School-wide Positive Behavior Interventions & Supports (PBIS) Overview 2012 “Growing The Green” Susan Barrett Sheppard Pratt Health System OSEP TA Center on Positive Behavior Support www. pbis. org www. swis. org sbarrett@pbismaryland. org
Number of Schools Implementing SWPBIS since 2000 18000 15, 955 16000 14000 12000 10000 8000 6000 4000 2000 01 02 03 04 05 06 07 08 09 2010 2011
Count of School Implementing SWPBIS by State August, 2011 Vermont
0 Wyoming Wisconsin West Virginia Washington DC Washington State Virginia Vermont Utah* Texas Tennessee South Dakota South Carolina* Rhode Island Pennsylvania Oregon* Oklahoma Ohio North Dakota* 0. 6 North Carolina* New York New Mexico New Jersey* New Hampshire Nevada Nebraska Montana* Missouri* Mississippi Minnesota Michigan Massachusetts Maryland* Maine Louisiana* Kentucky Kansas* Iowa* Indiana Illinois Idaho Hawaii Georgia Florida* Delaware Connecticut Colorado* California Arkansas Arizona Alaska Alabama Proportion of School Implementing SWPBIS by State August, 2011 0. 8 0. 7 Vermont 0. 5 0. 4 0. 3 0. 2 0. 1
Other favorite websites… www. pbisillinios. org www. pbismissouri. org Florida Positive Behavior Support National Implementation Research Network NIRN Scaling Up Center – Fixsen, Blasé, Horner, Sugai
Common Behavior Concerns • • • Texting and emailing during instruction Talking during instruction Eating, drinking and gum chewing Late arrival, early departure Starting an activity before listening to the instructions or “set up” • Inappropriate attire taf S ha Be f r!! vio
Expectations Be Respectful. Participate. Be Prepared Rules Silence cell phones Listen to others attentively • Wake your neighbor when you see a red star Take turns Ask questions Bring Data Bring Laptop with charged battery Bring Sweater
Training Outcomes Related to Training Components Training Outcomes Training Components Presentation/ Lecture Knowledge of Content Skill Implementation Classroom Application 10% 5% 0% Plus Demonstration 30% 20% 0% Plus Practice 60% 5% Plus Coaching/ Admin Support Data Feedback 95% Joyce & Showers, 2002 95%
Goals for this Session 1. 2. 3. 4. Rationale for School-Wide PBIS Context for approaching student behavior from a systems perspective Critical features for Implementation of SW-PBIS Roles of mental health staff in PBIS implementation Italian Proverb Between Saying and Doing is the Sea…
PBIS Rationale
What in this for me? • Prudent- Link to Federal Policy, State and Local Regulations • NCLB, IDEA • State Improvement Plan • State Performance Plan • American School Counselor Standards for Student Alignment • National Staff Development Council of Standards for Staff Development • RTI, Academic Achievement, Teacher Satisfaction and Retention, High School Transition to post sec.
Cost-Benefit Analysis
West Potomac HS PBIS Data: 2003 -2008 52% decrease in office referrals 74% decrease in suspensions/expulsions
Group Cost Benefit Office Referral Reduction Across 12 PBIS Schools =5, 606 If students miss 45 minutes of instruction for each Office Referral, 5, 606 X 45= 252, 270 minutes 4204. 50 hours or 700 days of instructional time recovered!!!!!
Group Cost Benefit Office Referral Reduction Across 12 PBIS schools= 5, 606 If one Office Referral=15 minutes of administrator time, then 5, 606 x 15= 84, 090 minutes 1401. 15 hours or 233 days of administrator time recovered and reinvested.
Paradigm Shifts we’re seeing… We’ve noticed a gradual change in focus from: • Aggressive disrespect to an appreciation of manners, respect and excellence. • “Us against them” to shared, thoughtful collaborative relationships between students and staff. • “Do what I say” to “understand why it is important for you to do this. ” • “It’s someone else’s fault” to assumption of responsibility.
