Welcome BackDay 2 PBIS Tier 1

Resources & Technical Assistancewww.pbis.org

www.pbisassessments.orgwww.swis.org

Will this really work in Middle & High school?

• Middle/High Schoolers:• Cooler than we are.• Do NOT need someone to tell

them how to behave.• Do NOT want adult

reinforcement. • Have, like, a million other

things to do.• I’m busy texting.• Don’t even care already, gosh!

Jessica Swain-Bradley, U of O

Check-in

• Questions and thoughts from day one.• Agenda for Day Two:• Getting Staff Buy In• PBIS in the Classroom• Responding to Problem Behaviors• Using Data for Decision Making• Maintaining and Sustaining SWPBIS

Action Planning

Review the Benchmarks of Quality results and the material covered yesterday

• What items need to be added to your action plan?

• What steps need to occur to accomplish these action items?

• Who will be responsible for this?

15 Minutes

Warm Up Activity

• Talk with a person from another school and share/compare your insights from day one.

10 Minutes

What Strategies are Effective for Getting Staff Buy-In

• Share the data – Staff mtg, PCT, Bulletin Board– Office discipline referrals – month, behavior, location, time, # or % of

students– Suspensions– Benchmarks of Quality– Climate Surveys

• Share the time cost of discipline• Target one area for change• Ideal School & Classroom

Sylvester Middle School

Sylvester Below the National Median Score for Middle Schools

0%10%20%30%40%50%60%70%80%90%

100%

2007-2008 2010-2011

78%

87% =586 Responding

15% =120 Students

10%= 66 Students

7% = 53 Students

3% = 21 Students

6+ ODR

2-5 ODR

0-1 ODR

PBIS Highlights from Individual Schools: TEC High School

TEC High School ODR Data

TEC is well below the median score of other SWIS High Schools

Bringing SWPBIS into the Classroom

• Expectations remain the same – the rules change

• Use data to identify classrooms in crisis• Provide classroom checklists, such as

Components for an Effective Classroom• Decide how to provide consultation• Promote ongoing use of SW reinforcement

system and high ratio for positive:negative feedback

Ratios of Interaction-Suggestions

• For each negative interaction with student, tell yourself you owe that student three (3) positive interactions.

• Identify specific times during each day that you will give students positive feedback on some aspect of their individual behavior (e.g., releasing kids to enrichment, walking to cafeteria, dismissal).

• Schedule individual conference times to provide feedback to students on their behavioral or academic performance.

• Constantly scan, specifically “searching” for students who are doing what you want.

Ratios of Interaction-Suggestions

• Make it a point to reduce the amount of attention (time and intensity) a student receives for misbehavior and to increase the amount of attention (time and intensity) the student receives when behaving

• Engage in frequent non-contingent positive interactions with students

SWPBIS Promote Academic & Social Success for All

• Invest in Prevention: – more effective, cost-efficient and productive than

responding after behavior patterns become ingrained

• Teach prosocial behaviors• Acknowledge appropriate behaviors• Gather & use data to guide behavior supports• Invest in systems that support effective practices:

– teams, policies, funding, administrative support and data structures

Blonigen et. al. (2008)

Watch Indiana PBS DVD

Consider the process for reviewing your building’s system for responding

to problem behavior

25

Responding to Problem Behavior

WHAT DO WE KNOW ABOUT PREVENTING VIOLENCE?

• Surgeon General’s Report on Youth Violence (2001)

• Coordinated Social Emotional & Learning (Greenberg et al., 2003)

• Center for Study & Prevention of Violence (2006)

• White House Conference on School Violence (2006)

• Positive, predictable school-wide climate• High rates of academic & social success• Formal social skills instruction• Positive active supervision &

reinforcement• Positive adult role models• Multi-component, multi-year school-

family-community effort

Creating a System for Responding to Problem Behavior

Review Benchmarks of Quality and Getting Started handout to begin:

• Write down problem behaviors• Post them from least severe to most severe

Next• What are ineffective responses to common problem

behaviors?• What are acceptable responses to problem behaviors?

