working smarter with pbis: establishing school-wide systems of positive behavioral support isbe...
TRANSCRIPT
Working Smarter with PBIS: Establishing School-Wide
Systems of Positive Behavioral Support
ISBE EBD/PBIS Network2005-2006
Training Behavioral Expectations
EXPECTATION TRAINING SITE
BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate”
Receive and make phone calls in areas outside of training room
Wait for communications with team members until team and break times or write notes
Keep sharing time/questions brief/concise so all may share
BE RESPONSIBLE Sign attendance sheet Return from Lunch/Breaks on time. Communicate team meeting schedule to RPS Complete evaluation form upon close in PM Register on time for trainings
BE PREPARED Bring designated materials and supplies to trainings Make plans to stay until scheduled training dismissal
Illinois – PBIS Starts in 1999
• 1999 – 30 schools in Illinois initial training.
• 2005 – 523 schools and growing
Influences on Student Learning
In Descending Order of Importance
Research by Wallberg & WaxmanUniversity of Illinois
Most Important Influences onStudent Learning
1. Metacognitive Processes (student aptitude)-teach children to understand their own thinking.
2. Cognitive Processes (student aptitude)-teacher plans lessons that extend student thinking/higher order thinking skills.
3. Social & Behavioral Attributes (student aptitude)-children know how to behave & exhibit pro-social behaviors.
4. Classroom Management ( instruction &climate)-teacher exhibits strong classroom management skills.
5. Quantity of Instruction (instruction & climate)-available instructional minutes are high quality & devoted to academics.
6. Home Environment/Parental Support (context)-what happens at home can account for up to 50% of student learning.
7. Aligning the curriculum to the IL learning Standards (curriculum)-lessons teach to the standards.
School Efforts to Raise Academic Achievement
Fall into three categories• Academic Instruction (teacher quality)• School Management (schedule,
supervision, curriculum alignment, etc.)
• Enabling Component (empowers the learner)
Zins, Bloodworth, Weissberg and Wallberg (2004). Building Academic Success on Social and Emotional Learning: What Does the Research Say?
The Enabling Component
The 3rd Domain Addresses:• Barriers to Learning • Human Development• Teaching Through Positive
Classroom Environments• Positive School Cultures
Children who are given clear behavioral standards and social skills, allowing them to feel safe, valued, confident and challenged, will exhibit better school behavior and learn more. Because of this, the Illinois State Board of Education has developed social/emotional development standards as part of the Illinois Learning Standards. All schools in Illinois now need to have these goals aligned into their curriculum.
Social/Emotional Learning Standards (SEL)
Public Act 93-0495
• Newest ISBE Learning Standards• Content & skills for K-12 students for social and emotional learning• Three SEL Goals• Five benchmark levels for each goal
that describe what students should know & be able to do
SEL GOALS1. Develop self-awareness & self-
management skills to achieve school & life success.
2. Use social-awareness & interpersonal skills to establish & maintain positive relationships.
3. Demonstrate decision-making skills & responsible behaviors in personal, school, and community contexts.
Integration of Illinois Learning StandardsSocial/Emotional Learning
• SEL goals should be integrated within each schools’ matrix and lessons for teaching school-wide expectations
Be RespectfulClassrooms and Specials *Raise your hand
*Treat others kindly*Be tolerant of differences*Use good manners*Use kind & thoughtful language*Listen to & follow all directions*Use 6 inch voices*Clean up after yourself
Eg.) Under “Be Respectful” in this school-wide behavior matrix “Use kind and thoughtful language” falls under Stage A, Goal 2C of the Illinois Learning Standard “Use ‘please’ and ‘thank you’ appropriately”
Integration of Illinois Learning StandardsSocial/Emotional Learning
• Targeted group and individual interventions should use the school-wide expectations as the framework for the intervention
Daily Progress ReportGoals 1/5 2/6 3/7 HR 4/8
Be respectful
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be responsible
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Keep Hand & Feet to Self
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Follow Directions
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
Be There Š Be Ready
2 1 0
2 1 0
2 1 0
2 1 0
2 1 0
TOTAL POINTS
Eg.) This school’s expectations are reflected in their check-in/check-out system:
Be Respectful, Be Responsible, Keep Hands and Feet to Self, Follow Directions and Be Ready
Integration of Illinois Learning StandardsSocial/Emotional Learning
• Targeted individual and group interventions can be based directly on the standards to help focus on areas of need
Eg.) Gary does well in one-on-one situations in the classroom but becomes agitated (rips paper, breaks pencils) when he is in a group situation and things do not go his way. His teacher would like to see him interact more appropriately in group situations by cooperating with peers and completing assigned tasks.
