An Overview of the Integrated Systems Approach to Schoolwide Positive Behavior Interventions and Supports Development Why Bother The Data Disproportionate suspensions and expulsions based on disability and race ID: 382695
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www.edprodevelopment.com
An Overview of the Integrated Systems Approach to School-wide Positive Behavior Interventions and Supports
DevelopmentSlide2
Why Bother? The Data
Disproportionate suspensions and expulsions based on disability and raceTeacher turn-over rates1st response to school violence is “get tougher”Students who are truant are given out-of-school suspensions
Tennessee’s new “restraint law” Skills cited most often missing by the business round tables hosted by Governor
Bredesen …Slide3
Why Bother? It Works
Reduction of office discipline referrals and suspensionsSlide4
Referrals/ODR Data Year 1 vs. Year 2Slide5
Cherokee High SchoolSlide6
Jere Baxter MS Nashville Grades 5-8; 582 students
Started implementing SWPBS in 2007In August 2007-08, averaged 35 ODRs/day/month. In August 2008-09, there were only 6 ODRs/day/month.In September 2009: “This year has started unbelievably well. Per day per month is down to 6.8!!! Last year: 13.8 and that was down by 52% from the prior year. It shows in the building. I AM SO EXCITED!”David Martin
Principal Jere Baxter Middle SchoolSlide7
September 2007
September 2008
Percentages
Referrals
58
35
Down 40%
Suspensions
41
18
Down 56%
October 2007
October 2008
Percentages
Referrals
48
31
Down 64%
Suspensions
201Down 95%
August 2007August 2008PercentagesReferrals243Down 88%Suspensions121Down 92%
East Lake Elementary
Semester Totals 07
Semester Totals 08
Percentage
217
132
Down 39%
Suspensions
115
61
Down 47%Slide8
Why Bother? It Works
Reduction of office discipline referrals and suspensionsRecouped academic learning time Recouped administrative timeSlide9
Retrieved/Gained
Example: Washburn School
As of 5/16/06 end of year
ODR
data:
2004-2005: 966
2005-2006: 580
Recouped
administrative
time:
386 x 15 min/ODR =
96.5 hours
Retrieved
academic learning time
: 386 x 45 min/ODR = 289.5 hours, or almost 41 seven-hour days!Slide10
Washburn School (Year 3)
Recouped
administrative
time:
28 x 15 min/ 60 min = 7 hrs
= ~1 day
Retrieved
academic learning time
:
28 x 45 min/ 60 min = 21 hrs
= 2.8 days
Cannon County High School (Year 1)
Recouped
administrative
time:
822 x 15 min/60 min = 205.5 hours
=27.4 days (7 ½ hr)
Retrieved academic learning time: 28 x 45 min/60 min = 616.5 hours = 82.3 days (7 ½ hr)Retrieved/GainedSlide11
East Lake Elementary (year 1 – partial implementation)
Recouped
administrative
time:
122 x 15 min/60 min = 30.5 hours
= 4 days (7 ½ hr)
Retrieved/Gained
Retrieved
academic learning time
:
122 x 45 min/60 min = 91.5 hours
= 12 days (7 ½ hr)Slide12
Why Bother? It Works
Reduction of office discipline referrals and suspensionsRecouped academic learning time Recouped administrative timeImproved academic achievement
When combined with effective instruction Larsen, Steeler,& Sailor (in press)
Horner, Sugai, Eber & Lewandowski (2004) Horner, Sugai, Todd, Lewis-Palmer (2005) Slide13
School-wide Behavior Systems in Place
School-wide Behavior Systems NOT in place
Literacy Interventions in Place
Improved Literacy
NO Literacy Improvement
Literacy Interventions NOT in Place
NO Literacy Improvement
NO Literacy Improvement
(Kellem et al.)Slide14
NC Positive Behavior Support Initiative
Dr. Bob Algozzine
Schools w/ Low ODRs & High Academic Outcomes
Office Discipline Referrals per 100 Students
Proportion of Students Meeting State Academic StandardSlide15
Why Bother? It Works
Improved perceptions of school safety. Students who carry guns to school do so to defend themselves. They perceive the school to be unsafe.Slide16
“I wanted to let you know that the [SW]PBS training we’ve been doing with the students this week has been incredible. The teachers are highly invested and the results have been immediate. It doesn’t even resemble the same building!” Slide17
Our Graduation Rate has risen from 69.6% to 74.17% to 83.45% over the past three years. Our Attendance Rate has also increased. We also went from having approximately 55-70 students retained as freshman to this year having only 24. - Patrick R. Fraley, Principal, Cherokee High School, Hawkins County
… we significantly increased the positive behavior of our students and decreased the amount of teaching time lost to disruptive behavior. Having more teaching and learning time in a positive learning environment has significantly increased our student achievement scores. What a win-win!!- Joan Tidwell, Principal, Fairview Elementary School, Williamson County
Why Bother? It WorksSlide18
13% of schools in Tennessee
States Implementing SWPBS
>10,000 schools in 44 statesSlide19
TN Schools Adopting SWPBSSlide20
… An
integrated systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students while preventing problem behavior
School-wide Positive Behavior SupportSlide21
SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Supporting
Decision
Making
Supporting
Student Behavior
Integrated Systems:
Critical Elements for Durable Results
Valued OutcomesSlide22
Science of behavior has taught us that students….
