Planning Schoolwide Interventions: Analysis of

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Planning Schoolwide Interventions Analysis of
Big 5 Office Referral Data

• Nanci W. Johnson Ph.D.

Center for PBS College of Education University of
Missouri
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Sobering Observation
"All organizations and systems are designed,
intentionally or unwittingly, to achieve
precisely the results they get." R. Spencer
Darling (Business Expert)
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To Improve Schools for Children

• Use evidence-based practices
• Always look for data of effectiveness
• Never stop doing what is working
• Implement the smallest change that will result in
  the largest improvement
• Make any initiative adapt to your school culture
• Never introduce something new without
  simultaneously defining what you will stop doing
  to create the resources for the new effort.

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From Big 5 Data Review to Planning Schoolwide
Interventions

• Identify Problem Context
• Select Replacement from Matrix
• Develop an Efficient Schoolwide Intervention Plan

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Office Discipline Referrals and The BIG 5!

• Examine office discipline referral (ODR) rates
  and patterns
• Major Problem events (aka Office Managed)
• Minor Problem events (aka Classroom Managed)
• Ask the BIG 5 questions
• How often are problem behavior events occurring?
• What types of problem behaviors?
• Where are they happening?
• When are the problems occurring?
• Who is contributing?

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Missouri ElementaryPer Day Per Month
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Using the Average Generator
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Triangle Generator
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August 08 to mid-May 09
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Basic Reflection Questionsfor Schools or Programs

• What does it look like now?
• Use Big 5 Report as a snapshot
• How would we know if we are successful?
• Use National Statistics as your guidelines
• Are we satisfied with how it looks?
• YES
• Celebrate
• What can we do to keep it like that?
• Big 5 Data Review Guide
• NO
• What do we want it to look like?
• What do we need to do to make it look like
  that?
• Big 5 Data Review Guide

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So Whats the Problem?

• Aggression / fighting in the classroom at 1000,
  215 and 315 by approximately 11 of the student
  population.
• What Do You Want Students to do INSTEAD of the
  Problem Behavior? Look at the MATRIX to select
  potential REPLACEMENT BEHAVIORS.

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Elementary Teaching Matrix
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Science Of Behavior

• Behavior
• Chosen from the schoolwide Matrix of Behavioral
  Expectations
• Antecedent
• Includes Setting Events which are conditions or
  circumstances that increase the probability of a
  behavior occurring and Triggers which are an
  event that activates the behavior of interest
• Consequences
• The resulting event that causes an effect. By
  definition a consequence either increases
  (REINFORCEMENT) or decreases (PUNISHMENT) the
  likelihood that an event will recur.

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Replacement Behavior

• ALWAYS choose the replacement behavior from the
  schoolwide Matrix
• There might be more than one behavior that
  applies
• Choose the behavior that will
• Be the easiest to support, teach and encourage
• Have the biggest positive impact schoolwide

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Rating Current SCHOOLWIDE Implementation of
Antecedents and Consequences

• action/step that is already in place and
  evidence exists to document its use
• ? action/step that is currently in place, but
  for which there is no evidence of implementation,
  or that could be tweaked to improve
  implementation
• - action/step that is not currently in place

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Antecedent - Action StepsPlanning for the
desired REPLACMENT Behaviors

• Non-Classroom Procedures Routines
• Classroom Procedures Routines
• Active Supervision
• Precorrects
• Signage
• Communication

• Lesson Plans
• Schedule for Teaching Schoolwide
• Role Plays
• Substitute Teacher Packet

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Antecedent - Teaching

• Teachers and Staff
• ____ Staff Meetings
• ____ Staff memos, emails, newsletters, and
  handbooks
•  ____ Departmental or grade level meetings
• Students
• ____ Direct instruction tell, show, practice,
  feedback
• ____ Embedded within academic curriculum
• ____ Rationale -Tied to everyday life in the
  REAL WORLD

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Positive Feedback

• Plan for Effective Positive Feedback
• ____ Specific
• ____ Immediate
• ____ Genuine
• ____ Minimum Ratio of 41
• ____ Classroom feedback tied to schoolwide
• system!
•  

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Positive Feedback

• Level 1 Free Frequent
• Use everyday, in every setting
•  Level 2 Intermittent
• Award Occasionally
•  Level 3 Strong Long Term
• Quarterly or Year Long Goal
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• Performance Feedback for Staff

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Respectful Redirect/Error Correction

• Consider this
• The single most commonly used but least
• effective method for addressing undesirable
• behavior is to verbally scold and berate a
• student
• Albetro Troutman, 2006

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Corrective Feedback

• Plan for Effective Error Correction
• ____ Immediate
• ____ Specific
• ____ Private/Quiet
• ____ Calm
• ____ Quick

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Correction Continuum

• ____ Prompt
• ____ Redirect
• ____ Re-teach
• ____Provide Choices
• ____Conference
• ____Short Removal

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Action Plan

• Goal Matrix Behavior
• Steps Antecedent Action Steps, Positive
  Feedback, Corrective Feedback
• Resources Who, materials needed, etc.
• Timeline When will it happen?
• Evaluation Fidelity of Plan Implementation as
  well as Outcomes!

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Resources

• SW-PBS Team Jump Drive
• Missouri SW-PBS Online http//pbismissouri.org/
• National PBIS Center http//pbis.org/
• Nanci W Johnson JohnsonNW_at_missouri.edu