AGENDA FOR DAY 2 8:30 Handling Problem Behaviors 10:00 Short Break 10:08 Data-Based Decision Making...
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AGENDA FOR DAY 2 8:30 Handling Problem Behaviors 10:00 Short Break 10:08 Data-Based Decision Making 11:30 Lunch 12:30 Data-Based Decision Making, continued
AGENDA FOR DAY 2 8:30 Handling Problem Behaviors 10:00 Short
Break 10:08 Data-Based Decision Making 11:30 Lunch 12:30 Data-Based
Decision Making, continued 2:00 Short Break 2:08 Evaluation and
Sustainability 3:15 Wrap-up, Questions, and SURVEY!!
Slide 2
Be Responsible Be on time! Sign in morning and afternoon
Participate in activities If you have questions, please ask! Be
Respectful Be a good listener Stay on task Keep cell phones silent
Be a Team Player Join in the discussion! We love to hear your
thoughts and ideas! When working in small groups, give and take
input Take information back to your school and share PBIS WORKSHOP
EXPECTATIONS
Slide 3
HANDLING PROBLEM BEHAVIORS
Slide 4
Referrals dont completely go away with PBIS Some problem
behaviors are worse than others
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CONSEQUENCES Who should deal with what behaviors? Classroom
Managed vs. Office Managed Have a plan!
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Staff Managed Behaviors (Minors) Office Managed Behaviors
(Majors) Minors Inappropriate Language Physical Contact
Defiance/Insubordination/Non- Compliance Disrespect Disruption
Dress Code Technology Violation Property Misuse Tardy Consequences
are determined by staff Majors Abusive/Inappropriate Language
Fighting Physical Aggression Defiance/Insubordination
Harassment/Intimidation Inappropriate Display of Affection
Vandalism/Property Destruction Lying/Cheating Skipping Technology
Violation Dress Code Theft Arson Weapons Tobacco Alcohol/Drugs
T-CHART EXAMPLE
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T-CHART OF BEHAVIOR (ON FLASH DRIVE) TEACHER MANAGED BEHAVIORS
OFFICE MANAGED BEHAVIORS MinorMajor
Slide 8
Example of student behavioral management procedure
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ACTIVITY Lets begin creating your T-Chart and procedures (flow
chart) for handling problem behavior. (see example of flow chart on
flash drive it is editable)
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DATA-BASED DECISION MAKING
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DATA!
Slide 13
WHAT ARE DATA? What are data? Pieces of information
Intimidating? No reason Sometimes numbers, sometimes not
Slide 14
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SOME SCHOOL DATA SOURCES Office Discipline Referrals (ODRs)
Current Over Time Attendance School profile population statistics
In-School and Out-of-School Suspensions PBIS Assessments (SAS, TIC,
BoQ, SET, etc.) Staff Surveys, Teacher Reports What else??
Slide 16
DISCUSSION What data do you collect and use on a regular
basis?
Slide 17
DIFFERENT DATA SERVE DIFFERENT PURPOSES Identify problems
before they become difficult Pinpoint a problem to create a
functional solution Test possible solutions Progress monitor is it
working? What else?
Slide 18
Tier 1/Universal School-Wide Assessment School-Wide Prevention
Systems SWIS and ISIS- SWIS Tools Check-in/ Check-out (CICO) Group
Intervention with Individualized Feature (e.g., Check and Connect
-CnC and Mentoring) Brief Functional Behavior Assessment/ Behavior
Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP
Wraparound ODRs, Attendance, Tardies, Grades, DIBELS, etc. Daily
Progress Report (DPR) (Behavior and Academic Goals) Competing
Behavior Pathway, Functional Assessment Interview, Scatter Plots,
etc. Social/Academic Instructional Groups (SAIG) - Illinois PBIS
Network, Revised October 2009 Adapted from T. Scott, 2004 Tier 2/
Secondary Tier 3/ Tertiary Intervention Assessment
Slide 19
HOW PBIS TEAMS USE DATA Review data showing progress from
previous meeting Look at current data and problem solve Communicate
data to school, district, families
Slide 20
SWIS (SCHOOL WIDE INFORMATION SYSTEM) SWIS is a decision making
tool Reliable, confidential, web-based Collect, summarize, and use
student behavior data for decision making.
Slide 21
START BY ASKING QUESTIONS What problem behavior(s) do we have?
How often is it happening? Where is it happening? When is it
happening? Who is involved? Why is the problem sustaining?
Slide 22
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PINPOINT THE PROBLEM Drill down in your data Target a precise
problem
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PRECISE PROBLEM STATEMENT (EXAMPLE) A lot of Physical
Aggression is happening in the classroom, mostly among 3 rd, 4 th,
7 th, and 8 th graders (and especially males), throughout the
school day, with the highest frequency of occurrence on Mondays.