Why Bother? • In 1 year, 1 school (880) had 5100 ODRs, 1 student received 87 ODRs, & 1 teacher gave out 273 ODRs • In 1 urban school district: 2004 -05, 400 kindergartners were expelled • In 1 state 55% white, 73% Latino, & 88% African American 4 th graders aren’t proficient readers • Many pre-service teachers have no behavior/classroom management course for teachers or administrators • 1 st response to school violence is “get tougher” • In 1 K-3 school, no teacher could give reading levels of their students • 2 nd grade student receives “body sock” & “lemon drop” therapy to treat violent school behavior • In 1 state 7% of “high experience” teachers & 17% of reading specialists can identify at least 2 indicators of early reading success (e. g. , phonemic awareness, fluency) • Across nation, students who are truant are given out-ofschool suspensions
Academic-Behavior Connection ent and achievem uses of , utcomes wed as ca wed as o lated; vie “Vie avior are e r h vior are t and be behavior ievemen h g other, ac context, teachin each or other s i g ted. In th we teach readin unrela e act of sly as relentles ent is the ultimat nderlying as mic cont se, and power u acade ntions in romi e ention, p ve interv ti prev r preven and othe ls. ” PBS ’s schoo. America 1), p. 16 1 lette (20 ng, & Vio a zzine, W Algozzine, B. , Wang, C. , & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3 -16. Burke, M. D. , Hagan-Burke, S. , & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15 -25. Mc. Intosh, K. , Chard, D. J. , Boland, J. B. , & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146 -154. Mc. Intosh, K. , Horner, R. H. , Chard, D. J. , Dickey, C. R. , and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131 -147. Nelson, J. R. , Johnson, A. , & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53 -62. Wang, C. , & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100 -109.
PBIS within a Systems Perspective
Worry #1 • Do we live in a punishing work environment ? • How do we create systems that support staff?
Measuring workplace strength simplified to 12 questions Buckingham & Coffman 2002, Gallup High School & Successful Organizations 1. Do I know what is expected of me at work? 2. Do I have materials & equipment to do my work right? 3. At work, do I have opportunity to do what I do best every day? 4. In last 7 days, have I received recognition or praise for doing good work? 5. Does my supervisor, or someone at work, seem to care about me as person? 6. Is there someone at work who encourages my development? 7. At work, do my opinions seem to count? 8. Does mission/purpose of company make me feel my job is important? 9. Are my co-workers committed to doing quality work? 10. Do I have best friend at work? 11. In last 6 months, has someone at worked talked to me about my progress? 1 million workers, 80, 000 managers, 400 companieslearn & grow? 12. This last year, have I had opportunities at work to
Principal’s Role 1. Maintaining standards regarding which innovations their school would employ, 2. Making a public statement of support once the faculty selected an innovation, 3. Establishing a representative leadership team to lead the process of implementing the innovation, 4. Supporting the team members to have the time and resources to accomplish the task, 5. Guiding rather than dictating decision-making, 6. Taking a leadership role to model and reinforce implementing the innovation with fidelity, 7. Regularly attending and participating in team meetings, 8. Providing recognition to faculty and the team for their hard work, 9. Serving as the spokesperson to community stakeholders about the worth and importance of the innovations, and 10. Establishing objective means to monitor and provide feedback to all staff about the effect of the innovation. (Colvin & Sprick, 1999)
Do Principals Make a Difference? All staff rate principals leadership with respect to managing behavior as important • Statistically significant differences between SW-PBIS and non-SW-PBIS schools on staffs perceptions of: ▫ Principals involvement related to behavior management ▫ Overall effectiveness of behavior supports ▫ Job satisfaction
Administrator agrees to actively support and participate in PBIS activities. Administrator agrees to: ▫ attend meetings 90% of the time ▫ provide funding for PBIS activities ▫ allocate time on staff agenda for PBIS updates ▫ actively promote PBIS as priority, and ▫ integrate PBIS with other initiatives/improvement activities
Many Begin, Many Leave Adelman and Taylor Preparing All Education Personnel to Address Barriers to Learning and Teaching 2008 Predictions of shortages of 2 million educators over the next decade: Data in the U. S. indicate about……. 15% of new teachers leave in the first year, 30% within three years and 40 -50% within the first five years. (Smith and Ingersoll, 2003)
On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers. ” (1993, p. 7).
