Title: SchoolWide Positive Behavior Support: Getting Started Team B
1School-Wide Positive Behavior Support Getting
Started Team B
- George Sugai
- OSEP Center on PBIS
- Center for Behavioral Education Research
- University of Connecticut
- December 9-10, 2008
- www.pbis.org www.cber.org www.swis.org
- George.sugai_at_uconn.edu
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3PURPOSE Enhance capacity of school teams to
provide the best behavioral supports for all
students and maximize academic social
achievement.
4PBS Respect Responsibility
5www.pbis.org
6www.cber.org
7www.cber.org library training materials
- 5. Appendices
- 7. Ch 1 Overview
- 44. Ch 2 Getting Started
- 79. Ch 3 Nonclassroom Settings
- 89. Ch 4 Classroom Settings
8SWPBS is about.
2
9MAIN OUTCOME OBJECTIVES
- Establish leadership team
- Establish staff agreements
- Build working knowledge of SW-PBS practices
systems - Develop individualized action plan for SW-PBS
- Organize for upcoming school year
10SW-PBS Logic!
8
- Successful individual student behavior support
is linked to host environments or school
climates that are effective, efficient, relevant,
durable for all students - (Zins Ponti, 1990)
11Evaluation Criteria
12Context Matters!
- Examples
- Individual Student
- vs.
- School-wide
13Reiko
- Assessments indicate that Reiko performs in
average to above average range in most academic
areas. However, her teacher has noticed Reikos
frequent talking asking answering questions
without raising her hand has become an annoying
problem to other students to teacher.
What would you do?
14Kiyoshi
- Kiyoshi is a highly competent student, but has
long history of antisocial behavior. He is quick
to anger, minor events quickly escalate to
major confrontations. He has few friends, most
of his conflicts occur with peers in hallways
cafeteria on bus. In last 2 months, he has been
given 8 days of in school detention 6 days of
out of school suspension. In a recent event, he
broke glasses of another student.
What would you do?
15Mitch
- Mitch displays a number of stereotypic (e.g.,
light filtering with his fingers, head rolling)
self-injurious behaviors (e.g., face slapping,
arm biting), his communications are limited to
a verbal vocabulary of about 25 words. When his
usual routines are changed or items are not in
their usual places, his rates of stereotypic
self-injurious behavior increase quickly.
What would you do?
16Rachel
- Rachel dresses in black every day, rarely
interacts with teachers or other students,
writes distributes poems stories about
witchcraft, alien nations, gundams, other
science fiction topics. When approached or
confronted by teachers, she pulls hood of her
black sweatshirt or coat over her head walks
away. Mystified by Rachels behavior, teachers
usually shake their heads let her walk away.
Recently, Rachel carefully wrapped a dead
squirrel in black cloth placed it on her desk.
Other students became frightened when she began
talking to it.
What would you do?
17Fortunately, we have a science that guides us to
- Assess these situations
- Develop behavior intervention plans based on our
assessment - Monitor student progress make enhancements
- All in ways that can be culturally
contextually appropriate - Crone Horner, 2003
18However, context matters.
- What factors influence our ability to implement
what we know with accuracy, consistency,
durability for students like Rachel, Reiko,
Mitch, Kiyoshi?
19159 Days!
- Intermediate/senior high school with 880
students reported over 5,100 office discipline
referrals in one academic year. Nearly 2/3 of
students have received at least one office
discipline referral.
Reiko is in this school!
20- 5,100 referrals
- 76,500 min _at_15 min
- 1,275 hrs
- 159 days _at_ 8 hrs
21Da place ta be
- During 4th period, in-school detention room has
so many students that the overflow is sent to the
counselors office. Most students have been
assigned for being in the hallways after the late
bell.
Kiyoshi is in this school!
22Cliques
- During Advisory Class, the sportsters sit in
the back of the room, goths sit at the front.
Most class activities result in out of seat,
yelling arguments between the two groups.
Mitch is in this classroom!