The most likely reason for this behavior is to avoid a task.
Slide 30
ACTIVITY Groups: Use data to create Precise Problem Statement
Share www.pbisapps.orgwww.pbisapps.org > Applications > SWIS
Suite > SWIS demo
Slide 31
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DETERMINE WHAT TO DO NEXT Planning requires a team effort!!
Some possible steps after pinpointing the problem: Gather more
information Make environmental or scheduling changes Design an
intervention (re-teach, reinforce, collect data, etc.) Who will do
what, by when? *Think beyond the PBIS Team!!
Slide 33
DEVELOPING A PLAN Prevention keep it from happening again
Extinction make the expected behavior more attractive than the
problem behavior Recognition acknowledge those that follow the
expected behavior Consequences consistent handling of any
persistent problem behaviors Data Collection is it working?
Slide 34
PREVENTION How do we keep this from happening again? Change the
environment Change the schedule Teach appropriate behavior Use
problem behavior as a negative example
Slide 35
EXTINCTION How do we keep problem behavior from being rewarded?
How do we make it so much more rewarding to do the positive
behavior?
Slide 36
RECOGNITION How do we recognize students who act appropriately?
Short-term special type of acknowledgement activity - challenge
Extra acknowledgements for specific behavior
Slide 37
CONSEQUENCES What will the consequence be for the problem
behavior?
Slide 38
DATA COLLECTION What is your goal with this plan? Needs to be
measurable! How will you know if this is working? Look at the same
data you used to identify the problem (*Note: you can use SWIS to
save reports for later comparison) How often will you review the
plans progress and make revisions?
Slide 39
PUTTING THE PLAN INTO ACTION Who will carry out each of the
actions? Dont give all the responsibility to one person this is a
team effort! When will the actions take place? Make a
deadline.
Slide 40
EXAMPLE Example - Problem Solving Action Plan Precise Problem
Statement Solution ActionsWho?When?Goal, Timeline, & Updates
Many students from all grade levels are engaging in disruption,
inappropriate language and harassment in cafeteria and hallway
during lunch, and the behavior is maintained by peer attention
Prevention: Teach behavioral expectations in cafeteria Maintain
current lunch schedule, but shift classes to balance numbers
Teachers will take class to cafeteria; Cafeteria staff will teach
the expectations Principal to adjust schedule and send to staff
Rotating schedule on November 15 Changes begin on Monday Goal:
Reduce cafeteria ODRs by 50% per month (Currently 24 per month
average) Timeline: Review Data & Update Monthly A smaller
number of students engage in skipping and noncompliance/defiance in
classes, (mostly in rooms 13, 14 and 18), and these behaviors
appear to be maintained by escape. Recognition: Establish Friday
Five: Extra 5 min of lunch on Friday for five good days Extinction:
Encourage all students to work for Friday Five make reward for
problem behavior less likely School Counselor and Principal will
create chart & staff extra recess Principal to give
announcement on intercom on Monday Corrective Consequence- Active
supervision and continued early consequence (minor/major ODRs) Hall
and Cafeteria SupervisorsOngoing Data Collection Maintain ODR
record & supervisor weekly report SWIS data entry person &
Principal shares report with supervisors Weekly
Slide 41
Example - Problem Solving Action Plan (on flash drive) Precise
Problem Statement: Solution ActionsWho is responsible? By when will
it be completed? Goal, Timeline, & Updates Prevention Goal:
Recognition Extinction Timeline: Corrective Consequence Data
Collection Update:
Slide 42
ACTIVITY Use your Precise Problem Statement to create an Action
Plan Share
Slide 43
OTHER QUESTIONS How do your data compare to previous years? Is
there a trend? How do your data compare to national averages? SWIS
has averages
Slide 44
TIME FOR QUESTIONS Like us on Facebook at:
http://www.facebook.com/asucce Follow us on Twitter at:
https://twitter.com/ASUCCE
Slide 45
DECISION MAKING FOR PBIS SYSTEMS ARE YOU IMPLEMENTING WITH
FIDELITY?
Slide 46
OTHER TYPES OF DECISION MAKING IN PBIS How do you know if your
PBIS implementation plan is working? Are you doing a good job with
all of the elements of PBIS?
Slide 47
WHY MEASURE FIDELITY? See how things are working Figure out how
to improve See what is missing See what isnt being done
correctly
Slide 48
HOW WELL ARE YOU IMPLEMENTING PBIS? Adult Outcomes How is team
functioning? Consistency Teaching behavior Rewarding behavior
Consequences Student outcomes Are about 80% of students doing very
well with behavior? Are grades, attendance improving?