Worry #2 • Too much to do • We add more and more each year • How can we be better prepared to integrated into existing programs?
Challenge
Memo To: School Administrators From: District Administrators In keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!!
14 Initiatives • • • • School Counseling Services Second Step FBA/BIP’s School Health Social Skills Bully proofing Anger Management Student Intervention Plans Behavioral Contracting Character Education 504 Plans/IEP CICO Responsive Classroom Expanded School Mental Health
Competing or Coordinated • Need for a framework, the anchor, for all school improvement efforts • Common language, Common logic
SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS & SUPPORT ~5% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings ~80% of Students 27
ESTABLISHING CONTINUUM of SWPBIS ~5% ~15% TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • • SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club • ~80% of Students PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement •
Triangle Activity: Applying the Three-Tiered Logic to Charles Carroll Tier 3 Individualized Plans Comprehensive Teams Touch Math Wilson Reading Inclusion PD Assistive Technology Framing Your Thoughts Tier 2 Problem AEL, EIR, SOAR Check-in / Check-out Solving Success. Maker+ Peer Leadership Double Dose Instruction Social and Academic Team RIT Resource Instructional Grp Homework Club Tier 1 PBIS Expectations Chippy Coupons Leadership Team Inclusive School Explicit Instruction Gradual Release Model Schoolwide Celebrations Data Binders Specific Learning Targets PBIS Lesson Plans & Matrix PTA Partnership Objective Deconstruction PBIS Brochure & Home Connection Character Education Formative Assessment PD Community Partners Habits of Mind Focus Classroom Counseling Sessions Progress Monitoring- SIT Discipline Referrals Process Grades 3 -5 Success. Maker Assessment-Data PDSA Volunteers Gr. 4 -5 Geography Club
Applying the Logic to Families Tier 3: Intensive, Individual Interventions ØFamily Liaison-matched with family, needs matched with community resources Ø Individual Skill Building Sessions- 1 -5% Tier 2: Targeted Group Interventions ØSupport Groups (Military Families, Newcomer Group) 5 -10% ØSkill Building Sessions (Academic and Behavior) Tier 1: Universal Interventions ØSelf Assessments: Family Engagement Checklist, Surveys ØSkill Building Series Guest Speaker (Topics Vary- Survey Families 80 -90% ØNewsletter, Resource Library , “Shout Outs” ØVolunteer Opportunities (DOGS- Dads of Great Students) ØTeacher Conferences- Goal Setting, Family Vision, Strengths Discovery ØFamily Fun Nights throughout the year ØSchool Handbook (Description, Teaching Matrix – promote common language between school and home)
Triangle Activity: Applying the Three-Tiered Logic to Your School Tier 3 Tier 2 Tier 1
Educational Initiatives • Guiding Principles (Coyne 2008) ▫ Promoting evidence based practices ▫ Supporting change at the systems level (feasible, consistent and relevant to local needs) ▫ Developing local capacity to sustain effective practices over time
Sample Implementation “Map” Building the System • 2+ years of school team training • Annual “booster” events • Coaching/facilitator support @ school & district levels • Regular self-assessment & evaluation data • On-going preparation of trainers • Development of local/district leadership teams • Establishment of state/regional leadership & policy team
Problem Statement “We give schools strategies & systems for developing positive, effective, achieving, & caring school & classroom environments, but implementation is not accurate, consistent, or durable. Schools need more than training. ”
SW-PBIS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable (Zins & Ponti, 1990)
ACT I: Why would we consider SW-PBIS?