23Four corners
- Three rival gangs are competing for four
corners. Teachers actively avoid the area.
Because of daily conflicts, vice principal has
moved her desk to four corners.
Rachel is in this school!
24FTD
- On 1st day of school, a teacher found floral
arrangement on his desk. Welcome to the
neighborhood was written on the card
You are in this School!
25Questions!
- What would behavior support look like if Mitch,
Rachel, Kiyoshi, Reiko were in these classrooms
schools? - Are these environments safe, caring, effective?
- Context Matters!
26Messages Repeated!
- Successful Individual student behavior support is
linked to host environments or schools that are
effective, efficient, relevant, durable - Learning teaching environments must be
redesigned to increase the likelihood of
behavioral academic success
272 Worries Ineffective Responses to Problem
Behavior
- Get Tough (practices)
- Train--Hope (systems)
28Worry 1Teaching by Getting Tough
10
- Runyon I hate this f____ing school, youre a
dumbf_____. - Teacher That is disrespectful language. Im
sending you to the office so youll learn never
to say those words again.starting now!
29Immediate seductive solution.Get Tough!
- Clamp down increase monitoring
- Re-re-re-review rules
- Extend continuum consistency of consequences
- Establish bottom line
- ...Predictable individual response
30Reactive responses are predictable.
- When we experience aversive situation, we want
select interventions that produce immediate
relief - Remove student
- Remove ourselves
- Modify physical environment
- Assign responsibility for change to student /or
others
31When behavior doesnt improve, we Get Tougher!
- Zero tolerance policies
- Increased surveillance
- Increased suspension expulsion
- In-service training by expert
- Alternative programming
- ..Predictable systems response!
32Erroneous assumption that student
12
- Is inherently bad
- Will learn more appropriate behavior through
increased use of aversives - Will be better tomorrow.
33But.false sense of safety/security!
- Fosters environments of control
- Triggers reinforces antisocial behavior
- Shifts accountability away from school
- Devalues child-adult relationship
- Weakens relationship between academic social
behavior programming
34Science of behavior has taught us that students.
- Are NOT born with bad behaviors
- Do NOT learn when presented contingent aversive
consequences - ..Do learn better ways of behaving by being
taught directly receiving positive feedback
35VIOLENCE PREVENTION
13
- 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-communit
y effort
- Surgeon Generals 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)
3617
SWPBS Practices
School-wide
Classroom
- Smallest
- Evidence-based
- Biggest, durable effect
Family
Non-classroom
Student
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3818
School-wide
- Leadership team
- Behavior purpose statement
- Set of positive expectations behaviors
- Procedures for teaching SW classroom-wide
expected behavior - Continuum of procedures for encouraging expected
behavior - Continuum of procedures for discouraging rule
violations - Procedures for on-going data-based monitoring
evaluation
39Non-classroom
- Positive expectations routines taught
encouraged - Active supervision by all staff
- Scan, move, interact
- Precorrections reminders
- Positive reinforcement
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42Franzen, K., Kamps, D. (2008).
43Classroom
- All school-wide
- Maximum structure predictability in routines
environment - Positively stated expectations posted, taught,
reviewed, prompted, supervised. - Maximum engagement through high rates of
opportunities to respond, delivery of
evidence-based instructional curriculum
practices - Continuum of strategies to acknowledge displays
of appropriate behavior, including contingent
specific praise, group contingencies, behavior
contracts, token economies - Continuum of strategies for responding to
inappropriate behavior, including specific,
contingent, brief corrections for academic
social behavior errors, differential
reinforcement of other behavior, planned
ignoring, response cost, timeout.