Are NOT born with “bad behaviors”Do NOT
learn when presented contingent aversive consequencesDo l
earn better ways of behaving by being taught directly & receiving positive feedback
Will not change if we do not change what we are doingSlide23
School-wide Positive Behavior Support: A New Paradigm of School Discipline
Prevention and Teaching Vs. Control Disruption and/or Exclude Troubling StudentsSlide24
All Students All Settings All Times
School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows)
School environment is positive
regular recognition for positive behavior
School environment is
safe
violent and disruptive behavior is not tolerated
School environment is
consistent
adults use similar expectations.
Slide25
SWPBS: Team-led ProcessSlide26
Behavioral
Capacity
Priority &
Status
Data-based
Decision
Making
Communications
Administrator
Team
Administrator
Specialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”Team-led ProcessSlide27
Classroom
SWPBS
Practices
Non-classroom
Family
Student
School-wide
Smallest #
Evidence-based
Biggest, durable effect
27Slide28
Tier 2: Secondary Interventions
Specialized Group Systems for Students with At-Risk Behavior
5-15
%
2-5 ODRs
Tier 1: Primary Preventions:
Whole School Systems
for
All
Students, Staff, & Settings
SYSTEMS OF
INTEGRATED SCHOOL-WIDE
SUPPORT:
The Three Tiered Model
~ 80% of
Students
0-1 ODRsTier 3: Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior~5%6+ ODRs 28Slide29
Primary/Tier 1 Preventions
Whole School, Classroom, and Non-Classroom
Systems for
All Students & Staff
~80% of Students
INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS:
The Three Tiered ModelSlide30
Features of Primary Preventions
Identify & Define School-Wide Rules & Behavioral ExpectationsSlide31Slide32
Location
Be Safe
Be Responsible
Etc.
Hallway
Walking quietly & directly to assigned destination
Walk keeping hands to self
Classroom
Keep all four legs of chairs on floor
Bring pen/pencil, books, and homework to class each day
Rules Translated into Behavioral Expectations:
Behavioral Expectations MatrixSlide33Slide34
Behavioral
Expectations
Behavioral
Expectations
34Slide35Slide36
Douglas County S.D., CO 4-08Slide37
Identify & Define School-Wide Rules & Behavioral Expectations
Teach Behavioral Expectations Associated with School-Wide Rules
“When all students in the school are taught the same social expectations, a social culture is established where students have both personal knowledge about the social behaviors expected in the school and the knowledge that everyone else in the school knows those same social expectations.” (Blonigen et al., 2008)
Features of Primary Preventions Slide38
Lesson Plan Template
Teaching Behavioral Expectations Across Locations
Location:
Time Needed:
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Rule
1.
Rule
2.
Rule
3.
Rule
4.
Rule
5.
Expectations:
Expectations:
Expectations:
Expectations:
Expectations:Teach Examples and Non-Examples of Meeting Behavioral Expectations :Demonstrate NON-EXAMPLES (What NOT to Do)
Demonstrate EXAMPLES (What to Do)Rule 1. Rule 1. Rule 2. Rule 2. Rule 3. Rule 3. Rule 4.
Rule 4.
Rule 5.
Rule 5.