15 Minutes

Why problem behavior?It’s functional, it serves a purpose

Functions–Obtain Adult Attention

–Obtain Peer Attention

–Escape Aversive Task

–Escape Aversive Social

ABC’s of Understanding Behavior

• What happens before (A or antecedent) the

behavior occurs?

• What is the behavior (B)?

• What happens after (C or consequence) the

behavior occurs?

A B C

A B CTeacher Student Teacher Request Throw pencil Repeats Request

Teacher Student TeacherRepeats Tips Desk says “go Request Over to timeout”

“Go to Student Flips Student Time out” Teacher off sent to

office

Developing a Systems Approach for Responding to Problem

Behavior• Make clear distinctions between classroom/minors and

office/major referrals• Separate the reward and consequence systems• Define the behaviors – see swis definition in handouts• Develop a hierarchy of responses to problem behaviors that

fit level of behavior – promote a universal consistent response

• Provide teachers and administrators with an array and suggestions

• Use data and get staff feedback to check to see that process is working and make changes as needed

• Consider alternatives for suspension

Clear Definitions of Problem BehaviorsMinor Problem

Behavior Definition

Defiance/Disrespect/ Non-compliance

(M-Disrespt)

Student engages in brief or low-intensity failure to respond to adult requests.

Disruption (M-Disruption)

Student engages in low-intensity, but inappropriate disruption.

Dress Code Violation (M-Dress)

Student wears clothing that is near, but not within, the dress code guidelines defined by the school/district.

Inappropriate Language (M-Inapp Lan)

Student engages in low-intensity instance of inappropriate language.

Other (M-Other)

Student engages in any other minor problem behaviors that do not fall within the above categories.

Physical Contact/ Physical Aggression

(M-Contact) Student engages in non-serious, but inappropriate physical contact.

Property Misuse (M-Prpty Misuse)

Student engages in low-intensity misuse of property.

Tardy (M-Tardy)

Student arrives at class after the bell (or signal that class has started).

Technology Violation (M-Tech)

Student engages in non-serious but inappropriate (as defined by school) use of cell phone, pager, music/video players, camera, and/or computer.

Clearly Defining Problem Behaviors

Review Benchmarks & Handouts:

• Define or review both minor and major problem behaviors in your school?

• Do all staff know about and agree to these definitions?

• Are these definitions made known to parents and students?

• Create draft documents to sustain this work?

15 Minutes

When Developing Consequences…

• Establish minimum disciplinary actions for each behavior that requires an office referral

• Notify staff, students, and parents that administrators may extend disciplinary actions beyond the minimum if the behavior is excessive

• Refrain from establishing a policy of revoking previously earned rewards

See Flowchart Examples

When Developing Consequences…

• Establish re-entry procedures for staff and students to follow when a student returns to class

• Align data collection procedures with the school-wide discipline plan

• Develop documentation processes that facilitate the analysis of problems at all levels

When Developing Consequences…• Develop a system for notifying:

– staff involved with the discipline of a particular student

– parents to avoid inconsistencies– students of their responsibilities with regard to

consequences if the intervention will not be administered immediately

– AVOID long delays between the notification of misbehavior and the implementation of a disciplinary action

Establish an effective hierarchy of consequences for problem behavior

• Do not ignore problem behavior – (unless you are convinced the behavior is

maintained by adult attention).