44Allday Pakurar (2007)
45Individual Student
- Behavioral competence at school district levels
- Function-based behavior support planning
- Team- data-based decision making
- Comprehensive person-centered planning
wraparound processes - Targeted social skills self-management
instruction - Individualized instructional curricular
accommodations
46Ingram, Lewis-Palmer, Sugai, 2005
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48Family
- Continuum of positive behavior support for all
families - Frequent, regular positive contacts,
communications, acknowledgements - Formal active participation involvement as
equal partner - Access to system of integrated school community
resources
49Worry 2Train Hope
34
50Development Map
- 2 years of team training
- Annual booster events
- Coaching/facilitation support at school,
district, regional/state levels - Regular self-assessment evaluation data
- Development of local/district leadership teams
- Establishment of local specialized behavior
competence - Integration with related behavior initiatives
51Role of Coaching
- Liaison between school teams PBS leadership
team - Local facilitation of process
- Local resource for data-based decision making
52Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
15
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
53Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
5
Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
15
SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
23
80 of Students
54Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
25
55Main Messages
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
56Response to Intervention
24 K
RtI
57RTI Continuum of Support for ALL
23
Few
Some
All
Dec 7, 2007
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59GENERAL IMPLEMENTATION PROCESS Getting Started
35
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
6045
School-wide
- Leadership team
- Behavior purpose statement
- Set of positive expectations behaviors
- Procedures for teaching SW classroom-wide
expected behavior - Continuum of procedures for encouraging expected
behavior - Continuum of procedures for discouraging rule
violations - Procedures for on-going data-based monitoring
evaluation
6145
School-wide
- Leadership team
- Behavior purpose statement
- Set of positive expectations behaviors
- Procedures for teaching SW classroom-wide
expected behavior - Continuum of procedures for encouraging expected
behavior - Continuum of procedures for discouraging rule
violations - Procedures for on-going data-based monitoring
evaluation
62GENERAL IMPLEMENTATION PROCESS
46
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
63Team-led Process
Non-Teaching
Meetings
Family
Behavioral Capacity
Priority Status
Representation
Specialized Support
Administrator
Team
Community
Data-based Decision Making
Administrator
Student
Communications
Teaching
Start with Team that Works.
64Challenge
65b
Working Smarter
66Sample Teaming Matrix
Key point 8
Are outcomes measurable?
67ESTABLISHING A CONTINUUM of SWPBS
29
- TERTIARY PREVENTION
- Function-based support
- Wraparound/PCP
- Special Education
-
-
- Audit
- Identify existing practices by tier
- Specify outcome for each effort
- Evaluate implementation accuracy outcome
effectiveness - Eliminate/integrate based on outcomes
- Establish decision rules (RtI)
5
15
- SECONDARY PREVENTION
- Check in/out
- Targeted social skills instruction
- Peer-based supports
- Social skills club
-
- PRIMARY PREVENTION
- Teach encourage positive SW expectations
- Proactive SW discipline
- Effective instruction
- Parent engagement
-
80 of Students
68STEP 1 - Establish Team Membership
46
- Representative of demographics of school and
community - 1-2 individuals with behavior/classroom
management competence - Administrator active member
- Schedule for presenting to whole staff at least
monthly - Schedule for team meetings at least monthly
- Integration with other behavior related
initiatives and programs - Appropriate priority relative to school and
district goals - Rules and agreements established regarding
voting, confidentiality and privacy,
conflict/problem solving, record-keeping, etc. - Schedule for annual self-assessments
- EBS Self-Assessment Survey
- Review Office Discipline Referrals
- Benchmarks of Quality
- School-wide Evaluation Tool
- Coaching support (school and/or district/region)
69GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
7052
Statement of Behavior Purpose
3-4 Year Commitment
3-Tiered Prevention Logic
Top 3 School- Wide Initiatives
Agreements Supports
Administrative Participation
Coaching Facilitation
Dedicated Resources Time
71STEP 2 Develop Behavior Purpose Statement
- Positively stated
- 2-3 sentences in length
- Supportive of academic achievement
- Contextually/culturally appropriate (e.g., age,
level, language) - Comprehensive in scope (school-wide ALL
students, staff, and settings) - Agreement by gt80 faculty and staff
- Communicated to stakeholders (e.g., families,
community members, district administrators) - Included in school publications (e.g., handbook,
posters, newsletters)
52
72Sample Behavior Statements
- Ex. 1
- G. Ikuma School is a community of learners and
teachers. We are here to learn, grow, and become
good citizens.
