural responsivity refers to the ability to learn from and relate respectfully to people from your own and other cultures.

Defining Cultural Responsivity

Different terms used to talk about the idea of cultural responsivity:• Culturally responsive• Culturally competent• Diversity perspective• Multicultural • Inclusive

For the purpose of continuity in this

series, we use the term

cultural responsivity.

What are the Benefits of Culturally Responsivity?

Increased level of comfort

Increased knowledge

Increase in freedom

Discovery of passions

Increased capacity to teach

Increased resources and knowledge

How do You Become Culturally Responsive?

Develop cultural self-awareness

Appreciate the value of diverse views

Avoid imposing your own values on others


Examine your own teaching for cultural bias

Build on students’ cultural strengths

Discover your students’ primary cultural roles; incorporate culture into your teaching


Learn what you can about various cultures

Accept your own naiveté

Enjoy the journey

Indicators of Cultural Responsivity

Awareness/sensitivity to personal cultural heritage(s)Awareness of the role of cultural background & experiences, attitudes, and values in creating unconscious and conscious biasAcknowledgement of personal competency & expertiseComfort with differences between self and othersValue and respect for differences between cultures and individuals

Indicators of Cultural Responsivity

Sensitivity towards potential negative emotional reactions toward others that could cloud interpersonal connectionsWillingness to contrast own beliefs and attitudes with those of culturally different people in a non-judgmental fashionAwareness of personal stereotypes and preconceived notions about individuals with differing experiences, cultural orientations, language and abilities

SYSTE

MS

SYSTE

MS


DATA

DATA


PRACTICESPRACTICES



OUTCOMESOUTCOMES


Universal Practices

School-wide Expectations Social Skills Instruction Planning for Common Areas Universal Consequences Universal Acknowledgements

School-Wide Expectations

Clear definition of expected behaviors in all settings

Procedures for:

Teaching and practicing expected behaviors

Discouraging problem behaviors Record-keeping and decision-making Encouraging expected behaviors

Universal Practices Include:

What are School-wide Expectations?

A list of specific, positively stated behaviors that is desired of all faculty and students.

These expectations should be in line with the school’s mission statement and should be taught to all faculty, students, and parents.

Guidelines for Identifying Expectations

Identify behaviors expected of allstudents and staff in all settings.

Select 3 to 5 behaviors.

State expectations in positive terms.

Select expectations that are general enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings.

Define expectations State positively and succinctly Keep to five or fewer Process:

1. List Problem Behaviors2. Identify “replacement behaviors” (what

do you want them to do instead)3. Create a “generic” set of replacement

behaviors

Clearly Define Expected Behaviors

Garyville /Mt. Airy Magnet

School-wide Expectations Be Respectful

Be Responsible

Be A Problem Solver

Be Safe

Githens Middle School

West Pender Middle School Expectations

“We are the S.T.A.R.’s in our future!”

Supplies are on hand…

Time is managed…

Accountability is displayed…

Respect is shown…

Activity : Student Expectations

Discuss 3-5 potential expectations for your school. What are the behaviors everyone can agree are important?

Expectationsvs.

Rules

How Are Expectations and Rules Similar?

Both should be limited in number (3-5)

Both should be positively stated

Both should be aligned with the school’s mission statement & policies

Both should clarify the criteria for successful performance

How Are Expectations and Rules Different?

Expectations are broadly stated.

Expectations apply to all people in all settings.

Expectations describe the general ways that people should behave.

Differences continued. . . .

Rules describe specific behaviors - Observable - Measurable

Rules may apply to a limited number of settings

Rules clarify behaviors for specific settings

Which Ones Are Expectations?Which Ones Are Rules?

Be considerate

Be on time

Place food items in their proper containers

Remain seated during instruction

Follow directions

Keep all four legs of your chair on the floor

What Is Gained by Identifying Rules?

