Effective Schoolwide Discipline (ESD) in Virginia: A Statewide Initiative that Provides Positive...
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- Slide 1
- Effective Schoolwide Discipline (ESD) in Virginia: A Statewide
Initiative that Provides Positive Behavioral and Academic Supports
to All Students A Schoolwide Approach to Systems Change New Team
Training Day 1 Spring 2009
- Slide 2
- A Production of the Virginia Department of Educations Training
and Technical Assistance Centers
- Slide 3
- Objectives Understand basic components of Effective Schoolwide
Discipline Understand and apply effective team meeting process
Develop and refine team vision mission Gain basic understanding of
principles of behavior Develop a system of effective procedures for
dealing with behavior that are aligned with a data system used for
decision- making (i.e. SWIS)
- Slide 4
- Guiding Questions What are the key components of ESD? What is
our teams vision? What are some roles, responsibilities and
communication structures of the team meeting process? What are the
ABCs of behavior? How will we develop effective procedures for
dealing with discipline?
- Slide 5
- Large GroupBreaksTeam Work Show Respect Listen when somebody
else speaks Be sensitive to others personal needs Take turns
listening and speaking Organize Yourself Pick up materials Have
materials ready Clear work space of trash Include everyone in team
work times Act Responsibly Share responsibility for reporting out
Tend to personal needs Share work to complete tasks Remain on Task
Participate fully Stay on topic Return on time Remind one another
to stay on task
- Slide 6
- Materials for Today Product Book Benchmarks of Quality (BoQ)
Readiness Packets Handouts
- Slide 7
- Working as a team Team Meeting Process: A tool to help us work
more efficiently
- Slide 8
- As you practice your team meeting skills, you should see
increases in the efficiency and effectiveness of your meetings!
Refer to Section 8 pages 5-9
- Slide 9
- 9 Team Meeting Roles Facilitator Encourager Recorder Timekeeper
Process Observer Agenda Keeper
- Slide 10
- Team meeting process Phrase agenda items as questions Include
purpose/action of the agenda item I is for information R is for
reflection R and D is for reflection and decision D is for decision
Assign time to agenda items, celebrations, and announcements
Complete purpose/action for each agenda item (I, R, R and D, D)
Record minutes (who, what, where)
- Slide 11
- What is ESD
- Slide 12
- Effective Schoolwide Discipline A systems approach for
establishing the social culture and behavioral supports needed for
schools to be effective learning environments for all students.
Lewis & Sugai (1999)
- Slide 13
- Key Systems in Effective Schools are Evidence-based
Evidence-based features of ESD o Prevention o Define and teach
positive social expectations o Acknowledge positive behavior o
Arrange consistent consequences for problem behavior o On-going
collection and use of data for decision- making o Three-tier
continuum of interventions o Administrative leadership o Team-based
implementation Lewis & Sugai (1999); Lewis (2005)
- Slide 14
- 1-5% 5-10% 80-90% Translating Vision to Preventive Practice
Intensive, Individual Interventions Wilson Reading Targeted Group
Interventions Reading Recovery Universal Interventions Core
curriculum Differentiated Instruction Universal Interventions
Posting expectations Teaching expectations Defining discipline
procedures Targeted Group Interventions Check in-Check Out Mentors
Social Skills Intensive, Individual Interventions FBA/BIP
WhatWorksClearingHouse; OSEP (2004)
- Slide 15
- Intensive Intervention: Specialized Individualized Systems for
Students with High-Risk Behavior Targeted Interventions Specialized
Group Systems for Students with At-Risk Behavior Universal
Intervention School-/Classroom- Wide Systems for All Students,
Staff, & Settings ~80% of Students ~15% ~5% Take Inventory:
What is in place?
- Slide 16
- AligningLets Take Inventory What are the practices in place at
each tier of the triangle? Are they evidence-based practices? Which
practices are yielding the desired outcomes? How do you know
(measurement)?