- Ex. 2
- At Abrigato School, we treat each other with
respect, take responsibility for our learning,
and strive for a safe and positive school for all!
A
73GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
74M
Self-Assessment
Efficient Systems of Data Management
Existing Discipline Data
Data-based Action Plan
Team-based Decision Making
Multiple Systems
Evidence- Based Practices
SWIS
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76Office Discipline Referrals
- Definition
- Kid-Teacher-Administrator interaction
- Underestimation of actual behavior
- Improving usefulness value
- Clear, mutually exclusive, exhaustive definitions
- Distinction between office v. classroom managed
- Continuum of behavior support
- Positive school-wide foundations
- W/in school comparisons
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78Referrals by Problem Behavior
79Referrals per Location
80Referrals per Student
81Referrals by Time of Day
82www.swis.org
83Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
84Few positive SW expectations defined, taught,
encouraged
85Saying doing it Positively!
Keep off the grass!
86STEP 3 Identify Positive SW Expectations
54
- Linked to social culture of school (e.g.,
community, mascot). - Considerate of social skills and rules that
already exists. - 3-5 in number
- 1-3 words per expectation
- Positively stated
- Supportive of academic achievement
- Comprehensive in scope (school-wide ALL
students, staff, and settings) - Mutually exclusive (minimal overlap)
- Contextually/culturally appropriate (e.g., age,
level, language) - Agreement by gt80 faculty and staff
- Communicated to stakeholders (e.g., families,
community members, district administrators) - Included in school publications (e.g., handbook,
posters, newsletters)
87Expectations behavioral skills are taught
recognized in natural context
Expectations
8858
2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES
89Teaching Matrix Activity
90STEP 4 Develop Lesson Plan for Teaching SW
Positive Expectations
- Considerate of main school settings and contexts
(e.g., classroom, common areas, hallways,
cafeteria, bus) - Considerate of lessons that already exists.
- Specification of 2-3 positive observable behavior
examples for each expectation and each
setting/context. - Teach social behavior like academic skills.
- Involvement by staff, students, families in
development - Contextually/culturally appropriate (e.g., age,
level, language) - Schedule for initial instruction in natural and
typical contexts - Schedule for regular review, practice, and
follow-up instruction - Prompts, reminders, or precorrections for display
of behaviors in natural contexts and settings - Feedback (corrections and positive
acknowledgements) for displays of behaviors in
natural contexts and settings - Procedures for providing instruction to new
faculty, staff, students - Procedures for informing others (e.g. families,
community, district administrators, substitute
teachers staff) - Agreement by gt80 faculty and staff
- Schedule for continuous evaluation of
effectiveness, efficiency, and relevance of
teaching - Procedures in place for identifying and
supporting students whose behaviors do not
respond to teaching school-wide behavior
expectations - Included in school publications (e.g., handbooks)
61 j
91RAH at Adams City High School(Respect
Achievement Honor)
92RAH Athletics
931. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES
94STEP 5 Develop Lesson Plans for Teaching
Positive CW Expectations
64
- School-wide action plan for classroom management
practices and procedures based on results from
Classroom Self-Assessment - Definitions and processes for responding to
classroom versus office-managed (minor) or
administrator-managed (major) violations of
behavior expectations. - Teaching matrix, procedures, and schedules
developed for teaching school-wide behavior
expectations in typical classroom contexts and
routines. - Data system in place to monitor office discipline
referral that come from classrooms - Procedures in place for obtaining behavior
support for students whose behaviors are not
responsive to classroom-wide management - Prompts (reminders and precorrections) for
display of behaviors in natural contexts and
routines - Feedback (corrections and positive
acknowledgements) for displays of behaviors in
natural contexts and routines - Involvement by staff, students, and families in
development - Contextually/culturally appropriate (e.g., age,
level, language) - Schedule for initial instruction
- Schedule for regular review, practice, follow-up
instruction - Agreement by gt80 faculty and staff
- Schedule for continuous evaluation of
effectiveness, efficiency, and relevance of
teaching - Included in school publications (e.g., handbooks)
951. SOCIAL SKILL
2. NATURAL CONTEXT
Expectations
3. BEHAVIOR EXAMPLES
96Teaching Academics Behaviors
57
97Reviewing Strive for Five
- Be respectful.
