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School-wide Positive Behavior Support
PBS Coaches’ TrainingApril 16th, 2004
Florida’s Positive Behavior Support Project
University of South Florida
2
New Coaches - AM
Overview of School-wide PBS Role of a Coach
Truth or Myth?Truth or Myth?1. T , M PBS incorporates a data-decision making process.
2. T, M PBS encourages positive reinforcement for appropriate behaviors, and ignoring inappropriate behaviors.
3. T , M PBS is only for students who are ESE or are having severe behavior difficulties.
4. T, M An outcome of school-wide PBS is a decrease in the amount of time spent on discipline referrals, thus, increasing amount of instructional time.
5. T, M PBS focuses on being proactive and educative.
6. T, M PBS is only for schools that have a high rate of out-of school suspensions and/or absenteeism.
7. T, M PBS is a program that tells you want consequences to give for inappropriate behaviors.
8. T, M PBS takes away the principal’s power to make decisions for their school.
4
Positive Behavior Support… Is a collaborative, assessment-based approach to
developing effective interventions for problem behavior
Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes
Aims to build effective environments in which positive behavior is more effective than problem behavior
5
Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)
School-wide –intended for all students, staff, in specific settings and across campus
Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions
Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students
Adapted from the Center for Positive Behavior Interventions and Supports (2002)
Primary Prevention:School-wide and
Classroom-wide Systems for All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students with
High-Risk Behavior
~ 80% of Students
~15%
~5%
Designing Comprehensive SystemsCONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)
81.9
10.5
8.0
0%
20%
40%
60%
80%
100%
1
N= 176 schools, 72,000 students, 70,500 ODRs
Elem U.S.: Mean Proportion of Students by ODR
6+
'2-5
0-1
2001-2002 Academic Year
Center for Positive Behavior Interventions and Supports (2002)
71.1
17.2
11.7
0%
20%
40%
60%
80%
100%
Academic Year 01-02, 51 Schools, 26,500students, 50,190 ODRs
Middle Schools U.S.: Mean % of Students
6+
2-5
0-1
Center for Positive Behavior Interventions and Supports (2002)
82.5
13.73.8
0%
20%
40%
60%
80%
100%
1
High Schools U.S. : Ave Proportion of StudentsN = 16, Academic Year 2001-02
6+
'2-5
0-1
Center for Positive Behavior Interventions and Supports (2002)
10
Educating an Increasing Population of Heterogeneous
Students:
English as a second language Limited family supports Significant learning and/or behavioral problems Families who face financial barriers Families with a great need for mental health,
social welfare, medical, and vocational assistance
11
Educating Students with Problem BehaviorEducating Students with Problem Behavior
Challenges are increasing these students represent only 1-5% of school
enrollment they account for over 50% of behavioral incidents they consume significant amounts of time these students require comprehensive behavioral
supports that involve family, school, and community participation
12
Discipline by Definition13th century http://www.m-w.com/dictionary.htm
Main Entry: 1dis·ci·pline Pronunciation: 'di-s&-pl&nDate: 13th century
1 : PUNISHMENT
2 obsolete : INSTRUCTION
3 : a field of study
4 : training that corrects, molds, or perfects the mental faculties or moral character
Do We Really Want to Trust Our Luck?
In 1999, 1,763 youths under the age of 18 were arrested for homicide in the United States (National Youth Violence Prevention Resource Center, 2000)
17% of all arrest in 1999 involved a juvenile under the age of 18. (Juvenile Justice Bulletin, 2000)
Students who are behaviorally and emotionally challenged have the lowest promotion and highest drop out rates.
In 1998, among youth ages 10 to 19 in the U.S., there were 2,054 suicides. Suicide was the third leading cause of death for that age group. (National Youth Violence Prevention Resource Center, 2000)
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“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 ,1998)John Herner ,1998)
15
Traditional Discipline vs. PBS Traditional
Discipline: Focused on the
student’s problem behavior
Goal was to stop undesirable behavior, through the use of punishment.
Positive Behavior Support:
Replaces undesired behavior with a new behavior or skill.
Alters environments, Teaches appropriate
skills, and rewards appropriate behavior.