Uniform instruction across multiple programs and settings within the school

Consistent communication among staff members

Consistent communication with parents Using instructional techniques to teach

behavior expectations Legal, ethical, and professional

accountability

Oak Grove Elementary (Durham) School Wide Behavior Expectations Matrix

Expectation Classroom Specials/Resource

Hallway Cafeteria Play-ground

WeRespect

Ourselves

Be my best.Be onTask.Be prepared.

Be my best.Be on task.

Be prepared.

Walk and move carefully.

Practice good manners.

Play safely

WeRespect Others

Listen and follow

directions.Share materials.Move carefully.

Keep hands, feet and objects

to myself.Listen.Share.

Stay on the right.

Give others proper space.

Clean up after myself.

Keep hands, feet and objects to

myself.

Share equipmentKeep hands and feet to myself.Include others.

WeRespectLearning

Listen to instructions.

Give your best.

Listen to instructions.Do/Give my best effort.

Help others.

Be quiet in hallways.

Listen to adult’s directions.

Talk in quiet/indoor voices.

Enter/Exit the building quietly.Follow play-ground rules.

WeRespectProperty

Use materials properly.

Help keep room clean.

Use equipmentmaterials and furniture properly.

Keep hands and feet to myself.

Clean up after myself.

Share.Use

equipment properly.

WorkbookPage 13

Durham School of the Arts Middle School Matrix

Warren County High School Positive Behavior Intervention & SupportSCHOOL WIDE BEHAVIOR EXPECTATIONS MATRIX

EXPECTATIONS CLASSROOM HALLWAY CAFETERIA BEFORE/AFTER SCHOOL

BATHROOM

Respect yourself and others.

Address staff and

peers with respect.

Keep your hands to yourself.

Use cafeteria time to eat.

Promptly enter and

exit premises.

Keep restrooms

clean. Free of writing on walls and

doors.

Demonstrate personal

responsibility.

One person speaks at a

time.

Get to class on time.

Clean up after

yourself.

Displays of affection are prohibited.

Use bathroom for the

intended purpose.

Follow school policies and

rules.

Wear headgear in authorized areas only.

Keep belongings with you.

Follow staff instructions.

You must be with a staff member.

This is a smoke/drug

free environment

Contribute to a positive school environment

Focus on learning.

Use appropriate

language.

Speak at moderate volumes.

Join a club or attend a

tutorial.

Leave bathroom

clean.

Be honest. Do your own work.

Having a hall pass is mandatory at all times.

Pay for all items.

Be in your assigned

area.

The bathroom is not a class.

WorkbookPage 14

Activity : Expectations by Setting (Common areas)

Step 1 – Select two settings. Brainstorm all student behaviors expected within each setting. Identify 2 or 3 common themes and/or priority behaviors for each setting.

Step 2 - Complete the “Expectations by Setting Matrix” for two settings using your school’s expectations.

WorkbookPage 15

Social Skills Instruction: Developing Lesson Plans

to Teach Expectations and Rules

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we……....

……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?” John Herner, Counterpoint John Herner, Counterpoint (1998, p.2)(1998, p.2)

Why Develop Behavior Lesson Plans?

Why Develop Behavior Lesson Plans?

To address factors related to student diversity

To proactively address skill deficits

To facilitate a positive and unified school culture

Social skill instruction teach the expected behavior (skill) demonstrate the skill students practice the skill review and test the skill

Embed in curriculum Practice, practice, practice

Procedures for Teaching Expected Behaviors

Two Levels of Instruction

Level 1: Concept Development (Expectations) Broad expectations Applicable to all settings

Level 2: Skills (Rules) Observable behaviors Rules for specific settings

Points to Remember

Discuss concepts related to the school-wide expectations in the classroom.

Link school-wide expectations to other curriculum, such as Character Education.

Include strategies that can be used by families and the community to reinforce the understanding and use of your matrix.