- Slide 17
- SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Decision Making Supporting Student Behavior ESD/PBS OUTCOMES Social
Competence & Academic Achievement OSEP (2004)
- Slide 18
- What is our ESD Team Vision
- Slide 19
- Vision Making
- Slide 20
- Team Mission or Possibility Statement Example The mission of
our ESD team is to promote a culture that fosters prevention and
mutual respect for faculty/staff and students Fidelity Check o
Align Team mission statement with school mission statement, school
improvement plan
- Slide 21
- What Do We Know About Behavior
- Slide 22
- What is Behavior? Anything we SAY or DO HOW WE REACT to our
environment
- Slide 23
- BEHAVIOR is functionally related to the TEACHING
ENVIRONMENT
- Slide 24
- Teaching Behavior is Like Teaching Academics Students are not
born with bad behaviors, nor do they learn when presented negative
consequences. Rather, they learn better ways of behaving by being
taught directly and receiving positive feedback Sugai (2007)
- Slide 25
- Why Do We Behave the Way We Do? Behaviors are LEARNED and
continue because they serve a PURPOSE or FUNCTION We engage in
behaviors because we have learned that a DESIRED OUTCOME
occurs
- Slide 26
- Behavior Has a function: - avoid/escape - get/gain -
communication - sensory One behavior can serve many functions
- Slide 27
- Understand Your ABCs
- Slide 28
- Antecedents Events that happen before the behavior and may
increase the likelihood that behavior will occur Identifying
antecedents allows us to develop prevention strategies that make
behavior unnecessary
- Slide 29
- Behaviors Observable and measurable acts Tend to be repeated or
discontinued because of consequences/outcomes Strengthened by
reinforcement May be weakened by withholding reinforcement
- Slide 30
- Consequences Occur after the behavior and serve to maintain,
increase, or decrease the frequency of behavior Should be
consistent and immediate Should address the function of the
behavior
- Slide 31
- Importance of Understanding Behavior Understanding behavior
principles will help develop an effective school-wide system Your
team will need to understand and help all of your school personnel
to understand behavior better Consider what your school might look
like if the staff had an understanding of the principles of
behavior
- Slide 32
- System Check
- Slide 33
- What are Effective Procedures for Dealing with Discipline
- Slide 34
- Benchmarks of Quality BOQ 8 Discipline Process BOQ 9
Documentation Procedures BOQ 10 Discipline Referral Form BOQ 11
Define Behaviors BOQ 12 Distinguish Major/Minor
- Slide 35
- Appropriate Definitions of Behaviors Consistency Clarity Data
collection and analysis Once behaviors are defined, all faculty,
staff, administration, students and families will need to be
trained on the definitions
- Slide 36
- What are Major vs. Minor Behaviors
- Slide 37
- Minor Behavioral Incidents vs. Major Behavioral Incidents A
clear distinction must exist between problem behaviors that are
faculty/staff managed (minor) versus problem behaviors that are
office-managed or crisis (major)
- Slide 38
- Major Discipline Incidents (Administrator Managed) Discipline
incidents that must be handled by the administration. Examples:
physical fights, property damage, drugs, weapons, tobacco,
etc.
- Slide 39
- Minor Discipline Incidents (Faculty/Staff Managed) Discipline
incidents that can be handled by faculty/staff members and usually
do not warrant a discipline referral to the office Examples:
tardiness, running in hallway, missing materials, gum chewing,
wearing hat, incomplete classroom assignments, etc.
- Slide 40
- Minor Behavioral Incidents vs. Major Behavioral Incidents
Review your Code of Conduct What are automatic MAJOR behaviors that
must be handled by an administrator? How will you distinguish
between major and minor for remaining behaviors?
- Slide 41
- What documentation tools need to be put into place
- Slide 42
- Characteristics of a Referral Form (ESD Manual, section 8,
pgs.23-27) The following categories should be included: Students
Name Date Time of Incident Students Teacher (optional) Students
Grade Level Referring Staff Location of Incident Problem Behavior
Possible Motivation Others Involved Administrative Decision Other
Comments No more than 3 extra info.
- Slide 43
- Minor Infraction Reporting (options) Schools might choose not
to track minor infractions Schools might choose to track minor
infractions. If so, o Consider use 1 or 2 forms to collect major
and minor infraction information o Consider using one form and
color coding to distinguish minor from major
- Slide 44
- What will we do with the data collected from these
documentation tools? Tell a story
- Slide 45
- Our story changes from primary to precise Primary statements
are vague and leave us with more questions than answers Precise
statements include information about 5 Wh questions: What is the
problem and how often is it happening? Where is it happening Who is
engaging in the behavior? When is the problem most likely to occur?