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Philosophical Shift…Philosophical Shift… Educators now recognize that some students DO
NOT have the skills and behavioral repertories necessary to cope with the many academic and social expectations in schools
Researchers have determined that careful examination of curriculum may identify academic, social, and behavioral expectations that are associated with occurrences and nonoccurrence's of problem behavior in students
Kern, Delaney, Clark, Dunlap, and Childs; 2001
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Major Elements Establish a team/faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms Refine consequences Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Monitor, evaluate, and modify
18
Overview of School-wide PBS
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Comprehensive PBS is…
Total staff commitment to managing behavior Clearly defined and communicated
expectations and rules Consequences and clearly stated procedures
for correcting rule-breaking behaviors An instructional component for teaching
students self-control, expected behaviors, and social skills strategies
20
Features of School-wide PBS(Sugai, 2001)
Create a continuum of behavior supports from a systems perspective
Focus on behavior of adults in school as unit Establish behavioral competence Utilize effective, efficient & relevant data-based
decision-making systems Give priority to academic success Invest in research-validated practices Arrange environment for “working smarter”
School-wide Systems are Warranted if:
• Elementary • (600-900)
• Discipline referrals per day are >3
• More than 35% of the students have at least one referral in an academic year
• Average office discipline referrals per student is >1.5
• Middle/Jr. High • (800-1200)
• Discipline referrals per day are >10
• More than 35% of students have at least one referral in an academic year
• Average office discipline referrals per student is >2.5
(Center for Positive Behavior Interventions and Supports (PBIS), University of Oregon, 2001)
E Elementary
33% overall reduction in ODRs when comparing Year 1 implementation to baseline
M Elementary
61% overall reduction in ODRs when comparing Year 1 implementation to baseline
T Elementary
69% overall reduction in ODRs when comparing Year 1 implementation to baseline
T Elementary
C Middle SchoolTotal Referrals
451
365
729
36
420
64
627
393
519
18
90
0
100
200
300
400
500
600
700
800
Level I Dress Code Related Level II Level III Level IV Incidents
Level
Num
ber
of R
efer
rals
2001-2002
2002-2003
29% reduction in Level III, 50% reduction in Level IV, and 79% reduction in SESIR offenses when comparing Year 1 implementation to baseline
C Middle SchoolTotal Referrals
451
365
729
36
420
64
627
393
519
18
90
0
100
200
300
400
500
600
700
800
Level I Dress Code Related Level II Level III Level IV Incidents
Level
Num
ber
of R
efer
rals
2001-2002
2002-2003
29% reduction in Level III, 50% reduction in Level IV, and 79% reduction in SESIR offenses when comparing Year 1 implementation to baseline
C Middle SchoolIncidents-Fighting
283
54
0
50
100
150
200
250
300
2001-2002 2002-2003
2001-2002
2002-2003
73% overall reduction in fights when comparing Year 1 implementation to baseline
K-12 Alt/Center School
32% overall reduction in ODRs when comparing Year 1 implementation to baseline
K-12 Alt/Center School
K-5 Center School
TCHS Monthly Discipline Referrals (Levels 1 & 2)Comparison of 2001-2002, 2002-2003, and 2003-2004
0
50
100
150
200
250
300
Months
Nu
mb
er o
f R
efe
rra
ls
2001-2002 2002-2003 2003-2004
2001-2002 22 81 185 103 77 160 267 139 177 90
2002-2003 30 108 163 158 92 83 196 123 213 87
2003-2004 16 103 170
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May
TCHS Monthly Discipline Referrals (Levels 3 & 4)Comparison of 2001-2002, 2002-2003, and 2003-2004
0
20
40
60
80
Months
Nu
mb
er o
f R
efe
rra
ls
2001-2002 2002-2003 2003-2004
2001-2002 4 27 36 47 33 14 63 23 31 15
2002-2003 5 30 31 37 27 29 39 20 34 19
2003-2004 13 42 39
Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May
TCHS Yearly Discipline Referrals Per 100 StudentsComparison of 2001-2002, 2002-2003, and 2003-2004
**2003-2004 yearly data estimated based on number of refferals for
Aug. –Oct.
05
10152025303540455055606570
2001-20022002-20032003-2004
Level 1 & 2 Referrals Per Problem Behavior
0
50
100
150
200
250
300
350
400
2001-2002 2002-2003 2003-2004
2001-2002 64 60 60 354 342 62 24 38
2002-2003 84 48 43 191 372 45 18 43
2003-2004 17 9 1 28 107 23 10 11
1B-Class Disrup.
1D-Disrespect
1H-Insub. 1L-Tardiness1M-Unex.