Points to Remember

After developing the broad concepts, help students identify setting specific applications

Describe specific, observable behaviors for each expectation

Analyze all the steps required to complete a task

Teach the behaviors in the setting where the behaviors are expected to occur

Integrating Concepts into the Curriculum

Language Arts and Reading

Character analysis Examples and non-examples of behaviors

that characterize school-wide expectations Story mapping

Identification of setting, characters, problem(s), and resolutions

Creative writing “What if” stories, new endings to stories,

journal entries on selected topics

Activity : Lesson Plan for Rules Worksheet

Review the “Sample Lesson Plan for Rules”

Complete a lesson plan for one of your school’s problem settings

WorkbookPages 16-20

Workbook

Page 21

Comprehensive Planning for Common Areas

Special Considerations for Common Areas

Setting Specific Behaviors

Physical & Environmental Characteristics

Setting Routines

Support Structures

Active Supervision

Physical & Environmental Characteristics

How does the setting influence behavior?

What physical changes could be made to improve traffic flow, efficiency, etc.

Are there particular behaviors that need to be taught for this setting?

Setting Routines

Does this area require everyone to perform the same behavior? List each step of the desired behaviorAllow time to TEACH AND PRACTICE

before the routine needs to be performed

Such as…

Reschedule transitions or activities to allow adequate adult supervision

Insure all supervisory staff are fluent with nonclassroom procedures…STAFF TRAINING

Insure all staff are participating

Identify Needed Support Structures

Active Supervision

Using active supervision and pre-corrections during problematic transitions:Has a significant effect on reducing problem behavior in transition areasIncreasing the number of supervisor interactions with students results in a decreased number of problem behaviors

Example: CafeteriaRules & Example Behaviors

Be kind: Be kind: Keep hands and feet Keep hands and feet

to yourselfto yourself Help othersHelp others Say “Please” and Say “Please” and

“Thank You”“Thank You”

Be safe: Be safe: Sit on your rearSit on your rear Stay seated until Stay seated until

dismisseddismissed Follow the traffic Follow the traffic

patternpattern

Be responsible: Be responsible: Clean up after Clean up after

yourselfyourself Be preparedBe prepared Follow directionsFollow directions

Be respectful: Be respectful: Wait patiently in Wait patiently in

lineline Talk quietlyTalk quietly Be appropriate Be appropriate

with your foodwith your food

Example: CafeteriaAssess the Physical

Characteristics

Have team members observe in the specific setting Determine which environmental factors

contribute to the problem Determine which environmental factors

can be modified

Example: CafeteriaEnvironmental Changes

Moved trash containers to reduce congestion

Posted precorrects of student and adult routine

Organized and clarified lunch box storage routine

Everyone knows the rules

Routines established that allow students to demonstrate appropriate skills & minimize problem behavior

Adult monitoring

Practice, practice, practice

Example: CafeteriaEstablish Setting Routines

Example: Cafeteria Environment and Setting Routine

Changes

Wait lines pre/post lunch established. In and Out doors were specified. Painted "wait spots.” Moved trash containers for better access. Designed quiet time routine and taught it. Posted rules for cafeteria near entrance. Posted adult expectations near cafeteria

entrance. Set out baskets for empty lunch pails. Set up container for High Fives.

Example: CafeteriaRoutine for Students

Enter the cafeteria in a line and stand peacefully. Have money ready and hand it to the cashier. Enter your pin number. Get utensils and food. Remember “please” and “thank you.” Take only what you will eat from the salad bar. Walk peacefully and safely to your seat. Sit with both feet under the table. Talk quietly to your immediate neighbors. When completely finished with your lunch, clean your

area and make one trip to the trash can. When the music comes on, finish eating, empty your

tray or throw away your trash, and leave for recess. Silence is golden when the music is on!