What’s in it for me? • • Increased instructional time Less time on setting limits Better school climate Ownership of SW-System Use of data for decision making Efficient use of resources/time Community of Practice
Our Solutions… PLAN A: Magic Fairy Dust PLAN B: Get rid of the bad apples
How do we react to problem behavior? • “Joseph, I’m taking your book away because you obviously aren’t ready to learn. That’ll teach you a lesson. ” • “Juan, you are going to learn some social responsibility by staying in timeout until the class is willing to have you back. ” • “You want my attention? ! I’ll show you attention…let’s take a walk down to the office & have a little chat with the Principal. ” • “Karyn, you skipped 2 school days, so we’re going to suspend you for 2 more. ”
The “Get Tough” approach: Assumption that “problem” student… • Is inherently “bad” • Will learn more appropriate behavior through increased use of aversives • Will be better tomorrow…
“A punitive school discipline environment is a major factor contributing to antisocial behavior problems. ” Mayer, 1995 “Exposure to exclusionary discipline has been shown not to improve school outcomes, but in fact to be associated with higher rates of school dropout. ” Skiba, Peterson, and Williams, 1997 “Early exposure to school suspension may increase subsequent antisocial behavior. ” Hemphill et al. , 2006
Science and our experiences have taught us that students…. • Are NOT born with “bad behaviors” • Do NOT learn when presented with aversive consequences …Do learn better ways of behaving by being taught directly & receiving positive feedback
Our Solutions… PLAN A: Magic Fairy Dust PLAN B: Get rid of the bad apples PLAN C: A professional development day
One-Shot Professional Development: The “train & hope” approach 1. 2. 3. 4. React to identified problem Hire expert to train staff Expect & hope for implementation Wait for new problem…
Our Solutions… PLAN A: Magic Fairy Dust PLAN B: Get rid of the bad apples PLAN C: A professional development day PLAN D: Take a systems-level approach to student (and adult) behavior
What would a positive, encouraging school climate look like? • Students know what is expected of them and choose to do so because they: ▫ Know what to do ▫ Have the skills to do it ▫ See the natural benefits for acting responsibly • Adults and students have more time to: ▫ Focus on relationships ▫ Focus on classroom instruction • There is an instructional approach to discipline ▫ Instances of problem behavior are opportunities to learn and practice pro-social behavior
VIOLENCE PREVENTION • Positive, predictable schoolwide climate • High rates of academic & social success • Formal social skills instruction • Positive active supervision & reinforcement • Positive adult role models • Multi-component, multi-year school-family-community effort • Surgeon General’s Report on Youth Violence (2001) • Coordinated Social Emotional & Learning (Greenberg et al. , 2003) • Center for Study & Prevention of Violence (2006) • White House Conference on School Violence (2006)
Effective Academic Instruction Effective Behavioral Interventions Continuous & Efficient Databased Decision Making Systems for Durable & Accurate Implementation = POSITIVE, EFFECTIVE SCHOOL CULTURE (SWPBS)
Critical Features of PBIS
What is School-wide Positive Behavior Support? • School-wide PBIS is: ▫ IS a decision making framework that guides selection, integration, and implementation of the best evidencebased academic and behavioral practices for improving important academic and behavior outcomes for all students. • Evidence-based features of SW-PBIS ▫ Prevention ▫ Define and teach positive social expectations ▫ Acknowledge positive behavior ▫ Arrange consistent consequences for problem behavior ▫ On-going collection and use of data for decision-making ▫ Continuum of intensive, individual interventions. ▫ Administrative leadership – Team-based implementation (Systems that support effective practices)
IMPLEMENTATION W/ FIDELITY CONTINUUM OF CONTINUOUS EVIDENCE-BASED PROGRESS INTERVENTIONS MONITORING UNIVERSAL SCREENING Rt. I DATA-BASED DECISION MAKING & PROBLEM SOLVING CONTENT EXPERTISE & FLUENCY TEAM-BASED IMPLEMENTATIO N
Social Responsibility & Academic Achievement Positive Not specific practice or behavior curriculum…it’s a general approach OUTCOMES Support preventing to S EM ST SY Not limited to any particular group of students…it’s for all students A Supporting Staff behavior T DA problem behavior and encouraging prosocial behavior PRACTICES Supporting Student behavior Supporting Decision Making Not new…its based on long history of effective educational practices & strategies