Slide 49
ASSESSMENT TOOLS Team Implementation Checklist (TIC) 3 times
per year Completed by PBIS Universal team at team meeting Guides
the implementation process
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WWW.PBISAPPS.ORG Drop-down menu: Applications/PBIS Assessments
Login with School ID For TIC, click on arrow under Actions Survey
will open Enter data
Slide 52
ASSESSMENT TOOLS, CONTD Benchmarks of Quality (BoQ) Completed
in the spring each year Completed by PBIS Universal team at team
meeting Measures Universal implementation Helps to identify
strengths and weaknesses that can be used in action planning
Slide 53
ASSESSMENT TOOLS, CONTD Self Assessment Survey (SAS) Completed
once a year, at beginning or end of year Completed by all teachers,
staff, administrators Assesses how well systems and practices are
established in 4 areas: school-wide, classroom, non-classroom,
individual students
Slide 54
ASSESSMENT TOOLS, CONTD School Safety Survey (SSS) Diverse
perspectives Measures risk factors in school Measures protective
factors in school
Slide 55
ASSESSMENT TOOLS, CONTD SET (School-wide Evaluation Tool)
Outsider perspective cuts out the bias Measures fidelity of
implementation similar to SAS
Slide 56
PBIS ASSESSMENTS ONLINE REPORTS Team Implementation Checklist
Benchmarks of Quality Self-Assessment Survey Available online at
www.pbisassessment.org
Slide 57
-Milwaukee Public Schools
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SUSTAINABILITY
Slide 59
GO WITH THE FLOW Times change, people change keep up with
them!!!
Slide 60
MAKE PBIS A PERMANENT PART OF YOUR SCHOOL How committed are
administration, faculty, and staff? How invested are students?
Slide 61
ADULT SURVEYS Buy-in Confidence Knowledge of PBIS
Appreciation
SUSTAINABILITY Using data regularly is the key to success! Keep
staff informed increase buy-in Show that PBIS is working! Share
successes with staff, district, parents, community
Slide 66
STUDENT VOICE AND INVOLVEMENT Give students a voice (surveys,
focus groups, etc.): Help decide how expectations will be taught
Give input on incentive and celebration ideas Give input on booster
training activities throughout the year Give students a job: Teach
expectations to younger students Mentor younger students Help with
tasks such as copying and/or cutting out reward tickets
Slide 67
EXAMPLE FROM MISSOURI Bristol Elementary PBIS Bristol is
currently in our 3 rd year implementing PBIS. This fall, a 3 rd
grade student was very interested in PBIS and how we chose the
school rules. She and her father researched student programs, such
as student council and Kids Congress. I invited the student to
attend a PBIS team meeting and share her research with the team.
Here is what we decided: Each 2 nd, 3 rd, 4 th and 5 th grade class
will have a representative for PBIS. One student from each grade
will be chosen to attend the PBIS team meeting. The student will
report back to the other representatives, who will then share all
the information with the class. Students were given the opportunity
to apply for PBIS representative. They had to answer 2 questions.
Why would you like to participate on the PBIS committee? Why would
you be a good representative for your grade? Teachers chose their
classroom representative from the applications. An example is
included in this report. A copy of the letter sent home to parents
is included as well. We look forward to student representation on
the committee. The PBIS Compendium:
http://pbiscompendium.ssd.k12.mo.us/schoolwide-system-tools
Slide 68
STAFF VOICE AND INVOLVEMENT Ask for input on consequences for
office referrals Survey staff about what tools they need (classroom
management strategies, communication strategies, strategies for
individual students, etc.) Have a method or procedure for giving
feedback/suggestions/requests at any time Ask for input on staff
incentives Ask them to participate in developing lesson plans/cool
tools
Slide 69
SHARING DATA WITH STAKEHOLDERS Examples Share a success story
in a newsletter to parents Present data to school board Ask local
media to cover a success story Post data in key locations in school
Share data with students and present a challenge Share data
regularly with staff to show successes
Slide 70
TIME FOR QUESTIONS Like us on Facebook at:
http://www.facebook.com/asucce Follow us on Twitter at:
https://twitter.com/ASUCCE
Slide 71
ACKNOWLEDGEMENTS
Slide 72
OUR APPRECIATION TO THE FOLLOWING FOR SHARING RESOURCES ON THE
INTERNET: www.pbisapps.org www.pbis.org Illinois PBIS Network:
www.pbisillinois.orgwww.pbisillinois.org Wisconsin PBIS Network:
http://www.wisconsinpbisnetwork.org/
http://www.wisconsinpbisnetwork.org/ Missouri Schoolwide Positive
Behavior Support: www.pbismissouri.org www.pbismissouri.org The
PBIS Compendium Special School District, St Louis MO:
http://pbiscompendium.ssd.k12.mo.us/
http://pbiscompendium.ssd.k12.mo.us/
Slide 73
Our Website: http://cce.astate.edu/pbis Like us on Facebook at:
http://www.facebook.com/asucce Follow us on Twitter at:
https://twitter.com/ASUCCE