1/30/2014

1

WelcometoPBISLeadershipTeamTrainingDay3!February 4, 2013

Orange County Dept. of Education

InclusionActivity:TemperatureCheck• Using the thermometer as a guide, where would you place your team’s comfort level with PBIS implementation Steps 1‐6?

• What resources are needed to move higher on the thermometer?

• Red Hot

• Cool

Warm

Frozen Solid

Outcomes• Understand and apply Step Seven: 

• Develop Continuum of Procedures for Discouraging Student Behavior Violations of School‐wide Behavioral Expectations 

• ODRs (Office Discipline Referrals)

• “Active Flow Chart”

• Understand and apply Step Eight: 

• Develop Data‐based Procedures for Monitoring Implementation of School‐Wide PBIS (Primary Tier)

• Introduce Implementation Day

• Update Progress Monitoring‐Team Implementation Checklist

• Action Plan next steps

Agenda• Inclusion Activity• Step 7: Procedures for Discouraging Student Behavioral Errors

• Culture and Context of Behavior• Reactive vs. Proactive Discipline• Office Discipline Referral Guideline• Active Flow Chart development

• Step 8: Develop Data‐based Procedures for Monitoring Implementation of School‐Wide PBIS (Primary Tier)• Rationale & Overview• SWIS Suite• Data Driven Dialog Activity• Action Planning

• Implementation Day Timeline• Sample School Videos

• Progress Monitoring and Action Planning

TheDisciplineGapBuilding the case for PBIS

Discipline:FactsandStats• Over 2 Million students were suspended during the 2009‐2010 academic year.

• One out of every nine secondary school students was suspended at least once.

• The vast majority of these suspensions were for minor infractions, e.g., class disruptions, tardies, and dress code violations, rather than for serious violent or criminal behavior.

• Rates are highest in middle/high schools.

• Source: Out of School & Off Track: The Overuse of Suspensions in American Middle and High Schools (2013).

1/30/2014

2

DidyouKnow?

• Students suspended just  one time  in ninth grade have a twofold chance of dropping out of high school (32% to 16 %).

SchooltoPrisonPipeline

• Students who are suspended one or more times have a higher rate of 

• Incarceration

• Delinquency

• Involvement with the juvenile justice system

• Drop out rate

• School Failure

• Learning and Emotional Difficulties

PBISisanEvidence‐basedPractice

PBIS

Restorative Practices

Social Emotional Learning

STEP7:DEVELOPACONTINUUMOFPROCEDURESFORDISCOURAGINGSTUDENTVIOLATIONSOFSCHOOL‐WIDEBEHAVIORALEXPECTATIONS

Wherewehavebeen….• Reconnecting

• Built the case for PBIS

• Explored an overview of all 8 steps of Tier 1 implementation

• Step 1: Establishing a Leadership Team

• Step 2: Developing a behavioral statement of purpose

• Step 3: Identifying 3‐5 behavior expectations

• Step 4: Creating a School‐Wide Matrix

• Step 5: Creating a classroom matrix

• Step 6: Developing a system for acknowledgement and reinforcement

• Reviewing

• Coaches Forums

• Reviewed Steps 1, 2 & 3; 4, 5 & 6

• Networking, Practicing Processes, & Giving Feedback

ReactiveManagement“Teaching”byGettingTough• Runyon: “I hate this f____ing school, & you’re a dumbf_____.”

• Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

1/30/2014

3

Immediate&seductivesolution….”GetTough!”• Clamp down & increase monitoring

• Re‐re‐re‐review rules

• Extend continuum & consistency of consequences

• Establish “bottom line”

• DETENTION!!

ThePowerofReactiveDiscipline&Detention

Reactiveresponsesarepredictable…• When we experience aversive situations, we want to select interventions that produce immediate relief

• Remove student

• Remove ourselves 

• Modify physical environment

• Assign responsibility for change to student &/or others

Reactivevs.Preventive• Schools who successfully implement PBIS create predictable, consistent and safe environments by:

• Specifically defining rule violations‐Office Discipline Referrals (ODR)

• Define most common behavioral errors

• Minors (classroom managed) vs. Majors (office managed) 

• Create school‐wide ODR compatible with SWIS

• Specifically defining procedures for processing violations of school‐wide behavioral expectations

• Active Flow Charts

Reactivevs.ProactiveStrategies• Think about the discipline strategies and practices in place at your school or classroom.  Which strategies would you classify as “reactive?” Which might be “pro‐active?  (see table p. 127)

Reactive Discipline Strategies Pro‐active Discipline Strategies

DevelopingaContinuumofResponsestoProblemBehaviors• The Active Discipline Flow Chart (overview)

Problem Behavior Occurs

Is Behavior Major?