Develop social skill lessons

Plan multiple opportunities to practice

Develop pre-correction strategies

Plan how to involve ALL staff (and students) in instruction

Example: CafeteriaDevelop Teaching Strategies

Example: CafeteriaSocial Skill Lesson

Lesson: Being responsible in the cafeteria

Teaching Activities: Play “Simon Says” with responsible

actions. Play “Telephone” to practice careful

listening. Practice turning voices on and off with

a music cue.

Specific verbal feedback using language of social skills

Reinforcers/Incentives

Error corrections

Uniform standards and outcomes for serious rule offenses

Example: CafeteriaDevelop Reinforcers &

Consequences

Example: Cafeteria Reinforcement System

“High Five” system implemented for 4 weeks

Students reinforced for following routines

Weekly drawing in cafeteria during each lunch period

Conduct social skill lessons

Provide pre-corrections

Implement support structures e.g., supervision, altered schedules

Implement practice/consequence strategies

Example: Cafeteria Implementation

Anecdotal data

Behavior counts

Office referrals from targeted setting

Example: Cafeteria Data Collection

Cafeteria: Year 1

0

5

10

15

20

25

30

35

40

Sept. 17 Oct. 9 Oct. 14 Nov. 23 Jan.22 Feb.1 Feb. 5 Feb. 12

Freq

uenc

y of

Pro

blem

Beh

avio

rs

Changed RoutineBaseline Rules, Routines, and Reinforcement

Cafeteria Year 2

0

5

10

15

20

25

30

35

40

Aug. 31 Oct. 15 Nov. 30 Dec. 8 Jan. 6 Feb. 3 Mar. 30

Freque

ncy

of P

roble

m B

eha

vior

Baseline Retaught Rules and Routines

Work with your team to develop

a plan for a problem area in your

school.

Activity: Planning for Common Areas

WorkbookPage 22

Universal Consequences: Discouraging

Problem Behaviors

CONSISTENCY Clearly define problem behavior Make clear distinctions between

staff/classroom and office managed behavior

Establish a continuum of procedures for correcting problem behavior

Establish data decision strategies for repeat offenses

Practices for Discouraging Problem Behaviors

Defining Problem Behavior

Activity : Defining Problem Behaviors

Each team member should independently define: Defiance Disrespect Disruption

WorkbookPage 23Part 1

Appropriate Definitions for Problem Behaviors

What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason problem behaviors must be operationally defined.

The critical feature is that all staff agree on mutually exclusive and operationally defined labels and definitions.

Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions.

It’s time to play…

PASS

THE

BUCK!!!

Looking At The Big Picture!

Instructional Time Lost Each minor incident takes an administrator

about 25 minutes to process. Students are losing instructional time when

minor incidents are handled in the office. Classes are interrupted whenever the

teacher has to write up a student and get them to the office.

Major Discipline Incidents

Defined Discipline incidents that must be handled by

the administration. These may include but are not limited to: physical fights, property damage, drugs, weapons, tobacco, etc.

Purpose Once problem behaviors are operationally

defined, it is essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequences.

Minor Discipline Incidents

Defined Discipline incidents that can be handled by

the classroom teacher and usually do not warrant a discipline referral to the office. These may include, but are not limited to: tardiness to class, lack of classroom materials, incomplete classroom assignments, gum chewing, etc.

Purpose To determine appropriate consequences

and where the consequences should be delivered

Activity : Categorizing Behaviors

As a team categorize the most

frequently occurring problembehaviors

WorkbookPage 23Part 2

Resources

www.pbis.org www.behaviordoctor.org www.interventioncentral.org www.ncpublicschools.org/positivebehavior

http://www.pbis.org/

http://www.behaviordoctor.org/

http://www.interventioncentral.org/

http://www.ncpublicschools.org/positivebehavior

Developing a Discipline Referral

Process

The Next Step: Discipline Referral Process

Discipline Referral Process: This process must be defined, taught, and agreed upon with all staff, and must include definitions for:

major discipline incidents minor discipline incidents emergency or crisis incidents a continuum of discipline procedures

Observe problem behavior

Is behavior

Major?Is Crisis

Response needed?

