Using Data for Positive Behavior Change Addressing the Behavior of All Students

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Using Data for Positive Behavior
ChangeAddressing the Behavior of All Students

• Georgia Association of Educational Leaders
• 34th Annual Summer Conference
• July 15, 2008

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What is Behavior?

• ANYTHING we SAY or DO
• Focus on what is observable rather than
  intentions
• HOW WE REACT to our environment
• Behaviors are LEARNED and continue because they
  serve a PURPOSE or FUNCTION
• We engage in behaviors because we have learned
  that a DESIRED OUTCOME occurs

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Basic Behavior Principles

• Must know why behavior is occurring to develop an
  effective intervention plan
• When you understand what is happening at your
  school and why it is happening, you will be able
  to change how things work to increase appropriate
  behavior and decrease inappropriate behavior

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Traditional Discipline versus PBS
Traditional Discipline Positive Behavior Support
Goal is to stop undesirable behavior through the use of punishment Focuses on the students problem behavior Goal is to stop undesirable behavior by Replacing with a new behavior or skill Altering environments Teaching appropriate skills Rewarding appropriate behavior
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Does the Traditional Approach Work?

• In one school year, 13 year-old Jason received 87
  Office Discipline Referrals (ODR)
• A high school with 880 students reported over
  5,100 ODRs in one academic year
• A middle school principal must teach classes when
  teachers are absent because substitute teachers
  refuse to work in the school
• A middle school counselor spends nearly 15 of
  his day counseling staff members who feel
  helpless in their classrooms

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Time Cost of a Discipline Referral(45 minutes
per incident)
1000 Referrals per year
Administrator Time 500 hours
Teacher Time 250 hours
Student Time 750 hours
Totals 1500 hours lost!
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• If a child doesnt know how to read, we teach.
• If a child doesnt know how to swim, we teach.
• If a child doesnt know how to multiply, we
  teach.
• If a child doesnt know how to drive, we teach.
• If a child doesnt know how to behave, we
• teach? punish?
• Why cant we finish the last sentence as
  automatically as we do the others?
• (Herner, 1998)

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Positive Behavior Support (PBS)

• A processnot a curriculum
• Individualized to the unique features of your
  school
• Emphasis on continuous, data-based improvement
• Focus on efficiency, effectiveness relevance
• An instructional approach
• Focuses on teaching social behavior like academic
  skills
• Acknowledges and encourages appropriate social
  development
• Teaches, models, reinforces, reteaches,
  practices, precorrects, reinforces.

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PBS is

• a school-wide approach to discipline
• a proactive approach
• a way to encourage positive behavior and
• a way to stop misbehavior before it starts
• individualized to the unique features of each
  school
• a team based approach to problem solving
• data based decision making

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PBS and RtI

• Quality curriculum and instruction
• Data used for decision making
• Evidence based interventions
• Progress monitoring
• Interventions at different levels to meet
  individual students needs

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• The academic deficits of these students thus may
  be exacerbated by the lack of effective academic
  instruction they receive, which in turn is due in
  part to their disruptive classroom behavior.
• Sutherland, Wehby Yoder, 2002

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• Good teaching is one of our best behavior
  management tools that includes
• Active engagement
• Positive reinforcement

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• Teach social skills in the same way you would
  academic skills
• Tell/model/explain
• Guided practice
• Monitor assess
• Give positive feedback
• Adjust enhance

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From This Morning

• Think of a coach or a music teacher, they monitor
  and give immediate feedback in a constructive
  manner. The same should be true of behavior and
  academics.

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• If we carefully attend to instruction we may find
  that Students learn more and problem behavior is
  reduced

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If your horse dies, DISMOUNT

• If your intervention doesn't work,
• stop doing it!
• DO NOT
• 1.  Stay on the horse. 2.  Switch riders. 3. 
  Move the horse to a new location. 4.  Buy a
  stronger whip.

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• 5. Tighten the cinch. 6. Try a new bit or
  bridle. 7. Say things like "We've always ridden
  our horses this way." 8.  Visit other sites
  where they ride dead horses in different ways.
  9.  Complain about the state of horses nowadays.
  10. Blame the breeding

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It is Not Just About Behavior
Redesign support teaching learning
environments that are effective, efficient,
relevant, durable Outcome-based Data-guided
decision making Evidence-based
practices Systems support for accurate
sustained implementation
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What will PBS look like in your school?

• Data will be used to help track progress and
  identify areas to target for intervention
• Discipline referral Processes Procedures will
  be consistent throughout the school
• The school will develop and use school-wide
  Expectations Rules in settings across campus to
  teach students appropriate behavior
• A Reward System will be used to encourage and
  model appropriate behavior and Effective
  Consequences will be developed and used to
  discourage inappropriate behavior

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The PBS Team

• Approximately 6-8 participants form the PBS team
• Representative of all faculty on campus
• At least one administrator serves on the team
• The team assists the school in implementing and
  maintaining PBS efforts
• The team meets monthly to go over data and plan
  PBS activities and action plans
• The team shares discipline data with staff and
  asks for staff input on PBS efforts

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Implementing Successful PBS in Schools Struggling
with AYP

• Experiences in the state of Florida found the
  following difficulties with schools implementing
  PBS that were also struggling academically
• Administration that had little interest in
  implementing
• Did not have stable administration
• Did not have active buy-in from the faculty
• Cannot get faculty to buy into being part of the
  team

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How Will the DATA Make a Difference?

• Easy to read and interpret (graphs)
• Discipline data are reviewed monthly by the PBS
  Team and shared with staff
• Helps to quickly identify problem areas in need
  of change
• Working smarter, not harder
• Helps to identify what is working well
• Celebrate success
• Lets you know if interventions are working

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Positive Behavior Support of Georgia

• Georgia Dept. of Education Strategic Plan
• Collaboration support from USF
• State PBS Leadership Team
• State PBS Action Plan
• Collaboration with the State Personnel
  Development Grant Graduation/Dropout Prevention
  Project
• Summer training 2008
• Monthly support through coaches network and
  assistance to schools through data review

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Summer 2008 PBS Training

• Implementation system-wide in 2 systems Lee
  County and Emanuel County
• 2 GNETS Programs
• 4 Alternative Schools
• Elementary, Middle and High Schools from
• Baldwin, Carroll, Catoosa, Decatur, Madison,
  Meriwether, Murray, Muscogee, Richmond

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How do we sign up?

• February/March PBS Forum for interested schools
• Applications on the GaDOE website in
  February/March
• Contact Positive Behavior Support Unit for more
  information

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Contact Information and Resources

• Georgias Positive Behavior Support
• Ginny OConnell, Program Manager and State PBS
  Coordinator
• Phone [phone]
• Fax [phone]
• Email voconnel_at_doe.k12.ga.us
• Online Behavior Training Tutorial
• Online tutorial http//serc.gws.uky.edu/pbis
• OSEP Center on PBIS
• National Website http//www.pbis.org