Using Stage D, Goal 2C as a guide, Gary’s intervention plan could include:
1.) Demonstrating cooperative behaviors in a group
2.) Practicing reflective listening
3.) Developing a plan that supports the improvement of behaviors within a group
SEL ACTIVITYReference Walk
Turn to the back section of your manual
Read through the SEL standards As a group, choose one standard and discuss how PBIS might be used to address it Share your thoughts
Challenge #1
Challenge #2
Challenge #3
Four Challenges Facing Schools Today
Doing more with less
Educating increasing numbers of students who are more different than similar from each other
Educating students with severe problem behavior
Creating “host environments” or systems that enable adoption & sustained use of effective practices
Context of the ChallengesHigh rates of problem behavior in schools
Inconsistent approach to problem solving
Data is seldom used when making decisions
Lack of organized procedures/routines that provide positive support for students, staff and parents
Failure to adopt, adapt, & sustain research validated practices
Examples….
• An intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year.
• An elementary school principal reported that over 80% of her office discipline referrals came from 5% of her total school enrollment.
Examples….
• A middle school leadership team discovered that nearly half of the school’s office discipline referrals in one year came from about 6% of the total student enrollment.
• An elementary school principal found that over 45% of their behavioral incident reports were coming from the playground.
Examples...
• A middle school with 530 students reported 2628 office referrals.
304 students with at least 1 ODR’s (57%) 136 students with at least 5 ODR’s (26%)34 students with at least 20 ODR’s (6%)1 student with 87 ODR’s
Why PBIS is Different!!! The Host Environment
Positive changes and sustained use of best practices will only occur when there is:
• Active administrative leadership and participation,
• Proactive systems (procedures/routines) in place to support the use of effective practices, and
• Buy in and participation from staff.
PBIS organizes the Host
Environment
• How decisions are made (Data)• How things are done (Systems) and• How staff interact with students
(Practices)
to ensure the sustained use of best practices school-wide.
Summary of PBIS “BIG IDEAS” Systems (How things are done) Team based problem solving Data-based decision making Long term sustainability
Data (How decisions are made) On going data collection & use ODR’s (# per day per month, location, behavior, student) Suspension/expulsion, attendance, tardies
Practices (How staff interact with students) Direct teaching of behavioral expectations On-going reinforcement of expected behaviors Functional behavioral assessment
SYST
EMS
PRACTICES
DATASupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
OUTCOMES
Social Competence &Academic Achievement
1. Data -- How Decisions Are Made.
Components of decision making with PBIS:
- A problem-solving team
– Data collection
– Data use
– Communication with staff about data, patterns, and decisions
Behavioral expectations (classroom and non-classroom settings)
Which behaviors are managed in the classroom and which behaviors result in an office referral
Supervision procedures for non-classroom settings
How Decisions Are Made (Con’t.)
Use of data to decide on the following:
2. Practices - How Staff Interact with Students.
Every time any adult interacts with any student, it is an instructional moment!
PBIS emphasizes…– Teaching behaviors like we teach academics
– Modeling and practicing expected behaviors
– Reinforcing expected behaviors
– Precorrecting to ensure positive behaviors are displayed
5 School-wide Practices of PBIS
Define *3-5 Simple School-wide Expectations
Teach *Cool Tool Direct Instruction
Remind*Clear In-the-Moment Reminders
Celebrate *Daily recognition – Gotcha’s*Weekly/quarterly grade-level/whole school celebrations
Reteach*Classroom procedure for minor problem behaviors*Office Discipline Referral for major problem behaviors
3. Systems - How Things are Done.
• Procedures for non-classroom settings (lunchroom, bus, bathroom, assembly, transition/hallway)
• Procedures for reinforcing expected behavior
• Procedures for responding to office discipline referrals.