Activities to Check for Understanding:
Materials Needed:
Accommodations/ Adaptations for Students with Special Needs:
Acknowledgement to Maintain Positive Behavior: Slide39Slide40
Expectations
Expectations & behavioral skills are taught & recognized in natural contextSlide41Slide42
Slide43
Slide44
Identify & Define School-Wide Rules & Behavioral Expectations
Teach Behavioral Expectations Associated with School-Wide Rules
Develop a School-wide
System that includes a continuum of procedures
for Encouraging/ Reinforcing “Rule Following”
“Students should receive regular recognition for appropriate behavior at rates that exceed corrections for rule violations and problem behaviors.”
Features of Primary Preventions Slide45
Schoolwide “quick” acknowledgements
Rewards that are quickly presented in the presence of the behavior
Slide46
46Slide47
R
E
B
E
L
C
A
R
D
S
1
2
3
4
5
6
7
8
Incentive Bingo Game
L2
E4
R1
B8
C6
And still
another way...
47Slide48
________________________________________
SCHOOL
POSITIVE OFFICE REFERRAL FORM
Student
_____________________
Referring Staff
________________________
Grade Level ______Incident Date
_____________
Incident Time
________
School-wide Rule student followed:
_________________________________
Teacher Comments. Please provide details of the POSITIVE behavior:
_
_____________________________________________________________
Administrator’s signature: ______________________ Date seen:_____________
White-student, Yellow-office, Pink-Teacher
48Tiger Paws Bank RegisterDate: __________________ Number: _______ Beginning Balance: _________Cards Added: ________________Cards Used: ________________Ending Balance: ________________Approved by: ___________________________________________Slide49
15% off
49Slide50
FREE Incentives
Elementary SchoolA special job (line leader, messenger, etc.)Extra recess or extra time in centersStuffed animal day, PJ day, ….
Middle/ High SchoolTardy pass
Cell phone passPreferential parking spot
Pass to dance or sporting event
All Grade Levels
Homework pass or extension
Lunch with the teacher or in a special location
Sit in special or desired place in the classroom
Hat day or pajama day
50Slide51
from Keys to Effective Discipline, David Kilpatrick, Ph.D.
The issue concerning rewards versus bribes
with regard to schools reinforcement systems is all in the delivery
of the reward.
The
adult is in control if the
reward. The child is in control of a bribe.
A reward is something provided to a student to show appreciation for appropriate behavior. The reward follows the appropriate behavior and the adult is in control.
If the child is in control of the situation, it is considered a
bribe
.
The
reward should not be
promised
to the
student prior
to a
behavior or used as the antecedent, or “bargain” in anticipation of appropriate behavior. Rewards vs. Bribes51Slide52
~80% of
STAFF~15
% of STAFF
~5% of staff
ALL
SOME
FEW
Adults in your
building also
“fit” into
the triangleSlide53
Motivating the staffThe more we motivate the staff, the more they will give out reinforcements.
The more reinforcements they give out…….Slide54
GOOSED- Get out of School Early
Dress down day- jeans or other not typically worn itemValet Parking-special sign or parking spaceStaff to Staff recognitions30 minutes additional break
Handwritten note from principal Thank you cards
Teacher recognized over intercom at end of week Teacher recognized in faculty meeting
Teachers recognized in School Newsletter and/or
website
½ day given on half day school day (e.g. before Thanksgiving)
Duty free week (Lunch, bus, morning, afternoon etc…)
Free snack from vending machine
Goody bag with pens, pencils, sticky notes etc.
Lunch pass to go off campus for lunch
Teacher SWPBS
wall of fame
Choice of gift certificates (Target, Wal-Mart, K Mart)
Choice of restaurant gift card (local establishments)
Manicure/Pedicure/Massage
Traveling
Trophy
Emails from parentsSlide55
Identify & Define School-Wide Rules & Behavioral Expectations
Teach Behavioral Expectations Associated with School-Wide Rules
Develop a School-wide System
that includes a continuum of procedures for
Encouraging/ Reinforcing “Rule Following”
Develop an array of procedures for
discouraging violations
to
school-wide
behavioral expectations
Features of Primary Preventions Slide56
Develop an array of procedures for addressing violations to school-wide behavioral expectations
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.Slide57
BEHAVIOR
DEFINITION
Inappropriate Language
Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words
Physical Contact
Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging
Defiance
Student engages in brief or low intensity failure to respond to adult request
Disruption
Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc.
