making schools more positive, effective, and equitable through pbis: the role of school...
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Making Schools More Positive, Effective, and Equitable through PBIS: The Role of
School Administrators
Texas Behavior Support Conference
Kent McIntosh
University of Oregon
Download the handouts from:
http://www.tbsconference.net/handouts.html
Content comes from:KentSharing schools and districtsPBIS MarylandNational TA Center on PBIS
Following Along…
Agenda for this Morning
1. Describe the reason for approaching student behavior from a systems level
2. Show the essential elements of School-wide PBIS
3. Share some school outcomes
4. Discuss how to use the PBIS framework to enhance equity in school discipline
5. Explain the role of the administrator in implementation
Rules, rules, rules…
Think of a “rule” you have seen lately Share your experience (briefly) with your
neighborWhat was it?What was your reaction?
What do we want students to learn by the time they leave school? Academic skills… Social competencies…
No chewing gum?No hats?No running in the hallways?No fighting?No PDAs?
The New Yorker
Our Solutions…
PLAN A:
PLAN B: Divine interventionGet 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.”
“Hsin, 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…
…after the suspension
“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
How well do our discipline systems pull students in?
Science and our experiences have taught us that students….
Are NOT born with “bad behaviors” Do NOT learn when presented with
increasing levels of punishment
…Do learn better ways of behaving by being taught directly & receiving positive feedback
Our Solutions…
PLAN A:
PLAN B:
PLAN C:
Divine interventionGet rid of the bad applesA professional development day
1. React to Problem Behavior
2. Select and Add Practice
3. Hire Expert to
Train Practice
4. Expect (Hope) for Implemen-
tation
5. Wait for new
problem
One-Shot Professional Development:(aka the “train & hope” approach)
(Latham, 1988)
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 Pro-D 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!!!
MemoTo: School AdministratorsFrom: District Administrators
What are the odds that a given school initiative will sustain?
Our Solutions…
PLAN A:
PLAN B:
PLAN C:
PLAN D:
Divine interventionGet rid of the bad applesA professional development dayTake 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 and have the skills to do it See the natural benefits for acting responsibly See how systems are set up for their success
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 prosocial behavior
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
FourPBIS
Elements OUTCOMES
Social Competence &Academic Achievement
FourPBIS
Elements
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behavior
and encouragingprosocial behavior
Not limited to anyparticular group of
students…it’sfor all students
Not new…based ona long history of
effective educationalpractices & strategies
Number of Schools Implementing SWPBIS since 2000August, 2014
21,611
RestorativePractices
TraumaInformed
Approaches
Anti-Bullying Initiatives
Family Engagement
Academic Achievement
Reducing RacialInequities
School-basedMental Health
School-wide PBIS Goals
1. Build systems that make it easier to teach
2. Create environments that encourage (rather than discourage) prosocial behavior
3. Teach all students what is expected
4. Provide a continuum of behavior support to students who need more support to be successful
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Investigating your Systems of SupportCSI Maps
Activity (see handout):CSI Maps C = Core (Universal) S = Strategic (Targeted) I = Intensive (Intensive) Write down the support provided at each
tier (strategies, programs) Write down how your school identifies
what level of support students need
CSI Maps: Interpretation
1. Identify GAPS in: 1. Support
2. Assessment
2. Consider priorities for filling gaps
What does PBIS look like?