3 Minor Referrals

Major Behavior Infraction

Minor?

Pre‐Correction/

Classroom Interventions

1/30/2014

4

EffectiveProceduresforDealingwithDiscipline

• Discipline process described in narrative format or depicted in graphic form

• Discipline process includes documentation

• School‐wide consistency for responding to minor problem behaviors through array of teacher “best practices”

• Suggested array of appropriate responses to major (office‐managed) problem behaviors

ODRSamples:Workbookpages103‐105

DevelopingyourODR• Create an ODR that fits the cultural context of your school and includes the following “Must‐Haves”.

• “Must Haves” (See SWIS Compatibility Checklist p. 108)

• Who violated rule (name, grade)?

• Who observed and responded?

• When (day, time)?

• Where?

• Who else involved?

• What was motivation?

• Which behavioral expectation violated?

• Team Member Workbook pgs. 63, 64

FunctionsofBehaviorESCAPE/AVOID

• Activity

• Demands

• Social Interactions

OBTAIN/GET

• Attention

• Object

• Activity

ODRActionPlanning• Look at the resources for developing your ODR

• Guidelines on pages 61 & 62

• Sample ODRs on pages 63 & 64

• SWIS Definitions on pages 65‐70

• SWIS compatibility Checklist on page 73

• As a team discuss your current ODR and what you might consider changing to be consistent across staff and compatible with SWIS

1/30/2014

5

Identifying“Majorsvs.Minors”

“Minors”

• Low level problem behavior that creates a minor disruption.

• First time occurrence.

• Can be handled in class

• Behavior is responsive to classroom strategies and interventions.

“Majors”

• Behavior that creates a significant disturbance to self or others.

• Repeated problem behavior.

• Non‐responsive to classroom intervention strategies.

OperationalizingDefinitions:DisruptiveBehavior:

• Talking out

• Quiet tapping

• Out of seat 

• Mild horse play

Minor: A briefinterruption that ispromptly terminated

• Sustained loud talking

• Yelling or screaming

• Continually out of seat 

• Horse play

Major: A disorderly outburst, physical or verbal, which results in a disruption of 

learning

“Majorsvs.Minors”TCharts

• Choose a problem behavior in your school or classroom.

• Complete your chart for the identified misbehavior by operationalizing the behavior, listing examples of:

• what you would see?

• what you would hear?

• Decide whether it is something you would handle in the classroom (minor) or something you would send to the office (major) and add it to the correct column of your chart.

• Post your chart

NextStep:GalleryWalk

• When charts are complete:

• As a group, view each T‐chart and add any new ideas (with a post‐it) before you rotate to the next chart.

• Begin to think about how you will do this same process with your staff.

UsingthisProcess:WorkbookPage109• The Goal: To develop clear distinctions between classroom (minor) vs. office managed (major) behavioral errors

• List misbehaviors‐ 1 per chart 

• To start the process, pick your most common behavioral errors

• Develop a common definition of the behavioral error (note:  SWIS definitions can be helpful)

• Sort staff into table groups (cross‐discipline/grade level/departmental , etc.)

• Divide the chart into Major vs. Minor

• On the T‐Charts, operationalize each misbehavior

• What would you see? What would you hear?

UsingthisProcess,cont.• Gallery Walk

• In small groups, rotate through each chart –adding new information but NOT erasing any ideas.

• PBIS Team combines all of the ideas to present back to staff

• Any discrepancies should be brought back to the staff for agreement (Focusing Four Decision Making Process)

• Staff reviews final “Major vs. Minor” (classroom vs. office managed) document for agreement.

1/30/2014

6

ElbowChat:ConsensusandConsistency

• What might be the benefits of using a process like this instead of just handing out an ODR form to your staff?

• What activities can you use to build staff consensus on Majors and Minors?