Ab.2B-
Disrespect2C-Defiance 2F-Fighting
Level 3 & 4 Referrals Per Problem Behavior
0
10
20
30
40
50
60
70
80
2001-2002 2002-2003 2003-2004
2001-2002 47 58 29 19 29 3 4 14
2002-2003 14 67 25 27 25 5 3 14
2003-2004 7 22 18 8 12 8 0 1
3D-Disrespect
3F-Fighting3H-Gross
Insub./Open Defiance
3L-Tobacco Level 4-all 4A- Alcohol 4D-Battery 4F-Drugs
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Summary of Discipline Data:Behavior Change
Average # of ODRs per day from 6 schools in Florida: 2001-2002: 3.72 per a day 2002-2003: 2.72 per a day
7 out of 8 Schools had a decrease in ODRs These 7 schools averaged 29 % decrease in ODRs
during first year of implementation (2001-2002)
ODR = office discipline referral
38
School GradesFor 25 Schools in the State of Florida: 48% increased their letter grade by at least one level 36% maintained their letter grade 20% preserved their “A” letter grade Overall, 84% increased or maintained their letter
grade 7 schools did not receive grades due to being a center
or new school
39
Achievement Data:Learning GainsOut of 25 Schools in the State of Florida: 22 schools increased the % of their students meeting
high standards in reading; average increase 5.72%
21 schools increased the % of their students meeting
high standards in math; average increase 4%
15 schools increased the % of their students meeting high standards in writing; average increase 6.96%
40
Achievement Data:Learning Gains
Out of 25 Schools in the State of Florida: 19 schools increased the % of their students making
learning gains in reading; average increase 7.52%
15 schools increased the % of their students making learning gains in math; average increase 1.36%
18 schools increased the % of their lowest 25% making learning gains in reading; average increase 5.12%
41
In Summary, The Process For School-wide PBS Includes…
A clearly stated, positive purpose Set of positively stated behavior expectations Procedures for teaching school-wide expectations Continuum of procedures for encouraging students
to display expected behaviors A continuum of procedures for discouraging
violations of school-wide expectations Method of monitoring implementation and
effectiveness
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Results of School-wide PBS
When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning
All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners
43
Teaming and Collaboration
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Have you ever been part of this team? No agenda is prepared Meeting starts late No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting
45
Establishing a Foundation for Collaboration and Operation
Necessary first step Without this many schools cannot
sustain long-term change
46
Ingredients for Successful Teams
Mutual trust and respect Shared goals and objectives Open communication Effective conflict resolution Equity of task distribution Consensus decision-making Ongoing problem-solving
47
Critical Questions
Critical questions that need to be addressed Who should be included? What guidelines will the team follow? What contributions will each person make? Who will perform which roles? How do we resolve conflict?
Teaming
Activitywill sum to the shaded number. In addition, once completed correctly, no row nor column will contain a duplicate number within a white square. For example, the top row may be 5 6 4 2 3 1 7, etc.
www.brainbashers.com/progs/
Below is a very special grid, around each shaded number are 8 white squares. However, each white square shouldhave a number of 1 to 7. Once filled in, these 8 numbers
26
35
37
31
36
39
38
26
24
Teaming
Activity
www.brainbashers.com/progs/
Answer Key
2
1
3
5
6
4
7
6
26
5
35
3
37
1
1
2
6
3
4
7
5
4
31
2
36
7
39
6
3
6
7
2
5
1
4
5
38
4
26
1
24
2
7
5
1
4
2
6
3
50
Anything I can do, We can do better Individual contributions Team contributions Different perspectives Looking at things objectively Productivity Accuracy Consensus
51
Teaming allows you to… Look at old issues from a NEW perspective Explore the validity of “first impressions” Stimulate creativity Think outside-the-box
52
Marketing Activity
Brainstorm a slogan, commercial, or a jingle to summarizeSchool-wide PBS. Come up with something that you would use to explain to the principles to anyone at a school. Workwith 3 other people. You have 10 minutes and be preparedto share with the group.
53
Roles and Responsibilities
54
THE PBS TEAM
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Identify Team Member Roles Team leader - starts the meeting, reviews the purpose of the meeting,
facilitates the meeting by keeping the team focused on each step Recorder - taking notes, transcribing the team’s responses on flip chart
paper, transparency, etc Timekeeper- monitors the amount of time available keeps the team aware of
time limits by giving “warnings” (i.e., “10 minutes left”) Data Specialist- is trained in entering and accessing data from the SWIS data
system Behavior Specialist- competent with behavioral principles and assists in
analyzing data Administrator- actively encourages team efforts, provides planning time,
feedback, and support initiatives Communications – acts as the point person for communication between the
team and staff regarding PBS and behavior issues
56
School PBS Team Rolesand Responsibilities
Develop the school-wide PBS action plan Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Report outcomes to coach & district coordinator
Sample Contact Flow Chart
District Coordinator
Coach Coach
PBS Project Contact
School PBS TEAM School PBS TEAM School PBS TEAM
58
THE DISTRICT COORDINATOR
District Coordinator Rolesand Responsibilities
District Coordinators have district level capacity and: May also be a coach in a small county Liaison between PBS Project, SDFS, related projects, and coaches Manage district budgets that support school-wide initiatives Secure additional funding to support school-wide initiatives if
necessary Schedule trainings and district level meetings Oversee the evaluation activities/system Attend initial school-wide trainings for new teams Attend and possibly co-train with the PBS project for on-going
teams
60
THE COACHES
Coaches’ Roles & Responsibilities
Coaches are: Ideally Coaches are District-level personnel Have freedom to move across schools Familiarity with the school-wide process Facilitate teams throughout the process (i.e., meetings,
activities) Attend all trainings with their respective school-based teams Co-train with PBS Project in subsequent school years Active and involved team member Report to the district coordinator Main contact person for the school-based team
62
Coaches’ Monthly Requirements
Attend and verify PBS Team meets at least monthly Verify PBS Team has given status report to school
faculty at least monthly Verify activities for PBS action plan implemented Verify accuracy of implementation of PBS action
plan assessed – monitor Verify effectiveness of PBS action plan
implementation assessed – evaluate and modify (if needed)
Monitor PBS/SWIS data and analyze
(Sugai, 1999)
63
Facilitating Team Meetings
64
Coaches as Facilitators The coaches support their team by assisting
efforts, helping to ease and smooth the implementation process.
