This product was developed by Florida’s Positive Behavior Support Project through University of South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida,

Department of Education, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B.

Taking School-Wide PBS

to the Next Level

1

ObjectivesObjectives

• Learn to use data to maintain and expand your SW system

• Identify options available for expanding your SW system

• Decide where to go next:– Classroom-level overview– Targeted Group overview– Individual-level overview

Stages of Systems ChangeStages of Systems Change

• Identification & adoption of best practices

• Accurate & fluent implementation

• Efficient, durable & sustained use

• Controlled expansion

Sugai, G. (2004). Systems Change & PBIS in High Schools: Current Experiences and Research Status. Presentation given 5/18/04 at the Illinois High School Forum, Naperville, IL. Retrieved on 5/20/04 from http://www.pbis.org/english/powerpoints.htm

Efficient, Durable & Sustained UseEfficient, Durable & Sustained Use

• Consistent, stable decreasing trend in office discipline referrals

• Students and staff energized about the reward system as evidenced by surveys

• Overall Benchmark or SET score of 70 or higher

Efficient, Durable & Sustained Use

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How Well is Your School Doing?How Well is Your School Doing?

• Use your school’s data to answer the following questions on the Next Step Decision Checklist– Does your school have a consistent, stable

decreasing trend in office discipline referrals?– Does your school have a score of 70 on the

Benchmarks of Quality or SET?– Do your staff and students support PBS as

evidenced through surveys?

What To Do Next?What To Do Next?

• If you scored yes on all the previous questions, continue on with this presentation.

• If you did not score yes on all of the previous questions, further work is needed to support your school-wide system. – Refer to the feedback and action step

suggestions on page 2 of the checklist.– Attend a booster training

Taking the Next StepTaking the Next Step

• Classroom-level training

• Targeted interventions for at-risk students

• Individualized, intensive support for individual students

Classroom Level PBSClassroom Level PBS

Fact or Fiction?Fact or Fiction?

“Approximately one-half of all

classroom time is taken up with

activities other than instruction, and

discipline problems are responsible for

a significant portion of this lost

instructional time.”

Positive Behavior Support & Classroom Management

Positive Behavior Support & Classroom Management

• Decrease in problem behavior = increase in academic time

• Preventative approach to addressing problem behavior

• Should result in greater academic success

Hours Spent on Referrals

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Student: 45 minutes/ incident

Teacher: 15 minutes/incident

Classroom-Wide PBSClassroom-Wide PBS

Classrooms and PBS

Behavior Systems

Environmental Factors

Curriculum and Instruction

Behavior SystemsBehavior Systems

• Classroom-Wide PBS System– Assessment– Expectations and Rules– Reward Systems– Effective Consequences– Teaching a Behavior Curriculum– Monitoring and Evaluation

Ecological SystemsEcological Systems

• Environmental Factors– Physical setting– Scheduling– Rules– Socialization/Inclusion

• Curriculum & Instruction– Curricular Modifications– Task Alteration/Division– Choice/Preference– Materials– Difficulty– Meaningfulness/

Functionality

Who Can Benefit From Classroom PBS?

Who Can Benefit From Classroom PBS?

• Individual teachers looking for strategies to improve their classrooms

• Teachers having difficulties blending SW PBS within classroom practices

• Large number of ‘difficult kids’ in their classroom setting

Observable IndicatorsObservable Indicators

• Classroom management plan not posted

• Classroom plan is inconsistent with the SW plan

• Inconsistent delivery of rewards

Data-Based Classroom IndicatorsData-Based Classroom Indicators

• Address classroom systems if…

– Majority of referrals come from classrooms (e.g., more than 50% of referrals)

– More than 40% of referrals come from less than 10% of the classrooms

– Not all teachers are writing referrals

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Data-Based IndicatorDoes Your School Need Classroom PBS?

Does Your School Need Classroom PBS?

• Use your school’s data to answer the Classroom PBS questions on the Next Step Decision Checklist

Data-Based IndicatorAccessing TrainingAccessing Training

• 26 modules available– Specific training individualized to fit your

school’s needs– Includes curriculum, instruction, behavior, &

environmental modifications

• 1-3 day PBS Project training

Targeted Group Interventions

Targeted Group Interventions

Targeted Group InterventionsTargeted Group Interventions

• For high- and at-risk students:

– These students represent less than 25% of school enrollment

– They account for over 50% of behavioral incidents

– They consume significant amounts of time and resources

~5%

~15%

~ 80% of Students

Data-Based IndicatorTargeted Group InterventionsTargeted Group Interventions

• Not just for students with high referral rates• Also beneficial for students who are “under

the radar”– High rate of absenteeism– Homeless– Migrant families– Chaotic home environments– Foster care or juvenile service

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Data-Based IndicatorWhy Intervene?Why Intervene?

