positive behavior interventions & supports: addressing the behavior of all students

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State of South Dakota Special Education Programs Positive Behavior Interventions & Supports: Addressing the Behavior of All Students SD PBIS Trainers: Ruth Fodness – [email protected] Kari Oyen – [email protected] Pat Hubert – [email protected] Rebecca Cain – [email protected] 1

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Positive Behavior Interventions & Supports: Addressing the Behavior of All Students. SD PBIS Trainers: Ruth Fodness – [email protected] Kari Oyen – [email protected] Pat Hubert – [email protected] Rebecca Cain – [email protected]. - PowerPoint PPT Presentation

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Page 1: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

SD PBIS Trainers:Ruth Fodness – [email protected] Oyen – [email protected] Hubert – [email protected] Cain – [email protected]

1

Page 2: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

What is RtI?

2

• 1) Multi-tiered• 2) Problem solving approach• 3) Evidence-based instruction/intervention• 4) Increasing levels of intensity• 5) Decisions based on data• 6) Progress monitoring

• Florida’s PS/RtI Project, February 2008

Page 3: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Framework

3

• We organize our resources – Multi-Tier model

• Kids get help early– Actions based on outcomes (data!), not procedures

• We do stuff that’s likely to work– Evidence-Based interventions

• We make sure they’re successful– Progress monitoring– Problem-Solving process– Increasing levels of intensity

Page 4: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Rationale for RtI

4

• RtI is about arranging effective environments, not “fixing” students

• The goal for school staff is to arrange environments so that additional supports are built into the way of life at a school

• The goal for students is to work towards self-management, adaptive global functioning

Page 5: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

Tier 1: Core Curriculum/Universal Interventions•All settings, all students•Preventive, proactive

Tier 2: SupplementalInterventions•Some students (at-risk)•High efficiency•Rapid response

Tier 3: Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

For academics or behavior, RtI principles & characteristics are the same at each tier of support (Misc. Section p.1)

Tier 1•Progress monitoring data/response to intervention

•Implementation fidelity

•ODRs, teacher nominations, attendance, walkthroughs

•School-wide screening

Tier 2•Progress monitoring data/response to intervention

•Implementation fidelity

•Sped referrals

Tier 3•Direct observations

•Progress monitoring data/response to intervention

•Implementation fidelity

5

Page 6: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Tiers of PBIS

6

• Tier 1 – (Universal) Procedures and processes intended for all students, staff, in specific settings and across campus

• Tier 1 & 2 – (Classroom) Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms

• Tier 2 – (Supplemental) Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape)

• Tier 3 – (Intensive) Processes and procedures reflect school-wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

Page 7: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Positive Behavior Support…

7

• Aims to build effective environments in which positive behavior is more effective than problem behavior

• Is a collaborative, assessment-based approach to developing effective interventions for problem behavior

• Emphasizes the use of preventative, teaching, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes

Page 8: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Responding toBehavior: Traditionally

8

• Reactive/Consequence Strategies• Office referral, detention, suspensions, etc.• Used to try to teach the “right way”• May actually reinforce the behavior of concern

• Individual counseling and therapy• Restrictive and segregated settings• Implement packaged programs

Page 9: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Traditional Discipline vs PBIS

9

• Traditional Discipline: – Goal is to stop

undesirable behavior through the use of punishment

• Focuses on the student’s problem behavior

• Positive Behavior Interventions & Supports:

– Goal is to stop undesirable behavior by:

• Replacing with a new behavior or skill

• Altering environments• Teaching appropriate skills• Rewarding appropriate

behavior

Page 10: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

“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?”

(Herner, 1998)

10

Page 11: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Why Tier 1 PBIS?

11

• Over 9000 schools across the country are implementing PBIS because:• It is aligned with RtI • It can be adapted to fit your particular school• It can coexist with most other school-wide programs

(reading first, social skills instruction, character ed, etc.)

• It is consistent with research-based principles of behavior

Page 12: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Federal & State Support

12

• Intervention of choice in IDEA 2004• Supports NCLB• Positive Behavior for Effective Schools Act*• RtI:

http://www.fldoe.org/Schools/florida-reponse-to-intervention.asp– Universal (Tier 1) intervention– Evidence-based– Higher levels of PBIS includes Tiers 2 & 3– Data-based, structured problem-solving process

Page 13: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Critical Elements of School-Wide PBIS as Measured by the Benchmarks of

Quality (BoQ)

13

• PBIS Team, Administrative Support• Faculty Commitment, Participation• Effective Discipline • Data Entry & Analysis• Expectations & Rules• Reward/Recognition Program• Lesson Plans for Teaching Behavior• Implementation Planning• Crisis Planning• Evaluation• Classroom PBS Systems (Kincaid, Childs & George, 2005)

Page 14: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

VIDEO 1

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Page 15: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Using the BoQ Results

15

• Reference throughout training• Problem Solving process

– Problem ID statements– Problem Analysis

• Action planning/implementation after training

Page 16: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

16

Introduction to the Problem-Solving

ProcessUsing the 4-Step Process to Guide Implementation

Page 17: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

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Problem Solving StepsStep 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

Page 18: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Problem-Solving / Response to Intervention

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• Prior to making changes within the school environment, it is important to know what needs to be changed

• Information about what is going on has to be accurate and useful for identifying problems

• Analyze problems so that interventions can be effective and efficient

• Decisions made with accurate dataare more likely to be: – Implemented– Effective

Page 19: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Step 1: Identify the Problem

19

• Step 1 is critical to the process– Problems to be solved vs. “Issues” to address

• Review existing information

• Ask: Is it most, or is it some?

Page 20: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Defining the Problem

20

• Specific, observable, measurable:

– 3rd grade students were responsible for 40% of our ODRs last month, and most of these took place during their 90-minute reading block, for disruption.

– Sixty percent of our ODRs listed the dean as the referring teacher.

Page 21: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Did we define it?

21

• Students are not being respectful.• ODRs are increasing this month.• Most of our ODRs are taking place in an

unknown location.• Students are late to class after lunch.

Page 22: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Step 2: Problem Analysis

22

• Develop hypotheses and assessment questions– Make educated guesses as to WHY the problem is

happening– Examine environmental factors, not just within child

factors– Hypothesis Prediction statements– Confirm problem ID statement (if necessary)

• Select possible data collection methods– Direct observation, reports, graphs, teacher/team

nominations, etc.

Page 23: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Step 3: Develop & Implement the Plan

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• Brainstorm intervention strategies – Should directly link to your prediction statement (and

goals).– Building up and maintaining your Tier 1 system should

be part of your interventions

• Develop a specific plan for implementation– Identify roles, responsibilities, timelines– Remember to include fidelity measures http://www.youtube.com/watch?v=47rQkTPWW2I

Page 24: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

24

Page 25: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Step 4: Evaluate the Plan

25

• Look at the data you selected to measure your progress towards the goal.

• Ask yourself…– Did we meet the goal?– Do we need to develop a new plan? – Were our problem ID statement and analysis

correct?– Or, develop a plan to maintain or fade out the

intervention if it was successful

Page 26: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Evaluating progress on Tier 1

26

• Use the Action Plan to evaluate progress towards full implementation – Modify based on data, faculty feedback, as

necessary• Office Discipline Referrals, surveys, other data

– Classroom tracking forms– Observations– Other products (attendance, Sped referrals,

achievement, etc…)

Page 27: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Using the Action Plan

27

• 4 step process for every critical element• After each training section identify:

– Step 1: What you think the problem is? --OR-- Which Elements are missing?