The coaches are careful not to step into the role of the team leader.
65
Facilitating vs. Leading
Facilitator Team LeaderEnsures the team meets regularly Sets the dates for meetings
Offers tools to assist in record keeping, team evaluations, etc…
Checks accuracy of records, directs team in evaluation
Ensures equal distribution of roles and responsibilities
Assumes the role of leader
Ensures the team is using data for decision making
Refers the team to the data during team meetings
66
School-based PBS TeamMeets Frequently
During initial planning, teams may need to meet more often
Team should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical issues Begin to outline actions for the development
of a plan
67
Enhancing Meeting Success
Administrator identifies how to free staff time for participation on the PBS Team
Clearly schedule meeting dates and times
Administrators remind staff of the significant impact and ultimate success
PBS Team Meeting Agenda/Minutes Date: _____ Time: ______ to _______ Location: ______________________
Facilitator: ______________________ Timekeeper: ___________________
Recorder: ______________________ Snackmaster: ___________________
Participants: ____________________________________________________________
Next Meeting date, time and location: ________________________________________
Next Facilitator: _______________________ Next Snackmaster: ________________
Items Data Review/ Info to date Review progress on Action Plan Persons and Responsibilities for next Action
Plan Activities Follow Up Items from previous meeting Additional Items
Action/ Results
Applaud & Assess Things that have gone well: Critical issues:
Next Steps/ To Do List:
PBS Team Meeting EvaluationPBS Team Meeting Evaluation
Date: _____________________
Convener:__________________ Recorder:______________________
1. Was someone designated to chair/convene the meeting? Yes No
2. Was someone designated to record decisions? Yes No
3. Did you develop and review an agenda at the Yes No
beginning of the meeting?
4. Did you follow-up on tasks form the last meeting? Yes No
5. Is it clear about what will get done by whom Yes No
before the next meeting?
6. Is it clear how you current tasks fit with your larger Yes No
objective?
7. Did everyone have an opportunity to participate Yes No
in the discussion?
8. Overall, was the meeting a good use of time? Yes No
9. Make a list of any changes you would make in hw the meeting was conducted:
10. Make a list of what worked well during your meeting:
PBS School-wide Team MeetingSWIS Helpful Hints
1.Print out your school graphs/ data prior to the meeting.
•Average per day per month•Referrals per problem behavior•Referrals by location•Referrals by student•Referrals by time•Referrals by staff
1.Make sure to take a look at the graphs (even if it’s brief) so you can be prepared to discuss them in the meeting.2.Your graphs/ data should guide your entire PBS meeting every month. Your discussions should focus around the data and the interventions that you develop. In summary, these questions should be asked when analyzing each graph:
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THE PBS PROJECT
72
PBS Project Roles and Responsibilities Training material and content free of charge Summer Institutes stipends ($125.00 per day for 3 days of
training, based upon availability of funding) Travel stipends based on training location Technical assistance and support during training On-site technical assistance with coaches and district
coordinators Support for district coordinators during training planning
and implementation SWIS III License agreement for the first year Initial SWIS III Training and booster trainings
73
Returning Coaches - AM
Evaluation procedures Beyond School-wide PBS Becoming a PBS trainer
74
Evaluating School-wide Systems
75
Contact InformationName of School: Address:
Data Entry Clerk: Telephone: Fax:
Principal: E-Mail:
Assistant Principal/ AP of Discipline: E-Mail:
Team Leader: Telephone: E-Mail:
School Days & AttendanceTotal # of School Days Average Daily Attendance (% from previous school year)First Day of School for Students / Date Last day of School for Students / Date
Faculty Characteristics (provide total # for each category)
SCHOOL PROFILE INFORMATIONDate of Report_________
76
Why is Program Evaluation Important?
To gain an understanding of how the program is functioning “Are we really doing what we think we are doing?”
To document program effectiveness “Is what we’re doing working?”
To identify and examine strengths and weaknesses of the program Celebrate success Identify areas to improve
77
Areas of Evaluation PBS Team
Functioning/Effectiveness PBS Elements
The SW Plan Implementation
Outcomes Discipline & Academic Data Staff, Student, and Parent Perceptions
78
Evaluation Tools PBS Meeting Evaluation Team Process Survey School Climate Survey Staff Satisfaction Survey Outcome Data Summary* Benchmarks of Quality*
*Must be received by FL PBS
79
School-wide Readiness and Evaluation Tools Chart
80
Evaluating The Team Team Meeting Evaluation
To determine team meeting effectiveness Should be administered periodically throughout
the year Team Process Survey
Developed by the PBS Project to assess how well PBS team members feel about the team functioning, support, effectiveness, etc.