• Research suggests these students are at high risk for:– Becoming violent offenders– Entering the criminal justice system– Dropping out of school– Substance abuse

Data-Based IndicatorApproaches to InterventionApproaches to Intervention

Social-Behavioral•Behavior Education

•Social Skills

Emotional•Mentors

•Social Skills

Academics•Peer tutors

•Adult tutors

Data-Based IndicatorBehavior Education Program (BEP)Behavior Education Program (BEP)

• Increased focus on behavioral/academic goals

• Check-in/Check-out system• Additional positive adult attention• Utilizes self-management

Data-Based IndicatorWhen To Use the BEPWhen To Use the BEP

• High referrals for non-violent behavior

• Motivation for student problem behavior is “to gain adult attention”

• Behavior occurs in multiple settings

• Some students receive few SW incentives

Data-Based IndicatorSocial Skills TrainingSocial Skills Training

• For use in small groups• Social skills are:

– Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)

Data-Based IndicatorSkills Targeted With Social Skills Training

Skills Targeted With Social Skills Training

• Conflict resolution• Anger management• Self-awareness• Awareness of others• Self-management• Turn-taking• Self-control• Assertiveness• Listening

• Play skills• Apologizing• Accepting feedback• Cooperation• Empathy• Problem solving• Conversational skills• Making requests• Disagreeing

Data-Based IndicatorWhen To Use Social Skills TrainingWhen To Use Social Skills Training

• High referrals for inappropriate social behavior (e.g., harassment, fighting, disruption)

• Students behaving outside of school norms

• Students “never” demonstrate appropriate behavior according to teachers

• Students with poor teacher and peer relations

Data-Based IndicatorAcademic InterventionsAcademic Interventions

• For students with poor academic success and who use problem behavior to “get out of” academic work

• Peer tutors– Teach peers to work with other students to

improve academic skills

• Adult tutors– Provide additional academic assistance and

positive adult attention

Data-Based IndicatorMentor ProgramsMentor Programs

• Appropriate for students for whom there are emotional concerns or are “under the radar”

• Adult mentor– Provide positive adult attention that is not based

on academics or behavior– Someone who can be a role-model, who expresses

concern– Does not nag about behavior or academics

Data-Based IndicatorAccessing TrainingAccessing Training

• FL-PBS Project– Provide BEP training– Assistance in setting up academic & mentoring

program if needed

• District Personnel– Social skills training

• SEDNET or FDLRS also of assistance

Data-Based IndicatorDoes Your School Need Targeted Group Interventions?

Does Your School Need Targeted Group Interventions?

• Use your school’s data to answer the Targeted Group questions on the Next Step Decision Checklist

Individual Level PBSIndividual Level PBS

Individualized PBSIndividualized PBS

• For high-risk students:– History of severe problem

behaviors

– Demonstrated resistance to intervention

– An intensive system of support is needed

~5%

~15%

~ 80% of Students

Data-Based IndicatorData-Based IndicatorsData-Based Indicators

• Address individual level PBS if:– One or more students receive a majority of

referrals (e.g., more than 10%)– One or more students exhibits severe or

dangerous behavior– School-wide, classroom, or targeted group

interventions have not resulted in improved behavior for one or more students

– Students in ESE settings with persistent or violent behavior who may not generate office referrals

Data Based Indicator

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Data-Based IndicatorIndividualized PBSIndividualized PBS

• Detailed, wrap-around support plans developed according to individual’s need

• Based on:– Team approach: School, family, support network– Person-centered planning– Data collection and functional behavior

assessment– Improvements in quality of life

Data-Based IndicatorIndividualized PBSIndividualized PBS

• Training initiated for specific students– Student support team established prior to training– Members include individuals who know the child

well, interested in supporting the child, have diverse perspectives on child and child’s behavior

• Plan developed over several days of training; activities interspersed within training

Data-Based IndicatorAccessing TrainingAccessing Training

• 4 Web-based modules– 1-2 hours to complete– TA meetings and support between modules to

guide teams through demonstration of the process

– Facilitator’s Guide for back-up– Tie-in to district expertise in FBA’s

• 3-3.5 day PBS Project training

Data-Based IndicatorDoes Your School Need Individual Behavior Support Plans?

Does Your School Need Individual Behavior Support Plans?

• Use your school’s data to answer the Individual PBS questions on the Next Step Decision Checklist

Data-Based IndicatorYour Next StepYour Next Step

• Review the results of the checklist you completed as you reviewed this presentation.

• Determine what level of training your school wants and needs to implement next.

• Contact your district coordinator to pursue training for your school.