School-wide Positive Behavior - PowerPoint Presentation

1. School-wide Positive Behavior & Supportswww.pbis.orgStaff Introduction

2. Positive School Climate / Culture*developed by EED in collaboration with Behavioral Health for the State of Alaska SW-PBS Blueprint

3. StudentSuccess*developed by EED in collaboration with Behavioral Health for the State of Alaska SW-PBS Blueprint

4. What is School-wide Positive Behavior Supports?SW-PBS is:Evidence-based (over 10,000 schools in the US)A structural framework, NOT a curriculum, intervention, or practiceIt is a Decision making frameworkA positive approach based on teaching students appropriate behaviorIndividualized for each school An excellent match for Alaskan schoolsCultural matchRural/remote matchwww.pbis.org

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6. Why Use School-wide Positive Behavior Support?Schools face a set of difficult challenges todayMultiple expectations (academic accomplishment, social competence, safety)Students arrive at school with widely differing understandings of what is socially acceptableTraditional “get tough” and “zero tolerance” approaches are insufficientIndividual student interventionsEffective, but can’t meet needSchool-wide discipline systemsEstablish a social culture within which both social and academic success is more likelywww.pbis.org

7. Academic SystemsBehavioral Systems1-5%1-5%5-10%5-10%80-90%80-90%Intensive, Individual InterventionsIndividual StudentsAssessment-basedHigh IntensityIntensive, Individual InterventionsIndividual StudentsAssessment-based (Data Driven)Intense, durable proceduresTargeted Group InterventionsSome students (at-risk)High efficiencyRapid responseTargeted Group InterventionsSome students (at-risk)High efficiencyRapid responseUniversal InterventionsAll studentsPreventive, proactiveUniversal InterventionsAll settings, all studentsPreventive, proactiveDesigning School-wide Systems for Student Successwww.pbis.org

8. Infrastructure Development~80% of Students~15% ~5% Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk BehaviorSchool InfrastructureAdapted for EED from PBS.orgLeadership/Support Behavioral ExpectationsEarly Identification/ referralIndividualized supportsReadinessAlaska SW-PBS

9. DistrictStatewww.pbis.org

10. Stages of ImplementationExploration/ AdoptionInstallationInitial ImplementationFull ImplementationInnovation and Sustainability Establish Leadership Teams, Set Up Data SystemsDevelopment CommitmentProvide Significant Support to ImplementersEmbedding within Standard PracticeImprovements: Increase Efficiency and EffectivenessShould we do it?Doing it rightDoing it better2-3 yrsAdapted from www.pbis.org

11. What Outcomes are Associated with Implementation of SW-PBS? Less reactive, aversive, dangerous, and exclusionary, and More engaging, responsive, preventive, and productive Address classroom management and disciplinary issues (e.g., attendance, tardy, antisocial behavior), Improve supports for students whose behaviors require more specialized assistance (e.g., emotional and behavioral disorders, mental health), and Most importantly, maximize academic engagement and achievement for all studentsImplementation with integrity and durability have teaching and learning environments that are… www.pbis.org

12. Tier 1: Implementation “8 Steps” Establish a school-level SW-PBS Leadership TeamSchool-behavior purpose statementSet of positive expectations and behaviors.Procedures for teaching school-wide expected behaviorsProcedures for teaching classroom wide expected behaviors.Continuum of procedures for encouraging expected behaviors.Continuum of procedures for discouraging rule violations.Procedures for on-going data-based monitoring and evaluation.www.pbis.org

13. Evidence-based features of SW-PBIS?PreventionDefine and teach positive social expectationsAcknowledge positive behaviorArrange consistent consequences for problem behaviorOn-going collection and use of data for decision-makingContinuum of intensive, individual interventions Administrative leadership – Team-based implementation (systems that support effective practices)www.pbis.org

14. SYSTEMSPRACTICESDATASupportingStaff BehaviorSupportingDecisionMakingSupportingStudent BehaviorWhat does SW-PBISEmphasize?OUTCOMESSocial Competence &Academic Achievementwww.pbis.org

15. Important PrinciplesDevelop a continuum of scientifically based behavior and academic interventions and supports Use data to make decisions and solve problems Arrange the environment to prevent the development and occurrence of problem behavior Teach and encourage pro-social skills and behaviors Implement evidence-based behavioral practices with fidelity and accountability Screen universally and monitor student performance & progress continuously www.pbis.org

16. Continuum of Support for ALLDec 7, 2007Prob Sol.Coop playAdult rel.Anger man.Attend.Peer interacInd. playLabel behavior…not peoplewww.pbis.org

17. SW-PBS Problem Solving Logic

18. SW-PBS Problem Solving LogicEstablish Ground RulesStart with DataMatch Practices to DataAlign Resources to Implement Practiceswww.pbis.org

19. Data Collection

20. Considerations for Collecting Data1. Determine what questions you want to answer2. Determine what data will help to answer questions3. Determine the simplest way to get data4. Put system in place to collect data5. Analyze data to answer questions