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
School-wide & Class-wide Systems1. Define school-wide expectations
(i.e., social competencies)
2. Teach and practice expectations
3. Monitor and acknowledge prosocial behavior
4. Provide instructional consequences for problem behavior
5. Collect information and use it for decision-making
School Rules
NO Outside Food
NO Weapons
NO Backpacks
NO Drugs
NO Bullying
Critical Features of EffectiveSchool-wide Expectations Small number
2 to 5 Broad
Cover all expected behaviors Memorable Positively stated
Bernard ElementaryChilliwack School DistrictPositive Behavior Support System
Define Expectations by Setting Transform broad
school-wide expectations into specific, observable actions
Clear examples of what is and what is not expected
Take care in defining culturally responsive expectations
Identify Consistent Expectations
“On time to class”
NorKam Secondary, Kamloops BC
Creating a School-wide Expectations Matrix
1. Write school-wide expectations on left side
2. List settings/contexts across top
3. Provide at least two positively stated, observable student actions in each box (use “dead person rule”)
The best example of following that expectation
The positive alternative to the most common error (i.e., problem behavior)
Curriculum Matrix
Location 1 Location 2 Location 3 Location 4 Location 5 Location 6
Expectation 1
Expectation 2
Expectation 3
Expectation 4
Expectation 5
Prom Setting Examples
Plan to Teach Expectations
Create a schedule and lesson plans for: Start of the year Booster sessions
Teach the expectations in the actual settings Teach the:
Words Rationale Actions Discrimination
LESSON PLAN
LESSON PLAN
LESSON PLAN
Teaching Schedule Example: Cultus Lake Community School
Teach social and emotional skills just like academic skills
Use positive & negative examplesGoal is for students to identify the line
between acceptable and not acceptable
Teach social and emotional skills just like academic skills
Use positive & negative examplesGoal is for students to identify the line
between acceptable and not acceptable Regular practice is needed to build skills Provide performance feedback Monitor progress in skills
If students have trouble, reteach and provide practice
Skill Name
Getting Help(How to ask for assistance for difficult tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.
NEGATIVE: raise hand and wave it around or call out2. You and a friend are working together on a science experiment but you are missing a
piece of lab equipment, ask the teacher for the missing equipment. NEGATIVE: skip steps that use this equipment3. You are reading a passage and don’t know the meaning of a word, ask your
neighbour. NEGATIVE: ask your neighbour for the word and then keep talking
Student Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.
Sample Lesson Plan
On-going Acknowledgement of Appropriate Behavior
Every faculty and staff member acknowledges appropriate behavior
5 to 1 ratio of positive to negative contacts System that makes acknowledgement
easy and simple for students and staff Different strategies for acknowledging
appropriate behavior (small frequent incentives more effective)
How well does discussing “rewards” go over?
Are “rewards” dangerous?
“Our research team has conducted a series of reviews and analysis of the literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” Cameron, 2002
See also: Cameron & Pierce, 1994, 2002 Cameron, Banko & Pierce, 2001
Pitfalls of acknowledgement systems and how to avoid them1. They become expected
Should be random Should be deserved
2. The interaction is left out The interaction is what works, not a ticket
3. They are provided in the same way to all Should be used to link attempts to success Should be developmentally appropriate
All students, regardless of age, need some level of teacher attention.
Good behavior, expected behavior, is GUARANTEED to obtain teacher attention.
Bad behavior, serious problem behavior, is GUARANTEED to obtain teacher attention.
Let’s do an exercise with this …
(Colvin, 2010)
Tangible ticket systems are one approach
So how do we increase the frequency of conversations about positive behavior?
Discourage Problem Behaviors
Do not ignore problem behavior Provide clear guidelines for what is
handled in class vs. sent to the office Use mild, instructional consequences Remember the PURPOSES of negative
consequencesProvide more practicePrevent escalation of problem behaviorsPrevent/minimize reward for problem
behaviors
Office vs. classroom managed activityProvides clarity and consistencyAllows for needs assessment
Activity: T-Chart
T-ChartStaff Managed
BehaviorsOffice Managed
Behaviors
Teach the right wayModeling, asking, progressive time delayJumping in to solve problem may not teachKeep it brief
Use positive practiceMildly aversiveActual practice in
the skill
How do we make our responses more instructional?
Use Data for Decision-making
Use Data for Decision-making Sifton Elementary School Office Discipline Referrals
0
10
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60
October November
To
tal
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Rs
Playground
Classroom
Sifton Playground Challenge
Sifton Elementary School Office Discipline Referrals
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To
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Sifton Elementary School Office Discipline Referrals
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To
tal
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Playground
Classroom
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Targeted Interventions: Common Features Increased structure and feedback Social/social-emotional skills instruction Regular & frequent opportunities for
success (and recognition) Academic assistance
Examples: Homework Club, Rule School, Contracting, Social Skills Groups, Grief/Friendship Groups, Mentoring…
Check-In/Check-Out (CICO)(aka the Behavior Education Program)
A program to add:Mentoring by an adult in the school who looks
out for the studentStructured process of feedback and
recognition to a school day Instruction in needed skills School-home communicationBuilt-in monitoring of student progress
Universal Interventions:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Targeted Interventions:Specialized Group
Systems for Students with At-Risk Behavior
Intensive Individual Interventions:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Intensive Individual Interventions
Individualized, function-based behavior support
Identify what basic need students are trying to meet with problem behaviorTeach adaptive, prosocial skills to meet those
needsChange environments to make problem
behavior less likelyStop inadvertently making problem behavior
worse
Does PBIS make a difference?