61 TIER I: Core, Universal GOAL: 100% of students achieve at high levels Tier I: Implementing well researched programs and practices demonstrated to produce good outcomes for the majority of students. Tier I: Effective if at least 80% are meeting benchmarks with access to Core/Universal Instruction. Tier I: Begins with clear goals: 1. What exactly do we expect all students to learn ? 2. How will we know if and when they’ve learned it? 3. How you we respond when some students don’t learn? 4. How will we respond when some students have already learned? Questions 1 and 2 help us ensure a guaranteed and viable core curriculum 61
62 TIER II: Supplemental, Targeted Tier II For approx. 20% of students Core + Supplemental …to achieve benchmarks Tier II Effective if at least 70 -80% of students improve performance (i. e. , gap is closing towards benchmark and/or progress monitoring standards). 1. Where are the students performing now? 2. Where do we want them to be? 3. How long do we have to get them there? 4. How much do they have to grow per year/monthly to get there? 5. What resources will move them at that rate? 62
TIER III: Intensive, Individualized Tier III For Approx 5% of Students 63 Core + Supplemental + Intensive Individual Instruction …to achieve benchmarks 1. Where is the students performing now? 2. Where do we want him to be? 3. How long do we have to get him there? 4. What supports has he received? 5. What resources will move him at that rate? Tier III Effective if there is progress (i. e. , gap closing) towards benchmark and/or progress monitoring goals. 63
Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values
Team GENERAL IMPLEMENTATION PROCESS: “Getting Started” Agreements Data-based Action Plan Evaluation Implementation
Team-led Process
Team-led Process Family Priority & Status Specialized Support Data-based Decision Making Student Non-Teaching Behavioral Capacity Representation Administrator Team Community Administrator Communications Teaching Start with Team that “Works. ”
Working Smarter Initiative, Project, Committee Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Purpose Outcome Target Group Staff Involved SIP/SID/et c
Sample Teaming Matrix Initiative, Committee Purpose Outcome Target Group Staff Involved SIP/SID Attendance Committee Increase attendance Increase % of students attending daily All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Improve moral conduct by tracking number of respect tickets – increase by 50% over next 6 months All students All staff- modeling app. Behaviorsintegrate in all core content areas Marlee, J. S. , Ellen Goal #3 Safety Committee Improve safety Predictable response to threat/crisis Dangerous students Has not met Goal #3 School Spirit Committee Enhance school spirit Improve morale All students Has not met Discipline Committee Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders Ellen, Eric, Marlee, Otis DARE Committee Prevent drug use High/at-risk drug users Don EBS Work Group Implement 3 -tier model All students Eric, Ellen, Marlee, Otis, Emma Decrease office referrals, increase attendance, enhance academic engagement, improve grades Goal #3 Goal #2 Goal #3
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation
Top 3 School. Wide Initiatives Coaching & Facilitation 3 -4 Year Commitment Agreements & Supports Dedicated Resources & Time 3 -Tiered Prevention Logic Administrative Participation
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation
Self-Assessment Efficient Systems of Data Management Team-based Decision Making SWIS Data-based Action Plan Evidence. Based Practices Existing Discipline Data Multiple Systems
Office Discipline Referrals • Definition • What is the belief system in your school around Office Referrals? Why do we complete the referral? ▫ Kid-Teacher-Administrator interaction ▫ Underestimation of actual behavior • Improving usefulness & value ▫ Clear, mutually exclusive, exhaustive definitions ▫ Distinction between office v. classroom managed ▫ Continuum of behavior support ▫ Positive school-wide foundations ▫ W/in school comparisons
Purpose of Office Referral?
Referrals per Student
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation
Redesign Learning & Teaching Environment School Rules NO Food NO Weapons s NO Backpack g Drugs/Smokin NO NO Bullying
Viking Code of Conduct
Carmen Arace Intermediate, Bloomfield
Few positive SW expectations defined, taught, & encouraged
Teaching Academics & Behaviors ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously DEFINE Simply MODEL PRACTICE In Setting
Teaching Matrix SETTING All Settings Expectations Respect Ourselves Be on task. Give your best effort. Be prepared. Respect Others Respect Property Hallways Playgrounds IAL C ILL SK Cafeteria Library/ Compute r Lab Study, read, compute. Walk. Have a plan. Eat all your food. Select healthy foods. Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. 1. SO OR AVI S BEH PLE 3. AM EX Bus 2. NA CO TU NT RA EX L T Assembly Sit in one spot. Watch for your stop. Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.
