Blue Ribbon Summit Positive Behavior Support

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Blue Ribbon SummitPositive Behavior Support

• Susan Barrett
• www.pbis.org
• www.pbismaryland.org
• www.swis.org

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Advance Organizer

• Review PBIS Big Ideas
• Following the Road Map-Critical Features

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Challenge 1
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Competing, Inter-related National Goals

• Improve literacy, math, geography, science, etc.
• Make schools safe, caring, focused on teaching
  learning
• Improve student character citizenship
• Eliminate bullying
• Prevent drug use
• Prepare for postsecondary education
• Provide a free appropriate education for all
• Prepare viable workforce
• Affect rates of high risk, antisocial behavior
• Leave no child behind
• Etc.

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Big Ideas

• How do we use our minutes more efficiently ?
• How do we work smarter?

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Challenge 2
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Big Ideas

• What are some of the ways we network/collaborate?
  How do we make time for this?
• How do we build on what is working in a
  coordinated way ?
• How do we sustain our success over time?

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Does theTraditional Approach Work?

• A middle school principal must teach classes when
  teachers are absent because substitute teachers
  refuse to work in a school that is unsafe and
  lacks discipline
• An intermediate/senior high school with 880
  students reported over 5,100 office discipline
  referrals in one academic year
• A middle school counselor spends nearly 15 of
  his day counseling staff members who feel
  helpless and defenseless in their classrooms
  because of a lack of discipline and support
• In one school year, 13-year-old Jason received 87
  office discipline referrals
• In one school year, a sixth grade teacher
  processed 273 office discipline referrals.
  Sugai
  (2000)

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Student Interactions with the School
Students who exhibit challenging behaviors have

• higher rates of negative interactions with adults
  regardless of their behavior
• higher rates of punitive consequences than peers
• this tends to make behaviors worse
• lower rates academic engaged time with
  teacherperpetuation of behavior and academic
  problems

Shores, Gunter, Jack, 1993Wehby, Symons,
Shores, 1995Gunter, Denny, Jack, Shores,
Nelson, 1993
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Time Cost of a Discipline Referral(45 minutes
per incident)
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Traditional Discipline versus PBS

• Traditional Discipline
• Focuses on the students problem behavior
• Goal is to stop undesirable behavior through the
  use of punishment

• Positive Behavior Support
• Replaces undesired behavior with a new behavior
  or skill
• Alters environments
• Teaches appropriate skills
• Rewards appropriate behavior

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What About Your Experience?

• Is student behavior improving at your school?
• If so, why?
• If not, why not?

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Why School-Wide PBS?

• Over 5000 schools across the country and over 500
  in Maryland are implementing SWPBS because
• It can be adapted to fit your particular school
• It can coexist with most other school-wide
  programs (reading first, character ed, etc.)
• It is consistent with research-based principles
  of behavior

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PBIS Foundations

• Behavior physiology
• Learned behavior
• Behavior environment
• Behavior lawfulness

Behaviorism

• Observable behavior
• Socially important questions
• Applied settings
• Functional relationship

ABA
PBS
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What is
PBIS? PBIS is a process for
creating safer and more effective schools.
Rather than a prescribed program, PBIS provides
systems for schools to design, implement, and
evaluate effective school-wide, classroom,
non-classroom, and student specific discipline
plans to support behavior and educate all
children. 
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Positive Behavior Support

• Aims to build effective environments in which
  positive behavior is more effective than problem
  behavior
• Is a collaborative, assessment-based approach to
  developing effective interventions for problem
  behavior
• Emphasizes the use of preventative, teaching, and
  reinforcement-based strategies to achieve
  meaningful and durable behavior and lifestyle
  outcomes

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Working Smarter
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How does the Triangle Fit PBS?

