Enhancing a Collaborative and Collegial Culture With PBIS: A Leadership Opportunity PBIS Maryland:...

Enhancing a Collaborative and Collegial Culture With

PBIS: A Leadership Opportunity

PBIS Maryland: RTT 2010June 23, 2010

Dr. Dave ReederDirector for Secondary EducationWashington County Public Schools

Learning Outcomes

What is the role of the principal in facilitating the success of PBIS?

How can PBIS be used to enhance the culture of a school and promote a collaborative and collegial learning community?

Why is the use of data important in supporting and sustaining collaborative and collegial PBIS processes in a school?

How can PBIS processes complement and enhance other initiatives, processes, and attitudes in a school?

What would be your vision of a fully implemented and successful PBIS initiative in your school?

Why PBIS, or any other “Positive” program?

• It is a research-based, validated practice and school reform initiative

• It incorporates the “science of behavior”• It enhances opportunities for academic

achievement• It increases capacity for managing “red-

zone”• It is in special education law & MSDE’s

regulations for general education as well

What Do Principals Say“PBIS is an integral part of the success of

our school. Our PBIS program helped improve our attendance, discipline, and educational outcomes. I believe all students should be intrinsically motivated but many need to begin with extrinsic motivators.”

Dr. Steve Tarason – Principal at WHMS

What Do Principals Say“PBIS provides opportunities for school

administrators to maximize leadership potential by encouraging select staff to lead specific, planned action steps that showcase individual teacher talents and result in a positive experience for all students.”

Mrs. Peggy Pugh – Principal NMS

What Do Principals Say“The proactive approach to school-wide

discipline has been instrumental in curbing inappropriate behaviors and positively influencing our overall school climate. As a principal, PBIS offers a blueprint to consistently define behavioral expectations and discipline procedures for all staff members to follow throughout the building.”

Mr. Deron Crawford – Principal CMS

What Do Principals Say“ PBIS allows for a consistent system approach

to enforcing and teaching expectations school-wide. This contributes to creating a positive culture for students and staff. The PBIS committee is data driven and solution oriented. Having PBIS in place provides support for new staff to the building which assists them with behavior management.”

Mrs. Jenny Ruppenthal – Principal SpMS

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individually Designed Interventions• Address individual needs of student• Assessment-based• High Intensity

Intensive, Individually Designed Interventions• Strategies to address needs of individual students with intensive needs• Function-based assessments• Intense, durable strategies

Targeted, Group Interventions• Small, needs-based groups for at risk students who do not respondto universal strategies• High efficiency• Rapid response

Targeted, Group Interventions• Small, needs-based groups for at-risk students who do not respond to universal strategies• High efficiency/ Rapid response• Function-based logic

Core Curriculum and Differentiated Instruction• All students• Preventive, proactive•School-wide or classroomsystems for ALL students

Core Curriculum and Universal Interventions• All settings, all students• Preventive, proactive• School-wide or classroom systems for ALL students and staff

Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework

Washington County’s 16 PBIS Schools

ElementaryBester ElementaryEastern Elementary

Fountaindale Elementary

Pangborn ElementaryRockland Woods

Salem Avenue Elem.Winter Street Elem.

SecondaryAntietam Academy – High

Antietam Academy – MiddleBoonsboro Middle

Clear Spring MiddleE.R. Hicks MiddleNorthern Middle

North Hagerstown HighSpringfield Middle

Western Heights Middle

Number of PBIS Schools in Maryland

ResearchMarkoe, M. (2008). A Study of

Administrators’ Attitudes and Perspectives of Positive Behavior Interventions and Supports. Dissertation

Dr. Mike Markoe - Assistant Superintendent for WCPS

Themes and Findings• Promotes the recognition and rewarding of

positive behaviors.• Perpetuates the establishment of consistent

school-wide behavior expectations and uniform language.

• Positive response by stakeholders to PBIS implementation.

• Relationship appears to exist between PBIS implementation and a transformational leadership style.

Climate and Environment

• “Education and psychosocial growth are best

facilitated in an orderly environment characterized by

fairness, justice, and clear standards of behavior that

are supported and enforced by stakeholder groups.

The first order of business is to build structures,

processes, and helpful mechanisms that moves

schools and school organizations from chaos to order”

• (Joyner et. Al, 2004, p.94)

What Is PBIS? CClearly defined & socially important

outcomes for the students, their families, and teachers.

RResearch-validated practices. DData-based decision making processes. SSystems to support high fidelity

implementation.

What is PBIS? • PBIS is a systems integration approach to

enhancing the capacity of schools to educate all students, especially those with challenging social behaviors.

• It’s a systematic organization of school environments & routines so educators have increased capacity to adopt, use & sustain effective research-based behavioral practices & processes for all students.

Learning Outcome 1

What is the role of the principal in facilitating the success of PBIS?

Activity• Discuss and determine the role of

the principal in the successful implementation and sustainability of PBIS in your school.

• What behaviors does the principal exhibit that contributes to the success of the program?

PBIS is NOT. . .

a specific PROGRAM

and it will NOT look the same

in every school.