• Establish predictable consequences• Establish individual consequences AND group

consequences

Responding to Level One Behaviors

• Acknowledge students exhibiting expected behavior• Secure attention & redirect student to expected behavior• Provide choice between expected behavior and staff-managed

consequence• Deliver staff-managed consequences consistently• Do not make Mountains out of Molehills• Avoid escalating problems • Follow through with office-managed consequences

Points to Remember

• Differentiate behaviors that are to be managed in the classroom (minors) and behaviors that will generate office referrals (majors)

• Establish a system that matches the intensity of the disciplinary action with the severity of the behavior– Example: fighting = suspension– Example: tardy = conference and detention

• Maintain consistent responses to rule violations

Creating a Systematic Approach for Responding to Problem Behavior

Using Handouts 3-6:

• Establish and agree on level I, II & III behaviors.-Level I behaviors are those handled in the class,

-Level II are chronic problems and Level III Major Behavioral Incidents that are dangerous, illegal, or severe and always documented and referred to administration.

• Add items to Action Plan as needed

20 Minutes

Intervention for Responding to Problem Behavior

Problem Behavior

Replacement Behavior/Skill

Prevent Teach Acknowledge Correct

Getting Data for Data-based Decision Making

Components of a PBIS Office Referral Form

• Date• Time of the Incident• Location of the Incident• Teacher’s Name/Name of Referring Staff• Student’s Name• Problem Behavior• Possible Motivation for the Behavior• Others Involved• Administrative Decision• Other Comments

The Office Discipline Referral Form

Using handout:

• Consider next steps for creating or modifying your existing office discipline referral form.

• Add items to action plan.

20 Minutes

Lunch

http://www.youtube.com/watch?v=S98LFSCiQyA&feature=related

Using Data for Decision Making

Organizing Discipline Data

• Definitions of Problem Behavior• Process for Responding• Office Referral Form• Data Management System

– esis, Skyward– Schoolwide Information System (SWIS)

www.swis.org• Ongoing Analysis

Using Office Discipline Referrals

School-Wide Systems

Non ClassroomSettingSystems

Classroom Systems

Individual Student Support Systems

Key features of data systems that work.

• The data are accurate

• The data are very easy to collect (1% of staff time)

• 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 district

– The people who collect the data must see the information used for decision-making.

SWIS – PBIS’s Data System

• Maintained by University of Oregon

• Web Site Based – www.swis.org

• Allows easy Student Data Input

• Creates Data Charts/Analysis

• Assists Team in Discussing Data with Staff

• Small yearly investment ($250.00)

SWIS & The Big 5Data-based Decision-making

• Referrals by month? -What months shows the most and least problem behavior?• Referrals by problem behavior?

– What problem behaviors are most common?• Referrals by location?

– Are there specific problem locations?• Referrals by student?

– Are many students receiving referrals or only a small number of students with many referrals?

• Referrals by time of day?– Are there specific times when problems occur?

SWIS Data by Problem Behavior

SWIS Data by Location

SWIS Data byTime of Day

SWIS Data by Student

SWIS Ethnicity Data

SWIS summary 2009-2010 (Majors Only)3,410 schools; 1,737,432 students; 1,500,770 ODRs

Grade Range Number of Schools

Mean Enrollment per school

Mean ODRs per 100 per school day

K-6 2565 452 .22 (sd=.49)

6-9 713 648 .50 (sd=1.11)

9-12 266 897 1.05 (sd=.2.60)

K-(8-12) 474 423 .42 (sd=2.60)

The Data System• What steps need to be taken in your school to better use data for

decision-making?– Having a system to store/use the data?– When will data be assessed? By Whom?– How will data be shared with all staff?

• Add items to your action plan as needed.

15 Minutes

Using ODR Data for Problem-Solving

• Use data to identify a possible problem• Use data to build a precise “problem statement”• Use data to select a solution (intervention)• Use data to assess if a solution is (a) being implemented (b) effective

Trevor Test Middle School 11/01/2007 through 01/31/2008 (last 3 mos.)

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CollectCollect and Useand Use

DataData

Develop Hypothesis

Discuss andSelect

SolutionsDevelop andImplementAction Plan

Evaluate andRevise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

The Problem-Solving “Mantra”• Do we have a problem?

(identify)• What is the precise nature of our problem?