• A support plan to address the needs of students
  with chronic, challenging behaviors
• An instructional component for teaching students
  self-control, expected behaviors, and social
  skills strategies
• Clearly defined and communicated expectations and
  rules
• Consequences and clearly stated procedures for
  rewarding appropriate behavior and for correcting
  rule-breaking behaviors
• Total staff commitment to managing behavior

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Universal
Secondary
Tertiary
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SW PBS
Supporting Social Competence Academic
Achievement
OUTCOMES
Supporting Decision Making
DATA
Supporting Staff Behavior
SYSTEMS
PRACTICES
Supporting Student Behavior
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Practices Data Systems
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Road Map

• Use Team Implementation Checklist to guide action
  plan

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1. Establish Commitment

• Administrator support and active involvement
• Behavior Support 1of top 3 school improvement
  goals
• 80 Faculty support
• District Support/3 year timeline

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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Staff Commitment80 buy in

• Administrator Commitment
• Admin attends meetings 90 of the time
• Admin provides funding for PBIS activities
• Admin puts time on staff agenda for PBIS updates
• Admin actively promotes PBIS as priority,
  integrates with other initiatives/improvement
  activities

• Share Data/Presentations
• Start Small
• Easy Implementation
• Showcase Success

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Obtain 80 Staff Consensus

• A YES vote means that I agree to
• provide input in determining what our schools
  problems are and what our goals should be
• make decisions about rules, expectations, and
  procedures in the commons areas of the school as
  a school community
• Follow through with all school-wide decisions,
  regardless of my feelings for any particular
  decision
• Commit to positive behavior support systems for a
  full year - allowing performance toward our goal
  to determine future plans

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PBIS Involvement

• Remember
• PBS involves all of us
• we decide what our focus will be
• we decide how we will monitor
• we decide what our goals are
• we decide what well do to get there
• we evaluate our progress
• we decide whether to keep going or change

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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2. Establish and Maintain Team

• Core team members will make or break the change
  effort. Choose the team to assure
• Representation from all subject areas
• Representation from all staff cohorts
• Inclusion of a trusted administrator, discipline
  guru, motivator

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Team Composition

• Administrator
• Grade/Department Representation
• Specialized Support
• Special Educator, Counselor, School Psychologist,
  Social Worker, etc.
• Support Staff
• Office, Supervisory, Custodial, Bus, Security,
  etc.
• Parent
• Community
• Mental Health, Business
• Student

Start with Team that Works.
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Behavioral Capacity
Priority Status
Representation
Team
Data-based Decision Making
Administrator
Communications
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Establish and Maintain Team

• A team exists to improve behavior support
  systems.
• The team is representative and includes an
  administrator
• The team has a scheduled meeting time
• Every other week? Monthly?
• The team has efficient internal process
• Agenda
• Minutes
• Team has culture of care

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Marketing Strategy

• Integrate past school behavior plans
• Assure clarity of target areas
• Incorporate school colors or mascot

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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3. Self-Assessment

• Completion of PBIS Staff Survey
• Team summarizes existing school discipline data
• Strengths, areas of immediate focus identified
• Action plan written

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Gather Information
Data Office Referrals, Suspension, Attendance,
Academic Survey Staff, Students, Administration,
Parents
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GENERAL IMPLEMENTATION PROCESS Getting Started
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Agree on Logical Realistic Plans

• Big Ideas
• The staff use the characterization information
  and objectives to determine the expectations and
  strategies to be used in meeting those objectives.

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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4. Establish School-wide Expectations

• Define 3-5 school-wide behavioral expectations
• Define each expectation (how it will look across
  different settings)
• Teach the expectations to ALL students
• Teach the expectations in ALL settings
• Allow students a chance to practice behaviors

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Develop Rules of Behavior

• The 5 Bes
• Be kind
• Be safe
• Be cooperative
• Be respectful
• Be peaceful
• Code of Conduct
• I am respectful
• I am responsible
• I am safe
• I am prepared
• Respect Responsibility Pride
• Show respect
• Show responsibility

• High 5s
• Be respectful
• Be responsible
• Be there, be ready
• Follow directions
• Hands/feet to self
• The Respect School
• Respect others
• Respect property
• Respect yourself
• Formula 4 Success
• Respect
• Responsibility
• Ready-to-learn
• Re-thinking