Problem Solve

File in Teacher box

Write office referral &

escort to office

Determine consequence

Implement Crisis Plan

Notify Crisis Response Team

NO

NO YE

S

YES

YES

Sample Referral Process

WorkbookPage 24

Observe (Recognize) Problem Behavior

Is the behavior major?

Determine Consequence

Write referral for student

Complete minor report form

Hall monitor/security escort to the office

File discipline log

Send written referral to the office

Has the behavior occurred 3 times?

NO

Office Determines Consequence

Follow documented procedure

Implement Consequence

YES

Determine Behavior

Is it a crisis?

Contact office for support

Get recommendations from office

Utilize classroom management procedures

and/or strategies

Give teacher feedback on consequences

Follow up with student and teacher

Colton Middle School

Referral Process

YES

NONO

YES

WorkbookPage 25

Activity : Referral Process

1.Evaluate your current discipline process and procedures. Is your discipline referral process meaningful

and effective? Do faculty and staff fully understand your current forms and procedures?

2.As a team develop a coherent discipline referral process for your school. You can choose to use a flowchart or other

format (e.g., narrative). WorkbookPage 26

Schools need a coherent system in place to collect office discipline referral data.

Faculty and staff should agree on major/minor behavior categories and the process for referral.

The office discipline referral form should include the following information:

Name & grade, date, time, location Staff: Homeroom & Referring Any others involved Problem behavior & possible motivation Administrative decision/outcome

A Closer Look at Office Discipline Referral Processes/Forms

(828) 682-2535

Office Discipline Referral Form Student__________________________ Grade ________________(mm/dd/yyyy) Date___________________ Referring Staff________________________________ Time (in)_______________(out)________________ Time Incident Occurred _________________

________________________________________________________________________ Location Classroom Cafeteria Bus loading zone Other_______________

Playground Bathroom/restroom Parking lot Gym On bus

Hallway Library Special

event/assembly/field trip

________________________________________________________________________ Problem Behaviors (check the most intrusive) Lying/Cheating Tardy Tobacco Bomb threat/False alarm Abusive lang./

Inappropriate Language

Skip class/truancy

Alcohol/drugs Arson Fighting/physical

aggression Forgery/Theft Weapons Other_______________

Insubordination/defiance/disrespectful

Vandalism Harassment/tease/

taunting Property damage Disruption

______________________________________________________________________________________ Possible Motivation Obtain peer attention Avoid tasks/activities Obtain adult attention

Avoid peer(s) Other___________

Obtain items/activities Avoid adults(s)

______________________________________________________________________________________ Others Involved None Peers Staff______________

Teacher___________ Substitute____________

Other _____________

______________________________________________________________________________________ Administrative Decision

WorkbookPage 27

DevelopingEffective

Consequences

Why Haven’t the Traditional Consequences Been Effective?

They have not been aligned with:

School-wide expectations Clearly defined rules A system for teaching expectations and rules

A system for rewarding appropriate behaviors

Why Haven’t the Traditional Consequences Been

Effective? Inconsistent administration of

consequences

Exclusionary practices that encourage further misbehavior through escape

Disproportionate amounts of staff time and attention to inappropriate behaviors

Miscommunication among staff, administration, students, and parents

Over reliance on punishment

Why Haven’t Traditional Consequences

Been Effective for Some Students?

Staff miss the function of the behavior!

If a student tries to avoid a task by disrupting the class and the teacher sends him to the office or to time out, then…

the behavior has served its function the task has been avoided, and the student will see no need to change

Challenges

Aligning consequences with other components of the school-wide Positive Behavior Intervention & Support plan

Communicating with staff and administration

Communicating with parents

Developing a hierarchy of consequences

Maintaining consistency in the delivery of consequences

Solutions

Provide opportunities for staff, families, and students to contribute ideas

Align consequences with other components of the school-wide plan

Streamline documentation procedures to facilitate communication

Train all staff and administrators in procedures to maintain consistency

Identify each person’s role in the process

Solutions (continued)

Train multiple staff members to assume responsibilities for detention, in-school-suspension, and other disciplinary processes.

