SchoolWide Positive Behavior Support: Getting Started Team B

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School-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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PURPOSE Enhance capacity of school teams to
provide the best behavioral supports for all
students and maximize academic social
achievement.
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PBS Respect Responsibility
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www.pbis.org
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www.cber.org
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www.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

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SWPBS is about.
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MAIN 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

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SW-PBS Logic!
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• 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)

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Evaluation Criteria
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Context Matters!

• Examples
• Individual Student
• vs.
• School-wide

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Reiko

• 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?
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Kiyoshi

• 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?
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Mitch

• 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?
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Rachel

• 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?
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Fortunately, 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

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However, context matters.

• What factors influence our ability to implement
  what we know with accuracy, consistency,
  durability for students like Rachel, Reiko,
  Mitch, Kiyoshi?

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159 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!
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• 5,100 referrals
• 76,500 min _at_15 min
• 1,275 hrs
• 159 days _at_ 8 hrs

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Da 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!
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Cliques

• 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!
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Four 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!
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FTD

• 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!
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Questions!

• What would behavior support look like if Mitch,
  Rachel, Kiyoshi, Reiko were in these classrooms
  schools?
• Are these environments safe, caring, effective?
• Context Matters!

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Messages 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

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2 Worries Ineffective Responses to Problem
Behavior

• Get Tough (practices)
• Train--Hope (systems)

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Worry 1Teaching by Getting Tough
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• 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!

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Immediate seductive solution.Get Tough!

• Clamp down increase monitoring
• Re-re-re-review rules
• Extend continuum consistency of consequences
• Establish bottom line
• ...Predictable individual response

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Reactive 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

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When behavior doesnt improve, we Get Tougher!

• Zero tolerance policies
• Increased surveillance
• Increased suspension expulsion
• In-service training by expert
• Alternative programming
• ..Predictable systems response!

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Erroneous assumption that student
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• Is inherently bad
• Will learn more appropriate behavior through
  increased use of aversives
• Will be better tomorrow.

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But.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

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Science 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

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VIOLENCE PREVENTION
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• 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)

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SWPBS Practices
School-wide
Classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Family
Non-classroom
Student
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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

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Non-classroom

• Positive expectations routines taught
  encouraged
• Active supervision by all staff
• Scan, move, interact
• Precorrections reminders
• Positive reinforcement

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Franzen, K., Kamps, D. (2008).
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Classroom

• 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.

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Allday Pakurar (2007)
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Individual 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

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Ingram, Lewis-Palmer, Sugai, 2005
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Family

• 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

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Worry 2Train Hope
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Development 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

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Role of Coaching

• Liaison between school teams PBS leadership
  team
• Local facilitation of process
• Local resource for data-based decision making

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Integrated Elements
Supporting Social Competence Academic
Achievement
OUTCOMES
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Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
FEW
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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SOME
Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
ALL
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80 of Students
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Designing School-Wide Systems for Student Success
1-5
1-5
5-10
5-10
80-90
80-90
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Main Messages
STUDENT ACHIEVEMENT
Good Teaching
Behavior Management
Increasing District State Competency and
Capacity
Investing in Outcomes, Data, Practices, and
Systems
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Response to Intervention
24 K
RtI
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RTI Continuum of Support for ALL
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Few
Some
All
Dec 7, 2007
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GENERAL IMPLEMENTATION PROCESS Getting Started
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Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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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

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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

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GENERAL IMPLEMENTATION PROCESS
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Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Team-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.
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Challenge
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b
Working Smarter
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Sample Teaming Matrix
Key point 8
Are outcomes measurable?
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ESTABLISHING A CONTINUUM of SWPBS
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• 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)

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• 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
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STEP 1 - Establish Team Membership
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• 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)

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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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
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STEP 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)

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Sample 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
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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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M
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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Office 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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Referrals by Problem Behavior
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Referrals per Location
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Referrals per Student
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Referrals by Time of Day
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www.swis.org
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Redesign Learning Teaching Environment
School Rules NO Food NO Weapons NO Backpacks NO
Drugs/Smoking NO Bullying
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Few positive SW expectations defined, taught,
encouraged
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Saying doing it Positively!
Keep off the grass!
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STEP 3 Identify Positive SW Expectations
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• 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)

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Expectations behavioral skills are taught
recognized in natural context
Expectations

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2. NATURAL CONTEXT
1. SOCIAL SKILL
Expectations
3. BEHAVIOR EXAMPLES

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Teaching Matrix Activity
 
 
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STEP 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)

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RAH at Adams City High School(Respect
Achievement Honor)
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RAH Athletics
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1. SOCIAL SKILL
2. NATURAL CONTEXT
3. BEHAVIOR EXAMPLES
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STEP 5 Develop Lesson Plans for Teaching
Positive CW Expectations
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• 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)

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1. SOCIAL SKILL
2. NATURAL CONTEXT
Expectations
3. BEHAVIOR EXAMPLES

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Teaching Academics Behaviors
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Reviewing Strive for Five

• Be respectful.
• Be safe.
• Work peacefully.
• Strive for excellence.
• Follow directions.

McCormick Elem. MD 2003
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Traveling Passports

• Precorrecting new kids in Tigard, Oregon
• Procedures
• Meet with key adults
• Review expectations
• Go to class

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Character 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

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Acknowledging 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

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Acknowledge Recognize
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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
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Are 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

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Reinforcement 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

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STEP 6 Develop Continuum of Procedures for
Encouraging SW Expectations
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• 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)

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Good 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.

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Monitoring Dismissal
McCormick Elementary School, MD
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• 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

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Piece of Paper

• In one month, staff recorded 15 office
  discipline referrals for rule violations, 37
  for contributing to safe environment

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STEP 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
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STEP 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

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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18
Team Managed
Staff Acknowledgements
Effective Practices
Implementation
Continuous Monitoring
Administrator Participation
Staff Training Support
CO PBS
FCPS
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STEP 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.

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80 Rule

• Apply triangle to adult behavior!
• Regularly acknowledge staff behavior
• Individualized intervention for nonresponders
• Administrative responsibility

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North Myrtle Beach Primary June 8, 2004 SC
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• 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

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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18
Relevant Measurable Indicators
Efficient Input, Storage, Retrieval
Team-based Decision Making Planning
Evaluation
Continuous Monitoring
Effective Visual Displays
Regular Review
SWIS
FRMS
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STEP 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.

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Pre
Post
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www.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.

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ODR 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

125
ODR 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

126
Mom, Dad, Auntie, Jason

• In a school where over 45 of 400 elem. students
  receive free-reduced lunch, gt750 family members
  attended Family Fun Night.

127
I 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).

128
I like it here.

• Over past 3 years, 0 teacher requests for
  transfers

129
She 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.

130
We 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.

131
05
20
11
22
84
58
132
04
14
08
17
88
69
133
July 2, 2008
ODR rates vary by level
134
July 2, 2008
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Tools (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)

137
Action 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)

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Guiding 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