Should be administered at the end of each year
81
Evaluating the SW Plan School-wide Benchmarks of Quality
Lists over 50 benchmarks of quality school-wide PBS programs that address 10 critical elements
Completed by school teams on a yearly basis to assess how they score on a 100 point scale with regard to developing and implementing school-wide PBS
May be used by the PBS Project to determine model schools for recognition by DOE
82
Evaluating Plan Implementation
Staff Satisfaction Surveys May be developed by the district to assess
how well staff are implementing the system and their satisfaction with various aspects of the PBS process
Sample forms may be available form the PBS Project for adaptation by schools
Should be administered at the end of each year, at a minimum
83
Evaluating Implementation & Outcomes
School Climate Survey Schools generally use surveys of staff,
students, and parents to assess the overall climate of the school
Existing surveys may be adapted to add a few questions to determine the satisfaction or awareness of the school-wide PBS process
84
Evaluating Outcomes Outcome Data Summary Form
Office Discipline Referrals (SWIS data) Suspensions (in-school & out-of-school) Attendance Academic Achievement (FCAT) SESIR Items
Other outcomes desired by your school or district
85
Other Evaluation Instruments Training Evaluation
Staff and Student Trainings on School-wide PBS
The results of those evaluations will be used to adapt or revise the training materials and approach to be most effective
86
Other Evaluation Instruments
Student Interactions in Specific Settings (SISS)
Systems-wide Evaluation Tool (SET) Oregon School Safety Survey
87
Using Evaluation Results Improve and expand PBS
Implement PBS at other levels (targeted group, classroom, individual)
Support the acquisition of additional resources for further school improvement
Share with other schools/districts Identify and celebrate successes Identify areas that need improvement
88
Staff Satisfaction Results
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
89
Using Staff FeedbackCONCERNS about
PBS:CHANGES to PBS:
Not enough serious consequences for actions/felt discipline was too lenient (5)
Administration is aware of concerns. May be the result of not always knowing the consequences – establish a system to improve communication with teachers through email.
Infractions weren’t taken seriously by students (3)
Refer to minors as “Classroom referrals” AP will follow-up when parent contact is unsuccessful
Market should be held more frequently (12)
Markets will be monthly, regularly scheduled in advance and listed on calendar (approx. every 4 wks)
90
Using Staff FeedbackCONCERNS about
PBS:CHANGES to PBS:
Rewards too juvenile for intermediate students (3)
Reinforcer inventory will be given out to 3rd-5th grades and suggested items purchased to include in the market. Add more seasonal activities (ex. movie day, kickball game day, etc)
Need more faculty involvement/never felt whole school was part of the team (2)
Faculty/PBS team Communication liaison established E-mail to send input on a daily basis...no longer have to wait until surveyed. Channels of communication established (ex. PBS reps at primary/intermediate articulation meetings, instructional council, etc)
91
Action Planning for Coming Year
Use combined results to identify ways improve the PBS process Benchmarks - program elements Staff feedback - issues of relative importance Team process – effectiveness/efficiency
Establish new Action Plan for coming year
92
Year 2 and Beyond
93
Levels of PBSAdapted from Levels and Descriptions of Behavior Support(George, Harrower, & Knoster, 2003)
School-wide –intended for all students, staff, in specific settings and across campus
Classroom –reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms
Targeted Group – addressing students who are at-risk for school failure, or display a chronic pattern of inappropriate behavior that do not respond to school-wide interventions
Individual Student –reflect school-wide expectations for student behavior coupled with team-based strategies applied with individual students based upon child-centered behavior
94
Beyond School-wide PBS
Use data to determine next steps: Classroom Systems Targeted Groups of Students Individual Students
95
Address Classroom Systems if…
More than 50% of referrals are from classroom settings
More than 40% of referrals come from less than 10% of the classrooms
Referrals By Location
Positive Behavior Support: Classroom Systems
Classrooms and PBS
Behavior Systems
Environmental Factors
Curriculum and
Instruction
98
Developing a Class-wide Behavioral System
Review Existing Data Rules and Expectations Basic Principles of Behavior Level Systems Reward Systems Effective Consequences
99
Modifying the Environment, Curriculum and Instruction
Assessing Environment, Curriculum & Instruction
Teaching a Behavioral Curriculum Curriculum and Instruction Instructional Adaptations Ecological Adaptations Approaches to Instruction Monitoring and Evaluation
100
Three Types of AdaptationsAdaptations
CurricularAdapt what is taught
InstructionalAdapt how it is taught and how learning is
demonstrated
EcologicalAdapt the setting –where, when, and
with whom
WhereInstructionalPresentation
Meaningful/Functional
Preference/Interest Student
Response
AlternationModality
Format/MaterialsTask Division
Choice
ModalityFormat/Material
Difficulty
When
Who
101
Fact or Fiction… “Approximately one-half of all
classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time (Cotton 1990).”