Experimental Research on SWPBIS
Bradshaw, C.P., Koth, C.W., Thornton, L.A., & Leaf, P.J. (2009). Altering school climate through school-wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C.P., Koth, C.W., Bevans, K.B., Ialongo, N., & Leaf, P.J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C.P., Reinke, W. M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Bradshaw, C., Waasdorp, T., Leaf. P., (in press). Effects of School-wide positive behavioral interventions and supports on child behavior problems and adjustment. Pediatrics.
Waasdorp, T., Bradshaw, C., & Leaf , P., (2012) The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection: A Randomized Controlled Effectiveness Trial. Archive of Pediatric Adolescent Medicine. 2012;166(2):149-156
• Reduced problem behavior• Reduced bullying and social exclusion
• Improved emotional regulation• Improved academic achievement
• Improved school safety• Improved organizational health• Improved teacher effectiveness
• Improved equity in school discipline
BC Elementary School Example:Office Discipline Referrals
What does a reduction of 266 discipline referrals mean?Kay Bingham Elementary
Savings in School Staff time
(ODR = 15 min)
3,990 minutes 67 hours 8 8-hour days
Savings in Student Instructional time
(ODR = 30 min)
7,980 minutes 133 hours 17 6-hour school
daysGet the cost-benefit calculator at: www.pbismaryland.org!
BC Elementary School Example:Out of School Suspensions
School District0
10
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30
40
50
60
70
80
90
100
At school, are you bullied, teased or picked on?
2008
2009
% m
an
y t
ime
s o
r a
ll o
f th
e t
ime
Student Satisfaction Survey: Grade 4
FSA Results 2008-09: Grade 4
School District0
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100
Reading Comprehension
2008
2009
% m
ee
tin
g o
r e
xc
ee
din
g
What about discipline disproportionality?
Disproportionality in School Discipline (Losen et al., 2015)
http://civilrightsproject.ucla.edu/resources/projects/center-for-civil-rights-remedies/school-to-prison-folder/federal-reports/are-we-closing-the-school-discipline-gap
Unconscious, automatic Based on stereotypes We all have it (even those affected by it) Generally not an indication of our beliefs
and values More likely to influence:
Snap decisionsDecisions that are ambiguous
What is implicit bias?
AttractivenessReal estate agents rated as more attractive
sell homes for significantly higher prices (Salter, Mixon, & King, 2012)
HeightOne inch of height is worth $789 per year in
salary (Judge & Cable, 2004)
Implicit Bias at Work
Implicit Bias in Refereeing (Carlson, 2014)
“the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality.”
-Nicholas Kristof, The New York Times
Implicit Bias and Race
“African Americans are 2.07 times more likely to be searched during a vehicular stop but are 26% less likely to have contraband found on them during a search.”
Dept. of Justice Report:Ferguson Police Department
Black students are more likely to be cited for subjective problem behaviors (e.g., defiance, disrespect) than White students.
White students are more likely to be cited for objective problem behaviors (e.g., smoking, truancy) than Black students.
Similar Patterns of Implicit Bias in Education (Skiba et al., 2002; 2011)
Poverty plays a role, but racial disproportionality remains, even when controlling for povertyAmerican Psychological Association, 2008Skiba et al., 2005Wallace et al., 2008
Addressing Common Questions
“Isn't it all really about poverty?”
No evidence of different base rates of behavior for any subgroupsBradshaw et al., 2010Losen & Skiba, 2010Skiba et al., 2014
Addressing Common Questions
“Aren’t Black boys just more violent?”
No! Our research indicates that disproportionality comes from unconscious bias – that we’re not even aware of.Banaji & Greenwald, 2013Greenwald & Pettigrew, 2014van den Bergh et al., 2010
Addressing Common Questions
“Are you saying that all teachers are racist?”
How do we address racial disproportionality in schools without it backfiring on us?