– Step 2: Why do you think it is occurring?– Step 3: Brainstorm interventions (what needs to

be done, by whom, start date/end date)– Step 4: How are you going to know if the

intervention worked?

Page 28: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

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Page 29: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

VIDEO 2

29

Page 30: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Teaming

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Page 31: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

Teaming Activity

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Page 32: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

What did that activity mean?

32

• Allows you to:• Look at old issues from a NEW perspective• Explore the validity of “first impressions”• Stimulate creativity • Think outside-the-box

• Help identify natural roles and responsibilities

Page 33: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Rationale for a Team Process

33

• Research indicates that higher functioning teams have higher SWPBIS implementation scores (on the BoQ) (Cohen, 2005)

• Schools need to sustain long-term change• Avoid one person effort• Checks and balances• Informed decisions • Consider Core Team vs. Peripheral Team

Page 34: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

School PBIS Team Tasks

34

• Develop, implement and evaluate the School-Wide PBS Action Plan

• Monitor behavior data, develop interventions• Evaluate progress• Maintain communication with staff and coach• Report outcomes to Coach/Facilitator & District

Coordinator• Hold regular team meetings (at least monthly)

– May need to meet more frequently in the beginning– Typically 2+ hours month

Page 35: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Where Does Your PBIS Team Fit?

35

• Investigate current programs and initiatives in place– RtI Team, Leadership Team, Student Assistance Team,

etc…– Is there overlap? Are some staff members over-

burdened?• Realign committees to more effectively address

concerns• See the Working Smarter, Not Harder resource in

the misc. section (page 2)

Page 36: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Monthly Meetings

36

• Team should meet at least once a month to:• Analyze existing data• Problem-solve solutions to critical issues

• Develop interventions based on data

• Outline actions for the development, maintenance or modification of the school’s Tier 1 plan

• Continue to develop the SW plan (parent participation, community buy-in, Tiers 2 &3, etc…)

• Determine staff, student training needs• Meetings generally last 1-2 hours

Page 37: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Identify Team Member Roles(See Misc. section page 3 for complete

descriptions)

37

•Team Leader •Recorder •Timekeeper•Data Specialist

•Behavior “Expert”•Administrator•Communications •PBS Coach•Snack Master

Team Members

Page 38: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Coaches’ Roles & Responsibilities (See Misc. section page 4 for complete descriptions)

38

• Is the main contact person for the PBIS team(s)– District Coordinator

• Ensures fidelity of the School-Wide plan• Facilitates team throughout the process (ensures

critical elements are in place)• Responsible for State PBIS Evaluations (2x/year)• Attends trainings/meetings with their PBIS team(s)• Receives additional training “Coaches” training• Is an active and involved team member

Page 39: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Administration’s Roles & Responsibilities

39

• Actively participates – If a principal is not committed to the change process, it

is unwise to move forward in the process• Actively communicates their commitment

– Reminds staff of the significant impact and ultimate success

• Familiar with school’s current data and reporting system• Ensures behavior is written into the SIP• Administrator identifies how to free staff time for PBIS

activities• Ensuring meeting dates and times are recognized in the

master schedule

Page 40: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Meeting Checklist

40

Agenda is distributed in advanceItems have specific time limitsMeeting starts & ends on time – no exceptionsTeam leader moves team through the agendaTeam leader keeps team on-topicEVERY team member contributes to discussionEVERY team member volunteers for action plan itemsTeam addresses conflict constructivelyTeam rules by obtaining consensusNew Action Plan items generated & added to existing

plan **See Miscellaneous Section (pages 6-8) for additional resources

Page 41: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Group Action Plan

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• Turn to your Action Plan (Tab 4) and complete the cover page (page 1) of your action planning guide:• Identify team meeting time/location• Begin completing team roster

• Contact informationRoles to be determined later

Page 42: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

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Page 43: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

43

Developing Expectations & Rules

Page 44: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

School-Wide Expectations

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• Definition: • A list of broad, positively stated behaviors that

are desired of all faculty and students • These expectations should be in line with the

school’s mission statement and should be taught to all faculty, students, and families

Page 45: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

When Identifying Expectations

45

• Consider existing data summaries:– Discipline– Academic

• Identify common goals:– Mission Statement– Other School-Based Programs

• Identify characteristics of an ideal student – Can be helpful with faculty buy-in

Page 46: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Identify Characteristicsof an Ideal Student

46

• Identifying the characteristics of an ideal student is a beneficial process for:• Teams that are having difficulty reaching consensus• Teams that are having difficulty building consensus among

the faculty• Facilitating consensus with parent groups• Facilitating student consensus

Page 47: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Activity 1: Characteristics of an Ideal Student

(Page 1 in Activities Packet)

47

• As a team, compile a list of preferred student characteristics– Include specific examples of what each

characteristic looks like

Page 48: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Guidelines forIdentifying Expectations

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• Identify behaviors expected of all students and staff in all settings

• Select 3 to 5 behaviors• State expectations in positive terms• Select expectations that are general

enough to be applicable in multiple settings, but specific enough to be of assistance in generating rules for targeted settings

Page 49: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Which Guidelines Were Not Followed in These Examples?

49

• Don’t run• Raise your hand and wait to be

recognized before speaking• Be good• No talking• Stay in your seat• Act like ladies and gentlemen

Page 50: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Grover Middle School Expectations

50

• Top Occurring Behaviors:• Disruption, Disrespect, Safety Violations

• Did not make AYP• Low SES population• Expectations:

– Be RESPECTFUL– Be PREPARED– Be SAFE– Be an ACTIVE LEARNER

Page 51: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Activity 2:Student Expectations

(Page 2 in Activities Packet)

51

• Using your school’s data and Characteristics of an Ideal Student, identify 3 characteristics that address the problems & values for your school.

• Define your expectations in terms your students will understand– Make sure your expectations address your

top discipline problems• Complete the Expectations Self-Check

Page 52: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Rules for Unique Settings

52

Definition:• Specific skills you want students to

exhibit and the procedures you want students to follow in specific settings

Page 53: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

How Are Expectations & Rules Similar?

53

• Both should be limited in number (3-5)• Both should be positively stated• Both should be aligned with the school’s

mission statement & policies• Both should clarify criteria for successful

performance

Page 54: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

How Rules are Different

54

• Rules describe specific behaviors:• Observable• Measurable

• Rules may apply to a limited number of settings

• Rules clarify the SW-Expectations for specific settings

Page 55: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Which Ones Are Expectations?Which Ones Are Rules?

55

• Be considerate• Place food items in their proper containers• Remain seated during instruction• Use an inside voice• Be a problem solver• Keep all four legs of your chair on the floor

Page 56: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Activity 3: Using Data to Identify Problem Areas

(Page 3 in Activities Section)

56

• Using your discipline data, identify your top 3 problem locations (not classroom)

• List them in order in the space provided

• Using your data and/or observations by your team members, describe the specific behaviors that generated referrals in each location

• Complete as quickly as possible

Page 57: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Guidelines for Creating Rules

57

• Select NO MORE THAN 5 rules for each setting on campus

• Rules should be observable, measurable, positively stated, & enforceable

• You do not need to create a rule for each expectation• USE YOUR DATA to determine the problems you are

experiencing most in those locations– Non-Example: “Chew with your mouth closed.”

Page 58: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

58

Elementary School’s Matrix Hall Rules

Cafeteria Rules

Recess Rules

Be safe Keep all food to self without sharing.

Use equipment safely.