102
Positive Behavior Support and Classroom Management
Decrease in problem behavior = increase in academic time
Preventative approach to addressing problem behavior
Should result in greater academic success
103
Address Targeted Groups if… More than 10 students receive 10+
referrals ~15% of students Multiple referrals Multiple settings At-risk for developing more
severe/chronic patterns of problem behaviors
0
10
20
Num
ber o
f R
efe
rrals
per S
tudent
Students
Referrals per Student
Targeted Group Planning
105
Catch them before they fall:
Aggression as a progression Severity, stability, and risk Substance abuse School dropout Intervention before age 9 is more likely to
succeed
106
Characteristics of Support Preventative, educative, functional Data-based Empirically-valid Collaborative Tied to established school-wide, classroom,
and individual support programs
107
Targeted Groups Interventions BEP
Check in/Check out system Increased focus on behavioral/academic goals
Verbal De-Escalation Training Learn comments, gestures, behaviors, and practices that help
prevent individuals from escalating to aggressive or violent behavior
Prevent disagreements from turning into crisis situations (or office referrals)
Social Skills, Conflict Resolution, Anger Management Teaches staff how to run interventions with small groups of
at-risk students (4-8 students per group) Intensive training for at-risk students
108
Targeted Groups Overview Training
Discusses interventions in more detail
Guides school through data-based decision making process to select most appropriate intervention
109
Address Individual Student Systems if… Less than 10 students receive more than 10 office
discipline referrals Less than 10 students continue the same rate of
referrals after receiving targeted group support A small number of students destabilize the overall
functioning of school Intense, individualized support Wrap Around Personal Futures Planning Functional Assessment
0
10
20
Num
ber o
f R
efe
rrals
per S
tudent
Students
Referrals per Student
Individual Student Planning
111
Process of Positive Behavior SupportFacilitator’s Guide: Positive Behavioral Support
Step 1: Identifying goals of intervention
Step 2: Gathering information
Step 3: Developing hypotheses
Step 4: Designing behavioral support plans
Step 5: Implementing, monitoring, and evaluating outcomes
112
Functional Assessment Process Process that helps to determine the purpose
(function) of the behavior, and provides information that can be used in developing interventions (behavior support plan)
Sometimes this process can be simple and leads us to a simple solution
Other times, the process is more involved and it takes longer to find answers
Cycle of Positive Behavior Support
PCP CurriculumFunctionalAssessment
Medical/Health
Hypotheses: Global and Specific
Multicomponent Interventions
Data Analysis and Evaluation
EffectiveIneffectiveGeneralization/Maintenance
114
Becoming a PBS Trainer
115
Training Requirements for School-wide PBS: Observe the entire training Participate in the implementation of
PBS with a school/attend monthly meetings
Successful experience in the delivery of public workshops and presentations
Participate in a training with FL PBS Project (co-train)
Use updated FL PBS Project training materials
116
Co-Training Process Coaches indicate interest in co-training to the
district PBS Coordinator. District PBS Coordinator makes final
determination on who will co-train and gives those coaches' names to the FL PBS Project
FL PBS Project contacts co-trainers to prepare for training, coordinate activities & choose sections of the training
Co-trainer reviews/studies sections & contacts FL PBS Project with any questions regarding content.
117
Sample 3-Day Training:Breakdown of sections
Day 1 Overview of School-wide PBS Establishing a Team/Collaboration Building Faculty Involvement
(ownership/buy-in) Basic Principles of Behavior Establishing a Data-Based Decision-Making
System
118
Sample 3-Day Training:Breakdown of sections
Day 2 Developing Appropriate Definitions of
Problem Behaviors Developing an Office Discipline Referral
Form Developing an Office Discipline Referral
Process Crisis Plan Considerations Effective Consequences
119
Sample 3-Day Training:Breakdown of sections
Day 3 Identify Expectations Identify Rules Develop Lesson Plans & teach Create a Reward System Implementing the process
120
School-wide Training Modifications
Lesson Plans section is broader Examples are all Florida schools Photos of school products Easy Action Plan Evaluation
121
ALL Coaches - PM
Prep for summer training Action planning/Implementation Effective team strategies Common issues facing teams
122
Getting School Teams Ready for Summer Training
123
Training Readiness Checklist Coaches should help facilitate this process
with the teams District Coordinator should collect these
checklists and submit to the PBS Project for review
Must be completed and turned in to the PBS Project by May 01, 2004
Documents/Evidence Complete?
Items to Complete Prior to School-wide PBS Training
YES NO 1. A school improvement plan exists that includes school-wide discipline (i.e., behavior, school safety, school climate) as one of the top three school goals.
Attach a recent copy of your School Improvement Plan and School Mission Statement YES NO 2. A Positive Behavior Support (PBS) Team is formed and has broad representation (including some School
Improvement Team members, a behavior specialist or team member with behavioral expertise, administrator(s), guidance counselor, and regular and special education teachers).