A 5-point
Intervention
Approach to Enhance Equity in School Discipline
http://www.pbis.org/school/equity-pbis
1. Use engaging academic instruction to reduce the support gap (achievement gap)
2. Implement a behavior framework that is preventive, multi-tiered, and culturally responsive
3. Collect, use, and report disaggregated student discipline data
4. Develop policies with accountability for disciplinary equity
5. Teach neutralizing routines for vulnerable decision points
5-point Intervention Approach
http://www.pbis.org/school/equity-pbis
Explicit instruction High rates of opportunities to respond Quality performance feedback Progress monitoring and data-based
decision making
What do we mean by engaging academic instruction?
(Hattie, 2009)
2007-08 2008-09 2009-10 2010-11 2011-12 2012-130%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
43% 47%36%
28% 24%11%
81% 84%88%
94% 91% 94%
38% 37%
52%
66% 67%
83%
White
Latino
Perc
ent M
eetin
g or
Exc
eedi
ng S
tand
ards
Effects of Engaging Instruction on the Support Gap
Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)
1. Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior
2. Increasing positive student-teacher interactions may enhance relationships to prevent challenges
3. More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias
4. Professional development may provide teachers with more instructional responses
2. Why start with a foundation of PBIS?
(Greflund et al., 2014)
Effects of PBIS onDiscipline Disproportionality(Vincent, Swain-Bradway, Tobin & May, 2011)
200506 200607 2007080%
5%
10%
15%
20%
25%
SWPBISNo SWPBIS
Bla
ck-W
hite
Dis
cip
line
Ga
p
Examined change in Black-White Relative Risk Index for suspensions in 46 schools
Two key predictors of decreased disproportionality:Regular use of data for decision making Implementation of classroom PBIS
systems
Which PBIS Features are Most Related to Equity? (Tobin & Vincent, 2011)
Expected behaviors defined clearly Problem behaviors defined clearly Expected behaviors taught Expected behaviors acknowledged regularly Consistent consequences CW procedures consistent with SW systems Options exist for instruction Instruction/materials match student ability High rates of academic success Access to assistance and coaching Transitions are efficient and orderly
Which features predicted decreased disproportionality?
Ensure equitable access to praise and acknowledgment systems
Develop and revise school-wide systems with active involvement of families, students, and the community
Use regular student and family surveys to assess acceptability and fit
Culturally Responsive PBIS Implementation
Disproportionality Data Guide
3. Using disaggregated data to assess and address equity
http://www.pbis.org/school/equity-pbis
4. Implement policies with accountability for equity How could policy work fit in to enhancing
equity?Could highlight a common priorityCould reduce effects of explicit biasCould enable implementation of other
aspects of equity interventionsCould reduce use of discriminatory practices
The teachers, administrators and staff of the Los Angeles Unified School District (LAUSD) believe in the equal worth and dignity of all students and are committed to educate all students to their maximum potential.
Policy Example:Equitable Mission Statements
The Board directs the Superintendent to develop and update a detailed action plan to address equity, with multiple metrics to assess progress in reducing inequities in school discipline. The action plan shall identify district leads and clear procedures for school staff. The Superintendent will share the plan and report on progress towards these goals to the Board at least twice per year. Lack of progress toward these goals may be considered grounds for dismissal.
Policy Example:Processes with Accountability
Enacting policies that nobody knows about Enacting policies that don’t change
practice Policies without accountability for
implementation
What does not work in policy
Include a Specific Commitment to Equity Create mission statements that include equity Enact hiring preferences for equitable discipline
Install Effective Practices Require clear, objective school discipline procedures Support implementation of proactive, positive
approaches to discipline Replace exclusionary practices w/ instructional ones
Create Accountability for Efforts Create teams and procedures to enhance equity Share disproportionality data regularly Build equity outcomes into evaluations
Equity Policy Recommendations
The school principal’s endorsement of exclusionary discipline and zero tolerance policies.
What is the strongest predictor of disproportionality in school discipline?
(Skiba, Trachok, Chung, & Baker, 2012)
Racial Bias
Disproportionate Discipline
5. How can we reduce implicit bias in our decision making?
Racial Bias
Disproportionate Discipline
Situation
A Multidimensional View of Bias
Vulnerable Decision Points
Subjective Behavior Hunger
Vague Discipline System Fatigue
Classrooms Unfamiliar with Student
A specific decision that is more vulnerable to effects of implicit bias
Two parts:Elements of the situationThe person’s decision state (internal state)
What is a Vulnerable Decision Point (VDP)?
