school-wide positive behavior support readiness training rae ann knopf bob putnam october 30, 2007...
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School-wide Positive Behavior Support
Readiness Training
Rae Ann Knopf
Bob Putnam
October 30, 2007
pbis.org
Why Readiness?
• Develop efficient and effective school-wide systems, practices, and capacity to improve discipline and academic support practices using data based decision making
• Successful, effective and efficient implementation
• Long term sustainability
Primary Prevention:School-/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%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
3-Tier Logic: Emphasis on Prevention
• Primary– Reduce new cases of problem behavior
• Secondary – Reduce current cases of problem behavior
• Tertiary– Reduce complications, intensity, severity of
current cases
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
4 PBS Elements
Readiness Checklist
• (SRCL 1,13) School Improvement plan exists that includes school-wide discipline as one of top three school goals– School Improvement Plan– School Mission Statement– Discipline Plan Policy and Procedures
Readiness Checklist
• (SRCL 2,3,5,10,11) PBS team – who is on the team and will time be made available
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
Representation
Team
Team Composition
• Administrator• Grade/Department Representation• Specialized Support
– Special Educator, Counselor, School Psychologist, Social Worker, etc.
• Support Staff– Office, Supervisory, Custodial, Bus, Security, etc.
• Parent• Community
– Mental Health, Business• Student Start with
Team that “Works.”
Overview of SLT Training• Roles/Responsibilities of the Leadership Team
• Effective team meetings
• Using Data to Make Decisions
• Understanding SWPBS “Basics”
• Understanding the Problem Solving Model
• School-wide Plan components1. Agree on Approach to Discipline2. Identify Expectations3. Teach Expectations4. Encourage Appropriate Behavior5. Discourage Inappropriate Behavior6. Monitor and Evaluate
Overall Objectives of the Leadership Team
Coaching capacity
Evaluation capacity
Coordination capacity
Specific Tasks of the Leadership Team: Initial Steps
Complete school assessment (EBS survey, SET)
Participate in Leadership team training and follow up meetings
Complete a 3-5 year prevention-based action plan
Develop/refine a data management system
Collect and analyze information (data) about student behavior
Agree on approach to discipline
Specific Tasks of the Leadership Team: Next Steps
Work on activities to develop a school-wide behavior support plan based on:
Clearly defined school-wide rules and behavioral expectations
Lessons to teach expectations
Methods to monitor student understanding
Recognition system to reinforce expected staff and student behaviors
Corrective procedures to discourage inappropriate behaviors
Specific Tasks of the Leadership Team: Final Steps
Formalize the school-wide plan in a written document
Present the plan to school staff
Serve as positive role models and support in order to build internal capacity to sustain the program
Educate staff about how to use corrective responses more effectively
Develop method to evaluate/systematically modify the SWBSP (monthly meetings and process)
Collect and analyze data to track behavior change
Coaching (why?)
• Team start-up support• Team sustainability/accountability
– Technical assistance/problem solving– Positive reinforcement– Prompts (“positive nags”)
• Public relations/communications• Support network across schools• Link among leadership, trainers, & teams• Local facilitation• Increased behavioral capacity
Coaching Prerequisites
• Attendance at previous introductory PBIS training events
• Be endorsed by school principal, immediate supervisor, etc. to participate
• Have the flexibility to complete tasks during the school day (e.g., meet with principal during the day) and move across schools
• Link with PBIS District Coordinator
Coaching Expectations
• Attend and participate in training activities• Establish and monitor at least one school• Maintain record of schools efforts
– Checklists, surveys, action plans, discipline data, etc.
• Develop and send project reports to District PBS Coordinator
• Report progress during coaches follow-up • Prepare and conduct at least one presentation
related to PBS
Readiness Checklist
• (SRCL 4) Commitment to 3-5 year process for trainings and plan revision
Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
PBS Systems Implementation Logic
“Train & hope” approach
1. React to identified problem
2. Select & add practice
3. Hire expert to train practice
4. Expect & hope for implementation
5. Wait for new problem….
Train & Hope doesn’t work…
• Focus on long term planning that is indorsed in the School Improvement Plan
• Outcome-oriented
• Team-based
• Data-driven
Steps to Implementation
1. Development of School Leadership Team
2. Development of Useful & Efficient Data Management System
3. Development of School-based Readiness
Agreements
4. Development of Coaching Capacity
Steps to Implementation
5. Development of Individualized School-based Plans 6. Implementation, Evaluation & Modification of School-based Plans7. Developing & Implementing Targeted
Interventions (Year 2)8. Developing & Implementing Intensive
Interventions (Year 2)
Readiness Checklist
• (SRCL 6,7,8) PBS team – awareness presentation
• All faculty awareness presentation
80% buy in
Your question:
How do we get our staff to buy into this?
…Through an overview to your staff
Readiness Step: Staff Buy-In
Readiness Step: Overview to Staff
• Remember: Context Matters!• Choose method of providing overview to staff
that fits with your school• Suggested ideas:
– Powerpoint presentation– Overheads presentation– Handout and discussion– Brochure of key points and school examples– Be informative and creative!
Readiness Step: Overview to Staff
• Data
• Key concepts
• Review your individual school data– Pie graph of problem behaviors leading to
office discipline referrals
• Review presented materials & content
• Develop an overview of PBS for your school staff
Faculty Buy-in
• What is in it for me?
• What do I have to do?