• Action Plan next Steps…

TheActiveDisciplineFlowChart:TableTalk• Take a look at the Active Flowchart Samples in your workbook on pages 115‐118

• Talk with your group about the procedures and/or systems you have in place at your school site for dealing with problem behaviors.

• Have  you defined majors and minors as a staff?

• Are minors and majors dealt with the same way?

this blank form in handout packet

Let’s get

started!

Page 75-76

Considerations:WHO? (handles it? deals with the problem? makes a referral?, etc.)

WHAT? (causes the issue?)

WHEN? (how often does it happen?, are referrals collected?, are consequences given?, etc.)

WHERE? (do the students go?, do the referrals go?, etc.)

WHY? (are they given? does it happen this way? does your school do it this way?, etc.)

HOW? (is follow-up communicated? will you improve the process?, etc.)Page 77

Page 116

page76

The5WsFlowchartWorksheet• Use the following prompts to review the discipline response procedures in place at your site (see TMN p. 124):

• Who handles it?

• What (how often)?

• When (how often doe sit happen?

• Where (do the students go?)

• Why (are they given? Does it happen this way?)

• How? (is follow‐ up communicated?)

ActionPlanning:ActiveDisciplineFlowchart• Complete a draft of your Active Discipline Flowchart

• Use Blank Flow Chart in your handout packet (p. 114, 120)

• Next, begin to action plan how you will move forward with Step 7 using resources in your workbook

1/30/2014

7

Myths Facts#1Reteaching appropriate behavior takes more time than punishing misbehavior. Teachers don’t have time to teach appropriate behavior.

Unlike delivering punishment, teachers do not have to continuously observe students to briefly deliver instruction to reteach appropriate behavior. (Albeto & Troutman, 1995) Therefore, what takes less time and effort: reteaching appropriate behavior or observing the student continuously to punish him?

#2We must punish misbehavior to provide an example to other students.

Punishment-based approaches to school discipline may escalate rather than deter school disruptions (Shores, Gunter, & Janck 1993) The application of punishment is unpredictable, and unlikely to lead to the learning of new behavior.

#3Students should admit what they have done wrong so they can accept responsibility for their behavior. Students should apologize for their misbehavior to teach students to be empathetic.

Requiring a student to admit or confess the misbehavior or asking the student why he or she misbehaves does not produce long-term changes in behavior (Johns & Carr, 1995)

#4If we get tough early we will prevent future misbehavior.

Punishment programs without a school-wide system of support are associated with a) aggressions b) vandalism c) truancy d) tardiness and e) dropouts. (2001 Surgeon General’s Report)

#5Zero tolerance policies make our school safer.

Long term reactive and punishment-based responses create a false sense of security and inadvertently reinforce antisocial behavior acts. (Mayer, 1995)

#6Older students should have learned how to behave in school

Nearly all students who display at-risk and antisocial forms of behavior are deficient in many of the critically important behavioral competencies associated with schooling. (Walker & Horner, 1996)

TeamChat:CommonMythsEducatorsHaveAboutCorrectingMisbehaviors

RespondingtoMinorProblemBehaviorsEffectively• To effectively correct a social learning error staff response should be:• Calm 

• Consistent

• Brief

• Immediate

• Respectful

• Specific

• An effective school‐wide continuum of response strategies to minor problem behaviors should include:• Prompt

• Redirect

• Re‐teach

• Provide choice

• Conference

Example:ResponsetoMinorProblemBehaviors Sequenceforreinforcing

compliance

Acknowledge compliance and follow‐up

Walk away and wait 5‐10 seconds

State positive expectation and desired behavior

Define Observed Problem

Respectfully approach

SequenceforcorrectingNON‐compliance

Acknowledge compliance and follow‐up

Walk away and wait 5‐10 seconds

Re‐direct and give student a choice

Walk away and wait 5‐10 seconds

State positive expectation and desired behavior

Define Observed Problem

Respectfully approach

• If request is not fulfilled, deliver the small negative consequence in a calm and matter-of-fact manner.

• Refer to ACTIVE FLOW CHART

Ed.CodeandDiscipline• Rick Reigel

• Coordinator, Student Services

• Orange County Dept. of Education

1/30/2014

8

TeamActionPlanning• It’s Go Time!