- Be safe.
- Work peacefully.
- Strive for excellence.
- Follow directions.
McCormick Elem. MD 2003
98Traveling Passports
- Precorrecting new kids in Tigard, Oregon
- Procedures
- Meet with key adults
- Review expectations
- Go to class
99Character Education
- Easy to change moral knowledge..... ...difficult
to change moral conduct - To change moral conduct...
- Adults must model moral behavior
- Students must experience academic success
- Students must be taught social skills for success
100Acknowledging SW Expectations Rationale
- To learn, humans require regular frequent
feedback on their actions - Humans experience frequent feedback from others,
self, environment - Planned/unplanned
- Desirable/undesirable
- W/o formal feedback to encourage desired
behavior, other forms of feedback shape undesired
behaviors
101Acknowledge Recognize
102 OMMS Business Partner Ticket
6 7 8 Date ________________Stud
ent Name __________________________________For
Demonstrating Safety Ethics Respect
(Circle the trait you observed)Comments
___________________________________________Autho
rized Signature _________________________________
___Business Name ______________________________
__________
Colorado 5/06
103Are Rewards Dangerous?
- our research team has conducted a series of
reviews and analysis of (the reward) literature
our conclusion is that there is no inherent
negative property of reward. Our analyses
indicate that the argument against the use of
rewards is an overgeneralization based on a
narrow set of circumstances. - Cameron, 2002
- Cameron Pierce, 1994, 2002
- Cameron, Banko Pierce, 2001
104Reinforcement Wisdom!
- Knowing or saying know does NOT mean will
do - Students do more when doing worksappropriate
inappropriate! - Natural consequences are varied, unpredictable,
undependable,not always preventive
105STEP 6 Develop Continuum of Procedures for
Encouraging SW Expectations
67
- School-wide action plan for classroom management
practices and procedures based on results from
Classroom Self-Assessment - Definitions and processes for responding to
classroom versus office-managed (minor) or
administrator-managed (major) violations of
behavior expectations. - Teaching matrix, procedures, and schedules
developed for teaching school-wide behavior
expectations in typical classroom contexts and
routines. - Data system in place to monitor office discipline
referral that come from classrooms - Procedures in place for obtaining behavior
support for students whose behaviors are not
responsive to classroom-wide management - Prompts (reminders and precorrections) for
display of behaviors in natural contexts and
routines - Feedback (corrections and positive
acknowledgements) for displays of behaviors in
natural contexts and routines - Involvement by staff, students, and families in
development - Contextually/culturally appropriate (e.g., age,
level, language) - Schedule for initial instruction
- Schedule for regular review, practice, follow-up
instruction - Agreement by gt80 faculty and staff
- Schedule for continuous evaluation of
effectiveness, efficiency, and relevance of
teaching - Included in school publications (e.g., handbooks)
106Good morning, class!
- Teachers report that when students are greeted
by an adult in morning, it takes less time to
complete morning routines get first lesson
started.