Improves the school behavioral climate:
Increase in • academic performance • on-task behavior• parent, student & staff satisfaction• staff retention
Decrease in • office referrals• suspensions & detentions• disruptive classroom behavior
Primary Outcomes
Staff-related expenditures
– Time devoted to instruction or preparation
– Additional staff
– Staff absences / Substitute teachers
Student-related expenditures
– Referrals to Special Education
– Non-public school or Out-of-District placements
Damage to school property
Collateral Outcomes
Staff Commitments
• Administrator
• School-wide leadership team
• Coach
• Staff person
Readiness Checklist
• (SRCL 9,16) Understand costs of PBS and define how it will be paid for
Readiness Checklist
• (SRCL 12,14,15) Data collection and review - SWIS
Office Discipline Referrals
Office Discipline Referral =
• Indicator of behavioral event requiring administrative involvement
• Three behavioral elements– Student act/behavior– Staff response– Office response
• Under estimation of actual behavioral events
Office Discipline Referral Processes/Form
• Coherent system in place to collect office discipline referral data (for example, www.swis.org)– Faculty and staff agree on categories– Faculty and staff agree on process– Office Discipline Referral Form includes needed information
• Name, date, time• Grade• Referring Staff• Problem Behavior• Location• Possible motivation• Others involved• Administrative decision
• Student name
• Date and time of day of incident
• Referring staff
• Problem behavior
• Location
• Maintaining function
ActivityDoes your school discipline referral form include?
ODRs: What to look at• Total number of office discipline referrals
• Referrals per enrolled student
• Average referrals per school day per month
• Referrals by problem behavior
• Location of office referrals
• Time of office referrals
• % of students with 2 - 6 referrals
• % of students with six or more referrals
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast year
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
5
10
15
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
0
5
10
15
20
25
30 N
um
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Data Collection System
• Answers the top five questions
• Visual presentation
• Efficient
School-wide Information System (SWIS)
swis.org
EBS Survey
Effective Behavior Support (EBS) Self-Assessment Survey
Purpose: * Assess staff perceptions of PBS practices in place and priority for changes
* Design annual action plan
Format: Survey
Completed by:
All staff
Manual or on-line scoring, graphing
When? Annually, preferably in the spring
EBS Staff Survey
• What is it?• Survey to assess the extent to which staff
perceive PBIS practices and systems are in place in a school– Whole School– Common Area– Classroom– Individual Student
• Used to develop action plan
EBS Survey: Why, Who, When
• Why do a self-assessment?– Determine if you should do PBIS– Decide which systems to focus on– Build an action plan
• Who completes it?– All faculty and staff
• When?– In the beginning or ending of school year and
annually thereafter
Summarizing the Results
• Current Status– Percent in place, partially in place, or not in
place
• Priority for Improvement– High – Medium– Low
Two main questions
1. What systems are in place now?
2. What systems are most in need of improvement?
EBS Survey • Priority for ImprovementJanuary 2003
65%68% 69%
72%
36%
18% 16%
9%
19%
13% 14%18%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School-wide Non-classroom Classroom Individual
Pe
rce
nt
of
res
po
ns
es
% High% Medium% Low
EBS Example
EBS Survey • Current StatusJanuary 2003
55%
45%
52%
37%33%
39% 37% 39%
12%16%
11%
24%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
School-wide Non-classroom Classroom Individual
Pe
rce
nt
of
res
po
ns
es
% In place
% Partial in place
% Not in place
EBS Example
SET
School-wide Evaluation Tool (SET)
Purpose: Assess school-wide implementation of PBS practices
Format: Interviews with staff, students; observations; review of discipline related documents
Completed by:
Coaches
Manual scoring, graphing
When? Before SW implementation,
6-12 weeks after SW implementation,
Annually
SET Process & Guidelines
• Process – Three hour visit
• Product review• Observations• Interviews
• Guidelines– For evaluation purpose, not day-to-day decision-
making– Interpreted with consideration for Action plan– Always combined with multiple measures
SET: Seven Critical Features
• Measures level of implementation for SW – Behavioral expectations defined– Behavioral expectations taught– Appropriate behavior encouraged– Inappropriate behavior discouraged– Monitoring and decision-making– Management– District level support
SET Components
Section A: Expectations Defined
Section B: Behavioral Expectations Taught
Section C: On-Going System for Rewarding Behavioral Expectations
Section D System for Responding to Behavioral Violations
Section E: Monitoring and Evaluation
Section F: Leadership
School-Wide Evaluation Tool Benjamin Franklin Elementary
75 75
67 69
50
81
50
70
0
10
20
30
40
50
60
70
80
90
100
ExpectationsDefined
BehavioralExpectations
Taught
On-GoingSystem forRewardingBehavioral
Expectations
System forResponding to
BehavioralViolations
Monitoring &Decision-Making
Management District-LevelSupport
Overall
Systems Features
Per
cen
tag
e o
f F
eatu
re I
mp
lem
ente
d
Winter 2005
School-Wide Evaluation Tool Nathan Hale Elementary
2520
67
38
50
63
5046
100
90
8388
100 100 10095
0
10
20
30
40
50
60
70
80
90
100
ExpectationsDefined
BehavioralExpectations
Taught
On-GoingSystem forRewardingBehavioral
Expectations
System forResponding to
BehavioralViolations
Monitoring &Decision-Making
Management District-LevelSupport
Overall
Systems Features
Perc
enta
ge o
f Fea
ture
Impl
emen
ted
Winter 2005
Fall 2005
Next Steps
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