SETTING TEACHING MATRIX All Settings Hallways Playgrounds Cafeteria Library/ Computer Lab Study, read, compute. Sit in one spot. Watch for your stop. Assembly Bus Expectations Respect Ourselves Be on task. Give your best effort. Be prepared. Walk. Have a plan. Eat all your food. Select healthy foods. Respect Others Be kind. Hands/feet to self. Help/share with others. Use normal voice volume. Walk to right. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Respect Property Recycle. Clean up after self. Pick up litter. Maintain physical space. Use equipment properly. Put litter in garbage can. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately.
Expected behaviors are visible Sirrine Elementary June 8, 2004 SC
SW in the Classroom
Getting to up in school the morning Clean-up time Time to relax Homework time Mealtime Getting ready for bed R Y D A Y H HELP OUT O OWN YOUR BEHAVIOR M MANNERS COUNT E V E
OMMS Business Partner Ticket 6 7 8 Date: ________ Student Name _________________ For Demonstrating: Safety Ethics Respect (Circle the trait you observed) Comments: ______________________ Authorized Signature: __________________ Business Name: ____________________ Minnesota 5/06
Establish a social culture • Teach school-wide behavioral expectations Be respectful, be responsible, be safe • Acknowledge appropriate behavior • Establish clear consequences for inappropriate behavior ▫ Information used to guide how we support students who are not responding • Develop and use a data collection system for monitoring effects, and making decisions.
Central Elem Sch, MI Source: 2009 Mi. BLSi Assessment • Where • What • Why • How: Model Practice Reinforce Follow-up
Central Elem Sch, MI Source: 2009 Mi. BLSi Assessment
Acknowledge & Recognize
We Are One Big Happy Family North County High School MD • • • Student of the Month Breakfasts Honor Roll Breakfast Luck of the Draw Incentive Centers and Cart Car Wash Classic Car Show Attendance Incentives Sale of Ice Cold Water in the Media Center Sale of Snacks and Drinks in the School Store Knights Out Celebrations
Procedures for Encouraging Positive Behavior • Viking of the Month • V Bucks and Viking Cards • Posters throughout school • Display of winners on V-Board • Regular announcements of winners
Incentives for Students • Homework Passes • Ice Cream Passes • Target Gift Certificates • Mc. Donald’s Coupons • Wal-Mart Gift Certificates • Dance Passes • Movie Passes • Discounts • Bags/Freebies • Movie • End of Year Picnic
Morning Announcement Reinforcement Students in LHS Drama and Broadcasting classes will write and perform “public service announcements” that will be played on the morning announcements reinforcing the three Rs
Raffle Ideas Social Focus and School Connectedness • HW passes • Sitting with friends at lunch • Principal for the day • Amusement park tickets • Skating admission • Bowling games • Basketball tournament with teachers • Best buy certificate • Pizza coupons • Limousine ride • Mall gift certificate • • • • Use donated items to auction Baseball tickets Ice cream coupons at lunch School supplies Movie rentals Coupons from local businesses School supplies Cotton candy Lunch with favorite teacher/staff Bingo “Party” with prizes Ice cream social “Popcorn Party” Sit in teacher’s chair Survey your kids!!
# of positive interactions GRAND TOTAL: 21, 000 BUCKS
~10 positive : 1 correction
“Good morning, class!” Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.