(define, clarify, confirm/disconfirm inferences)• Why does the problem exist, & what can we do about

it?(hypothesis & solution)

• What are the actual elements of our plan?(Action Plan)

• Is our plan being implemented, & is it working?(evaluate & revise plan)

• What is the goal?(What will it look like when there is not a problem?)

Newton, J.S., Todd, A.W., Algozzine, K, Horner, R.H. & Algozzine, B. (2009). The Team Initiated Problem Solving (TIPS) Training Manual. Educational and Community Supports, University of Oregon unpublished training manual.

Data Based DecisionsReview Handout

• Using your data and reflecting on the past year what core features and areas need special focus for next year.

• Add items to your action plan as needed.

15 Minutes

Data for Decision-making at the School-wide Level

• Identifying “problems” with “precision”– Well defined problems prompt functional

solutions– Poorly defined problems prompt discussions in

which the problem is admired, but not addressed– A difference between what you want and what

you have

Precision Questions(What are the data we need for a decision?)

• Solvable problem statements include information about the five core “W” questions.– What is the problem, and how often is it happening– Where is it happening– Who is engaged in the behavior– When is the problem most likely to occur– Why the problem is sustaining

Primary versus Precision Statements

• Primary Statements– Too many referrals– September has more

suspensions than last year

– Gang behavior is increasing

– The cafeteria is out of control

– Student disrespect is out of control

• Precision Statements– There are more ODRs for

aggression on the playground than last year. These are most likely to occur during first recess, with a large number of students, and the aggression is related to getting access to the new playground equipment.

Precise or Primary Statement?• ODRs during December are higher than in any

other month.

• Minor disrespect and disruption are increasing over time, and are during the last 15 minutes of our block periods when students are engaged in independent seat work. This pattern is most common in 7th and 8th grades, involves many students, and appears to be maintained by escape from work (but may also be maintained by peer attention… we are not sure).

Precision Statements

• Consider your data from your own school.• What patterns do you see?• Identify 3-5 precision statements based on the

data (use the 5 core W questions)• What potential solutions might you

implement?

20 Minutes

Decision-making at many levels and from many perspectives

• Whole school• Small groups or school areas• Individual students

-------------------------------------------------------• From the perspective of faculty/staff,

community and families, students

Main Ideas for this afternoon

• Data help us ask the right questions…they do not provide the answers: Use data to– Identify problems– Refine problems– Define the questions that lead to solutions

• Data help place the “problem” in the context rather than in the students.

PBS Provides Excellent Tools for Data Collection at All Levels

pbis.orgwapbis.org

School Climate

Discipline

Team Functioning

Faculty/StaffPerceptions

Student Functioning

School Systems

Key Tools at the Schoolwide Level• Schoolwide Information System (SWIS) for office discipline referrals (

www.swis.org) • Schoolwide Evaluation Tool (SET) to monitor status of schoolwide level

elements• Benchmarks of Quality (BoQ) to monitor status of key elements of swpbis• School Safety Survey to evaluate and monitor structures and procedures

related to assuring a safe school• Team Implementation Checklist (TIC) to evaluate implementation of PBIS

from the leadership team perspective• Effective Behavior Supports Survey (EBS) to assess and monitor elements of

PBS in schoolwide discipline, non-classroom settings, classroom management, and individual students • www.pbisassessment.org

EBS Survey

• Assesses perceived change over time across key features at the schoolwide, classroom, non-classroom and individual supports level. Also assesses priority of items.

• To be done at baseline and annually in spring by all building staff.

Self-Assessment Survey

Team Implementation Checklist

• Guides PBIS team activities throughout the year; action planning and identifying technical assistance needs.

• Done by one nominated team member until they maintain fidelity on the SET.

Integrating RTI/PBIS Initiatives

How is it done?