List team members and roles:
YES NO 3. Administrators who are responsible for making discipline decisions are active participants/ leaders on PBS Team List participating Administrator(s):
YES NO 4. PBS Team commits to meet at least once a month to analyze and problem-solve school-wide data. Describe when you meet or plan to meet (days, location, and time) throughout the school year:
YES NO 5. PBS Team has reached consensus and completed the PBS-CAT. Attach a recent copy of the completed PBS-CAT
YES NO 6. Majority of your faculty, staff, and administration are committed to decreasing problem behaviors across students. Results of assessment/survey (i.e., percentage or range of faculty committed):
YES NO 7. School has allocated/secured funding from their district to support their school-wide initiatives. Identify funding source:
YES NO 8. An individual at the district level has been identified as the lead district contact Lead District Contact:
YES NO 9. PBS Coaches have been identified by the district level contact to receive additional training and actively participate in the school-wide initiatives
List PBS Coaches and roles:
School-wide Positive Behavior Support:
Training Readiness Checklist for Individual Schools
125
Item 1: Team Members are Familiar with the Mission and School Improvement Plan
Disseminate the SIP to faculty Quiz faculty on the content Review the SIP yearly Familiarize and educate new staff yearly If plan is reviewed and discussed often, goals
will be accomplished Let the SIP guide all activities that occur on
campus
126
PBS team should remain small (3-8 participants)
School Advisory Council should have a role with the PBS team
Consider representatives that include: general education teachers, special education teachers, administration, guidance, specials teachers, parents…
Consider Core Team versus Peripheral Team
Item 2: Broad Representationon PBS Team
127
At least one individual on the PBS team who has training or experience in behavior support
This may include a school psychologist, behavior specialist/analyst, or counselor with skills including: Practical foundations in behavioral support Experience in data collection and data analysis Capacity to design and implement comprehensive
plans
Item 2: Broad Representation on PBS Team (Behavioral Expertise)
128
Administrator should play an active role in the school-wide PBS change process
Administrators should actively communicate their commitment to the process
Efforts regarding “change” have potential to fade without administrative support
An administrator is required to participate with the team across all 3 days of training
Item 2: Broad Representation on PBS Team (Administrators)
129
ALL administrators are encouraged to participate in the process
Facilitators should meet regularly with administrator(s) to help guide communication
Administrator should be familiar with school’s current data and reporting system
If a principal is not committed to the change process, it is unwise to move forward in the process
Item 3: Broad Representation on PBS Team (Administration)
130
During initial planning, teams may need to meet more often
Team should meet at least once a month to: Analyze existing data Make changes to the existing database Problem-solve solutions to critical issues Begin to outline actions for the development of a plan
Item 4: PBS Team Meetings
131
As a team, complete the PBS- CAT. Complete as a group – reach consensus Complete independently - compile to identify
most frequent response Assist teams in action planning Assist teams in determining which areas to
focus their energy during activities in training
Item 5: Complete PBS-CAT
132
Readiness Checklist Item 6Majority of your faculty, staff, and administration are committed to decreasing problem behaviors across students.
Results of assessment/survey (i.e., percentage or range of faculty committed):
133
Readiness Checklist Item 7
School has allocated/secured funding from their district to support their school-wide initiatives.
Identify funding source:
134
Readiness Checklist Items 8 and 9
An individual at the district level has been identified as the lead district contact
Lead District Contact:
PBS Coaches have been identified by the district level contact to receive additional training and actively participate in the school-wide initiatives
List PBS Coaches and roles:
135
Items To Bring to the Training Copy of the School Improvement Plan Copy of the School Mission Statement All team members (including administrator) Completed PBS- CAT Your current office discipline referral form List of existing committees, their purpose, and
names of committee members
136
Items To Bring to Training (Cont.)
Discipline/referral process or flowchart Discipline data for current and previous years School’s discipline handbook School’s crisis plan List of any existing classroom rules and/or
other rules posted across campus School Profile Information (Enrollment, ESE
Students, Ethnic Breakdown of Students, etc.)
137
Getting Schools Ready for SWIS
138
Readiness SWIS Checklist Items 10 & 11
The school uses an office discipline referral form and problem behavior definitions that are compatible for SWIS.
Attach a final copy developed during the school-wide training
The school has a coherent office discipline referral process.
Attach a final copy developed during the school-wide training
139
Readiness SWIS Checklist Items 12, 13, 14
Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times.Describe this process on campus:
Three people within the school are identified to receive a 2+ hour training on the use of SWIS.List individuals and their roles:
The school has computer access to Internet, and at least Netscape 6 or Internet Explorer 5.Confirm available Internet access: Netscape ___ OR Internet Explorer ____
140
Readiness SWIS Checklist Items 15 & 16
The school agrees to on-going training for the team receiving SWIS data on uses of SWIS information for decision makingConfirm: Yes OR No
The school district agrees to allow the PBS Coaches to work with the school personnel on data collection and decision making procedures.
List PBS Coach(es) who will work with your school team:
141
School-Wide Information System (SWIS III)
Defined:SWIS III is a web-based information
system for gathering, entering, summarizing, reporting and using office discipline referral information
Purpose:To improve the ability of school personnel
to develop safe and effective educational environments
142
Why was SWIS III developed?
