Effective Schoolwide Discipline (ESD) in Virginia: A Statewide Initiative that Provides Positive...
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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
Effective Schoolwide Discipline (ESD) in Virginia: A Statewide Initiative that Provides Positive Behavioral and Academic Supports to All Students A Schoolwide
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.