21. Types of DataPBIS AssessmentStaff surveys and assessmentsSelf Assessment SurveySchool Evaluation ToolTeam Implementation ChecklistSchool Safety Surveywww.pbisassessment.orgDiscipline Referral ProcessDefine behaviorODRReportingwww.pbisassessment.org

22. Behavior Data PointsSchool-wide dataAcademic ProficiencySuspension/Expulsion/ truancyGraduation ratesDrop-out ratesAttendanceChild support dataTeacher/Behavior Associate retention rateStudent specificOffice discipline Referral Major data pointsStudent nameDateLocation of behaviorTime of behaviorType of behaviorReferring staff memberPossible motivationOthers involvedAdministrative decisionAdapted from www.pbis.org & swis.org

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24. 5 Key Components to Data Based Decision MakingAverage number of referrals per dayLocation of incidentTime of incidentReferring teacherBehavior that occurredwww.swis.org

25. Data based decision-making

26. Our Goal: Decision-Making SystemWhat do you want the data to tell you?School-wideIndividual studentAdapted from www.swis.org

27. Decision making questions to considerIs there a problem?What areas/systems are involved?Are there many students or few involved?What kind of problem behaviors are occurring?When are these behaviors most likely?What is the most effective use of our resources to address the problem?Possible “function” of problem behavior?Who needs targeted or intensive academic supports?What environmental changes/supports are needed?Adapted from www.pbis.org

28. Sample Decision RulesIf………ThenMore than 35% of students received one or more office discipline referralsThere are more than 2.5 office discipline referrals per studentSchool-wide System More than 35% of referrals come from non-classroom settingsThere are more than 15% of students receiving referrals from non-classroom settingsNon-ClassroomSetting Specific System More than 50% of referrals come from the classroomMore than 40% of referrals come from less than 10% of classroomsClassroom SystemMore than 10-15 students receive more than 10 office discipline referralsTargeted Group Interventions Less than 10 students receive more than 10 office discipline referralsLess than 10 students continue the same rate of referrals after receiving targeted group supportA small number of students destabilize the overall functioning of schoolIndividual Systemswith Action Team Structure www.pbis.org

29. AcademicEngaged TimeEngaged Time (classroom time)Allocated Time (school day)Support TimeStudent Timeadapted from www.pbis.org

30. Benefits to school systems over timeAdministrative BenefitSpringfield MS, MD= 955 42% improvement= 14,325 min. @15 min.= 238.75 hours= 40 days Administrative time2001-2002 22772002-2003 1322Instructional BenefitSpringfield MS, MD= 955 42% improvement= 42,975 min. @ 45 min.= 716.25 hrs.= 119 days Instructional time2001-2002 22772002-2003 1322

31. Universal Strategies: School-Wide Tier 1This is what you do!Statement of purposeClearly define expected behaviors (Rules)Procedures for teaching & practicing expected behaviorsProcedures for encouraging expected behaviorsProcedures for discouraging problem behaviorsProcedures for record-keeping and decision making

32. Universal Strategies:ClassroomNeeded at the classroom level...Use of school-wide expectations/rulesEffective Classroom ManagementBehavior managementInstructional managementEnvironmental managementSupport for teachers who deal with students who display high rates of problem behavior

33. Classroom ExpectationsClassroom-wide positive expectations are taught and encouragedTeaching classroom routines are taught and encouragedRatio of 6-8 positive to 1 negative adult interactionActive supervisionRedirection for minor, infrequent behaviorsPre-correction for chronic errorsActive supervisionEffective academic instruction and curriculum

34. Non Classroom InterventionPositive expectations (social skills)routines are taught in natural environmentBehavior examples for common focusActive supervisionScan, move, interactPre-corrections & reminders (proactive) Positive reinforcement

35. The Matrix : Clear Set of Positive Schoolwide BehaviorExpectations Why is this important?Provides consistency in language  Provides consistency in what to teach Provides consistency in what to recognize Provides consistency in what to correct The cornerstone for everything else you will do related to SW-­‐PBS!

36.  Behavior Purpose Statement: (AK school), we are respectful to the community and ourselves, and we are responsible to our tribe. We value hard work and cooperation. Together, we create a safe and encouraging environment for all students to learn.Native TribalValues“Inupiaq”RULES WITHINSETTINGS ExpectationsCommons/ HallwayGym/RecessLunchroomBathroom/RestroomOfficelibrarysporting eventsAssembliesKamaksrijiqRespectWalk quietlyFollow directionsKeep your hands to yourselfListen to staffTreat gym equipment with careFollow directionsUse good mannersBe polite to allThank the cooksFlush when you’re doneKeep bathrooms cleanKeep your hands to yourselfSpeak politelyWait patientlyBe calmWalkTreat books and equipment with careUse your indoors voiceBe polite to guestsUse good mannersListen to speakerUse good mannersInuuiaqatiuni ikayuutijiqResponsibilityBe on timeAlways walkBe where you are neededClean up after yourselfPut away equipmentUse kind wordsKeep area cleanUse your indoors voiceClean up after yourselfWash your handsReport problemsUse bathrooms for intended purposeUnderstand your behaviorAccept consequencesListen activelyReturn books to original placeClean up after yourselfRemain in gym areaClean up after yourselfUse kind wordsKeep your hands and feet to yourselfClean up after yourselfWalk quietlySavqatigiiyujiqCooperationBe mindful of othersLook out for othersParticipate willinglyShareLookout for othersTake turnsWait quietly and patiently for foodStay seatedHelp others when they askClean up after yourselfOffer to helpCommunicate a better choiceBe good listenersKeep hands and feet to selfBe mindful of othersShow good sportsmanshipHelp othersHelp each other behaveFollow directions