• Procedures for meeting the needs of all students (AKA., The Triangle)…
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response•Individual or Group
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Triangle Report
Student Report
Elementary School Administrative and Instructional Savings (76 Illinois
PBIS schools)
• An Office Discipline Referral (ODR) consumes an average of 15 min of administrative time.A reduction by 18,003 referrals = 270,045 min saved
4,500 hours saved
562 8 hr days saved
• An ODR consumes an average of 45 minutes of instructional student time.A reduction by 18,003 referrals = 810,135 min saved
13, 502 hours saved 2,250 6-hr days saved
Middle School Administrative and Instructional Savings
(29 Illinois PBIS schools)
• An ODR consumes an average of 15 min of administrative time.A reduction by 22,968 referrals = 344,520 min saved 5,742 hours saved
718 8 hour days saved
• An ODR consumes an average of 45 minutes of student time instructionally.A reduction by 22,968 referrals = 103,356 min saved 17,226 hours saved
2,871 6 hour days saved
Positive Behavior Support
Universal
School-Wide Assessment
School-Wide Prevention Systems
Targeted
Intensive
AnalyzeStudent Data
Interviews, Questionnaires, etc.
Observations and ABC Analysis
Multi-Disciplinary Assessment & Analysis
Simple Student Interventions
Group Interventions
Complex Individualized Interventions
Team-Based Wraparound Interventions
Inte
rven
tionAssessm
ent
Functions of PBIS GREEN Leadership Team
• Meet monthly as a Building Team with Set Agenda• Complete School Wide Survey as Team & Building Staff• Develop 3-5 School Wide Expectations• Create Visuals to Advertise 3-5 School Wide Expectations• Develop Behavioral Matrix• Create & Distribute “Cool Tools” to Staff• Set up & maintain Building Data Management System• Set up & maintain Building Reinforcement System• Share Data with Building Staff Monthly• Inform School Audiences of PBIS Activities in Building (parents,
community members, District Administration, Board of Education)
• Assist Administration in Developing continuum for Managing Inappropriate Behavior
• Identifying Yellow & Red Students for additional Behavioral Support
• Be Cheerleaders for PBIS Process in Building
PBIS Building Leadership Green Team Leader
(Coach)• A PBIS Green Team Member• Role of Building Leadership Team Leader
– Facilitate scheduling of year long monthly meeting dates
– Coordinate & facilitate monthly team meetings– Create agenda for monthly PBIS Green Team
Meetings – Facilitates the PBIS Quarterly Team Checklist– In coordination with Data Manager, complete the
School Profile Form at the end of the year– Coordinates EBS Survey for staff– Point person for Building PBIS team
PBIS Green TeamData Manager
• A PBIS Green Team Member• Role of Data Manager
– Organize the data for the team• Create the Graphs• Sees that Office Referral are being entered
– Assist the team with interpretation– Coordinates the Monthly Building Staff
presentations– Point person for Communication between
team & PBIS Coach– Coordinates with Green Team Leader End of
Year Data Summary Form
First Steps of PBIS
Activities for Today
Action Plan Elements: School-wide Level
1. Self evaluate building strengths and needs
School-Wide Survey
2. Establish a clear set of positively stated behavioral expectations
School-Wide Expectations
3. Clearly define expected behaviors for classroom/non-classroom
Matrix/Behavioral Curriculum
4. Establish procedures for teaching expected behavior
Cool Tools
5. Establish a continuum to encourage/celebrate expected behaviors
Reinforcement Plan
6. Establish procedures for discouraging inappropriate behavior
Problem Solving & ODR
7. Establish procedures for on-going monitoring & evaluation
Data Collection & Use
Self-Evaluate Strengths and Needs: Using the PBIS School-
Wide Survey• Use survey with PBIS team and whole staff• Four sections of the survey
– School-Wide Systems– Non-Classroom Systems– Classroom Systems– Individual Student Systems
• Survey summary - Identify three strengths & three priorities
Team Time• Complete PBIS surveys individually
– School-wide system– Classroom system– Non-classroom system– Individual student system
• Discuss School-Wide System items as a team
• Identify 3 strengths and prioritize 3 needs
1. Establish School-wide Behavioral Expectations
Oak Terrace Elementary – “Oak Terrace Pride”Be Respectful
Be SafeBe Ready to Learn
Frye Elementary - “Fab Four”Respect YourselfRespect Others
Respect PropertyBe Here – Be Ready
Examples Continued….