Follow game rules.

Be prepared

Have planner signed. Have lunch money ready.

Be dressed out & in place on time.

Be respectful

Keep hands, feet & objects to self.

Keep hands, feet & objects to self.

Face forward & keep the line moving.

Use polite language and respectful tone of voice.

Expectations

Page 59: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Activity 4: Rules by Setting(Page 4 in Activities Packet)

59

• For your top 2 non-classroom settings, identify the 1-5 behaviors that generated the most referrals.

• Develop rules to address those problem behaviors.

• Complete the “Expectations by Setting Matrix” for those two settings by matching your school’s expectations with the rules you developed.

Page 60: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Establishing & Maintaining Ownership

60

• Shared ownership in development:• Look at current rules to determine what is

important to staff• Allow staff to develop personalized set of

classroom rules • provided they follow guidelines and are aligned

to expectations• Notify and plan for feedback from all

stakeholders (staff, administration, parents, students)

Page 61: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Classroom Rules

61

• DEVELOPED BY THE CLASSROOM TEACHER

• Aligned to the school-wide expectations• Positively stated• Limited in number (maximum 5)• PBIS Team may review rules for

adherence to guidelines

Page 62: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

VIDEO 3

62

Page 63: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Action Plan

63

Section Five: Expectations & Rules Developed(page 3 in Action Plan tab)

1. Record activities that need to be completed

2. Begin Problem-Solving Process for necessary items

REMEMBER:Plan how you will inform/involve your faculty/staff

Page 64: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

64

Developing a System for Teaching Appropriate

Behavior

Page 65: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

65

My School’sExpectations…1. Be Safe2. Be Responsible3. Be Respectful

Once you have developed expectations and rules, it is not enough to just post words on the walls of the school…

YOU MUST TEACH THEM CONSISTENTLY ACROSS CAMPUS!

Page 66: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Behavioral Errors

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• More often occur because:• “Skill Deficits”--Students do not have appropriate

skills• Students do not know when to use skills• Students have not been taught specific classroom

procedures & routines• Skills are not taught in context• Skills are not rewarded & encouraged consistently

Page 67: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Why Develop aSystem for Teaching Behavior?

67

• Behaviors are prerequisites for academics• Procedures & routines create structure• Repetition is key to learning new skills:

• For a child to learn something new, it needs to be repeated on average of 8 times

• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong)

Page 68: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

68

We must assume:• Students will require different curricula,

instructional modalities, etc… to learn appropriate behavior

• We need to teach expectations/rules & appropriate behaviors as effectively as we teach academic skills

Page 69: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

How Do We Teach Behavior?

69

• Introductory Events:• On-going Direct Instruction:

• Social skills programs (Second Step, ICPS, Skill Streaming, Walker, Boys Town, Character Education, etc…)

• Embedding in Curriculum• Booster Trainings• Keeping it Out There:

• School pledges, songs, cheers• Daily announcements

Page 70: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Introductory Events

70

• Rotating schedule:– Elementary: M – Math, T- Reading, W-Specials– Middle/High: M-1st period, T-2nd period, or M-Science,

T-Language Arts, etc.• All faculty & students participate• Decide on method that will be most effective

for your school– Station Rotation– Assembly format

• Consider Importance/Impact - – Activity/event should be a high priority… not given a

few minutes in some other activity

Page 71: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Direct Instruction

71

• Provide initial lesson plans &/or lesson plan format for teachers to begin teaching behavior– Develop a system to expand on these throughout the year

• Build on what you have (i.e., Social Skills Program)• Determine the minimum requirements for

teaching behavior (i.e., how often)– Social Science, 1 day/wk for 15 min.– Everyday in ISS

Page 72: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Guidelines forTeaching Expectations

72

Teach As You Teach Core Academics:• What does it look like?

•Define in terms that students will understand• Provide examples & non-examples• Have students apply to their own lives• Check for comprehension

•Summarize, paraphrase, define, categorize• Provide opportunities to practice outside of lesson time• Acknowledge efforts

•Recognize small steps• Differentiate instruction

Page 73: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Guidelines for Teaching Rules

73

• Identify problem settings– Teach in that setting

• Review school-wide expectations• Review the rationale for the expectation(s)• Describe the specific, observable skill(s) &

provide examples & non-examples• Engage students in an activity that will allow

them to practice the desired behavior• Reward appropriate behavior

Page 74: Positive Behavior Interventions & Supports: Addressing the Behavior of All Students

State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Strategies for Success

74

• Describe specific, observable behaviors for each expectation

• Plan for modeling the desired behaviors• Provide students with written & graphic cues in the

setting where the behaviors are expected• Acknowledge efforts• Plan to re-teach & restructure teaching• Allow students to participate in the development

process• Use “teachable” moments that arise in core subject

areas & in non-academic times

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Embed Expectations into Curriculum?

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•Behavior curriculum does not have to be separate

•Helps to eliminate time crunches•Provides a rationale for student- helps students to see how the expectations fit into everyday life

•Meets best practices approach:•Hands on activities•Meets all learning styles (oral, visual, kinesthetic)•Higher order learning activities (synthesize, analyze,

etc.)

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Embedding Expectations into Daily Curriculum

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•Social Studies:•Talk about how different historical events occurred because of conflict & come up with solutions on how the conflict could have been resolved

•Language Arts & Reading:•Discuss characters in a novel and how they did not show respect, then have the students write the story with the character showing respect

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Embedding Expectations into Daily Curriculum

77

• Fine Arts (Music, Art, Computers, Graphics):•Have the students compose a song/rap, poem, etc. with the expectations

• Science &/or Math:•Have the students count the number of tickets redeemed monthly for prizes & graph them. You can include ratio of number of tickets to student, # of tickets per teacher, etc.

• Service Learning•Having older students on campus develop stories/pictures books using the expectations

−Pair a high school with an elementary school

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Embedding School-Wide

78

• Writing Prompt practice – Persuasion: Ask students to identify what

they think the expectations should be– Expository: What are the School-wide

expectations & what do they mean?• Use the Expectations as “Words of the Week”

for word walls– Look up synonyms & antonyms

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Making Embedding Happen

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• Based on school’s data identify expectations to focus on. Ask staff to embed that expectation into their lesson plans on a weekly basis.

• School Template: Add school’s expectations to the lesson plan template to prompt teachers to include them in their regular routine.

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VIDEO 4

80

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Activity 5: Lesson Plan for Expectations & Rules(Pages 5-10 in Activities Packet)

81

Option 1:• Complete the Lesson Plan Worksheet for one of your

school’s expectations or rulesOption 2:

• Identify existing curricula at your school (Second Step, Skill Streaming, etc…), & specific lessons that align with your expectations. Be sure to clarify any adjustments/ additions you’ll need to include.

Option 3:• Do a web search for lesson plans for your expectations &

rules. Modify as necessary.

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Keeping it Out There

82

• Tickets/Tokens with the school-wide expectations typed on them

• Posters - written & graphic cues in the setting where the behaviors are expected

• Agendas/Planning Book Covers • School Marquee

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Booster Trainings

83

There will be times when we all need amore intensive refresher across campus:

• When might those times may be?• What will the format booster training look like?• How will you introduce/teach new students &

staff?

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VIDEO 5

84

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This is your school’s baseline data. Which month(s) should your school consider a booster training?

85

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What expectation should your school focus on teaching next month?

•Show Respect

•Be an Active Learner

•Be Prepared

•Show Self-Control

86

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What expectation should your school focus on teaching next month?