Property Misuse
Student engages in low-intensity misuse of property
Tease/Taunt
Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation
Lying/Cheating
Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism
Homework/Classwork
Chronic failure to complete homework/classwork
Roane County K-5 Office Referral Definitions
Classroom ManagedSlide58
Fighting
Actions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching)
Abusive language
Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate
Overt Defiance/Disrespect
Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult
Harassment/Bullying
Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text. Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters
Disruption (repeated)
Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior
Theft
Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission.
Property Damage
Student participates in an activity that results in substantial destruction or disfigurement of property
Weapons
Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm
Roane County K-5 Office Referral Definitions
Administrator ManagedSlide59
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
Develop an array of procedures for addressing violations to school-wide behavioral expectations
Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.Slide60
BEHAVIOR
DEFINITION
Inappropriate Language
Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words
Physical Contact
Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging
Defiance
Student engages in brief or low intensity failure to respond to adult request
Disruption
Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc.
Property Misuse
Student engages in low-intensity misuse of property
Tease/Taunt
Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation
Lying/Cheating
Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism
Homework/Classwork
Chronic failure to complete homework/classwork
Roane County K-5 Office Referral Definitions
Classroom ManagedSlide61
Fighting
Actions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching)
Abusive language
Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate
Overt Defiance/Disrespect
Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult
Harassment/Bullying
Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text. Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters
Disruption (repeated)
Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior
Theft
Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission.
Property Damage
Student participates in an activity that results in substantial destruction or disfigurement of property
Weapons
Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm
Roane County K-5 Office Referral Definitions
Administrator ManagedSlide62
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
Develop an array of procedures for addressing violations to school-wide behavioral expectations
Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.
Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.Slide63
Decision
FlowchartSlide64
Develop an array of procedures for addressing violations to school-wide behavioral expectations
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.
Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.
Identify an array of appropriate responses to minor and major rule violations.Slide65
Identify & Define School-Wide Rules & Behavioral Expectations
Teach Behavioral Expectations Associated with School-Wide Rules
Develop a School-wide System
that includes a continuum of procedures for
Encouraging/ Reinforcing “Rule Following”
Develop an array of procedures for addressing violations to school-wide behavioral expectations
Features of Primary Preventions
Develop
procedures for on-going data-based monitoring, including universal screening, and evaluation Slide66
As of January 2007, Tennessee became 1 of 30 states participating in the American Diploma Project (ADP) Network dedicated to aligning high school curriculum, raising academic standards, improving assessments, and strengthening accountability policies with the demands of college and work to prepare young people for post-secondary education, work, and citizenship.
“...
job skills
yielding the highest priority in surveys also tended to be the skills frequently cited in roundtables as missing among high school graduates.”…“Business leaders universally agreed on the importance of key professional or ‘soft’ skills…
”.
The highest-rated professional skill was
“t
ake responsibility, act ethically, and be honest”
… was closely followed by
“
take initiative and be able to work independently”
and
“organize and prioritize tasks, schedule time, and anticipate obstacles”
.
“ … another top-rated soft skill, [was]
‘
”meet professional expectations regarding speech, appearance, punctuality and manners”.
(Tennessee Diploma Project, October 2007)SWPBS and the American Diploma ProjectSlide67
Tier 2: Secondary InterventionsSpecialized Group Systems for Students with At-Risk Behavior
~15% of students
Multiple referrals (2-5)/ At Risk of Academic Failure
At-risk for developing more severe/chronic patterns of problem behaviors and/or academic challenges
Establishing Tier 2 Systems of
Academic & Behavioral Supports
~15% Slide68
BehaviorallyOut of Proportion
Less than 25% of school enrollmentAccount for over 50% of behavioral incidentsConsume significant amounts of time and resourcesExhibit poor peer relations, low academic achievement, and/or self esteemHave poor organizational/study skillsHave difficulty adjusting to school environmentSlide69
Major Characteristics of Secondary/Tier 2 Interventions (Academic AND Behavioral)
Addressed once quality, research-based Tier 1 preventions and practices are established.Team-based problem solving.Focus on smaller targeted groups of students who are at risk of engaging in more serious behavior problems and/or academic failure.
On-going monitoring of student progress and data-based decision-making.
Time-limited, intensive instruction focusing on targeted group of students common deficit area(s).Slide70
Major Characteristics of Secondary/ Tier 2 Interventions (continued)
Known by all faculty and staff.Ongoing identification and referral process Rapid access to and continuously available intervention (5 days).
Research/Evidence-based interventions based on assessment results.