Orland Center Elementary – “Gotcha Rules”Be Safe
Be CaringBe Respectful
Be Here - Be Ready
Jerling Junior High – “Rules of the Road”Be Safe
Be RespectfulBe Responsible
Neil Armstrong’s -- “3 B’s”
Be SafeBe Respectful
Be Ready
Westmont High School Sentinels
Be RespectfulBe Responsible
Celebrate Success
Ms. Woods welcomes students and PBIS
Examples- Georgetown Elementary
May Watts Elementary
2. Establish Behavioral Matrix
Defining the Behaviors…“The Behavior Teaching Curriculum”
School-Wide Behavioral Matrix
PURPOSES:
Defines the Expected Behaviors for Specific Settings.
hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground
Creates the “Curriculum” that will guide the teaching of expected behaviors.
Enhances communication among staff and between students and staff.
School-Wide Behavioral Matrix
Guidelines:
State definitions positively Use common and few words Show what the behavior “looks like”
SCHOOL WIDE EXPECTATIONS
Team Time
Draft 3-5 School-Wide RulesCreate the Behavioral Matrix
*See template in Appendix
3. Establish Procedures for Teaching Behavioral
Expectations
“Teach behaviors like we Teach academics”
The discipline strategies used the most often are the least
effective:
• Punishment
• Exclusion• Counseling
PBIS Emphasizes an Instructional Approach to Discipline
1. Behavioral expectations are taught directly, practiced, and
reinforced -- just like academics.
2. Teams develop “COOL TOOLS” to guide classroom instruction and
practice of behavioral expectations.
3. Precorrection is used to “get” the expected behavior.
4. School-wide reinforcement systems are developed to ensure
expected behaviors are displayed in the future.
WHAT ARE COOL TOOLS?Cool Tools structure how staff teach the expected behaviors from the school-wide behavioral matrix.
COOL TOOLS USE:• A research-based procedure for teaching the behaviors.
• Examples and non-examples taken from classroom and non-classroom settings and situations.
• Modeling and role-playing to teach new skills and provide students with practice opportunities.
• Feedback and reinforcement to ensure students display the expected/taught behaviors.
PBIS IN PROGRESSNeil Armstrong
Teaching Arrival/Dismissal
PBIS IN PROGRESSNeil Armstrong Teaching
Cafeteria Behavior
Neil Armstrong Celebrating it’s Kick-Off
PBIS Assembly
Designing a Cool Tool
STEP ONE: Select the skill to be taught Skills are taken directly from the
behavioral matrix Select skills based on the trends in your
data
STEP TWO: Write the lesson plan1. Name the skill
RESPECT: Say My Name, Please2. Introduce the rule/skill3. Demonstrate the rule/skill4. Provide acknowledgement and feedback
ACTIVITY
View University of Indiana PBIS Implementation Video
Team Time
Write a “COOL TOOL”
4. Establish Procedures for Acknowledging
& Encouraging Expected Behaviors Tangible Rewards (immediate, frequent)
High 5 Tickets, Caught Being Good, All Star Gotcha’s, Being Unusually Good, The Gold Card & Privileges
Intermittent (Unexpected) RewardsHi Five Surprises, Hi Five Button # Calls, Skill-of-
the- Day, Raffles
Social RecognitionBrag boards with Polaroid's, Newsletters, Good-News Phone calls to parents
Purposes of Rewards/Acknowledgements
• Teach new behaviors
• Encourage the behaviors we want to see to occur again in the future
• Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not
• Strengthen positive behaviors that can compete with problem behavior
“What the Worlds Greatest Managers Do Differently”
-- Buckingham & Coffman 2002, GallupInterviews with 1 million workers, 80,000 managers, in 400
companies. Create working environments where employees:1. Know what is expected2. Have the materials and equipment to do the job
correctly3. Receive recognition each week for good work4. Have a supervisor who cares, and pays attention5. Receive encouragement to contribute and improve6. Can identify a person at work who is a “best friend”7. Feel the mission of the organization makes them feel
like their jobs are important8. See the people around them committed to doing a
good job9. Feel like they are learning new things (getting better)10. Have the opportunity to do their job well
Provide Booster Sessions During Targeted Times of Year
Vary school-wide rewards
Vary class & individual rewards
Include students in brainstorming and designing
Increase density/frequency of rewards
Neil Armstrong’s“GOTCHA” Ticket
“GOTCHA” BOXES
Examples- Welch Elementary
Longwood Elementary
Longwood
Examples- Young Elementary
Examples- May Watts Elementary
PBIS School-Wide Reinforcement Matrix
TYPE WHAT WHEN WHERE WHO
High
Frequency
“GOTCHAS”
Unpredictable
Intermittent
“BOOSTERS”
Celebrations
Team Time
Develop School-Wide Reinforcement/Encouragement
System*
*See Appendix
5. Establish Procedures for Managing Inappropriate Behavior
Decide which behaviors are managed in the classroom and which behaviors are sent to the office.