•Show Respect

•Be an Active Learner

•Be Prepared

•Show Self-Control

87

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Keeping in mind that you need to teach students the behaviors where they typically occur, in what location(s) do students need a “Booster”?

88

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Group Action Plan

89

Section Seven: Lesson Plans for Teaching Expectations & Rules (page 4 in Action Plan tab)

1. Record activities that need to be completed

2. Begin Problem-Solving Process for necessary items…look at your data..when are booster trainings needed, what needs to be taught, etc..

REMEMBER:Plan how you will inform/involve your faculty/staff

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Developing a School-Wide Reward

System

90

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Why Develop aSchool-Wide Reward System?

91

Rewards are effective when: • used to build new skills or sustain desired skills• used with contingent delivery of rewards for

specific behavior • gradually faded over time

• Akin-Little, Eckert, Lovett, Little, 2004

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Why Develop aSchool-Wide Reward System?

92

• The immediate reward (ticket/token) acts as a teaching tool for desired behavior– Focuses staff & student attention on desired behaviors

• The immediate reward is a bridge to long-term reward• The immediate reward increases likelihood of

repeating the desired behavior– Fosters a positive school climate– Reduces the need for engaging in time-consuming disciplinary measures

• Access to long-term reward increases the power of the immediate reinforcer

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Types of Rewards

93

•Social

•Activity

•Sensory

•Escape

•Tangible• Edibles

• Materials

• Tokens

Misc. section page 13 : Research on Rewards

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Reward System Guidelines

94

• Reward contingent on desired behavior• Clearly define & train staff & students on the

criteria for earning a reward• Encourage staff to reward students outside of

their classroom in common areas• Plan for encouraging & monitoring staff use of

the reward system• Keep it Simple

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Reward System Guidelines

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• Rewards should target 80% - 90% of students• Rewards should be portable &/or easy to use

in multiple settings across school campus• Reward frequently in the beginning• Rewards should be varied to maintain student

interest• Opportunities for naturally occurring

reinforcement are still provided & encouraged

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Reward System Guidelines

96

• Refrain from taking away or threatening to take away rewards once they have been earned

• Ensure an adequate supply• Take steps to prohibit counterfeiting

– But if they do, CELEBRATE! ….It means your students have bought into the system.

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Structuring Your Token Economy

99

• How many tokens do you want each student in your school to earn during the first (week, month)– 500 students X 1/day X 5 days/week = 2,500 tokens per

week– Plan on 1 token per student, but know that only 80% will

likely earn one.• Target at-risk students, challenging behaviors first

• Do you want students to earn more than 1 token during this time period?

• Give your staff guidelines for distribution

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How to Provide a Reward

100

• Name behavior & expectation observed• Give positive verbal/social

acknowledgement• Give out ticket/token for access to

reward system– “Darrel, when you helped Susan with her

tray you were being respectful AND responsible! I’d like to give you a Wild Cat dollar for being such a great helper.”

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School-Wide & Classroom Rewards

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• Classroom teachers often have already established token economies & reward systems

• Work with teachers to keep what they already have but make sure:– That their system follows the Reward System

Guidelines– Ties into school-wide system

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School-Wide & Classroom Rewards

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Benefits of tying systems together– Creates structure for students & teachers– Provides more opportunities for students to

earn rewards– Allows for more teachable opportunities– May assist in establishing/maintaining teacher

buy-in

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School-Wide & Classroom Rewards

103

Examples of tying Classroom & School-Wide Reward Systems together– For every full jar of marbles the students

earn, they each earn $1– Adding school-wide tickets/tokens to the

classroom treasure box

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Teacher Sundae

104

•Passing All Classes First Quarter

•No Office Referrals First Quarter

•Sponsored by the SMS Student Council

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Teacher Sundae

105

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Teacher Sundae

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Teacher Sundae

107

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Teacher Sundae

108

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Reward System Challenges

109

• Remaining focused on the positive• Providing meaningful rewards• Creating a link between classroom &

School-Wide systems• Maintaining consistency with all staff• Tracking your reward system

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Rewarding Staff

110

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

• Utilize community resources & local businesses

• Incentives for staff that have worked at other schools include:

• After School Ice Cream Social• Leave 5 min early pass• Special Parking Spots• Recognition at faculty meetings

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VIDEO 6

111

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Activity 6:Reward System Ideas(Pages 11-13 in Activities Packet)

112

• Use the Reward System Criteria Form (pages 12-13 in activities packet) to evaluate your plans for your school-wide reward system.– Identify the kind of immediate reinforcers you’ll

use– Identify staff rewards

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Group Action Plan

113

Section Six: Reward/Recognition Program Established(page 5 in Action Plan tab)

1.Record activities that need to be completed

2.Begin Problem-Solving Process for necessary items

REMEMBER:Plan how you will inform/involve your faculty/staff

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Effective Discipline Procedures

114

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Addressing Discipline Procedures

115

(a)Behavior Definitions

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Group Activity

116

Part 1:• On your own, define:

Disrespect

Part 2:• Come to consensus on definition

within your group

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Appropriate Definitionsof Problem Behaviors

117

• What one teacher may consider disrespectful, may not be disrespectful to another teacher

• Clear set of definitions for all categories on the office discipline referral form exists

• The critical feature is that all staff agree & are trained on mutually exclusive & operationally defined behaviors

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Appropriate Definitionsof Problem Behaviors

118

• SWIS has already created definitions for 34 specific problem behaviors that have been operationally defined

• Refer to the miscellaneous section in the back of your manual (pages 14-19) for the complete list of SWIS definitions

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Activity 7:Defining Problem Behaviors

(Page 14 in Activities Packet)

119

• Define the top 3 behaviors of concern at your school• Use terms that all faculty & students will be able

to understand• Come to consensus within your group

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Office vs. Teacher-Managed

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• A clear distinction must exist between problem behaviors that are teacher/staff managed versus problem behaviors that are office-managed or crisis

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Office-Managed Incidents

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Defined:• Discipline incidents that must be

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

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Teacher-Managed Incidents

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Defined:• Discipline incidents that can be handled by the

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

* These incidences are still tracked but the consequence is delivered by the teacher in the classroom

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Emergency or Crisis Incidents

123

Defined:• Discipline incidents that require immediate response

from administration &/or crisis response team. These incidences may cause short-term change to a school’s Positive Behavior Support Plan and may include: Bomb Threats, Weapons Alerts, Intruder, Fire Evacuations, etc. *These incidents do not necessarily result in an ODR

Purpose:• Maintain order & safety during emergency situations *Each school is urged to consult their district and school policies for

emergency/crisis incidents

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Activity 8:Categorizing Behaviors(Pages 15-16 in Activities Packet)

124

• As a team, identify behaviors that are office-managed, teacher-managed, & crisis

• For those behaviors that fall under more than one category, clearly define the differences

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Addressing Discipline Procedures

125

(b)Office DisciplineReferral Forms

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Office Discipline Referral (ODR) Forms

126

• In formatting the referral form, you must make sure to answer the following questions: – Who What When Why Where

• Clarity on the referral form takes the guess work out of the data entry person’s job

• Data will be more reliable and accurate as judgment calls are minimized

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Characteristics of a Referral Form

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The following categories need to be included on the form:

•Student’s Name•Date•Time of Incident•Student’s Teacher (optional)•Student’s Grade Level•Referring Staff•Location of Incident

•Problem Behavior•Possible Motivation•Others Involved•Administrative Decision•Other Comments (BRIEF Narrative)

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Activity 9:Effective Referral Form

(Page 17 in Activities Packet)

128

• Check The Misc. Section (pages 22-25) for examples of effective referral/tracking forms

• Discuss as a team what components your referral form is missing– Refer to previous slides for necessary

components

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Addressing Discipline Procedures

129

(c)Developing a Coherent

Office DisciplineReferral Process

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Office Discipline Referral Process

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• Evaluate current discipline process & procedures

• Is the discipline referral process meaningful & effective?

