Post on 21-Jan-2016
Don Kincaid, Ed.D.Co-Director & Co-P.I.FL PBS:RtIB Project
PBS in Florida High Schools
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“PBS requires schools to use token economies”
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To Reward, or Not To Reward?
• Increase the likelihood that students will behave
• Teaching tool
• Increase opportunities to build positive adult-student relationships, create positive climate
• Encourage students to “take the next step”
• Counteract negative peer influences
• Shape intrinsic motivation
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Token Economies
Benefits
•Fast & Efficient feedback
•Flexible
•Bridge to long-term reward
Drawbacks
•Logistics can be intimidating
•Counterfeiting worries
•Faculty buy-in
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Miami-Dade: School-Wide Strategy
• Problem: Poor attendance• Strategy: Reward students’ for being where they
needed to be, when they needed to be there• How they did it:
– Attendance Flags– Reward entire school if they reach 97% mark for the
week– Competition between classes for lowest absenteeism– Rewards improved attendance: District’s “Most
Improved” for 1st & 3rd Quarters
SHS
Show Responsibil
ity
Have Respect
Exhibit Self-
Control
School-Wide Behavior Bingo
Be Respectful
Be Responsibl
e
Be Ready to Learn
Homeroom
Class 1
Class 2
Lunch
Class 3
Class 4
Class 5
Class 6
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Getting HS Teachers Involved
(Teachers hated attending pep rallies)
•Homecoming Week:
– Every teacher attending rally had name placed into drawing
– 5 Winners received gift certificate to Denny’s
– Additional recognition in newsletter
•Class of the week:
– Identified through administrator walk-throughs
– One class per week nominated, based on outstanding instruction, student behavior and student work.
– Announced on Wolf-TV and presented with a framed certificate pronouncing them Class of the Week.
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What Other HS have done:
• Phone calls home• “Fast passes” for cafeteria• Tickets to school sporting events• Parking spaces• Dances• Access to a special cafe/store/seating area• Shadow a teacher/administrator for a day• Medallions/wristbands for model students• Music played over loudspeaker between classes• Faculty/student sports competition
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Still More to Consider…
• Web Resources:
– Ideas for Free Incentives: http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamples/Rewards-Incentives/Ideas%20for%20Free%20Incentives.pdf
– Increasing the Effectiveness of Reward Systems (non-token economy based): http://flpbs.fmhi.usf.edu/revision07/schoolwide/schoolexamples/Rewards-Incentives/Increasing%20the%20Effectiveness%20of%20Reward%20Systems.pdf
First year of implementation…
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“PBS requires schools to use token economies”
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“PBS lets students dodge the Code of Conduct”
2nd Step(Same behavior)Complete Tracking form Intervention
Behavior ceases. No furtheraction
Write Referral(Attach teacher tracking forms if applicable.) Send the student with the referralto Room 1.
4th Step(Same behavior) Seek Assistance from PBS Team
Behaviorceases. No furtheraction
a) Copy ofreferral and/orletter sent to the parent b) School retains copies c) Copy ofreferral to (how given to teacher?)teacher for files(when?…time frame?)
Administrationdetermines course of actionor consequences
Behaviorceases. No furtheraction
3rd Step(Same behavior)Complete Tracking form Intervention
Contact Parent
IS T
HE
INCID
ENT
Office
-
Man
aged
?
VerbalWarning.RestateExpectation/rule
NO YES
DISCIPLINEFLOW CHART
Data Entry procedures followed:Data Clerk enters daily into Terms
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we… …teach? …punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
(Herner, 1998)
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Designing Solutions
• If many students are making the same mistake, it is typically the system that needs to change, NOT the students
• You can only punish so much– Teach, monitor and reward before relying on
punishment
•Classroom systems are aligned with the school-wide plan
•Classroom rules follow training guidelines
•Classroom rules are developed & approved by your classroom teachers
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When DevelopingResponses to Problem Behavior:
• Clearly identify where various behaviors will be managed – Classroom vs. office
• Develop an array of responses to problem behaviors – Continuum/hierarchy of responses – Alternatives for different functions: Interventions don’t
have to come from a drop-down menu
• Opportunities for students to learn and/or practice more acceptable behaviors
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Federal & State Support• Intervention of choice in IDEA 2004• Supports NCLB• Positive Behavior for Effective Schools Act*• Florida’s EBD Rule, 2007• Florida’s Bullying & Harassment Prevention
policy, 2008• RtI:
http://www.fldoe.org/Schools/florida-reponse-to-intervention.asp– Universal (Tier 1) intervention– Evidence-based– Higher levels of PBS includes Tiers 2 & 3– Data-based, structured problem-solving process
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PBS’ Big Push
• Change adults’ mindset to teach, identify & acknowledge positive behavior
• Change adults’ behavior to respond appropriately to student behavior
• Move beyond the “What” to address the “Why”
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“PBS lets students dodge the Code of Conduct”
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“PBS is just another program”
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The Pendulum is Always Swinging…
•Character Counts•School-Wide PBS•Lions Quest•Too Good for Violence•Connect with Kids•Project Northland•Communities in Schools•Agression Replacement Training•Project SUCCESS
•Second Step•Check & Connect•Check-In/Check-Out•Steps to Respect•Foundations•Prepare•BEP•Positive Action•Conscious Discipline•Time to Teach
Three-Tiered Model of School Supports & the Problem-solving Process
ACADEMIC SYSTEMS
Tier 3: Comprehensive & Intensive Students who need individualized interventions.