Support teachers in designing classroom systems.
Continuum of procedures for responding to ODR’s: Detention Verbal reprimands Community service Re-teaching of expected behavior Follow up with increased reinforcement
Different responses/options for intense/chronic kids(AKA - - The Pyramid)
T- CHART OF BEHAVIOR
• Classroom Behavior
• Office Behavior
________ Elementary School
• Teacher Managed Behavior– Attendance/Tardy – Inform
parents on effect on academic performance
– Profanity directed at student– Gum chewing– Homework– No supplies– Tattling– Non-compliance– Name calling– Lying– Minor stealing– Cheating– Dress Code Violations– Minor Harassment
• Office Managed Behavior– Attendance/Tardy– Vandalism– Substances– Defiance– Weapons– Profanity directed at Adults– Major disruptions– Fighting– Verbal/Physical intimidation– Major stealing– Cutting school– Wanderers– Gang Related Activity– Chronic Dress Code Violation– Harassment (including
sexual)
__________Middle School• Teacher Managed
Behavior– Excessive talking– Attendance tardy inform
parents– Off task (Disruptive)– Gum/Food/Candy– Drinks– Missing Homework– Not prepared for class– Name calling– Dishonesty– PDA– Running in Hall– Passing notes– Backtalk directed at Adults– Cheating/Plagiarism– Writing on school property
• Office Managed Behavior
– Attendance Tardy– Insubordination– Fighting– Vandalism– Verbal/Physical Intimidation– Weapons– Gang Representation– Cutting class/school– Theft– Drug Violations– Directed Profanity– Harassment (including sexual)– Controlled Substances– Threats– Security threat/breach– Lewd notes– Repeated Backtalk (3)– Repeated PDA– Dress Code– Cutting Teacher Detention
__________ High School• Teacher Managed
Behavior– Excessive talking– Attendance tardy
inform parents– Off task– Drinks/Food/Gum
(with clear expectation for your class)
– Missing Homework– Not prepared for class– Inappropriate
Language– Lying– Dishonesty– Dress code violating– PDA– Hallway Disruption– Passing notes– Cheating/Plagiarism
• Office Managed Behavior– Attendance Tardy– Insubordination– Fighting– Vandalism– Verbal/Physical
Intimidation/Threats– Weapons– Gang Representation– Theft– Drug Violations– Directed Profanity– Arson– Harassment – Controlled
Substances– Security
threat/breach– Lewd notes– Repeated/Severe
Offenses
Samples of Office-Managed Problem Behavior Categories
Samples of Office-Managed Problem Behavior Categories
Fern Ridge Mille School
Pleasant Hill Elementary
Tubman Middle School
Willard Elementary School
TardyLanguageRepeated MinorDefianceDisruptionSkip classHarassmentFightingVandalismTheftSubstancesWeaponsOtherUnclearBus
DisrespectFighting/endangermentVandalismOut of assigned areaCheatingDisobedienceProfane languageTheftLyingOther
Class cutting/leaving w/o permissionDisruptive behaviorControlled substancesFightingHarassment/hazingInsubordinationTheftVandalismAbusive/profanelanguageWeaponsOthers
FightingStealingBringing weapons to schoolProfane or DerogatorylanguageRepeated noncompliancePossessing or using drugsVandalismVerbal or physical intimidation
Hierarchy of Consequences
• CLASSROOM– Assigned Seating– Time out– Detention– Point Loss– Community
Service– Conference with
Student– Student Contract– Parent Contact– Loss of Privilege– Office Referral
• OFFICE• Time in Office• Time Out/Detention• Lunch Detention• Escorted/Separate Passing
Period• Conference with Student• Student Contract• Conference with Parent• Loss of Privilege• In-School Suspension• Saturday School• Out of School Suspension• Alternative School/Expulsion
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity
Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response
Targeted Interventions•Some students (at-risk)•High efficiency•Rapid response•Individual or Group