• Identify whether teachers are following the current plan for completing referrals

• Interview teachers on their perceptions regarding the school’s responsiveness to problem behavior

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Discipline Referral Process

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

• Office-Managed discipline incidents• Teacher-Managed discipline incidents• Emergency or crisis incidents

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The Process Should Include

132

• A System for Notifying:

• Staff involved with the discipline of a particular student

• Parents to avoid inconsistencies• The system should not rely entirely on the student’s

ability and/or willingness to inform parents of problems

• Students to remind them of their responsibilities if the intervention will not be administered immediately

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2nd Step(Same behavior)Complete Tracking form Intervention

Behavior ceases. No furtheraction  

Write Referral(Attach teacher tracking forms if applicable.) Send the student with the referralto Room 1. 

4th Step(Same behavior) Seek Assistance from PBS Team

Behaviorceases. No furtheraction

a) Copy ofreferral and/orletter sent to the parent b) School retains copies c) Copy ofreferral to (how given to teacher?)teacher for files(when?…time frame?)

Administrationdetermines course of actionor consequences

Behaviorceases. No furtheraction

3rd Step(Same behavior)Complete Tracking form Intervention

Contact Parent 

IS T

HEIN

CIDEN

T

Office

-Man

aged

?

VerbalWarning.RestateExpectation/rule

NO YES

DISCIPLINEFLOW CHART

 

See Misc. Section page 26 for EXAMPLE

133

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Activity 10:Referral Process

(Page 18 in Activities Packet)

134

• With your team, develop a coherent office discipline referral process for your school

• See Misc. Section (pages 26-27)

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VIDEO 7

135

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Addressing Discipline Procedures

136

(d)Developing Effective

Responses to Problem Behavior

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Importance ofBasic Behavior Principles

137

• Must know why behavior is occurring to develop an effective plan

• When you understand what is happening & why, your team will be able to change how things work to increase appropriate behavior and decrease inappropriate behavior

• Identify appropriate systems level changes• Target needed appropriate skills • Focus the reward system on the appropriate skills• Change consequences to match why the behavior is

occurring

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Defining Behavior(problem or not)

138

• ANYTHING we SAY or DO:• Focus on what is observable rather than intentions

• HOW WE REACT to our environment• Behaviors are LEARNED & continue because

they serve a PURPOSE or FUNCTION• We engage in behaviors because we have

learned that a DESIRED OUTCOME occurs

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Behavior Principle

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Understanding why the behavior occurs comes from repeated observations of:• Antecedents (event/stimulus before the behavior)• Behavior (the observable & measurable act)• Consequences (what occurs after the behavior that

serves to maintain, increase, or decrease the frequency of behavior)

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Functions of Behavior

140

ATTENTION TANGIBLE(objects & activities)

SENSORY

GET AWAY

GET

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Top Behavior Principles

141

• Understand the function (WHY) of behavior• Understanding comes from observation of ABCs• Antecedents precede & increase the likelihood of

behavior (PREVENTION STRATEGIES)• Behavior tends to be repeated or discontinued

because of the consequences/outcomes• Consequences should be consistent & immediate• Modeling can strengthen or weaken behavior

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How do we determine function of behavior?

142

Step 1: Review Existing RecordsStep 2: Conduct InterviewsStep 3: Make Direct ObservationsStep 4: Collect Additional Data, if necessaryStep 5: Generate Hypotheses about the Behavior

- When it (describe trigger) occurs?- The individual does (describe the behavior)?- To get or escape or avoid (describe functions).

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Additional Resources

143

• Misc. Section– ABC Activity (pages 9-11)– Principles of Behavior Quiz (page 12)

• Understanding Problem Behavior tutorial– http://serc.gws.uky.edu/pbis/

• Coaches’ CD Power Point

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Designing Solutions

144

• If many students are making the same mistake, it is typically the system that needs to change, NOT the students

• Teach, monitor, and reward before relying on punishment

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Why Haven’t Traditional “Punishments” Been Effective?

145

• Not related to the function of the behavior! • If a student tries to avoid a task by disrupting

and the teacher sends him to the office or to time out, then:• The behavior has served it’s function• The task has been avoided, and• The student will see no need to change

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Is Suspension Working?

146

• Suspension is a strong indicator a student will drop out of school (Achilles, et al, 2007; Cassidy & Jackson, 2005)

• Suspension does not appear to be a deterrent for future misconduct (Achilles, et al, 2007; Anderson & Kincaid, 2005; Costenbader & Markson, 1997; Bacon, 1990)– OSS is often used to provide relief to teachers, and doesn’t address the

issues that led to misbehavior (Morrison & Skiba, 2001)

• Students removed by suspension are often those who need to be in school (academics) (Christle et al., 2004)

• Suspension is most frequently doled out to minority students, low SES and those served by special education (Achilles, et al, 2007)

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Group Activity

147

• As a team, consider alternatives to suspensions

• What alternatives to suspension might your school utilize?

• Be prepared to share with the group

ARTICLE: Alternatives to suspension: http://ici.umn.edu/products/impact/182/over5.html

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Responses should be:

148

• Derived from data• Aligned with:

• School-Wide expectations• Clearly defined rules• A system for teaching expectations and

rules• A system for rewarding appropriate

behaviors • The function of the behavior

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When DevelopingResponses to Problem Behavior:

149

• Clearly identify where various behaviors will be managed – Classroom vs. office referral

• Develop an array of responses to problem behaviors – Continuum/hierarchy of responses – Alternatives for different functions: Interventions

don’t have to come from a drop-down menu• Opportunities for students to learn and/or practice

more acceptable behaviors

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When Respondingto Problem Behaviors:

150

• Notify staff, students, and parents that administrators may extend disciplinary actions beyond the minimum if the behavior is excessive

• Refrain from establishing a policy of revoking previously earned rewards– Students fail to EARN THE OPPORTUNITY for

rewards

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When Respondingto Problem Behaviors:

151

• AVOID long delays between the notification of misbehavior & the implementation of a disciplinary action– Example: Detention scheduled one week later

• Establish re-entry procedures for staff & students to follow when a student returns to class

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Addressing a Student’sProblem Behavior

152

• Staff immediately:• Name problem behavior• State school-wide expected behavior• Model expected behavior• Ask student to demonstrate behavior• Provide acknowledgement to student • Follow procedures based on major/minor

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Activity 11:Interventions Worksheet

(Pages 19-21 in Activities Packet)

153

• Using your results from Activity 8 (Categorizing Behaviors, page 15), review the list of behaviors provided on the vertical axis

• Add or delete any behaviors until the list matches your school’s behaviors

• List the possible administrative interventions across the top of the grid

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Behavior Support Plans

“A Behavior Support Plan is the specification of what the adults will do to address challenging behavior impeding the learning of a student or his/her peers.” Three key points will be addressed in a team-developed behavior support plan:Understanding how this behavior is related to the context in which itoccursUnderstanding how this behavior serves a purpose or function for the student: how something is either gained, or something is avoided or protested with this behaviorTaking this analysis and specifying in this behavior plan how we will seek to teach a new behavior that serves the same purpose or function—but one we can accept; AND specifying how this behavior plan will seek to remove, alter or add variables that remove the need for this student to use challenging problem behavior” Diana Browning Wright

PENT DirectorBehavior Analyst/School Psychologist/Teacher

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IS BEHAVIOR PLAN NEEDED????