Why is the problem sustaining? Used, with permission, from Susan
Barrett, OSEP
- Slide 46
- From primary to precise: An example Primary statement: There is
too much fighting at our school Precise statement : There were 30
more ODRs for aggression on the playground than last year, and
these are most likely to occur from 12:00- 12:30 during fifth
grades recess because there is a large number of students, and the
aggression is related to getting access to the new playground
equipment. Used, with permission, from Susan Barrett, OSEP
- Slide 47
- From primary to precise: An example Primary statement: ODRs
during December were higher than any month Precise statement: Minor
disrespect and disruption are increasing and are most likely to
occur during the last 15-minutes of our classes when students are
engaged in independent seat work. This pattern is most common in 7
th and 8 th grades, involve many students, and appears to be
maintained by work avoidance/escape. Attention may also be a
function of the behavior- were not sure. Used, with permission,
from Susan Barrett, OSEP
- Slide 48
- Supporting Decision Making with DataSWIS www.swis.org
- Slide 49
- Referrals by Location
- Slide 50
- Referrals by Location by Behavior Playground
- Slide 51
- Referrals by Location by Time Playground
- Slide 52
- Referrals by Location by Grade Playground
- Slide 53
- Data System Inventory Can your data system give you this type
of information you need to be intentional with your
interventions?
- Slide 54
- The data are accurate and valid The data are very easy to
collect Data are presented in picture (graph) format Data are
current Data are used for decision-making The data must be
available when decisions need to be made (weekly?) Difference
between data needs at a school building versus data needs for a
division The people who collect the data must see the information
used for decision-making. Taking Inventory: Effective Data
Systems
- Slide 55
- Your Ten Step Process to Better Alignment 1.Identify automatic
major offenses in Code of Conduct. 2. Align major behavior
definitions with SWIS major definitions. 3. Using data, identify
15-20 most frequently occurring behaviors in your school 4. Align
these with SWIS definitions (minor/major). Determine translation
code (from code of conduct to SWIS) for data entry. 5. Are the
working definitions clearly defined to be observable and
measurable? (What do these look like and sound like in our
school?)
- Slide 56
- Your Ten Step Process to Better Alignment 6. Determine when
these are minor and when they are major. 7. Develop flowchart 8.
Decide what form(s) will be used for major and minor reporting.
Forms must be aligned with SWIS Compatability Checklist. Revise
current ODR or create addendum to ODR form. 9. Variations for Minor
Infraction reporting: Schools may choose: not to enter minor
infractions into SWIS; to use 1 or 2 forms to collect ODR and minor
infraction information; to use the same form color coded for minor
and major infractions 10. Plan for facilitating staff input
throughout process
- Slide 57
- What are the expectations that will serve as a compass to
facilitate everyone in creating the school culture and school
community we want to see? Looking aheadexpectations and
behaviors
- Slide 58
- Tasks to Complete Plan for: Vision work with staff Time to
teach (Identify person(s) in school or division who can teach staff
about basic principles of behavior presented today) Time to develop
system for discipline process with staff input Work on schoolwide
expectations using teaching matrix
- Slide 59
- Resources Effective Schoolwide Discipline www.ttac.odu.edu/esd
www.ttac.odu.edu/esd National Center on Positive Behavior
Interventions and Support www.pbis.orgwww.pbis.org Association on
Positive Behavioral Supports (APBS) www.apbs.orgwww.apbs.org PBIS
Maryland www.pbismaryland.orgwww.pbismaryland.org Floridas PBIS
Project http://flpbs.fmhi.usf.edu/ http://flpbs.fmhi.usf.edu/
School-Wide Information System (SWIS) www.swis.org www.swis.org
What Works Clearinghouse http://ies.ed.gov/ncee/wwc/
- Slide 60
- References Lewis, T.J. (2005). Implementing school-wide
positive behavior supports. Impact: Feature issue on fostering
success in school and beyond for students with emotional/behavioral
disorders, 18(2). Retrieved from
http://ici.umn.edu/products/impact/182/182.pdf, February 16, 2009.
Lewis, T.J., & Sugai, G. (1999). Effective behavior support. A
systems approach to proactive schoolwide management. Focus on
Exceptional Children, 31(6), 24- 47.
- Slide 61
- References Office of Special Education Programs (OSEP). (2004).
School-wide positive behavior support: Implementers blueprint and
self-assessment. Eugene, OR: Center on Positive Behavioral
Interventions and Supports. Sprague, J. & Golly, A. (2005).
Best behavior: Building positive behavior support in schools.
Longmont, CO: Sopris West Educational Services.