The Nuts & Bolts of PBSOrRTI Project

September 26, 2008credit and thanks to Sugai, Horner, Walker, Kinch, Goldman . . .

Presentation Objectives

Participants will identify and understand the critical features of a Positive Behavior Support (PBS) system.

Participants will be exposed to a variety of Tier I tools and strategies

Participants will design district behavior protocols to incorporate critical features of PBS

Presentation Expectations Be Respectful

Silence cell phones Keep side conversations to minimum Smile and nod at the presenter

Be Safe Watch for cords and other obstacles

Be Positive Acknowledge other opinions Take what works for you and use it Be open to different ideas

PBS Big Idea:

YOU CAN’T EXPECT WHAT YOU DON’T TEACH

PBS: Defining Features

Every School: Developed a clear set of positive

expectations & behaviors Agreed to procedures for teaching expected

behavior Developed systems for encouraging

expected behavior Developed a consistent continuum of

procedures for discouraging inappropriate behavior

Use data for on-going monitoring & evaluation of effectiveness

How do we do this?

Academic-Behavior Message

Good Teaching Behavior Management

STUDENT ACHIEVEMENT

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

On average, students with 5 or more referrals had a 17 point lower score on a State reading

test.

Reading Averages by Offi ce Discipline Referrals

175185195205215225235245

3 4 5 6 7 8 9 10

Grade Levels

Read

ing S

core

s

0 to 1

2 to 4

5 or more

Administrator Discipline Time Cost/Benefit AnalysisUrban Elementary

Referral = 20 minutes

Suspension = 45 minutes

Baseline

1999-2000

Year 1

2000-2001

Year 2

2001-2002

Average Yearly

Time Savings

Administrator Minutes

Office Discipline Referrals

(savings from baseline)

Disciplinary Suspensions

(savings from baseline)

6080

3465

1080

(5000)

1440

(2025)

460

(5620)

990

(2475)

(11.06 days)

(4.69 days)

Total yearly savings in workdays 14.6 days 16.8 days 15.75 days

Total realized savings $6024.84 $6932.69 $6478.77

Prevention Logic for All(Walker et al., 1996)

Decrease development of new problem behaviors

Prevent worsening of existing problem behaviors

Redesign learning/teaching environments to eliminate

triggers & maintainers of problem behavior

Teach, monitor, & acknowledge

pro-social behavior

Positive Approaches: Keys

Prevention before reaction

Team and systems-basedLogical and realistic plansIndividualizedConsistency across time, adults, settings,

and students

Founded on “Teaching”

Goal setting and monitoring

Burks' Behavior Rating Scales

91.8%

8.2%

Negative Action

Lack of Pos. Action

Social Skills Rating System, Parent Form

5.5%

23.6%

3.6%

67.3%

Lack of Neg. Action

Negative Action

Lack of Pos. Action

Positive Action

Hosp, J., Howell, K., & Hosp, M. (2003). Characteristics of behavior rating scales: Implications for practice in assessment and behavioral support. Journal of Positive Behavior Interventions, 5, 201-208.

Teachable Expectations

1. Respect Yourself-in the classroom (do your best)-on the playground (follow safety rules)

2. Respect Others-in the classroom (raise your hand to speak)-in the stairway (single file line)

3. Respect Property-in the classroom (ask before borrowing)-in the lunchroom (pick up your mess)

Teachable Expectations: Tualatin Elementary

Teaching Expectations

• Create a discussion of each big idea - and the corresponding rule

• Clarify their application in different areas of the school

• Engage students in discussion and allow practice/demonstration time

• Remind students (prompts, cues, pre-corrects)

• Encourage and reinforce success

• Discourage and provide correction/consequence for failure with rules

• Provide re-teaching as indicated by failure

• Remove prompts as indicated by success

Teaching Expectations:Fowler Middle School

Expectaciones de Bridgeport

IDEA SWAP

Pair up with someone at a different table

Share your “1 thing”Swap an effective PBS practice

from your school or district

Other Bright Ideas

New student video at Deer Creek Elementary Students role play

expected behaviors in various settings

Explains “High Five” reward program

Shown at New Student Orientation and several times throughout year

Other Bright Ideas

Durham Elementary’s Expectation Rotation Three sessions, 1/3 of

the class at a time Durham staff model

and practice behaviors in various settings

Expectations are a review of what classroom teacher has already taught

Other Bright Ideas

Bridgeport Elementary’s Conflict Managers Students apply to

participate Counselor trains student

team for half day Students have weekly

schedule to manage conflicts at lunch and on playground

Plan for multiple settings

Teaching Matrix Activity

 