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State of South Dakota Special Education Programs

Behavior Support Team

Who Should Be on a Behavior Support Team?The members of the Behavior Support Team will depend upon the specific needs of the student in question. In some cases the team may consist of regular education teachers, an administrator and a counselor. In other cases the Student Study Team, 504 team or IEP team may form the Behavior Support Team.

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Successful Behavior Plan Phases

1. Addressing the Problem Behavior•Teacher/staff member makes personal contact with parent/guardian to establish a working relationship, discuss concerns and brainstorm possible solutions•Classroom interventions are implemented and data collection on outcomes begins•If classroom interventions are unsuccessful, teacher informs other professionals that student exhibits behavior that is interfering with the learning of student and/or peers

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Successful Behavior Plan Phases

2. Understanding the Problem Behavior

•Teacher may consult with other professionals (counselor, administrator, school psychologist, program specialist, language/speech specialist, nurse, etc) to understand the cause of the misbehavior and brainstorm solutions•Teacher collected data is evaluated: checklists, observations, event records

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Successful Behavior Plan Phases

3. Developing a Behavior Support Plan•The Behavior Support Plan Team meets to formally discuss & strategize on:1) contributing environmental factors,2) functional factors (why the student is misbehaving) (If the student has an IEP, this is an IEP team function.)•A formal plan of action, the BSP, is developed with behavior goals.•Roles/responsibilities are assigned. Many people can be designated on the BSP.•A system of communication between the involved parties is formalized.

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Successful Behavior Plan Phases

4. Implementing the Behavior Support Plan•The environment &/or curriculum is changed to support both functionally equivalent replacement behavior (FERB) AND general positive behaviors•New appropriate behaviors and FERB is taught & reinforced•Goal(s) acquisition is continuously monitored as specified•Four reactive strategy phases are outlined & followed•The communication plan to progress monitor the interventions is followed

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Successful Behavior Plan Phases

5. Monitoring/Evaluating the Plan•Team members monitor the success of plan & document progress•Team re-convenes to review progress

•If unsuccessful, team plans next steps•Revise, redo, assess, etc

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Alternatives to Suspension

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• Problem solving/Contracting• Restitution• Mini-Courses or skill modules• Parent involvement/supervision• Counseling• Community Service• Monitoring/Self-Monitoring• Short or long term changes to schedule, classes, course

content• Effective in-school suspension

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VIDEO 8

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Group Action Plan

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Sections Three & Four: Effective Discipline Procedures, Data Entry & Analysis

Plan (pages 6-7 in Action Plan tab)

1.Record activities that need to be completed

2.Begin Problem-Solving Process for necessary items

REMEMBER:Plan how you will inform/involve your faculty/staff

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165

Extending SWPBS into Classroom Systems

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A Teacher’s Revelation

166

“I’ve come to the frightening conclusionthat I am the decisive element in the classroom.

It’s my personal approach that creates the climate.It’s my daily mood that makes the weather.As a teacher I possess a tremendous power

to make a child’s life miserable or joyous.I can be a tool of torture or an instrument of inspiration.

I can humiliate or humor, hurt or heal.In all situations, it is my response that decides whether

a crisis will be escalated or de-escalated,and a child humanized or dehumanized.”

Haim GinottChild Psychologist

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Classroom PBIS

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Classroom-Level PBIS provides tools that:– Support classroom teachers in embedding

PBS into their classroom practices

– Support groups of students in need of behavioral support in addition to existing school-wide supports

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Classroom Discipline

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School-Wide Expectationsare Taught

169

• School-Wide Expectations form the foundation for Classroom PBIS

• Direct, on-going lesson plans• Embedded into academic lesson plans• Differentiated based on need

– Whole class– Smaller groups– Individual Students

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Classroom Procedures/Routines

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• Proactively identified, taught, and rehearsed– Turning in assignments– Bathroom breaks/Hall passes– Sharpening pencils– Working with another student

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Classroom Rules

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• DEVELOPED BY THE CLASSROOM TEACHER• Aligned to the school-wide expectations• Positively stated…state what to do…avoid

dead man’s rule• Limited in number (maximum 5)• SW-PBIS Team may review rules for

adherence to guidelines• Example:

– BE RESPONSIBLE: Complete all assignments

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AcknowledgingAppropriate Behavior

174

• Immediate, specific praise• Ratio of positive statements to corrective statements is

high (at least 4:1)– Johnny, I am so glad you made it to class on time today, thank you for

being responsible!– Bridget, great job of walking in the hallway, boy are you being safe!!

• Use visual prompts to remind teachers to stay focused on the positive

• ACTION PLAN: Setting up classroom systems with your teachers – Activity insert

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Ongoing Problem Behavior

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Traditional:•Track # of times behavior occurs

•Documentation to show:• Interventions have

been tried• Cover teacher• Proof for suspension

or expulsion

PBIS:•Discover patterns so that we can change the beh. before it results in more severe behavior or consequences (Data Collection only)

•Monitor consequences delivered to see if they are effective in modifying the behavior

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176

Adapted from “The making of a problem behavior” For further information, contact [email protected]

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Adapted from “The making of a problem behavior” For further information, contact [email protected]

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Adapted from “The making of a problem behavior” For further information, contact [email protected]

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Identifying Patterns of Behavior

180

• What are the recurring behaviors? • When are the behaviors occurring? • What are the classroom interventions that have

been used? • Are these interventions working or does

something else need to be utilized?• Why is the behavior occurring?

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Patterns of Behavior

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• Once you have identified patterns of behavior:– Proactive (Environmental): try to prevent the

behaviors from recurring; look at the antecedents and environment

– Educative (Replacement Behaviors): teach/re-teach desired behavior; teach a replacement behavior

– Reinforcement (Encourage appropriate behaviors and discourage problem behaviors): only reinforce those behaviors we desire, address the function of the behavior, make sure we are not reinforcing the undesired behavior

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Tracking Forms

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Using the tracking form:• Track ONE specific recurring behavior • Track “what is working,” “why the behavior is

occurring” rather than to simply track the number of times the behavior occurred

• Use for intervention purposes: NOT as a consequence to “punish” students

• Use for positive parent contact: NOT to contact parents with negative feedback

**Remember, if the same behavior is occurring & you are still using the same intervention, it is time to try something new!

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Additional Supports

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• When a teacher has tracked a behavior repetitively without successfully modifying the behavior, it may require the assistance of a “Behavior Team.”

• “Behavior Teams” can assist the teacher by:• Reviewing the tracking forms • Offering alternate solutions for modifying the

behavior in the classroom

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Making it Work at Your School

184

• RtI may result in people doing their jobs differently

• Who makes up the “Behavior Team” at your school?

• What are the additional supports that can be provided?

• How can teachers access these additional supports?