Plan for other staff members to assume the roles of people who are absent.

Record training sessions and keep materials on file for use during booster sessions and with newly hired staff.

Notify all parents of the new discipline procedures prior to implementation.

Plan sessions to inform students of the discipline policies and procedures.

Points to Remember

Differentiate behaviors that are to be managed in the classroom (minors) and behaviors that will generate office referrals (majors).

Establish a system that matches the intensity of the disciplinary action with the severity of the behavior

Example: fighting = suspension Example: tardy = conference and detention

Maintain consistent responses to rule violations.

PBIS Schoolwide Consequences

Warning 1 repeated redirect Warning 2 take space in classBounce 1Bounce 2Bounce 3Office Referral R1, period in ISS

Parent call/conferenceOffice Referral R2, day in ISS

Reflection sheetCounseling session

Office Referral R3, two days in ISSBehavior Intervention Plan

OSS Administrative DecisionDrugs/Weapons/Fighting

WorkbookPage 28

Activity : Consequences

Using your results from the Categorizing Behaviors Activity, review the list of behaviors.

List the possible administrative (major) and classroom (minor) interventions on the back of this sheet. Refer to handout examples.

Draft school-wide consequences for your school.

WorkbookPage 29

Universal Acknowledgement:

Developing aReinforcement System

Identify expectations student met and specific behavior they displayed (verbal feedback)

Deliver reinforcement Tangible to intrinsic External to internal Frequent to infrequent Predictable to variable

Procedures for Encouraging Expected Behaviors

Why Develop a School-wide Reinforcement System?

Increases the likelihood that desired behaviors will be repeated.

Focuses staff and student attention on desired behaviors.

Fosters a positive school climate. Reduces the need for engaging in

time consuming punitive disciplinary measures.

Types of Acknowledgements

Social

Activity

Sensory

Escape

Tangible- Edibles- Materials- Tokens

Guidelines

Acknowledge frequently in the beginning.

Acknowledgement should be contingent on students engaging in the desired behavior(s).

Refrain from threatening the loss of reinforcement as a strategy for motivating students.

Students should be eligible to earn acknowledgement throughout the day contingent upon use of appropriate behavior(s).

Challenges

Remaining focused on the positive Providing meaningful reinforcers Maintaining consistency with all

staff Tracking your acknowledgement

system

Solutions

Keep ratios of reinforcement to correction high (8:1)

Involve staff in the daily duties of implementing your school’s reinforcement system.

Develop a data-based system for monitoring and documenting appropriate behaviors

Involve students on your team to help with meaningful ways to acknowledge positive behavior

Reinforcement checklistWorkbookPage 30

Ray Abrams Elementary

What Have Other Schools Found to be Effective?

Positive Behavior Intervention & Support dances for students who have not earned any suspensions.

School bucks to use in a school store on a regular basis (weekly).

“Caught Being Good” certificates

Lottery Drawings

Other Effective Strategies

Positive parent telephone contacts home with students present.

Coupons (purchased with established numbers of tokens) for the following: Extra P.E. time Extra computer time Extra time to draw No homework coupon (use with caution) Free seating during their lunch period

Acknowledging Staff

Keeping staff motivated is just as important to the PBIS process as motivating students.

Utilize community resources and local businesses.