Tier 2: Strategic Interventions Students who need more support in addition to the core curriculum.
Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.
BEHAVIOR SYSTEMS
Tier 3: Intensive Interventions Students who need individualized intervention.
Tier 2: Supplemental Supports: Students who need more support in addition to school-wide positive behavior program.
Tier 1: Universal Interventions All students in all settings.
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Why Tier 1 PBS?
• Over 6800 schools across the country and over 700 in Florida are implementing SWPBS because:
• It is aligned with RtI • 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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Customized for your school
• “PBS Ninja” video
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Improved Outcomes
• Research has shown SW-PBS has resulted in:– Reduction in ODRs and after school detentions– Reduction in use of physical restraint (special
education day school) and closing of seclusionary time out rooms
– Improved school climate– High teacher satisfaction– Increased parent involvement
(Algozzine & Algozzine, 2009)
Statewide Percent Change in Discipline Outcomes between Baseline & Year 1:
SY 2008-2009
-24
-18
-8
-30
-25
-20
-15
-10
-5
0
Perc
ent C
hange
ODR ISS OSS
110
Schools
89
Schools
108
Schools
High School “J”
Targeting Dress Code Violations: HS "S"
0
40
80
120
160
# Dress Codes Written # Staff Writing Dress Codes
# Re
ferrals
Sep-09 Oct-09
18% Drop
29% Increas
e
0
10
20
30
40
50
60
70
80
Low (BoQ <70) High (BoQ >=70)
Implementation Level
Av
era
ge
Da
ys
OS
S p
er
10
0 S
tud
en
ts 2004-2005 2005-2006 2006-2007 2007-2008
35
Sc
ho
ols
77
Sc
ho
ols
83
Sc
ho
ols
38
Sc
ho
ols
76
Sc
ho
ols
10
7S
ch
oo
ls
67
Sc
ho
ols
16
0S
ch
oo
ls
Average Days OSS per 100 Students by Implementation Level
0
10
20
30
40
50
60
70
80
90
Elementary Middle High Alt/Center
School Type
Av
era
ge
Bo
Q T
ota
l Sc
ore
2004-2005 2005-2006 2006-2007 2007-2008
52
Sc
ho
ols
78
Sc
ho
ols
10 5
Sc
ho
ols
40
Sc
ho
ols
56
Sc
ho
ols
58
Sc
ho
ols
10
Sc
ho
ol s
14
Sc
ho
ols
17
Sc
ho
ols
27
Sc
ho
ols
27
Sc
ho
ols
31
Sc
ho
ols
14 4
Sc
ho
ols
60
Sc
ho
ols
17
Sc
ho
ols
32
Sc
ho
ols
BoQ Totals by School Type Across Years
0
10
20
30
40
50
60
70
80
Elementary Middle High Other
School Type
Av
era
ge
FC
AT
Re
ad
ing
Le
ve
l 3
Sc
ore
Baseline Year 1
124 Schools 73 Schools 22 Schools 15 Schools
Average % Students Reaching Level 3 on FCAT Reading
0
10
20
30
40
50
60
70
80
90
100
Low (BoQ <70) High (BoQ >=70)
Implementation Level
Av
era
ge
Pe
rce
nta
ge
2004-2005 2005-2006 2006-2007 2007-2008
38
Sc
ho
ols
78
Sc
ho
ols
83
Sc
ho
ols
40
Sc
ho
ols
77
Sc
ho
ols
10
7S
ch
oo
ls
73
Sc
ho
ols
16
8S
ch
oo
ls
Percent of Students Reaching Level 3-FCAT Reading
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Evidence-Based
• SW-PBS has the largest research base out of any school-wide intervention (National Implementation Research Network - Fixen, 2008)
• School-wide positive behavior supports can foster engaged learning for students throughout a school (Luiselli, Putnam, Handler, & Feinberg, 2005; Nelson et al., 2002)
– Focuses students on what we want them TO DO– Increase positive interactions between students and staff
(having a positive adult role model is a resiliency factor)– Reduces need to engage in negative disciplinary measures =
increase time in class– Embedding school-wide expectations into assignments makes
them more relevant
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Characteristics of Effective High Performing Schools and Schools Implementing SW-PBS
(OSPI, 2007; Shannon & Bylsma, 2007)
• Clear and shared focus• High standards & expectations for all students• Effective school leadership• High levels of collaboration & communication• Curriculum, instruction, & assessments aligned with
state standards• Frequent progress monitoring (learning & teaching)• Focused professional development• Supportive learning environment• High levels family & community involvement
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“PBS is just another program”
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“PBS takes too much time…(away from instruction/ to develop the plan/ to deal with the data/ to train/ etc.)”