37. Primary Prevention:School-/Classroom-Wide Systems forAll Students,Staff, & SettingsSecondary Prevention:Specialized GroupSystems for Students with At-Risk BehaviorTertiary Prevention:Specialized IndividualizedSystems for Students with High-Risk Behavior~80% of Students~15% ~5% CONTINUUM OFSCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIORSUPPORT

38. Tier II/III Support ProcessStep 1 – Insure Universals, including Classroom, in placeStep 2 – Student Identification Process Decision RulesReferralScreen Step 3 – Classroom Problem SolvingClassroom supports (function-based)Progress monitorStep 4 - Tier II/III supportsNon-responders to grade level supportsMatch function of student behavior to interventionProgress monitorStep 5 - Evaluate Processwww.pbis.org

39. Important ThemesPart of a continuum – must link to school-wide PBS systemEfficient and effective way to identify studentsAssessment = simple sortIntervention matched to presenting problem but not highly individualizedTier 2www.pbis.org

40. Character & Social Skills EducationEasy to change moral knowledge……difficult to change moral conductTo change moral conductAdults must model behavior being taughtStudents must experience academic successStudents must be taught social skills for successwww.pbis.org

41. Individual Support PlansTier 3When small group not sufficientWhen problem intense and chronicDriven by Functional Behavioral AssessmentLinked to school-wide systemwww.pbis.org

42. Process (FBA to PBS)Conduct functional behavioral assessmentCreate plan based on functional assessment outcomeDevelop infra-structure to support behavior change (school environment must change)www.pbis.org

43. Types of Supports/ Services by Tier

44. Behavior Support Elements of Tier 3Problem BehaviorFunctional AssessmentIntervention & Support PlanFidelity of ImplementationImpact on Behavior & Lifestyle*Response class*Routine analysis*Hypothesis statement*Alternative behaviors*Competing behavior analysis *Contextual fit*Strengths, preferences, & lifestyle outcomes*Evidence-based interventions*Implementation support*Data plan*Continuous improvement*Sustainability plan Team-based Behavior competence

45. www.pbis.org

46. A School-based PBS Leadership Team School Administrative Team must be committed to school-wide PBIS and actively participate on the teamSW-PBS team should remain small (3-8 members)Consider representatives that include: administration, general education teachers, special education teachers, guidance, specials teachers, parents…Consider Core Team vs. Peripheral Teamwww.pbis.org

47. School-wide PBS Leadership Team TasksDevelop a written school-wide PBS action planMonitor behavior dataHold regular team meetings (at least monthly)Maintain communication with staff and coachEvaluate progressReport outcomes to Coach/Facilitator & District Coordinatorwww.pbis.org

48. Define Roles for Effective MeetingsCore rolesFacilitatorMinute taker Data analystActive team memberAdministratorBackup for each roleAre there other roles needed? -time keeper -munchies managerTypically NOT the administratorNewton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., & Algozzine K., 2010

49. Administration’s Rolesand ResponsibilitiesALL administrators are encouraged to participate in the processAdministrator should play an active role in the school-wide PBS change processAdministrators should actively communicate their commitment to the processAdministrator should be familiar with school’s current data and reporting systemIf a principal is not committed to the change process, it is unwise to move forward in the processwww.pbis.org

50. School-based PBS TeamMeets FrequentlyDuring initial planning, teams may need to meet more oftenTeam should meet at least once a month to:Analyze existing dataMake changes to the existing databaseProblem-solve solutions to critical issuesBegin to outline actions for the development of a planwww.pbis.org

51. Coaching within SW-PBS ImplementationInternal CoachExternal CoachExpectations of coaching

52. SummaryInvesting in SW-PBS results in:Change in school discipline systems creates an environment that promotes appropriate behaviorReduction in problem behavior resulting in less staff time dealing with problems, more student time in the classroomImproved perception of school safety, mental healthImproved academic performanceImproved social behavior performanceImproved effectiveness and acceptability of individual interventions

53. Systems Framework

54. www.pbis.org

55. Resources OSEP Center on Positive Behavioral Interventions & Supportswww.PBIS.orgPBIS Assessmentwww.pbisassessment.org SWISwww.swis.orgUniversity of Missouri PBIS pbismissouri.org/Contact Info:Alaska Education & Early Development: Sharon FishelAKSW-PBS Coordinatorphone: 907-465-6523Sharon.Fishel@alaska.gov phone: 907-465-6523