9 Critical Features of PBIS Implementation

1- Establish commitment2- Establish & maintain school team3- Self-assessment4- Establish School-Wide

Expectations5- Establish on-going system of

rewards

Critical Features of PBIS Implementation

6- Establish system for responding to

behavioral violations 7- Establish information/data analysis system8- Build capacity for Function-Based support9- Build district level support

Learning Outcome 2

How can PBIS be used to enhance the culture of a

school and promote a collaborative and collegial

learning community?

Activity• Discuss the culture of your school

and describe what a teacher, student, and parent would say if asked about your school.

• What is the level of involvement by staff and students in the PBIS process.

Establish School-Wide Expectations

• The Three R’s: Be Respectful, Be Responsible, Be Ready

• ERH: Effort, Responsibility, Honesty

• SMS: Respect, Responsibility, Resolve

Springfield Middle: Jen & Julie (Counselors)

#1: PBS Team

#2: Faculty Commitment

#8: Implementation Plan

E.R. Hicks: Duane & Chrissy (Principal and Teaacher)

# 3: Effective procedures for Dealing with Discipline

#4: Data Entry & Analysis Plan Established

#10: Evaluation of PBIS

CSMS: Deron & Jaime (Principal and Teacher)

#5: Expectation & Rules Developed

#6: Reward/Recognition Program Established

#7: Lesson Plans for Teaching Expectations/Rules

Responding to Rule-Violating Behavior = Consequences

CLASSROOM PROCEDURES

Assertive Discipline techniques

Supervised Time Out in classTime Out in Another classTeacher/Student ConferenceTeacher/Parent ConferenceBehavior Management PlanLunch/Recess DetentionAfter School Detention

(Teacher Managed)Consult with

Counselor/Behavior Resource/Psychologist/Grade Level Team

ADMINISTRATIVE PROCEDURES

Conference with StudentLunch/Recess DetentionPhone contact with ParentStudent phone call to ParentSST ConferenceBefore/After School DetentionISSOSS

Processes• Classroom Focused Improvement

Process (CFIP)• Coaching• Protocols• Professional Development• Professional Learning Communities• Continuous Improvement

Acknowledge Expected Behavior

• Tangible rewards/acknowledgementsStandard token economy practices using

tickets, coupons, “gotchas” (daily) – used for school store, special activities, privileges, etc.

• Social recognition Positive feedback - verbal praise,

morning announcements, PTA Newsletter, walls of fame, positive referrals to office, etc.

Learning Outcome 3 Why is the use of data important in supporting

and sustaining collaborative and

collegial PBIS processes in a school?

Activity• Discuss the data sources that your

PBIS committee uses to identify issues and make plans for improvement.

• How important is the review of data in your school?

Monthly Data Analysis:Answering “The Big

Five”1. Do we have a problem?2. What is the problem?3. Where is the problem occurring?4. When is the problem occurring?5. With whom is the problem?

The Year In Review

What are the behaviors that need addressed?

•

When is it Happening?

0

5

10

15

20

25

30

Num

ber

of 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 DayReferrals by Time of Day

Where is it Happening?

0

10

20

30

40

50

Num

ber

of O

ffic

e R

efe

rrals

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

School Locations

Referrals by Location

What is the breakdown of staff referral and what does this indicate?

Staff: 63 Referrals: 839

What is the extent of the problem?

Students: 48 (6%) Referrals: 490 (60%)

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

10

20

30

40

50

Num

ber

of R

efe

rrals

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Referrals by Problem Behavior

FRMS Total Office Discipline ReferralsSustained Impact

0

500

1000

1500

2000

2500

3000

94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06

Academic Years

Tota

l ODR

s

Pre

Post

Multi-Year Data(Average Referrals Per Day Per

Month)

POSITIVE BEHAVIORAL INTERVENTIONS and SUPPORTS

DataSystems

Practices

Supporting staffbehavior

SupportingDecisionMaking

SupportingStudent Behavior

SYSTEMS – Support Staff Behavior

PRACTICES – Support Student Behavior

DATA – Supports Decision Making

PBIS “3-Circles” Problem-Solving Worksheet

Targeted Problem: _______________________ Step 1: What does the data say?________________________________________________________________________________________________________________________________________________________________________

Step 4: What will we do to support staff?______________________________________________________________________________________________________________________________________________________________________________________________________

Step 3: What will we do to support student behavior?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Step 2: What is the goal?______________________________________________________________________________________________________________________________________________________________________________________

Learning Outcome 4

How can PBIS processes complement and enhance

other initiatives, processes, and attitudes in a school?

Activity• Identify and discuss the initiatives

that are currently in force in your system and school.

• How are or could these initiatives be related in order to foster a systems approach to continuous improvement in your school?

Systems Consolidation

• School Improvement Team (SIT)• Discipline and Attendance Committee• Student Services Team (SST)• Parent Teacher Association (PTA)• Instructional Leadership Team (ILT)• Social Committee• STARS Committee• Character Counts• Classroom Focused Improvement Process

(CFIP)

Learning Outcome 5Final Reflection

• What would be your vision of a fully implemented and successful PBIS initiative in your school?

www.pbismaryland.org

www.pbis.org