107Monitoring Dismissal
McCormick Elementary School, MD
108- BUS BUCKS
- Springfield P.S., OR
- Procedures
- Review bus citations
- On-going driver meetings
- Teaching expectations
- Link bus bucks w/ schools
- Acknowledging bus drivers
- SUPER SUBSLIPS
- Empowering subs in Cottage Grove, OR
- Procedures
- Give 5 per sub in subfolder
- Give 2 out immediately
- POSITIVE REFERRALS
- Balancing pos./neg. adult/student contacts in OR
- Procedures
- Develop equivalent positive referral
- Process like negative referral
109Piece of Paper
- In one month, staff recorded 15 office
discipline referrals for rule violations, 37
for contributing to safe environment
110STEP 7 Develop Continuum of Procedures for
Discouraging Behavior Rule Violations
- Specification of Definitions for Violations of
School-wide Behavior Expectations - Contextually appropriate labels/names
- Definitions represent continuum of severity
(e.g., minor, major, illegal) - Definitions comprehensive in scope (school-wide)
- Definitions in measurable terms
- Mutually exclusive (minimal overlap)
- Specification of Procedures for Processing
Violations of School-wide Behavior Expectations - Agreement regarding office staff versus
teacher/staff responsibilities - Office discipline form for tracking discipline
events - Agreement regarding options for continuum of
consequences - Data decision rules for intervention and support
selection
70 F
111STEP 7 Develop Continuum of Procedures for
Discouraging Behavior Rule Violations cont.
- 3. Implementation of Procedures
- Use by all staff (e.g., office, security,
supervisors, bus drivers) - Schedule for teaching to students and staff
members - Schedule for regular review of use and
effectiveness - Procedures for providing orientation to new
faculty, staff, students - Procedures for informing others (e.g. families,
community, district administrators, substitute
teachers staff) - Agreement by gt80 faculty and staff
- Included in school publications (e.g., handbooks)
- Means for keeping track of number of
acknowledgements versus number of disciplinary or
corrective actions for violations of behavior
expectations. - Schedule and procedures for regular review and
enhancement of acknowledgements. - Schedule for daily, weekly, monthly, quarterly
feedback to students and staff - Included in school publications (e.g., handbook,
posters, newsletters) - Procedures in place for identifying and
supporting students whose behaviors do not
respond to school-wide continuum of consequences
for violations of behavior expectations
112GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
11318
Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
CO PBS
FCPS
114STEP 8 Develop Procedures for Data-Based
Decision-Making Monitoring
- General data collection procedures
- Data collection procedures that are integrated
into typical routines (e.g., office discipline
referrals, attendance rolls, behavior incident
reports). - Data collection procedures regularly checked for
accuracy of use - Data collection limited to information that
answers important student, classroom, and school
questions - Structures and routines for staff members to
receive weekly/monthly data reports about the
status of school-wide discipline - Decision rules for guiding data analysis and
actions - Schedule for daily, weekly, monthly, quarterly
feedback to students and staff - Data system managed by 2-3 staff members
- No more than 1 of time each day for managing
data system. - Efficient, timely, and graphic displays of data
- Office discipline referral procedures
- Agreed upon definitions of violations of behavior
expectations organized in a continuum of
increasing intensity (see Step 7). - A form for documenting noteworthy behavior
incidents (e.g., office discipline referral form,
behavior incident report) - School-wide procedures for processing or
responding to violations of behavior
expectations. - Efficient and user-friendly procedures for
inputting and storing information - Efficient and user-friendly procedures for
summarizing and analyzing information. - Efficient and user-friendly procedures for
producing visual displays of the data. - Procedures for presenting data to staff on
routine basis. - Procedures for making decisions and developing
actions based on the data.
74
11580 Rule
- Apply triangle to adult behavior!
- Regularly acknowledge staff behavior
- Individualized intervention for nonresponders
- Administrative responsibility
116North Myrtle Beach Primary June 8, 2004 SC
117- GOLDEN PLUNGER
- Involve custodian
- Procedure
- Custodian selects one classroom/ hallway each
week that is clean orderly - Sticks gold-painted plunger with banner on wall
- 1 FREE PERIOD
- Contributing to a safe, caring, effective school
environment - Procedures
- Given by Principal
- Principal takes over class for one hour
- Used at any time
- G.O.O.S.E.