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Activity 12:Classroom Tracking Forms

(Page 22 in Activities Packet)

185

• Review the sample Classroom tracking forms provided in the Misc. section (pages 28-30)

• As a team, create your own Classroom Tracking form

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Pre-Planned Consequences

186

• Hierarchy of options

• Aligned with function of behavior

• Opportunity to re-teach appropriate behavior• Consider competing alternative behaviors

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Effective Responsesto Problem Behavior

187

• Including effective interventions at the classroom level:• Re-teach the expectations/rules• Do it later file• Change seating arrangements• Conference with parent and/or student• Peer mediation • Student contracts• Provide choices

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Effective Responsesto Problem Behavior

188

• Remove tempting items from the classroom• Humor• Let the student “save face”• Re-direction• Failure to earn a privilege• Restitution/Apology• Prompt & cue both verbal & non-verbal• Reward alternate positive behavior

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189

Diana Browning Wright, M.S. L.E.P, Behavioral Analyst

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5 Rules of Responding to Problem Classroom Behaviors

190

1. Don’t direct peer pressure to a misbehavior publicly when the matter can be handled gently in private.

2. Do move toward the student creating an aura of personal contact.

3. Develop nonverbal cues.4. Identify the misbehavior after the reprimand &

direct the student toward the desired activity.5. Direct the sanction to a specific person.

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10 Variables that Affect Compliance

192

1. Stop using a question format2. Reduce distance3. Achieve eye contact4. Limit to 2 requests5. Reduce loudness of request6. Give the student time7. Cue alternative8. Flat tone, words spaced9. Describe minimal compliance to exit10. Reinforce

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Evidence-Based Behavioral Interventions

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• Group Contingencies• Token/Point Systems• Replacement Behavior Training• Differential Reinforcement (DRO/DRA/DRI/DRL)• Antecedent-Based

• Choice (preferred activities)• Task interspersal• Modification of task difficulty• Pre-correction

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Evidence-Based Behavioral Interventions

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• Classroom-Based Behavioral Consultation• Performance Feedback (teacher’s integrity)• Self-Monitoring• Cognitive Behavior Therapy (anxiety & depression)• Behavioral Parent Training (conduct/ODD)• Anger Coping Therapy (aggression)

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Pre-Planned Consequences

195

• Hierarchy of options• Aligned with function of behavior• Opportunity to re-teach appropriate

behavior

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Return to Activity 11:Interventions Worksheet

(Page 21 in Activities Packet)

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• Complete the “Possible Classroom Interventions” section of the consequences grid on page 21 in the Activities section.

• Consider how the classroom interventions you brainstormed will fit into your school-wide referral process.

• Begin to sketch out the classroom-managed side of your discipline flow chart

Return to Activity 10: Discipline Flow Chart(Page 18 in Activities Packet)

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Group Action Plan

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Section Eleven: Classroom PBIS(page 8 in Action Plan tab)

1.Record activities that need to be completed

2.Begin Problem-Solving Process for necessary items

REMEMBER:Plan how you will inform/involve your faculty/staff

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198

Extending SWPBS into Classroom Systems:

ImplementingTier 1 PBS

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Buy-In: We’re in it for the long haul

199

• Staff and administrator commitment is essential for success

• Work towards maintaining 80% buy-in • Emphasize that PBIS is a 3-5 year process:

• PBIS is not a pre-packaged plan & is often a philosophical shift for staff, expect some initial resistance

• Rewards & incentives for staff often help maintain & boost staff participation

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It Is an Ongoing Process

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• Faculty buy-in is NOT a one shot deal, it needs to be ongoing & a continuous process– Just like a good marriage, diet plan….

• Need to get faculty support for ALL critical elements prior to implementation– Present everything to your faculty as a draft waiting

for their input– More likely to get faculty support & implement with

fidelity– Consider an election process

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Strategies forObtaining Faculty Buy-In

201

• Use the existing data • Use a team planning process• Conduct staff surveys • Develop an “election” process for the

completed plan

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Getting Faculty on the Same Page

202

• Communication is essential during implementation– Allows faculty to feel as though they are part of the change

process

• Faculty will begin to understand what is happening across campus

• Frequent communication opens dialogue for problem-solving across campus

• PATH process (see Misc. section page 31)

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Use the Existing Data

203

• Where behaviors are occurring (i.e., setting)• What types of behaviors are occurring• What types of consequences are delivered to discipline

students• When problem behaviors occur most frequently• How many discipline referrals, suspensions, and/or

expulsions occurred last school year• How many faculty are absent daily• Other (loss of instruction time, absences, ESE referrals,

etc.)

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0

1

2

3

4

5

6

7

8

AdminTime

StudentTime

2004-20052005-20062006-2007

Instructional Days LostPer 100 students

Admin Teacher Student

Time Time Time

http://flpbs.fmhi.usf.edu/faculty_buy_in.asp

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How to Use the Data to Get Faculty Consensus

205

• Share visuals (graphs) with faculty on a regular basis

• The visuals are a powerful tool:• To let staff know the extra work they are doing is

paying off• To show specific areas that may need a more

intense focus• Emphasize the “Team” process

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Average Referrals Per Day Per Month

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Multi Year Office Referrals Per Day Per Month

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208

Identify Common Values

•With this f rame we want to help the team identify their dream f or the f uture, including all the ideas, values, and things that are important to them in developing an ideal school.

•List anything that is important f or the team to realize the kind of school they desire.

D R E A M

Everyone maintains high standards for academic achievement

Respect f or all types of diversity

Everyone f eels safe

Everyone belongs

Everyone has f riends

Everyone is successful

(Page 32 in the Misc. section)

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Conduct Staff Surveys

209

Staff surveys are an efficient way to:• Obtain staff feedback• Create involvement without holding more

meetings• Generate new ideas• Build a sense of faculty ownership

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Sample Faculty Survey Questions

210

• How many referrals do you think went through the office last year?

• What do you think are the top 3 behavior problems on campus?

• What are the 3 top locations on campus where problem behavior takes place?

• Please list any suggestions you have for addressing these concerns

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Keys to Systems Change

211

• Make compelling reasons for the change• Give a clear vision of how the changes will

impact people personally• Emphasize the benefits• Ensure staff has some ownership• Provide sufficient modeling from leadership• Provide a sufficient system of support

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Activity 13:Getting Faculty Buy-In

(Page 23 in Activities Packet)

212

• With your team, brainstorm creative ways to get faculty buy-in/consensus for participating in your school-wide process

• Share these activities with the whole group

• Be sure your other activities each include a faculty buy-in component

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Faculty/Staff Training

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• Overview of SWPBIS• Referral process, definitions of behavior,

referral forms, using data to make decisions• Expectations, Rules, Teaching Behavior• Basic Principles of Behavior• Reward System, Effective Interventions

http://flpbs.fmhi.usf.edu for resources

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Student Roll-Out

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• Intro to Expectations• Intro to Rules• Intro to Reward System• Intro to Discipline

• Procedures/Responding to Problem Behavior

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VIDEO 9

215

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Parent Trainings

216

What needs to be communicated to families?• The “big picture” – purpose of school-wide

plan• Expectations – how they can be

demonstrated in non-school settings• Reinforcement & consequences• Plan for on-going updates of behavior data• How they can get involved in the school-

wide plan

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Parent Communication

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• Written: letters, newsletters, marquees• Face-to-Face: school and/or community

training event• Other: hold message, video demonstrations• Parent Trainings: how to do PBIS at home

See Misc. section (pages 33-34) Parent Introduction and Test Knowledge

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Activity 14: Rolling Out PBIS

(Page 24 in Activities Packet)

218

• Brainstorm creative ways to: • Train Staff • Teach Students• Involve Families and the Community

See Misc. section (pages 35-43) for Sample Teacher Training Agenda, Implementation schedules

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Group Action Plan

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Sections Two & Eight: Faculty Commitment, Implementation Plan, & Crisis Plan

(pages 9, 10 & 11 in Action Plan tab)

1. Record activities that need to be completed

2. Begin Problem-Solving Process for necessary items

REMEMBER:Plan how you will inform/involve your faculty/staff

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Evaluation

220

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Evaluate the Plan

221

• Compare the number of referrals• Survey teachers & students• Direct Observation, other data• Ask yourself…

– Did we meet the goal?– Do we need to develop a new plan?– How accurate were our problem ID & hypotheses?– Or, develop a plan to maintain or fade out the

intervention if it was successful

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Evaluating Progress

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• Use the Action Plan to evaluate progress towards full implementation – Modify based on data, faculty feedback, as necessary

• Office Discipline Referrals• Other data

– Classroom tracking forms– Observations– Other products (attendance, EBD referrals, etc…)

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What Systems are Problematic?