• Use this time to work on your Active Discipline Flow Chart and your ODR.

Lunchtime!• Enjoy your lunch!

StudentVoiceandPBIS• Deirdre Hill

• Program Specialist

• PAL (Peer Assistance Leadership)

SaySomething

• Discuss with your table partners:

• How can students be involved in PBIS implementation at your school?

• What strategies are developmentally appropriate?

• What strategies can you think of?

STEP8:DEVELOPDATA‐BASEDPROCEDURESFORMONITORINGIMPLEMENTATIONOFTIER1PBIS

UsesofDatainPBIS

• Review current status and identify problems early

• Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they become difficult

• Monitor data to assess if solutions are working

• If many students are making the same mistake it typically is the system that needs to change not the students.

• Screening to identify students in need of more intensive levels of support.

1/30/2014

9

Read‐Think‐Pair‐Share• Individually read page 130 in your notebook about the 4 steps of using data

• With a partner, discuss some connection you made. How often are staff at your site using data to make decisions related to behavioral concerns?

• 4 Questions:

• What do you want to know?

• What information can be collected?

• How and when should this information be gathered?

• How was the question answered and what should be done next?

TheSWIS“Suite”School‐wideInformationSystems

SWIS o School‐wide Information 

SystemCICOo Check‐in/Check‐OutISISo Individual Student 

Information System

SWISDataDisplays• Data is summarized to provide information through various reporting formats to look for school‐wide referral patterns

• The Big 5 (Now 7!) Reports

• Average Referrals per Day/Month

• Location

• Time of Day

• Students Involved

• Problem Behavior

• Grade level

• Behavior Motivation

https://www.pbisapps.org/Resources/Pages/SWIS‐5‐Preview‐Overview.aspx

DataDrivenDialogue

• What is a Data Driven Dialog?

• Data Driven Dialog (DDD) is a process by which teams collaboratively make decisions based on student data.

• Outcomes:

• The central outcome of DDD is improved student learning.

• Characteristics:

• DDD is driven by high‐quality data derived from internal and external sources. Meaning and action result from collective processes and shared commitment to improved student learning.

Scenarios:Whatdoyoudo?

• School experiences a spike in referrals during the month of February.

• Data reveals increase in referrals for sixth grade boys.

• Data reflects high number of referrals in the cafeteria.

What does the data say?What do you do?

National Mean

1/30/2014

10

Disrespect is our most frequent problem behavior.We also have incidents of fighting and harassment

What does the data say?What do you do?

Most problems are occurring at 

noon

PreparingforSWISTraining

• Coaches’ Forum ‐March 11, 2014

• Bring your ODR & Active Discipline Flowchart with you

• Staff trained should include: principal, coach, an additional data entry person

ImplementationDay• Is your school ready for the big kick‐off?

• What is your data indicating?

PlanningandOrganizingYourPBISKickOff• Why?

• Communication of school‐wide cultural shifts• Commonalities in language and expected behaviors

• Who?• Staff: who will present?;  who will monitor?; who is in charge of what?

• Parent/Community:  participating?  responsibility?• What?

• Positive behaviors  to target at each “problem area”• Is your school‐‐wide matrix updated?  Inclusive?

• Where?• “Problem Areas?” indicated by SWIS or other data collection system• Historic or potential problems?  Considerations?

• When?• It’s all in the timing! Whenever it is the right time for your school!

TeachingRotations• Gibbon Elementary School

• School‐wide Expectations

• Lynch Wood Elementary School

• Restroom Procedures

• Mark Twain Elementary

• Lunchroom Expectations

• CMS Hallway Pride

• “Pride Guy”

• Astumbo Middle School

• Classroom Shenanigans

• Room 8A Video

• Lunchroom

• Ashland High School

• The Tardy Project

1/30/2014

11

Timeline:ActionPlanning

Implementation Steps 1‐3

Implementation Steps 4‐6

Implementation Steps 7 & 8

PBIS Launch!

ProgressMonitoring:TeamImplementationChecklist

• Use this time to take the Team Implementation Checklist with your team

• TIC Window for OC Schools:

• February 4‐March 1

• Please Bring your results to the Coaches’ Forum on March 11

DayThreeTrainingEvaluation• Your input is important!

• Please leave the Surveys on your tables.

• Thank‐you for a great day!