Levels of specificity:
1. All ODR/suspension decisions (general self-instruction routine)
2. Identify VDPs through national data
3. Use school or district data
Situations:Options for Identifying VDPs
http://www.pbis.org/school/equity-pbis
National SWIS Data(2011-12)
3,026,367 ODRs
6,269 schools
47 states, plus DC
Langu
age
Defian
ce/ Disr
espect
Disruption
Fighting
Forge
ry/ Th
eft
Harassm
ent/
bullying
Lying/
chea
ting
M - Defi
ance/
Disresp
ect
M - Disr
uption
M - Dres
s code
M - Lan
guag
e
M - Other
M - Physi
cal Contac
t
M - Pro
perty M
isuse
M - Tard
y0
5
10
15
20
25
5
21
9
51
31
11
7
1 2 3 31
3
Black
Langu
age
Defian
ce/ Disr
espect
Disruption
Fighting
Forge
ry/ Th
eft
Harassm
ent/
bullying
Lying/
chea
ting
M - Defi
ance/
Disresp
ect
M - Disr
uption
M - Dres
s code
M - Lan
guag
e
M - Other
M - Physi
cal Contac
t
M - Pro
perty M
isuse
M - Tard
y02468
1012141618
4
14
5
21
31
15
10
12
6 6
2
4
WhiteOffice Referrals by Problem Behavior
Art Room
Bathro
om/ Rest
room Bus
Bus Load
ing Zone
Cafeter
ia
Classro
om
Commons/ Common Area
s
Computer La
bGym
Hall/ B
reeze
way
Librar
y
Locke
r Room
Music Room
Off-Campus
Office
Other Lo
cation
Parking L
ot
Playgro
und
Speci
al Ev
ent/
Assembly/
Field
trip
Stadium
Unknown Lo
cation
Vocational
Room0
10
20
30
40
50
60
70
1 25
0
5
56
1 03
7
1 0 1 13 2
0
9
0 0 1 0
BlackWhite
Office Referrals by Location
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12:30AM
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0.01.02.03.04.05.06.07.08.09.0
Black
12:00AM
12:30AM
1:00AM
1:30AM
2:00AM
2:30AM
3:00AM
3:30AM
4:00AM
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0.01.02.03.04.05.06.07.08.09.0
White
Office Referrals by Time of Day
Subjective problem behaviorDefiance, Disrespect, DisruptionMajor vs. minor
Non-classroom areasHallways
Classrooms Afternoons
VDPs from national ODR data
ambiguit
y
LACK OF
contact
fatigueDEMANDS?
Relevance?
When you see problem behavior, stop and ask yourself:
1. Is this a VDP? Situation Decision state
2. If so, use an agreed-upon alternative response
Two-step Neutralizing Routine for Staff:
Neutralizing Routines for Reducing Effects of Implicit Bias
Setting event Antecedent Behavior Consequence
Lack of positive interactions with student
Fatigue
Loud complaints about work (subjective behavior)
Send student to office (ODR)
Student leaves class (Escape social interaction)Alternative
Response“See me after class.”
Self-assessment“Is this a vulnerable
decision point?”
1. If-then statement
2. Brief
3. Clear steps
4. Interrupts the chain of events
5. Doable
What makes for a good neutralizing routine?
If this is a VDP…, “See me after class/at the next break” am I acting in line with my values? take two deep breaths recognize my upset feelings and let them go picture this student as a future doctor/lawyer model taking think time delay decision until I can think clearly ask the student to reflect on their feelings/behavior know that’s Rock Brain talking to me “I love you, but that behavior is not ok”
Neutralizing Routine Examples
Can also be used as precorrection
1. Am I about to enter a VDP?
2. What are my values?
3. When I see problem behavior, I’ll use the alternative response
Two-step Neutralizing Routine for Staff:
When you have to handle problem behavior, stop and tell yourself:
1. Don’t just do something, stand there! Be sure you are ready to act in line with values Get information from student and staff Assess student-teacher relationship
2. Whenever possible, use an agreed-upon instructional response
Teaches missing skills Connects student to school and staff
Two-step Neutralizing Routine for Administrators:(Susan Barrett)