Incentives that have worked at other schools

include:

After School Ice Cream Socials Leave 30 Minutes Early Passes Special Parking Spaces Recognition at Faculty Meetings

Points to Remember

Keep the system simple. Build in opportunities for data collection. Remember to start small Emphasize the following:

The importance of enhancing social skills The link between appropriate behavior and

academic success The link between School-wide Positive

Behavior Intervention & Support and other school-wide initiatives (e.g., multicultural education & character education)

Activity : Reinforcement System Ideas

Start brainstorming ideas for your school’s privilege system

WorkbookPage 30

SYSTE

MS

SYSTE

MS


DATA

DATA


PRACTICESPRACTICES



OUTCOMESOUTCOMES


Data Collection & Use

Benefits of Data Collection Use of Data for Assessment &

Evaluation Implementation Data Outcome Data Data Challenges & Solutions

Activity

The Power of Data!

Provides a “Big Picture” look at the current status of behavior problems in your school.

Helps to determine gaps in your current data collection system.

Helps set direction for PBIS implementation.

Evaluates the effectiveness of your current systems and practices.

What Are Some Benefits of Collecting and Analyzing Data?

Using Data at the School Level

Create Action plan and

Steps

Implement

Make needed revisions

Collect data to determine

need

Collect data to assess plan

Examine data across each school setting.

Identify problem contexts or time periods.

Identify individual students who need additional supports.

Use data to identify systems that require attention.

Conduct Needs Assessment

Data to evaluate progress on short & long term goals

Data as reinforcement/feedback to staff

Evidence of impact as you struggle to sustain process

Use Data for Assessment and Evaluation

Implementation Data vs. Outcome Data

Implementation 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 by LEAs to make system-wide decisions

Implementation Data Rationale

To ensure that the implementation of PBIS at any given school is being done with reliability and accuracy.

How will collecting this data impact: School administrators

Provides clear information about the fidelity of implementation of PBIS and guides decision making regarding use of time and resources

PBIS teams Provides specific information regarding areas for

improvement in order to create meaningful action plans Teachers

helps the PBIS team move as quickly and efficiently as possible towards creating a sustainable model, improving school climate and overall student outcomes

Students, parents, communities Highly accurate implementation will quickly transition

schools towards a more positive climate.

Implementation Data ScheduleMonth Academic

Year Data Who Action

November Current Current

Implementation Inventory School Survey (baseline)

School Staff School Staff

Send to LEA PBS Coordinator* Keep for Comparison

March-June Current SET (Due by June 1st)

LEA Coordinator

Send to LEA Coordinator* and enter results online

April Next Current

Future Training List Implementation Inventory (Comparison)

LEA Coordinator School Staff

Send to LEA Coordinator* Keep for comparison

May Current Trainer Report PBS Trainer Send to LEA Coordinator*

J une Current A pplication for R ecognition

Implementation Data Tools

Implementation Checklist/ Inventory School Survey (EBS Survey/ Self-

Assessment) Trainer Report SET Future Training List

See Data Manual pages 10 - 14

System Level Outcome Data

Rationale To determine how prevention and intervention strategies

are impacting the school environment How will collecting this data impact:

School Administrators By evaluating system level outcome data, you can make

sure that your school resources are being used most efficiently

PBIS Teams To know what kind of prevention and intervention strategies

are needed based on your specific school population Teachers

Help the PBIS Team make accurate decisions about practices to use in the school and classroom based on your specific student population

Students, parents, and communities Data will help choose or modify strategies to ensure best

academic and behavioral outcomes

Outcome Data ScheduleMonth Academic

Year Data Who Action

(internal or External) *

June Current Current Current Current Current

Achievement Data (pg. 19) Suspension/ Expulsion (pg. 21) Staff Retention Data (pg. 28) Climate Surveys (pg. 26) Special Education Referrals/ Eligibility (pg. 27)

School Staff School Staff School Staff School Staff School Staff

Send to LEA Coordinator (E) Send to LEA Coordinator (E) Keep for internal data analysis (I) Keep for internal analysis (I) Keep for internal analysis (I)

Current Referrals Data (pg. 22) Attendance (pg. 29)