School-wide behavior support (PBS) Focus on teams Need for effective decision-making Primary Developers:
Seth May, William Ard III, Anne Todd, George Sugai, Aaron Glasgow, Jeff Sprague, Rob Horner
143
Full-Access vs. Read-Only Data Entry
School Information Days per Month Information Enrollment Information Staff Information Student Information Referrals
Reporting Average Referrals per Day Referrals by Problem Behavior Referrals by Location Referrals by Time Referrals by Student Other Reports and Lists
Site Administration and Data Download
144
Implementing SWIS
SWIS Facilitators PBS Project for the State of Florida Work across schools
Facilitators/Coaches assess readiness of schools Getting Organized (Readiness Checklist II) Agreements/ Cost ($200/school/year) Approve and provide continued support
Facilitators/Coaches assist team to use information for decision making Decision-making
145
The eight-step SWIS process
Step 1: Conduct SWIS III Readiness Tasks
Step 2: Submit License Agreement and School Information Form
Step 3: Setting Up for Swift at SWIS III Training
Step 4: Conduct Swift at SWIS III Training
Step 5: Follow Up
Step 6: Maintenance
Step 7: Annual SWIS III Facilitator Boosters
Step 8: SWIS III License Renewal Process
146
Action Planning & Implementation
147
Critical Elements1. PBS Team established (membership, meeting times, leader, roles, mission)2. Faculty commitment is obtained and maintained throughout the school year 3. Basic behavioral principles taught/reviewed with staff4. Existing discipline data system is meaningful, data entered weekly and analysis plan established5. Discipline referral form compatible with SWIS6. Behaviors defined & categorized (minor/major) 7. Discipline referral process established and flow chart developed8. Develop a Crisis Plan integrated into overall safety and PBS
plans
9. Consequences hierarchy developed (for classroom & office)10. Expectations developed (3-5 positively stated)11. Rules developed for specific settings12. Lesson plans developed for teaching expectations/rules13. Reward/recognition program established (what, when, how)14. Plans developed for training staff and students and involving families and community15. Implementation plan established (what’s going to happen, when, how)16. Evaluation of PBS activities (How are we doing? What needs to be modified, maintained or terminated?)
School-Wide PBS: Specific Action Plan
Include the development, implementation, and management activities of your plan.All critical elements should be addressed within your action plan.
Critical
Element
Action/Activity
Who is responsible
?
When will it
be started
?
When will it be
completed?
When will we
evaluate it?
# ___
# ___
# ___
# ___
148
Critical Elements (abbrev.) Establish a team/collaboration Faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms/definitions Establish expectations & rules Develop lesson plans & teaching behavior Create a reward system Refine consequences Monitor, evaluate, and modify
149
Using your Action Plan
Organizes/records your SW PBS process Keep a record of what has been completed Keep a record of what needs to be addressed Critical Elements guide your process
150
Initial PBS Meetings
Implementation of PBS (Getting the Critical Elements in place) Discuss each element and put product book
together (10-12 hours average) Faculty training (4 hours average *) Student training (2 hours average *)
151
Book of Products Description of SW PBS Mission Statement, PBS Team Members Referral Process (flow chart) Referral forms (Major & Minor) Definitions of Problem Behaviors Expectations & Rules Lesson Plans/Posters Suggestions for Effective Consequences Description of Reward System
152
Introducing PBS to Faculty/Staff
Overview of SW PBS & obtain buy-in (1 hour) Basic Principles of Behavior (1 hour) Referral process, definitions of behavior, referral
forms, using data to make decisions (2-3 hours) Expectations, Rules, Lesson Plans (1-2 hours) Reward System, Effective Consequences (1-2 hours)
153
Introducing SW PBS to Students
Intro to Expectations & Rules (1-6 hours) Reward System (1 hour)
154
Regular PBS Meetings (1 hr month)
Pull data and determine areas needing intervention
Decide on ways to decrease problem areas Decide next steps
155
Effective Team Strategies
156
10 Essentials of Teamwork Common Goal Leadership Interaction and involvement of all members Maintenance of individual self esteem Open communication Power within group to make decisions Attention to process and content Mutual trust Respect for differences Constructive conflict resolution
(Snell, M., & Janney, R.; 2000)
157
Ground Rules (examples)
We will be on time and allow no interruptions to make or take phone calls
We will listen to each other without interrupting We will be concise when we speak – encouraging
others to participate We treat each other with respect We are non-judgmental and keep an open mind
on issues until it is time to decide
158
Slay the Meeting Monsters
Griper/WhinerSide ConversationDefinitely WrongOff the SubjectSilent
Overly TalkativeArgumentativeRamblerObstinate/Rigid
159
A Problem Solving Process
Maintain Focus Structured Procedures Limited Time Round-Robin Clarification Action Steps
160
Using the Problem Solving Process
Demonstration Group Activity
161
Common Issues Facing Teams
162
Contact Information and Resources
Florida PBS Project: Heather George (813) 974-6440 Fax # (813) 974-6115
http://flpbs.fmhi.usf.edu Flpbs@fmhi.usf.edu
Rehabilitation, Research and Training Center on PBS- http://rrtcpbs.org
OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports - http://www.pbis.org
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