Monitoring Dismissal Mc. Cormick Elementary School, MD
“Bus Bucks” • Springfield P. S. , OR • Procedures ▫ Review bus citations ▫ On-going driver meetings ▫ Teaching expectations ▫ Link bus bucks w/ schools ▫ Acknowledging bus drivers
“Super Sub Slips” • Empowering subs in Cottage Grove, OR • Procedures ▫ Give 5 per sub in subfolder ▫ Give 2 out immediately
“Golden Plunger” • Involve custodian • Procedure ▫ Custodian selects one classroom/ hallway each week that is clean & orderly ▫ Sticks gold-painted plunger with banner on wall
“G. O. O. S. E. ” • “Get Out Of School Early” ▫ Or “arrive late” • Procedures ▫ Kids/staff nominate ▫ Kids/staff reward, then pick
Assumptions • School teams will be successful if: ▫ They start with sufficient resources and commitment ▫ They focus on the smallest changes that will result in the biggest difference ▫ They have a clear action plan ▫ They use on-going self-assessment to determine if they are achieving their plan ▫ They have access to an external agent/coach who is supportive, knowledgeable and persistent.
If something is worth doing once, it's worth building a tool to do it.
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation Implementation
Evaluation Benchmarks of Quality 2011 A. PBIS Team B. Faculty Commitment C. Effective Procedures for Dealing with Discipline D. Data Entry and Analysis Plan Established E. Expectations and Rules Developed F. Reward/Recognition Program Established G. Lesson Plans for Teaching Expectations/Rules H. Implementation Plan I. Classroom Systems J. Evaluation
Data Driven Solutions. Using the Process Measures • BOQ Implementation Checklist▫ Self-assessment for Primary Prevention systems. ▫ Emphasis is on milestones • Are we doing what we should be doing? • Use to guide Action Plan
SWPBS Implementation Blueprint www. pbis. org
Role of Mental Health in PBIS
A National Community of Practice (COP); www. sharedwork. org • CSMH and IDEA Partnership (www. ideapartnership. org) providing support • 30 professional organizations and 16 states • 12 practice groups • Providing mutual support, opportunities for dialogue and collaboration • Advancing multiscale learning
Interconnected Systems Framework paper (Barrett, Eber and Weist , revised 2009) http: //www. pbis. org/school_mental_health. aspx Developed through a collaboration of the National SMH and National PBIS Centers Contributions from Colette Lueck, the IL Children’s Mental Health Partnership And Lisa Betz, The IL Department of Human Services, Division of Mental health
Interconnected Systems Framework for School Mental Health Tier 3: Intensive Interventions for Few Tier 3: Intensiveand Family Supports Few Individual Student Interventions for Individual Student and Family Supports Systems Planning team coordinates decision rules/referrals for this level of service and progress monitors team coordinates decision rules/referrals for this level of service and Systems Planning Individual teammonitors to support each student progress developed Individual plans may have array of interventions/services Individual team developed to support each student Plans can range from one to multiple life domains Individual plans may have array of interventions/services Plans can range from oneteam to monitordomains progress System in place for each to multiple life student System in place for each team to monitor student progress Tier 2: Intervention for Some Early Intervention for Coordinated Systems for Early Detection, Identification, and Response to Mental Health Concerns Systems Planning Team identified to coordinate referral process, decision rules and progress monitor impact of intervention Array of services available Communication system for staff, families and community Early identification of students who may be at risk for mental health concerns due to specific risk factors Skill-building at the individual and groups level as well as support groups Staff and Family training to support skill development across settings Tier I: Universal/Prevention for All Coordinated Systems, Data, Practices for Promoting Healthy Social and Emotional Development for ALL Students School Improvement team gives priority to social and emotional health Mental Health skill development for students, staff, families and communities Social Emotional Learning curricula for all students Safe & caring learning environments Partnerships between school, home and the community Decision making framework used to guide and implement best practices that consider unique strengths and challenges of each school community
Old Approach New Approach • Each school works out their own plan with Mental Health (MH) agency; • A MH counselor is housed in a school building 1 day a week to “see” students; • No data to decide on or monitor interventions; • “Hoping” that interventions are working; but not sure. • District has a plan for integrating MH at all buildings (based on community data as well as school data); • MH person participates in teams at all 3 tiers; • MH person leads group or individual interventions based on data; • For example, MH person leads or co-facilitates small groups, FBA/BIPs or wrap teams for students.