2009 Bridget Walker, Ph.D.

Kdg A Sam Spade

Kdg B Frederico Latica Charles Brown

Grade 1 A Lina Ruis Char Beyer Rana Wilcox Renny Linquist

Grade 1 B Jack Jonson

Grade 2 A Kim Signorelli Mike Majewski

Grade 2 B Lin Wu Monico Leon

Grade 3 A Howard Muscott Doug Cheney

Grade 3 B Peggy Hunt Pat Harrington

Grade 4 B Tim Leary Peppermint Patty

Grade 5 A Scott Stage

Grade 5 B Kelli Jane Paula Seabright

Grade 6 A Alex Tapps Shin Ji Lauren Anderson Dave Drobek Jerome Garcia

Grade 6 B Robert Weir Chris Norman Kate Davis Dennis Chipp Rashan Lincoln

Names listed in blue are students who have passed Gate 2 of SSBD. Names listed in red are students who have been identified with academic issues Names in green are students who have been identified by both academic screening & SSBD. The Support team is meeting to determine appropriate supports for each group

Sample List of Students Identified As Needing Supports

How could this information help you determine where your limited support resources should focus?

Bridget Walker, Ph.D.

Model of RTI/PBIS Teams

• Students who are struggling both academically and behaviorally receive support for both academic and behavior simultaneously.

• Students who are struggling in only one domain receive support specific to that domain.

• Plan and implement school-wide PBIS• Universal screening• Determine with decision tree which students

receive strategic or intensive interventions• Monitor school-wide PBIS for effectiveness• Plan for re-teaching of behavioral expectations

and develop lesson plans• Train selected staff in and oversee strategic and

intensive interventions• Evaluate effectiveness of school-wide PBIS and

strategic and intensive interventions

Implementation and Sustainability

Important Steps to Ensure Successful Implementation

• Develop a clear action plan• Schedule team meetings and reward days in

the beginning of school year• Keep it out in front of staff and students• Re-train based on data• Keep a product book• Measure implementation frequently

Top Ten Reasons PBIS Fails1. Lack of continuous administrative support & involvement2. Lack of awareness and understanding that staff set and

change culture in schools3. Lack of understanding commitment and buy-in from staff4. Lack of understanding that academic success is driven by

school culture5. Not working through the PBIS processes as a team6. Taking on too much too fast (generally with positive

intentions)7. Inconsistency of implementation by staff8. Looking for the negative vs. looking for positives in

student behavior9. Focusing only on the high risk students10.Not tracking, reporting out, and responding to school

behavior data

Sustain SWPBIS by making it• Effective for all students

– High fidelity of implementation at all levels/phases• Efficient practices with supporting systems

– Easier to do each year• Available to everyone in the school

– SWPBS should “work” for all• Continuously regenerating

– Data for Decision Making & Adaptive to change over time• Publicly accountable

Final Activity

•Add any remaining items to action plan.

•Plan to visit a local school implementing SWPBIS (Ask us for schools).

•http://got.im/qQ4

30 Minutes

Key Tools 4 School-wide PBIS• School-wide Information System (SWIS) for office discipline referrals (

www.swis.org) • School-wide Evaluation Tool (SET) to monitor status of school-wide

level elements• Benchmarks of Quality (BoQ) to monitor status of key elements of

SWPBIS• School Safety Survey to evaluate and monitor structures and

procedures related to assuring a safe school• Team Implementation Checklist (TIC) to evaluate implementation of

PBIS from the leadership team perspective• Effective Behavior Supports Survey (EBS) to assess and monitor

elements of PBIS in school-wide discipline, non-classroom settings, classroom management, and individual students * www.pbisassessment.org

Thank You for Attending Tier 1 2011 Summer PBIS Institute

• Additional Trainings/Services Offered– SWIS Training – Tier 2 & 3 Workshops– SET Evaluations – Winter & Spring Training Offerings– Individual School Consultations– www.soundsupportsk12.org– www.pbisnetwork.org - www.pbis.org