Adequate resources allocated (administrative support, time,…).Slide71
Phys. Health
Nutrition
Mental Health
Reading/ Literacy Intervention
Math Intervention
Study/ Organization Skills Inter.
Social Skills
Intervention
CSH Coordinator/
School Nurse
Literacy/
Reading
Coach
Mathematics
Coach
School
Psy
./
Behavior Specialist/CounselorSchool Psy./ Behavior Specialist/ CounselorTier 2/Secondary Coordination Team
Check-In/Check-outCICOCoordinatorTargeted Group x LocationTier 1 TeamTier 1 Leadership TeamSlide72
Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary Academic and Behavioral Interventions for Targeted Groups of StudentsStep 2. Analyze Current Interventions
Step 3. Conduct Gap AnalysisStep 4. Establish/Flesh Out and Implement Tier 2/Secondary Coordinating Team
Step 5. Fill GapsStep 6. Develop and Implement Referral Procedure
Step 7.
Implement
and Codify Tier 2 SystemsSlide73
Academic Systems
Behavioral Systems
1-5%
1-5%
5-10%
5-10%
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid responseTargeted Group InterventionsSome students (at-risk)High efficiencyRapid response80-90%80-90%Universal InterventionsAll studentsPreventive, proactiveUniversal InterventionsAll settings, all students
Preventive, proactiveMulti-tier ModelAttention, Effort, PrecisionSlide74
Tier 1: Primary Preventions
Whole School, Classroom, and Non-Classroom
Systems for
All
Students & Staff
~80% of Students
Tier 2: Secondary Interventions
Specialized Systems for Students with At-Risk Behavior
~15%
Tier 3: Tertiary Interventions
Specialized
Individualized
Systems for Students with High-Risk Behavior
~5%
INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS:
The Three Tiered ModelSlide75
Who Is In the “Tip” of the Triangle?<5% of students
Multiple referrals (6+)>50% of all referrals/behavioral incidentsExhibits severe and/or chronic patterns of problem behaviorsConsumes significant time and resourcesSlide76
In general…Poor peer relations
Low academic achievement/Failing multiple classesLacks anger controlPoor organizational or study skillsLow self-esteem“student’s reputation precedes him/her”Never did school well
Sometimes has “does not care attitude”Slide77
Referrals per StudentSlide78
Beliefs About Behavior
Behavior is related to and governed by its context.Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person.Slide79
Basic Human Needs
HUMAN DIGNITY
SURVIVAL
EMPOWERMENT
BELONGING
GENEROSITY
HUMOR AND FUN
FEELINGS OF COMPETENCE
SOCIALIZATION/
COMMUNICATIONSlide80
Beliefs About Behavior
Behavior is related to and governed by its context.Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person.
Behavior is affected by internal events (e.g., physiological condition or emotional state).
Behavior is influenced by factors outside the immediate context, including relationships, activity patterns, and lifestyle issues.
Behavior changes as people mature and develop new competencies.Slide81
Skill DeficitsSlide82
Individual Student System
Tier 3/Tertiary InterventionsBehavioral competence at school & district levels
Function-based behavior support planning
Data-based decision making by teams
Comprehensive person-centered planning & wraparound processes
Targeted social skills & self-management instruction
Individualized instructional & curricular accommodations
School-wide Tier 2/Secondary interventions “in place”Slide83
Dec 7, 2007
Math
Soc Studies
Science
Reading
Soc skills
BasketballSlide84
Tier 1: Primary Prevention:
Whole School, Classroom, and Non-Classroom
Systems for
All
Students & Staff
Tier 2: Secondary Interventions
Specialized Group Systems for Students with At-Risk Behavior
Tier 3: Tertiary Interventions
Specialized Individualized
Systems for Students with High-Risk Behavior
Maximizing
Resources
Begin HereSlide85
Cherokee High School 2007-08 graph – Year End
Cherokee High School: January 2009Slide86
SYSTEMS
PRACTICES
DATA
Supporting
Staff Behavior
Supporting
Decision
Making
Supporting
Student Behavior
Integrated Systems:
Critical Elements for Durable Results
Valued OutcomesSlide87
School Teams Must Have Immediate Access to Data to Make Objective Decisions About School Climate & SafetySlide88
Information Systems for
Data-Based Decision MakingFidelity of Implementation: School-wide Evaluation Tool (SET)
Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)
Desired Outcomes:
School Safety Survey (SSS)
Suspensions, Expulsions, Remands
Office Discipline Referrals (ODRs)Slide89
Information Systems for
Data-Based Decision MakingFidelity of Implementation:
School-wide Evaluation Tool (SET) Slide90
School-Wide Evaluation Tool (SET)
The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of primary preventions across each academic school year.