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Teaching Matrix Activity
 
 
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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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Samples

• High Fives, Gotchas
• Traveling Passport
• Super Sub Slips, Bus Bucks
• 1 Gallon
• Back/front of bus
• Free homework coupon
• Discount school store, grab bag
• Early dismissal/Late arrival
• First/last in Line
• Video store coupon, free fries
• Positive Office Referrals
• Extra dessert
• Class event

• G.O.O.S.E
• 1-Free Period
• Massage
• File stuffer
• Coffee Coupon
• Golden Plunger
• Give Em a Hand
• Kudos

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Cougar Traits in the Community
Student Name __________________________________
Displayed the Cougar Trait of
Respect Responsibility Caring Citizenship (
Circle the trait you observed)Signature
_____________________________________________If
you would like to write on the back the details
of what you observed feel free! Thank you for
supporting our youth.
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Positive Office Referral

• Balancing positive/negative adult/student
  contacts in Oregon
• Procedures
• Develop equivalent positive referral
• Process like negative referral

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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5. Establish System to Respond to Behavioral
Violations

• Classroom v Office Managed
• Decision Rules for Referrals
• Consensus on language
• Behavior definitions

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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7. Establish Information System

• Data collection is easy, efficient, relevant
• Addl data collected (attendance, grades, faculty
  attendance, surveys)
• Data entered weekly (minimum)
• Data analyzed monthly (minimum)
• Data shared with team and faculty monthly
  (minimum)
• Office referral form lists (a) student/grade (b)
  date/time, (c) referring staff, (d) problem
  behavior, (e) location, (f) persons involved, (g)
  probable motivation, and (h) consequences

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Behavior Progress Monitoring SWIS

• School Wide Information System (SWIS)
• A web-based information system for developing and
  sustaining positive school climate www.swis.org
  
• Efficient system for gathering information
• Web-based computer application for data entry and
  report generation
• Practical process for using information for
  decision making

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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8. Build Capacity for Function Based Support

• Personnel with behavioral expertise are
  identified involved.
• At least one individual on the PBIS team who has
  training or experience in behavior support (i.e.
  school psych, behavior specialist, counselor with
  skills including practical foundations of
  behavior support, experience with data collection
  and data analysis, capacity to design and
  implement comprehensive plans)
• Plan developed to identify and establish systems
  for teacher support, functional assessment
  support plan development implementation
  Students identified through multiple data
  sources, teacher/parent request Teachers feel
  supported by SW team-response time to request
  within 24 hours Focus of support is preventative,
  educative, functional, data based, empirically
  valid, collaborative and tied to SW, classroom
  and individual support programs

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Critical Features

• Establish Commitment
• Establish and Maintain Team
• Self-Assessment
• Establish School-Wide Expectations
• Establish On-Going System of Rewards
• Establish System for Responding to Behavioral
  Violations
• Establish Information System
• Build Capacity for Function-Based Support
• Build District Level Support

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9. Build District Capacity

• Allocate money for building and maintaining
  school-wide behavioral support.
• PBIS is high on list of priorities and
  activities, printing costs, FTE is funded
  adequately19. Identify a facilitator (coach) who
  connects the school with district-wide PBIS
  efforts, attends team meetings and provides
  technical assistance.
• Write a professional development plan for
  increasing technical skills in the area of
  effective behavioral support and team-work.
• School data drives professional development plan,
  training topics and schedule is embedded with
  annual action planOther initiatives are
  integrated with PBIS

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Create working environments where employees
(Buckingham Coffman 2002, Gallup)
1 million workers, 80,000 managers, 400 companies

• 1. Know what is expected
• 2. Have materials equipment to do job correctly
• 3. Receive recognition each week for good work.
• 4. Have supervisor who cares, pays attention
• 5. Receive encouragement to contribute improve
• 6. Can identify person at work who is best
  friend.
• 7. Feel mission of organization makes them feel
  like their jobs are important
• 8. See people around them committed to doing good
  job
• 9. Feel like they are learning new things
  (getting better)
• 10. Have opportunity to do their job well.