1. Tell me what happened.
2. What you were thinking at the time?
3. What do you think about it now?
4. Who did this affect?
5. What do you need to do about it?
6. How can we make sure this doesn't happen again?
7. What I can do to help you?
The Restorative Chat (Alton School District, Alton, IL)
School Example
Urban K-8 School
Black/White ODR Risk Ratio = 2.67
Risk Indices
Problem Behavior: All Students
Problem Behavior: Black Students Only
Drill Down: Phys. Aggression on Playground
Black/White ODR Risk Ratio = 4.5
ODRs and observations indicated differences in perceived basketball rules
Team clarified rules for staff and studentsAka “code-switching”
Additional teaching, practice, and acknowledgement
Monitor with ODRs and Black-White RRs
The School PBIS Team’s Intervention
Black-White Risk Ratios Overall
2013-14: 2.67 2014-15 (Sept to Dec): 2.0
Physical Aggression on Playground2013-14: 4.5 2014-15 (Sept to Dec): can’t calculate (1 ODR)
The School PBIS Team’s Intervention Outcomes
Where can I learn more about PBIS?
http://www.pbis.org http://pbismaryland.org http://www.pbismissouri.org http://bcpbs.wordpress.com http://www.cenmi.org/miblsi http://www.modelprogram.com/ http://www.PBISmn.org/ http://www.PBISvideos.org/
Resources
Featuring sessions specifically designed for our Mental Health, Juvenile Justice, and Family/Community Partners!
This two-day forum for school, state, district and regional Leadership Teams and other professionals has been designed to increase the effectiveness of PBIS implementation.
Integrated Multi-Tiered Framework
for Educational
Success
Visit the Upcoming Events page at www.pbis.org for more information
October 22-23, 2015S
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Sessions are organized by strands that support initial through advanced implementation in elementary, middle, and high schools as well as juvenile justice facilities:
PBIS FoundationsClassroom Applications
Tier 2 Systems & Practices Tier 3 Systems & Practices
Aligning SystemsJuvenile Justice
Mental Health IntegrationEquity
Applied EvaluationSpecial Topics
OSEP Technical Assistance Center on PBIS 2015
Leadership Forum
How do we get started with PBIS?
Readiness for PBIS
Staff Support 3-4 year commitment Proactive instructional approach
Resources Administrative leadership Time (FTE)
Monitoring Data systems
Office discipline referral systems Implementation surveys (e.g., www.pbisassessment.org)
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GeneralPBIS
Implementation Process
Team Implementation Checklist (TIC)Available and enterable at:
www.pbisassessment.org
PBIS Assessment is a web-based computer program that allows you to enter, view generated reports, and compare data across years for PBS decision making
And it’s free to use!
What is PBIS Assessment?
22 items Completed by school team (with coach) Used monthly or every other month
Purpose:Self-assessmentAction-planning
Team Implementation Checklist
What is the process?1. The school team completes one checklist
together
2. The team then reviews progress and creates an action plan for implementing features
3. The team completes the same form monthly or quarterly until all features are in place
Team Implementation Checklist
Complete the TIC for your school Review your school’s progress
1. Celebrate your successes Identify 2 strengths (“achieved” or “in progress”)
2. Identify steps for action planning Identify 2 next steps (“in progress” or “not in place”) Use the included action plan
Activity: Complete the TIChandout
How can I support PBIS implementation?
Perceived Importance of Contextual Features for Sustainability of PBISMcIntosh, K., Predy, L., Upreti, G., Hume, A. E. & Mathews, S. (2014). Perceptions of contextual features related to implementation and sustainability of School-wide Positive Behavior Support. Journal of Positive behavior Interventions, 16, 29-41.
1. What is the most important enabler of sustainability?
2. What is the most important barrier to sustainability?
Research Questions
Admini
strato
r Sup
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Staff B
uy-in
Fidelity
Data
Teaming
Resou
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Stakeh
older
Invo
lvemen
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Trainin
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SWPBS P
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ophy
Moti
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Distric
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Nu
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Enablers of Sustainability
How would you answer?
1. Establish a team: Empower a team facilitator Attend team meetings regularly
2. Give team: Regular time to meet Access to the data they need
3. Attend trainings with team: Running meetings and using data Classroom PBIS
4. Voice support regularly: Provide PBIS updates at each staff meeting
Key Activities for Administrators for Supporting PBIS
Sustainable implementation of school practices requires a team approach
Assessing implementation is critically important for full implementation and sustainability of any practice
Use your data to assess and address disproportionality through the PBIS framework
Main Messages
Contact Information Kent McIntosh
Special Education Program
University of Oregon
@_kentmc
Handouts: http://kentmcintosh.wordpress.com
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