Areas Assessed
Expectations Defined
Behavioral Expectations Taught
System for Rewarding/Acknowledging Behavioral Expectations
System for Responding to Behavioral Violations
Monitoring and Decision Making
Management/Leadership
District Level SupportSlide91
School-wide Evaluation Tool (SET)Slide92Slide93
Information Systems for
Data-Based Decision MakingFidelity of Implementation:
School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)
Desired Outcomes:
School Safety Survey (SSS)
Slide94
School Safety Survey
(SSS)
Addresses the question: To what extent are our schools perceived to be safe?
Provides a summary of the presence of “risk factors" and the “response plans” to those risk factors.
Results can be used in determining training and support needs related to school safety and violence prevention.
Conducted annually in January/February.Slide95
School Safety Results
Slide96
School Safety Results
Slide97
School Safety ResultsSlide98
School Safety DataSlide99
Information Systems for
Data-Based Decision MakingFidelity of Implementation: School-wide Evaluation Tool (SET)
Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)
Desired Outcomes:
School Safety Survey (SSS)
Suspensions, Expulsions,
Remands
Office Discipline Referrals (ODRs)
Slide100
Essential Data for School-Based Decision-Making
Referrals by problem behavior?What problem behaviors are most common?
Referrals by location?
Are there specific problem locations?Referrals by
time of day
?
Are there specific times when problems occur?
Referrals by
student
?
Are there many students receiving referrals or only a small number of students with many referrals?
Referrals by
teacher
?
Are there many
teachers referring or only a small number of teachers with many referrals?Slide101Slide102
SWIS
(School-wide Information System)
Web-based information system for gathering and summarizing problem behavior information and for making data-based decisions.
Summarizes office discipline referral information by (a) how often, (b) where, (c) when, (d) what, and (e) who.
Summaries provided in tables and graphs.
Confidentiality protected.
$250 per school per year annual fee.
Check
In Check Out added to SWIS- schools pay additional $50 to access this piece
.
Coming Soon: ISIS!Slide103
0
5
10
15
20
Ave Referrals per Day
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jun
School Months
E.S.
Office Referrals per Day per Month
Is There a Problem? Maintain - Modify - Terminate500 StudentsSlide104
Slide105
Slide106
Slide107Slide108
Referrals per StudentSlide109
Elementary/Middle SchoolSlide110
Lying
Aggression
Class
Commons
Individual StudentSlide111
Triangle Data Report
# All
% All
# Major
% Major
# Minor
% Minor
Students with 0 Referrals
377
78.05 %
450
93.17 %
391
80.95 %
Students with 1 Referrals
63
13.04 %
26
5.38 %
5611.59 %Students with 0 or 1 Referrals44091.10 %47698.55 %44792.55 %Students with 2-5 Referrals367.45 %61.24 %347.04 %Students with 6+ Referrals71.45 %10.21 %2
0.41 %Students with 9+ Referrals20.41 %00.00 %10.21 %Slide112
SWIS ReadinessSlide113
School-wide discipline is one of the top three goals for the school.
2. Administrative support for the implementation and use of SWIS
™
is available.
3. A behavior support team exists, and they review referral data at least once a month.
4. The school uses an office discipline referral form that is compatible with SWIS
™
referral entry.
5. The school has a coherent office discipline referral procedure that includes:
Definitions for behaviors resulting in office-managed vs. staff-managed referrals
A predictable system for managing disruptive behavior
6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times.
7. Three people within the school are identified to receive one, 2-hour training on the use of SWIS
™
.