Universal Interventions•All students•Preventive, proactive
Universal Interventions•All settings, all students•Preventive, proactive
Designing School-Wide Systems for Student Success
Team Time
Define Office Managed Versus Classroom Managed Behavior
ProblemsAnd
Review/revise Office Referral Form
6. Establish Procedures for Data Collection and Analysis
PBIS teams CONSISTENTLY review the following data/graphs:
The Average # of referrals: Per day per month By type of behavior By location By time of day By student
0
5
10
15
20
25
Sep Nov Jan Mar MayMonths
Office Referrals per Day per Month2004-2005
0
100
200
300
400
500
600
1 2 3 4 5 6 7 8 9 101112131415Behaviors
Office Referrals by Behavior2004-2005
0
200
400
600
800
1000
1200
1400
Classroom Bus
Location
Office Referrals by Location1994-1995
Major ODR’s by Time - Mid Year(9/2/02-3/01/03)
0
20
40
60
80
100
1 7 13 19 25 31 37 43 49 55 61 67 73 79
No. of Referrals
Office Referrals by Student1994-1995
Data Collection and Use
Use Data Decision Rules to Determine where your efforts SHOULD be placed
Focus intervention on School-Wide Focus intervention on Targeted Group Focus intervention on Targeted Individual Focus intervention on Intensive for
Individuals
1. Focus on School-wide system when…
>40% of students received 1 or more ODR;
>2.5 ODR’s per studentACTION TO TAKE:Modify universal/school-wide interventions to improve
effectiveness of the overall system.
- Effective teaching of expectations- Increased use if precorrection- Enhanced consistency with reinforcing expected behavior
2. Focus on Classroom system when…
• >60% of referrals come from classroom• >50% of ODR come from <10% of
classrooms
Action to Take:Enhance universal and/or targeted
classroom management systems and practices.– Examine academic engagement & success– Teach, precorrect for, & positively reinforce expected
classroom behavior & routines
3. Focus on Non-classroom systems when…
• >35% of ODR’s come from non-classroom settings• >15% of all students referred are from non-
classroom settings
Action to Take:Enhance universal behavior management practices in
specific non-classroom settings.
– teach, pre-correct for, & positively reinforce expected behavior & routines
– increase active supervision (move, scan, interact)
4. Focus on Targeted & Intensive Interventions when….
• >10-15 students receive >5 ODR
Action to Take:Provide functional assessment-based targeted
interventions either group or individual.
– Standardize and increase daily monitoring– Re-teach expectations and teach replacement skills– Increase opportunities for positive engagement– Increase frequency of positive reinforcement
Questions to Guide Data Analysis
Every time the PBIS team reviews the “BIG 5” graphs, ask these questions…
Has our goal been achieved?
Are we making some progress, but want more progress?
Why aren’t we making progress?
Has our goal been achieved? Yes! Then, consider the following:
- Decreasing the level of effort or resources used (i.e., Fading)
– Maintaining the current level of effort or resources used
– Maintain and initiate planning for a new target
Are we making some progress, but want more progress? Then, think
about….
1. The Effectiveness of Implementation
Has the staff bought into the plan Does the staff understand what they’re to do
2. The Effectiveness of Reinforcement
Frequency (How often are students reinforced?) Menu of rewards (Are we using student preferences?) Delay (Too long b/t behavior and
Reinforcement?) Type (Using both predictable and
unpredictable?)
Are we making some progress, but want more progress? Then, think
about…
3. The Effectiveness of Instruction
Has the specific behavior been taught? Effectively?
Have sufficient practice opportunities been provided?
Has the specific behaviors been taught and practiced in the specific settings?