 

  

Classroom Lunchroom Bus Hallway Assembly

Respect Others

Respect Environment & Property

Respect Yourself

Respect Learning

Teaching Matrix Activity

 

 

  

Classroom Lunchroom Bus Hallway Assembly

Respect Others

Use inside voice

Eat your own food

Stay in your seat

Stay to rightArrive on time to speaker

Respect Environment & Property

Recycle paper

Return traysKeep feet on

floorPut trash in

cansTake litter with you

Respect Yourself

Do your bestWash your

handsBe at stop on

timeUse your

wordsListen to speaker

Respect Learning

Have materials

ready

Eat balanced diet

Go directly from bus to

class

Go directly to class

Discuss topic in class w/

others

Discipline Works When ….Prevention creates more Positive than

negative consequences

Punishment(Failure)Reinforceme

nt(success)

4 : 1

“Gotchas!” at Durham Elementary

Plan to Reward

Reinforcement Continuum of reinforcers for different levels of success Use the least amount necessary Immediate and consistent to begin Approximate and/or pair with natural reinforcers Make part of routine and systems Fade

Move toward more natural reinforcers

Use more group contingencies

Increase ratios of behavior to reinforcement

Nintendo

The Golden Shoe:Templeton Elementary

Think-Pair-Share

What is one systematic approach that your school could implement this year to ensure that students receive consistent and frequent reinforcement?

Plan for Mistakes

Responding to negative behavior Immediate and consistent Try to keep with natural consequences

Use the least amount necessary to get desired behavior Pre-plan and teach

Correction and re-teaching Use only with reinforcement for replacement behavior Should defeat function of problem behavior

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No YesDecision

Flowchart

Core Instructional Behavior Program School Rules & Associated Behavior

Expectations Explicitly Taught to ALL Students (i.e., Safe, Respectful, Responsible Behavior in the Bathroom)

ALL Students Consistently & Regularly Acknowledged for Demonstrating Positive Behavior Expectations

ALL Students Immediately & Reliably (meaning all staff) Corrected when Behavior Expectations are Not Demonstrated. Positive Behaviors Immediately Re-Taught.

Teaming and Data-based decisions

Who?

0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

When?

0

5

10

15

20

25

30

Num

ber o

f R

efe

rrals

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Where?

0

10

20

30

40

50

Num

ber o

f O

ffic

e R

efe

rrals

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Frequent Referrals by Incident Type 2007-08 (to date)

0

100

200

300

400

500

600

700

800

900

Vandali

sm

Bullyin

g

Wea

pons

Forg

ery/

Unauth

orize

d Use

/Pos

sess

ion o

f Sch

ool D

oc

Tobac

co

Haras

smen

t

Drugs (

other

than

Alco

hol/To

bacco

)Th

eft

Fightin

g - Non

Viol

ent

Inap

propria

te L

anguag

e

Fightin

g - Viol

ent

Truan

cy

Disres

pect

Behav

ior -

Disruptiv

e

Exces

sive

Unexcu

sed A

bsence

s

Behav

ior -

Aggress

ive

Defian

ce

No Show

for D

eten

tion

Behav

ior -

Inap

propria

te

Skippin

g

Tard

ies

WATCH OUT FOR THIS…

How do you know where to focus prevention efforts?

Referrals need to be accurate!!

Data Collection for Decision-Making

Monitor points earned each day

Office Discipline Referrals

Grades

Regular use of data by team

Outcome Data

93%

6%

1%

TTSD ODR Distributionin 2006-07 (after 11 years of implementation)

94.50%

5.00%

0.50%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Percent of Students

Hazelbrook 2006-07 Distribution of Students by Referrals

6+

2-5

0-1

Tigard-Tualatin SDTotal Office Discipline Referrals

High of 9,895 in 2000-01 to a Low of 6,413 in 2006-07

Difference of 3,482 referrals

@ 30 minutes each referral

= 104,460 minutes or 290 days made available for teaching and

learning!

It’s about the kids!

Access to school activities

Healthy social relationships

Academic achievement

More self-sufficiency

Data will be inaccurate and irrelevant unless the people who collect and summarize it see

the data used for decision-making.

Moved to Tiers

Ken Howell Western Washington University 47

Tier 1: Severely and Profoundly OK =

a.k.a ‘the Bore level’

Ozone

Tier 2: Passing Zone

non-responders

Texas Tiers

Tier 17: Zoned in Zoned out

Zo

ne

of P

rox

ima

l Z

on

e o

f Pro

xim

al

De

velo

pm

en

tD

ev

elop

me

nt

Beyond Tiers

Insensitive Level