223

• Referrals by location?• Are there specific problem locations?

• Referrals by time of day?• Are there specific times when problems occur?

• Referrals by problem behavior?– What problem behaviors are most common?

• Referrals by student?• Are there many students receiving referrals or only a small number of

students with many referrals?• Additional Queries/Custom Graphs…

– Grade level, staff, ethnicity, gender, ESE status, etc…– Combinations for specific problem identification

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rrals

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School Month

Total Ref versus Ref/Day/MoNV High School

Using Total Number of Referrals

Total vs. Average

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ean R

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Referrals per Day per Month Referrals by Problem Behavior

Referrals by Location Referrals by Time of Day

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CUSTOM: A.A. 3rd Grade Boys’ Problem Behaviors -Classroom

Referrals by Student Referrals by Staff

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Group Action Plan

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Section Ten: Evaluation(page 12 in Action Plan tab)

1.Record activities that need to be completed

2.Begin Problem-Solving Process for necessary items

REMEMBER:Plan how you will inform/involve your faculty/staff

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Practicing the Problem-Solving Process

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Problem-Solving StepsStep 1: Problem Identification

Step 2: Problem Analysis

Step 3: Intervention Design

Step 4: Response to Intervention Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

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Example:Secondario Middle School

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• 1300 students, 78% F&RL, 163 IEP • 63 teachers, 38 support staff, 1 principal, 2

AP’s, and 2 deans• 882 ODRs from 8/20/2008 – 2/5/2009• 93% Attendance Rate last year

– Up 3% over year prior• Implementing PBIS for 3 years• Difficulty with transitions on PBIS team and

had new Principal last year

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Increasing trend this year?

Big jump over prior year

Pattern of higher referrals at the end of the year

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If referrals > 50% of the total, focus on classroom

(if Tier 1 is effective)

This is a significant problem

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The Administrator

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8th grade = 46% of Total ODRs

7th grade = 29% of Total ODRs

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8th Grade Only

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8:00 - 9:15, 8th Grade Only

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What’s the Problem at Secondario?

• You tell us:• Increasing rate of referrals over prior year• High rate of referrals in January 09• Referrals highest in “Classroom,” “Unknown” location• Referrals highest for 8th graders (49%)• 8:00-9:15 most referrals occur• 8th grade problem behaviors reported as disrespect, tardy• Referral Process, forms could be problematic

– Filling out forms correctly (“administrator,” “Unknown” location)– Problem behavior definitions?

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Are you done yet?

239

Is there other information you need to consider?– Tier 1 evaluation measures (BoQ)– Climate surveys– Academic information– Faculty priorities– Parent/Community/District priorities– Frequent flyers (for Tier 2)– Direct observations

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Activity 15: Secondario MS(Page 25 in Activities Packet)

240

• Make a Problem Identification and Goal Statement for Secondario Middle School.

Be prepared to share with the group.

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Problem-Solving Steps

Step 1: Problem Identification

Step 3: Intervention Design

Step 4: Response to Intervention

Step 2: Problem Analysis

Why is it occurring?

What’s the problem?

What are we going to do about it?

Is it working?

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State of South Dakota Special Education Programs

Step 2: Problem Analysis

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• Develop hypotheses & assessment questions

• Develop Hypothesis Prediction statements

• Select possible data collection methods– Direct observation, reports, graphs, teacher/team

nominations, etc.

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Considering the Critical Elements

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• PBIS Team/Faculty participation/consistency– Buy-in/commitment

• Effective procedures for dealing with discipline– Referral process– Consequence hierarchy– Majors vs. minors, definitions

• Data entry & analysis plan– Does it give you the info you need(right info? forms?)– Is it up-to-date & readily available? (data entry, forms)– Is it accurate? (definitions, process)– Can you use it? Can you share it? (the actual data system)

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Considering the Critical Elements

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• System for encouraging expected behaviors– Developing expectations & rules– Reward/recognition program– Teaching expectations & rules

• Systematic procedures for proactively addressing student behavior– Implementation plan– Crisis plan

• Evaluation of activities• Classroom systems

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Activity 16:Hypotheses & Predictions

(Page 26 in Activities Packet)

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• Create hypotheses for your identified problem

• Select one viable hypothesis & create a prediction statement

• Identify data collection methods

– Be prepared to share with the group.

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Problem-Solving StepsStep 1: Problem Identification

Step 4: Response to Intervention

Step 2: Problem AnalysisWhy is it occurring?

What’s the problem?

Step 3: Intervention DesignWhat are we going to do about it?

Is it working?

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Step 3: Develop & Implement the Plan

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• Brainstorm intervention strategies – Should directly link to your prediction statement

(and goals).• Develop a specific plan for implementation

– Identify roles, responsibilities, timelines– Remember to include fidelity measures

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Group Activity: Brainstorm Interventions

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• Share your prediction statement with the group

• Together, brainstorm some interventions that could help Secondario Middle School?

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Problem-Solving StepsStep 1: Problem Identification

Step 2: Problem AnalysisWhy is it occurring?

What’s the problem?

Step 3: Intervention DesignWhat are we going to do about it?

Step 4: Response to Intervention

Is it working?

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Step 4: Evaluate the Plan

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• Compare the number of referrals• Survey teachers & students• Direct Observation, other data• Ask yourself…

– Did we meet the goal?– Do we need to develop a new plan?– How accurate were our problem ID & hypotheses? – Or, develop a plan to maintain or fade out the intervention

if it was successful.

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

VIDEO 10

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State of South Dakota Special Education Programs

What to do afterthe training….

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State of South Dakota Special Education Programs

Next Steps

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1. Obtain faculty input, commitment – Initial & ongoing

2. Address all elements of PBS (Action Plan)– Schedule work time, training, activities

3. Assemble all activities & products (Product Book)

4. Go Do It!5. Keep checking on your progress

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

The Action Plan

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• Your action plan is meant to be a living document, continuously…– Revisit it…. – Add to it….– Revise it ….– Evaluate your progress...Are you implementing

all the critical elements?• Be sure problem-solving steps 2-4 are addressed

in your plan

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

Activity 17:Create Your Product Book

(page 27 in Activities Packet)

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• Action Plan• Description of SWPBS• Mission Statement,

PBS Team Members• Expectations & Rules • Lesson Plans• Description of

Reward System• Definitions of

Behaviors

• Referral Forms (ODR & Classroom Tracking)

• Referral Process (flow chart)

• Effective Responses• Classroom Systems• Evaluation• Meeting Minutes

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State of South Dakota Special Education Programs

State of South Dakota Special Education Programs

More Resources

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MISC SECTION>>>>SEE LAST HANDOUT IN BINDER