Why aren’t we making progress? Then, think about….
1. Are we implementing effectively?
2. Have we taught the expectations? Effectively?
3. Are we providing reinforcement? Effectively?
4. Have we identified the root of the problem?
Identifying the root of the problem. Examples…
“We have too many ODR’s coming from the playground. We only have four teachers out on the playground. We need more help out there.”
But, looking at the playground environment, we noticed two teachers circulating and two teachers not.
So, the root issue may really be- a lack of effective supervision.
Identifying the root of the problem. Examples…
“We have too many suspensions because kids are skipping detention. So, we targeted getting kids to serve their detention.”
But, looking at the data again, we find kids are getting detentions because they’re tardy.
So, the root issue may really be – getting kids to class on-time NOT getting kids to serve their detention.
5. Focus on Intensive Intervention system when...
<10 students with >10 ODR’s <10 students continue rate of referrals
after receiving targeted group support
Action to Take: Provide highly individualized functional-
assessment-based behavior support planning Implement the Wraparound Process
Data from Homework Intervention
Homework ODRs - Average Per Day
1.34
0.930.86
0.74
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
9/3/02-11/27/02- Before
Intervention
11/28/02-1/25/03After Intervention
11/28/02-5/19/03After Intervention
1/25/03-5/19/03After intervention
Infraction Average
Before intervention: 75 infractions/56 school daysAfter intervention (11/28/02-1/25/03): 27 infractions/29 school daysAfter intervention (11/28/02 – 5/19/03): 85 infractions/99 school daysAfter intervention (1/25/03 – 5/19/03): 52 infractions/70 school days
Results Playground Intervention
Average Playground ODRs Per Day - Grades 3-5
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
All ODRs Majors Minors
Before Intervention (9/3/02 - 1/12/03) During Intervention (1/13/03 - 3/14/03)
After Intervention (3/15/03 - 5/19/03)
We are not ready to go without recess club, yet.
Lincoln Junior High SchoolAcademic Targeted Group Intervention
Assignment Completion & Organizational Skills2001/02 & 2002/03 School Years
0
0.5
1
1.5
2
2.5
3
6thGradeGPA
7thGradeGPA
2nd Quarter3rd Quarter1st Quarter2nd Quarter
Green Bar = Baseline GPA
0
5
10
15
20
25
Avera
ge R
efe
rrals
per
Day
SeptOctNovDecJanFebMarAprMayJune
Months
FRMS Ref/Day/Month94-95;95-96;96-97;97-98;98-99
Halls Ferry Elem entary School
YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5
High Fiv e Approach - school wide social skill lessonsCentral Data SystemProduced school-wide expectations v ideoCafeteria routine and lessons
Playground routine and lessonsProduced bathroom expectations & routines videoProduced indoor recess expectation & routines video
New comer's ClubStudy Skills - Homew ork Support
Social Skills Club
FBA TrainingCoaches T raining
MentoringChamps Theater
Function-BasedStudent SupportTeam
ClassroomBus expectations
Present to Board
District w ide w eb based data systemDistrict level leadership teamDistrict level collaborative teamDistrict w ide netw orking system
Universal School-w ide Systems
Secondary / Targeted Group
Tertiary / Individual Student
District Level Systems
Is PBIS training and technical assistance changing practices in
schools? • Measurement: System-wide Evaluation Tool
(SET)– External evaluator; 1.5 hours; Observation/Interview– Total Score (0-100%)
• Define expectations (0-100%)• Teach expectations (0-100%)• Reward expectations (0-100%)• Correct problem behavior (0-100%)• Data collected and used (0-100%)• Administrative support (0-100%)• District support (0-100%)
– Criterion for implementation with fidelity (Total = 80% AND Teaching = 80%)
Implementing PBIS is related to reduction in Office Discipline
ReferralsSET Total Score and ODR/100 Students/Year:
One Chicago School
0
20
40
60
80
100
120
140
01-02 02-03 03-04
SE
T T
ota
l: O
DR
pe
r 1
00
SET
ODR
Team Time
Team Implementation ChecklistSpecify Next Steps
Set Next Meeting Date & TimeReport to Group
One Final Thought
“Intelligence plus Character. That is the goal of True Education.”
Martin Luther King Jr.