School Staff School Staff

Send to LEA coordinator (E) Keep for internal analysis (I)

System Level Outcome Data Tools

Achievement Data (spreadsheet on website)

Suspension/ Expulsion Data (spreadsheet on website)

Referral Data (spreadsheet on website) Climate Surveys Special Education Referrals/ Eligibility Data Staff Retention Data Attendance Data See Data Manual

pages 19 - 29

15%

58%

80%32%

10%

Your School Theory

Red Zone - Students with 6

or more

Yellow Zone - Students with 2 to 5

referrals

Green Zone - Students with 1

or no referrals

Challenges

Time consuming Incompatible data collection systems Fear Data does not feel meaningful Beliefs that it is just restating the

obvious Resistance to technology and

numbers

Solutions

Reframe thinking about TIME Streamline data collection methods Data is information NOT judgment All data collection is CLEARLY

connected to tangible action steps Objective information increases staff

investment and makes implementation more meaningful

Demystify the word “data” WorkbookPage 31

Discuss your current data collection system and data needs.

Activity : Data

WorkbookPage 32

Planning for Implementation

Success

Impact of effective strategies is only as good as support by “host environment”

Proactive instructional approach is required to realize meaningful & sustainable change in school climate

Supporting & educating students with severe problem behavior is possible if effective & efficient school-wide system is in place

Assessment information must be used to make behavior support decisions

Full-scale PBIS Implementation is a commitment to systemic change

Big Ideas

Priority - one of top three school goals Collaboration - team based approach

emphasized Leadership - administrator is actively involved Need - necessity for improving behavior support

is defined Agreement - all staff agree that need exists and

commit to active & long term participation Competence - behavioral skills available in

building Resources - time, materials, equipment, FTE, and

technical assistance are committed

Success Factors

Need Help?

www.ncpublicschools.org/positivebehavior Contact info for Regional Coordinators Resources Links Data Collection Manual & Spreadsheets Information about State Recognition

Program Check back for updates

Action Planning

Effective Action Plans

Embedded in existing school improvement plans

used regularly frequently reviewed and updated accessible to all staff made up of specific doable action steps

with clear timelines and responsible parties

generated using data from staff and team

Sample Action Item

One school’s survey data showed that many staff marked “Data on problem behaviors are collected and summarized within an ongoing system” as both “not in place” and a high priority for improvement. Since the school had a data management plan, the team decided the issue was really about staff awareness. They created the following action item.

Goal Steps Who Resources Required

By When

Evaluation Measure

Increase staff awareness of data

1. Present data graphs at next staff meeting

Debbie Data

Copies of data

Discussion Questions

March 24

Staff will increase requests for big 5 for grade level meetings

Sample Action Item

One school’s implementation inventory yielded a score of 61% in universal practices. All the items marked 1 or 0 were about specific teaching of school wide expectations. They also noted a need to improve non classroom setting routines from the EBS survey. The following action item was developed.

Goal Steps Who Resources Required

By When

Evaluation Measure

Increase consistent use of expected behaviors in the cafeteria

Create lesson plans for cafeteria expectations

Create a schedule for all teachers to teach expectations in the cafeteria

Lori Lessonplan and cafeteria TA

Time to meet with Cafeteria TAs

Sample lesson plans from other schools

Lesson plan template from PBIS website

March 24th

First week after spring break

All staff will complete a feedback form after completion of the lesson

Reduction of referrals from cafeteria during spring semester

Team Time: School Improvement Plan Amendment

Develop beginning action plan Plan intro and faculty buy-in Data systems Develop Expectations

Start Matrix Plan to teach expectations

Rewards and ConsequencesWorkbookPage 33

Before you leave today:

1. Turn in name and email of IN-SCHOOL COACH

2. Complete and turn in evaluation

THANKS FOR YOUR PARTICIPATION-WE’LL SEE YOU FOR MODULE 2!!!

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