- Get Out Of School Early
- Or arrive late
- Procedures
- Kids/staff nominate
- Kids/staff reward, then pick
- DINGER
- Reminding staff to have positive interaction
- Procedures
- Ring timer on regular, intermittent schedule
- Engage in quick positive interaction
118GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
11918
Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
SWIS
FRMS
120STEP 8 Develop Procedures for Data-Based
Decision-Making Monitoring
77
- General data collection procedures
- Data collection procedures that are integrated
into typical routines (e.g., office discipline
referrals, attendance rolls, behavior incident
reports). - Data collection procedures regularly checked for
accuracy of use - Data collection limited to information that
answers important student, classroom, and school
questions - Structures and routines for staff members to
receive weekly/monthly data reports about the
status of school-wide discipline - Decision rules for guiding data analysis and
actions - Schedule for daily, weekly, monthly, quarterly
feedback to students and staff - Data system managed by 2-3 staff members
- No more than 1 of time each day for managing
data system. - Efficient, timely, and graphic displays of data
- Office discipline referral procedures
- Agreed upon definitions of violations of behavior
expectations organized in a continuum of
increasing intensity (see Step 7). - A form for documenting noteworthy behavior
incidents (e.g., office discipline referral form,
behavior incident report) - School-wide procedures for processing or
responding to violations of behavior
expectations. - Efficient and user-friendly procedures for
inputting and storing information - Efficient and user-friendly procedures for
summarizing and analyzing information. - Efficient and user-friendly procedures for
producing visual displays of the data. - Procedures for presenting data to staff on
routine basis. - Procedures for making decisions and developing
actions based on the data.
121Pre
Post
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123www.pbis.org
- Horner, R., Sugai, G. (2008). Is school-wide
positive behavior support an evidence-based
practice? OSEP Technical Assistance Center on
Positive Behavioral Interventions and Support. - http//www.pbis.org/files/101007evidencebase4pbs.
pdf.
124ODR Instruc. BenefitSpringfield MS, MD
- 2001-2002 2277
- 2002-2003 1322
- 955 42 improvement
- 42,975 min. _at_ 45 min.
- 716.25 hrs
- 119 days Instruc. time
125ODR Admin. BenefitSpringfield MS, MD
- 2001-2002 2277
- 2002-2003 1322
- 955 42 improvement
- 14,325 min. _at_15 min.
- 238.75 hrs
- 40 days Admin. time
126Mom, Dad, Auntie, Jason
- In a school where over 45 of 400 elem. students
receive free-reduced lunch, gt750 family members
attended Family Fun Night.
127I like workin at school
- After implementing SW-PBS, Principal at Jesse
Bobo Elementary reports that teacher absences
dropped from 414 (2002-2003) to 263 (2003-2004).
128I like it here.
- Over past 3 years, 0 teacher requests for
transfers
129She can read!
- With minutes reclaimed from improvements in
proactive SW discipline, elementary school
invests in improving school-wide literacy. - Result gt85 of students in 3rd grade are
reading at/above grade level.
130We found some minutes?
- After reducing their office discipline referrals
from 400 to 100, middle school students requiring
individualized, specialized behavior intervention
plans decreased from 35 to 6.
13105
20
11
22
84
58
13204
14
08
17
88
69
133July 2, 2008
ODR rates vary by level
134July 2, 2008
135(No Transcript)
136Tools (pbis.org)
- EBS Self-assessment
- TIC Team Implementation Checklist
- SSS Safe Schools Survey
- SET Systems School-wide Evaluation Tool
- PBS Implementation Planning Self-assessment
- ISSET Individual Student Systems Evaluation Tool
(pilot) - SWIS School-Wide Information System (swis.org)
137Action Planning Guidelines
- Agree upon decision making procedures
- Align with school/district goals.
- Focus on measurable outcomes.
- Base adjust decisions on data local contexts.
- Give priority to evidence-based programs.
- Invest in building sustainable implementation
supports (gt80) - Consider effectiveness, efficiency, relevance,
in decision making (1, 3, 5 rule)
138Guiding Principles
14
- Data
- Academic behavior success
- Outcomes
- Research-validated practices
- Instructional approach
- 4 to 1 daily
- Prevention
- Integration
- Culture context
- Continuum of behavior support
- School-wide for all
- Evaluate
- Team