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Critical Elements of School-Wide PBS
As measured by the Benchmarks of Quality (BoQ)• PBS Team, Administrative Support
• Faculty Commitment, Participation• Effective Discipline • Data Entry & Analysis• Expectations & Rules• Reward/Recognition Program• Lesson Plans for Teaching Behavior• Implementation Planning• Crisis Planning• Evaluation• Classroom PBS Systems
(Kincaid, Childs & George, 2005)
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The road to full implementation…(For Tier 1!)
• 3-Day Initial training• Develop plan/system; refine current practices• Staff buy-in for critical elements• Staff training• Student orientation• Parent orientation• Bi-Monthly monitoring, planning• Teaching• Rewarding• Effective discipline• Evaluating progress• Ongoing professional development
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“PBS takes too much time…(away from instruction/ to develop the plan/ to deal with the data/ to train/ etc.)”
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We’re in it for the long haul
• PBS is a 3-5 year process:• PBS is not a pre-packaged plan and is often a
philosophical shift for staff, expect some initial resistance
• Rewards and incentives for staff often help maintain and boost staff participation
• Staff and administrator commitment is essential for success
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It’s a Process, not a Program
• Continue to use what’s working• Get rid of or improve what’s not
• What pre-packaged programs can’t offer: PBS is not something “extra”– Embed into curricula– Re-Purpose existing resources/activities– Make the most of natural situations (“Teachable Moments”)
• An ounce of prevention…
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Logic of Implementation
•Prevention•Tools for remediation•Room for accommodation Rough day
at School
All Students
Small groups of students
Individual Students
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Time Cost of a Discipline Referral
(45 instructional minutes per incident—Horner & Sugai, 2003)
1000 Referrals/yr 2000 Referrals/yr
Student Instructional Time
750 Hours 1500 Hours
Teacher Time 250 Hours 500 Hours
Administrator Time
500 Hours 1000 Hours
Totals 1500 Hours
LOST!
3000 Hours
LOST!
Finding Minutes…and Days
Instructional Days Lost to ODRs, 2000 referrals/year
188
125
0
50
100
150
200
Student Time Administrator Time
Num
ber o
f Day
s
Based on 45 min. Student time, 30 min. Administrator time
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Focus on Developing Effective Systems
• “Administrator Dance” video
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“PBS takes too much time…(away from instruction/ to develop the plan/ to deal with the data/ to train/ etc.)”
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Real Cost
• Training and Consultation provided at no charge to district
• District-Based follow-up technical assistance
– University support as needed
• Most activities can be supported through existing funding sources
– Need for community partners
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HS “T”
• Funding:– Student parking fees and soda sales = $3000 for
each school year. – Partners in Education donate specific money or
items to be used for PBS at TCHS. – Within the school different clubs/organization
donate items. – The school has paired with the Rotary and
Kiwanis Clubs to recognize the students of the month.
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PBS
Science Values
Vision
Practices that work
Practices that impact
quality of life
Practices that are doable, durable and
available
Science, Values and Vision
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Florida’sPositive Behavior Support
Project
For more information:• Contact: Heather George, Ph.D.• Phone: (813) 974-6440
• Fax: (813) 974-6115
• Email: flpbs@fmhi.usf.edu• State Website: http://flpbs.fmhi.usf.edu • National Website: www.pbis.org