8. The school has computer access to Internet, and one of two web browsers. (Netscape 6, Internet Explorer 5)
9. The school agrees to on-going training for the team receiving SWIS
™
data on uses of SWIS
™ information for discipline decision-making.10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures.Slide114
Funding
Visibility
Political Support
Training
Coaching
Evaluation
District/State Leadership Team
Active Coordination
Local School Teams/Demonstrations (80%/80% on SET)
Integrated Systems Logic Model
Braiding InitiativesSlide115
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIPSlide116
Getting Started Establish and Confirm Commitment
Administrative support is crucialSlide117
Getting Started Establish and Confirm Commitment
Administrative support is crucial
Behavior support is one of the top 3 goals for your school
Faculty support for SWPBS should be 80% or
higher
- SAS results
- Commitment cards
- etcSlide118
Visit other schools
Invite admin or team from other schoolFocus group discussions with naysayers distributedGo to http://web.utk.edu/~swpbs website and assign to contact for info/satisfaction
5. Show videotapesVisit
www.pbis.org; www.swis.org
Jigsaw research and discuss
Assign Colvin’s “7 Steps to SWPBS”
Review current discipline data. Show recouped possibilities
Principal attend SWPBS Principals Forum
School members attend Annual TN SWPBS conference or Annual APBS conference
Pilot with problem area, e.g., cafeteria, freshman class, ….
Buy-In ActivitiesSlide119
Getting Started Establish and Confirm Commitment
Administrative support is crucial
Behavior support is one of the top 3 goals for your school
Faculty support for SWPBS should be 80% or higher
Acknowledge a (3)-5-7 year commitment of effortSlide120
Members are representative of school faculty and include administrator, families, faculty, & students.
Getting Started
Establish/ Expand Upon a Leadership Team
Leadership team attends “Growing the Green/ Establishing Tier 1 Preventions of SWPBS” 2-day workshopSlide121
Getting Started
Tier 1 Leadership
Team Meets Routinely
Team runs efficient meetings
-
roles
- ground rules
- decision-making
strategies
- agenda
Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthlySlide122Slide123Slide124Slide125Slide126
Behavioral Expectations Established
Lesson Plans for Teaching …..An Acknowledge System…..Assessments
VisibilityTask ReviewSlide127
Getting Started
Tier 1 Leadership
Team Meets Routinely
Team runs efficient meetings
-
roles
- ground rules
- decision-making
strategies
- agenda
Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthly
School team works with faculty and staff to establish
Tier 1
preventions for all students.
Teams makes data-based decisions to sustain integrated systems.
Feed your team – literally and figuratively!Slide128
2010-2011 TASL-Approved WorkshopsSlide129
EdPro
180: Scaffolding Instruction and Designing Accommodations to Include All Learners EdPro 170: Differentiated Instruction Basics
EdPro 160: Differentiated Formative Assessments to Improve Student LearningEdPro 150: Collaborative Practices and Co-Teaching Strategies for All Students
EdPro 140: Evidence-Based Classroom Management StrategiesEdPro130:
Extending SW-PBIS Tier 1 and Braiding “Bully Proofing” into Tier 1 Supports
EdPro 120:
Data-Based Decision Making for Tier 1 Behavior Support and Academic Practices
EdPro 110:
Growing the Green: Building Tier 1 School-wide Positive Behavior Interventions & Support
*EdPro 360:
Differentiated Curriculum Content for Students with Significant Intellectual Disabilities
*EdPro 350:
Systematic Instruction for Students with Significant Intellectual Disabilities including Autism
*EdPro 340:
Supporting Students with Communication Challenges
EdPro 330:
Applying
Advanced Functional Assessment Tools and StrategiesEdPro 320: Instructional Supports for Students with Patterns of Extreme Learning and/or Problem Behavior, Including AutismEdPro 310: Building Tier 3 Systems of Support for Students with Patterns of Extreme Problem Behavior EdPro 220: Teaching Students Self Management Skills to Improve Academic and Social Skills OutcomesEdPro 210: Building and Integrating SW-PBIS Tier 2 Systems of Support Slide130
www.edprodevelopment.com
130
download fromwebsiteSlide131Slide132
www.edprodevelopment.com
132
download fromwebsiteSlide133Slide134
www.edprodevelopment.com
134
download fromwebsiteSlide135Slide136
Keep working at it.
Plow forth in tough times.
It takes time, but it is worth the time.Slide137
We’ve learned a lot…
We’re still learning….Research and practice keep teaching us how to implement and sustain with fidelity – more effectively, more efficiently, more practicably.Slide138
www.pbis.org
www.edprodevelopment.com www.swis.org www.pbisillinois.org
www.pbismaryland.org
www.pbismissouri.org
http://
miblsi.cenmi.org/Home.aspx
Additional Resources for SWPBSSlide139Slide140
Elementary Slide141Slide142Slide143
Middle SchoolSlide144
High SchoolSlide145Slide146
Students:
281 Referrals: 1617
Staff:
88
Referrals:
2106