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SD PBS Coaches’ Training. February 23, 2010 Sioux Falls Ruth Fodness, Kari Oyen , Pat Hubert, Jody Jackson. Today’s Agenda. Sharing/Where are you now? Data Collection & Using your Data Targeted Behavior Interventions & Resources Staff Training Next Steps. Sharing. - PowerPoint PPT Presentation
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SD PBS Coaches’ Training
February 23, 2010Sioux Falls
Ruth Fodness, Kari Oyen, Pat Hubert, Jody Jackson
Today’s Agenda Sharing/Where are you now? Data Collection & Using your
Data Targeted Behavior Interventions
& Resources Staff Training Next Steps
Sharing Take a few minutes to answer
these questions and be prepared to share–What is working?–What are your stumbling blocks??
Data Collection & Using Your Data
Evaluation Using evaluation data to guide the
team– What tools are you currently using to
evaluate your progress?– How are you using this evaluation
data to guide your team PBS planning– Goal: Identify 2-3 tools you plan on
using to evaluate your progress
Evaluations *SWIS (monthly) School Team Update Team Process Evaluations Team Implementation Checklist
(multiple times) Walk-Thru’s (2x/year) Benchmarks of Quality (end of year) Outcome Data (ODR, ISS, OSS,
Attendance) (end of year) Staff Satisfaction Survey (end of year)
Targeted Behavior Interventions & Resources
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual•Individual Students•Assessment-based•High Intensity
Intensive, Individual•Individual Students•Assessment-based•Intense, durable procedures
Targeted Group•Some students (at-risk)•High efficiency•Rapid response
Targeted•Some students (at-risk)•High efficiency•Rapid response•Individual or Group
Universal•All students•Preventive, proactive
Designing School-Wide Systems for Student Success
Universal•All students•Preventive, proactive
Step 4: Response to Intervention Is it working?
Step 2: Problem Analysis Why is it
occurring?
Step 3: Intervention Design
What are we going to do about it?
Step 1: Problem Identification
What is the problem?
Problem Solving Steps
1). Identify and analyze the problem
2). Develop the plan3). Implement the plan4). Evaluate the plan
Kinds of Data Office discipline
reports Behavioral
incidents Attendance Suspension/
Detention Observations Self-
assessments
Surveys, focus groups
Test scores Rating scales Teacher
checklists Etc
Data is necessary at all 4 stepsStep 1: To identify the problem
and develop the hypothesisStep 2: To develop the planStep 3: To monitor the
implementation of the planStep 4: To evaluate the success
Major Features of Targeted Interventions
Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Flexible intervention based on assessment
– Functional Assessment Adequate resources (admin, team)
– weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making
Why do Targeted Interventions Work?
Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.
Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive.
Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.
Why do Targeted Interventions Work? Program can be applied in all school locations
Classroom, playground, cafeteria (anywhere there is a supervisor) Elevated reward for appropriate behavior
Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day
Linking behavior support and academic support For academic-based, escape-maintained problem behavior
incorporate academic support Linking school and home support
Provide format for positive student/parent contact Program is organized to morph into a self-management
system Increased options for making choices Increased ability to self-monitor performance/progress
Examples of Targeted Group Interventions
The Behavior Education Plan (BEP) Anne Warberg, Nancy George, Robert March, Doris Brown, Kelly
Churan, Deanne Crone, Susan Taylor-Greene, Rob Horner, Leanne Hawken
Robert March & Rob Horner Feasibility and Contributions of Functional Behavioral Assessment
in Schools Journal of Educational and Behavioral Disorders
Leanne Hawken & Rob Horner Evaluation of a Targeted Group Intervention within a School-wide
System of Behavior Support. Journal of Behavioral Education Check –in/ Check-out (Bethel) H.U.G (Tigard T) Check and Connect (Winston)
Elements of the BEP/Check and Connect Approach
Organization/Structure Identification/Referral Contract/Agreement Basic BEP Cycle Functional Assessment Design of Support Data Collection and Decision Making
Organization and Structure
Coordinator Chair BEP meetings, faculty contact, improvement
Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) = 10 hours/wk
Meeting 45 min per week Coordinator, Specialist, Sped faculty, Related Services
All staff commitment and training Simple data collection and reporting system.
Identification and Referral
Multiple office referrals Recommendation by teacher
Teacher Request for Assistance Recommendation by parent Time to action:
– 30 min to 7 days (goal is < 72 hours)
Contract/Agreement
Agreement to succeed– Student: Student chooses to participate– Parent– BEP coordinator– Teachers
Contract may be written or verbal– Better if written
Basic Cycle Morning check-in (Get Daily Progress Report) Give form to each teacher prior to each period. (can
also be used in cafeteria or playground… anywhere there is a supervisor)
End of day check-out– Points tallied– Reward
Daily Progress form copy taken home and signed. Return signed copy next morning.
Staff Training
Refreshers at the beginning of the year
– Beginning of the Year Expectations and Rules Definitions of Problem Behavior Referral Form Major vs Minor Referral Process Rewards Consequences Changes made based on Survey Results
– Mid Year Topics based on data Topics selected based on input from staff
and administration
Refreshers at the beginning of the year
Make sure all staff have resources from Year 1:– Poster of expectations and rules– Discipline Process Flowchart– Referral Forms and Minor Infractions
Sheets– Lesson Plans
New Staff– New teacher meetings– Mentor– PBS Manual or Video Tape
Next Steps….Remember its a Slow Process
Developing a comprehensive system of support can take 3-5 years
SW-PBS incorporates philosophical and behavioral changes on the part of your staff
Success and ease of implementation depends on the systems and procedures at the state, district and school levels that support your efforts
Resources Janney, R. & Snell, M. (2008). Behavioral
Support, 2nd Edition. Brookes Publishing Company: Baltimore, MD.
George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390.
APBS Standards of Practice:– http://apbs.org/standards_of_practice.html
Association of PBS:– http://www.apbs.org/new_apbs/pbsinfo.aspx
PBIS Website:– www.pbis.org/researchliterature.htm– http://www.pbis.org/schoolwide.htm#top
FLPBS Project: http://flpbs.fmhi.usf.edu PBS Project newsletter:
– http://flpbs.fmhi.usf.edu/resources_newsletter.asp
PBS Project On-Line Modules:– http://flpbs.fmhi.usf.edu/
requestservices_onlinemodules.asp Suggested Interventions by Function of
Behavior– http://flpbs.fmhi.usf.edu/Intervention%20Planning
%20and%20RtI/6.%20Intervention%20Ideas%20Based%20on%20Functions%20of%20Behavior.pdf
Online Academy– Individual & SW-PBS foundations &
practices, FBA, interventions– http://elearndesign.org/resources.html
Univ. Oregon Training Manuals– Notes/Ideas on School-Wide
implementation from Oregon– http://pbismanual.uoecs.org/manual.html
Kansas Training Modules & links– www.pbskansas.org/htdocs/
external_links/default.html#onlinetrainingmodules
Ruth Fodness- [email protected] Kari Oyen- [email protected] Pat Hubert- [email protected] Jody Jackson- [email protected] Rebecca Cain-