Agency/School Collaboration: A Real Example • Middle schools SWIS data indicated an increase in aggression/fighting between girls. • Community agency had staff trained in the intervention Aggression Replacement Training (ART) and available to lead groups in school. • This evidence-based intervention is designed to teach adolescents to understand replace aggression and antisocial behavior with positive alternatives. The program's three-part approach includes training in Prosocial Skills, Anger Control, and Moral Reasoning. • Agency staff worked for nine weeks with students for 6 hours a week; group leaders did not communicate with school staff during implementation.
Agency/School Collaboration Example (cont) • SWIS Referrals for the girls dropped significantly during group. • At close of group there was not a plan for transference of skills (i. e. notifying staff of what behavior to teach/prompt/reinforce). • There was an increase in referrals following the group ending. • Secondary Systems team reviewed data and regrouped by meeting with ART staff to learn more about what they could do to continue the work started with the intervention. • To effect transference and generalization, the team pulled same students into groups lead by school staff with similar direct behavior instruction. • Links back to Universal teaching of expectations (Tier 1) is now a component of all SS groups (Tier 2).
Social Worker/School Psychologist Discussion of Role Changes Questions raised by Current Model • What data /criteria are used for determining support services? • What data /criteria are used for monitoring student progress? • What data /criteria are used for determining whether student are prepared for exiting or transitioning from support services? Specifics Provided by Innovation • Review ODRs, CICO, grades, attendance, parent/teacher concerns • We model, reinforce, practice skills we want students to obtain (rate skill attainment) • Review ODRs, CICO, grades, attendance, parent/teacher concerns
Sample: Daily Progress Report Check-In/Check-Out 1 st block 2 nd block 3 rd block 4 th block Be Safe 2 1 T Be Respectful 2 1 T Be Responsible 2 1 T EXPECTATIONS Total Points Teacher Initials
Sample: Daily Progress Report for GROUP Intervention 1 st block EXPECTATIONS Be Safe Use your words Use deep breathing 2 1 2 nd block T 3 rd block 4 th block 2 1 T Be Respectful Keep arm’s distance Use #2 voice level when upset 2 1 T Be Responsible Ask for breaks Self-monitor with DPR 2 1 T 2 1 t Total Points Teacher Initials Adapted from Grant Middle School STAR CLUB
Sample: Daily Progress Report Behavior Intervention Plan T = Try again 1 = Good 2 = Excellent! Be Safe Be Respectful Be Responsible * Rip recycled paper * Only tap pencils (not pens) * Use “voice level #1” while teacher is speaking (whisper) * Say “I need help getting started” when having difficulty Class 0 1 2 Recess 0 1 2 Class 0 1 2 Lunch 0 1 2 0 1 2 Class 0 1 2 Total Points = _____ Points Possible = __36___ Date: ________ Today _______%
http: //www. pbisvermont. org/resources/presentations-aarticles
Activities for Mental Health Staff to Adopt in PBIS Schools At the Universal Level: ▫ Participate in PBIS Leadership Team ▫ Promote and teach school-wide behavior expectations, provide acknowledgements and respond consistently to problem behaviors. ▫ Promote awareness and provide training in mental health prevention practices. ▫ Help review and interpret data for decisionmaking ▫ Help schools identify community resources for prevention
Activities for Mental Health Staff to Adopt in PBIS Schools (cont’d) At the Targeted Level: ▫ Participate on systems level and student level teams ▫ Coordinate and provide targeted interventions ▫ Communicate with families ▫ Coordinate/identify community resources ▫ Help review and interpret data for decision making
Activities for Mental Health Staff to Adopt in PBIS Schools (cont’d) At the Intensive Level: ▫ Participate in systems level and student level teams ▫ Facilitate Wraparound Teams for students/families ▫ Collaborate with community service providers, families and natural supports ▫ Conduct FBAs/BIPs ▫ Consult on use of interventions to match student needs
Скачать презентацию School-wide Positive Behavior Interventions Supports PBIS Overview
de0d3cb5b1a62ca36c46f5d5b0522248.ppt