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An Overview of the Integrated Systems Approach to School-

wide Positive Behavior Interventions and

Supports

Development

Providing staff development and technical assistance to schools with 25 years of experience to Tennessee schools.

Why Bother? The Data• Disproportionate suspensions and expulsions

based on disability and race• Teacher turn-over rates• 1st 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 …

Why Bother? It Works• Reduction of office discipline referrals and

suspensions

Referrals/ODR Data Year 1 vs. Year 2

Year 1 774 394 166 316 732 677

Year 2 441 249 98 175 596 372

School 1 School 2 School 3 School 4 School 5 School 6

Jere Baxter MS Nashville Grades 5-8; 582 students

• Started implementing SWPBS in 2007• In 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 School

September 2007 September 2008 Percentages

Referrals 58 35 Down 40%

Suspensions 41 18 Down 56%

October 2007 October 2008 Percentages

August 2007 August 2008 Percentages

East Lake Elementary

Semester Totals 07 Semester Totals 08 Percentage

217 132 Down 39%

suspensions• Recouped academic learning time • Recouped administrative time

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!

2005-2006 2006-2007

Washburn School (Year 3)

Recouped administrative time: 28 x 15 min/ 60 min = 7 hrs = ~1 dayRetrieved academic learning time: 28 x 45 min/ 60 min = 21 hrs = 2.8 days

2005-2006 2006-2007

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/Gained

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)

suspensions• Recouped academic learning time • Recouped administrative time• Improved academic achievement

When combined with effective instruction Larsen, Steeler,& Sailor (in press)

Horner, Sugai, Eber & Lewandowski (2004) Horner, Sugai, Todd, Lewis-Palmer (2005)

School-wide Behavior Systems

in Place

School-wide Behavior Systems

NOT in place

Literacy Interventions in

Improved Literacy

NO Literacy Improvement

Literacy Interventions NOT in Place

NO Literacy Improvement

(Kellem et al.)

NC Positive Behavior Support Initiative

0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050

Reading

Linear (Reading)

rxy = -.44(n = 36)

Dr. Bob Algozzine

Schools w/ Low ODRs & High

Academic Outcomes

Office Discipline Referrals per 100 Students

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.

“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!”

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 Works

13% of schools in Tennessee

States Implementing SWPBS>10,000 schools in 44 states

TN Schools Adopting SWPBS

“Good instruction

in a behaviorally

chaotic

environment will

fail!”Horner, 2006 Annual APBS Conference

… 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

PRACTICES

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Integrated Systems:Critical Elements for Durable Results

Science of behavior has taught us that students….

• Are NOT born with “bad behaviors”• Do NOT learn when presented contingent

aversive consequences• Do learn better ways of behaving by

being taught directly & receiving positive feedback

• Will not change if we do not change what we are doing

School-wide Positive Behavior Support: A New Paradigm of School

Discipline

Prevention and Teaching Vs. Control Disruption and/or Exclude Troubling Students

All Students All Settings All Times

School environment is predictable1. common language2. common vision (understanding of expectations)

3. common experience (everyone knows)School environment is positive

regular recognition for positive behaviorSchool environment is safe

violent and disruptive behavior is not tolerated

School environment is consistentadults use similar expectations.

SWPBS: Team-led Process

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Classroom

SWPBSPractices

Non-classroom Family

Student

School-wid

• Smallest #• Evidence-based• Biggest, durable

effect

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 forAll Students, Staff, &

Settings

SYSTEMS OFINTEGRATED SCHOOL-WIDE

SUPPORT: The Three Tiered Model

~ 80% of Students0-1 ODRs

Tier 3: Tertiary Interventions

Specialized Individualized Systems for Students with

High-Risk Behavior~5%

6+ ODRs

Primary/Tier 1 PreventionsWhole School, Classroom,

and Non-ClassroomSystems for

All Students & Staff

~80% of Students

INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE

BEHAVIOR INTERVENTIONS AND SUPPORTS:

The Three Tiered Model

Features of Primary Preventions

3 Identify & Define School-Wide Rules & Behavioral Expectations

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 Matrix

SCHOOL SETTINGS Class Hall Bus Restroom

Be Prepared

Bring all materials

each day. Give your best

effort. Take pride in your

Carry hall

Arrive on

time Watch for

your stop.

Keep hall

pass visible.

Act Responsibly

Raise your hand before speaking.

Follow directions the first time given.

Accept consequences without complaining or arguing.

Return materials to the proper place.

Walk, don’t run.

Use an appropriate noise level.

Walk directly to your designated area.

Keep hands & feet inside the bus.

Talk quietly. Follow

directions the first time given.

Flush. Wash your

hands. Use trash

cans. Conserve

water and paper.

Keep walls clean.

Respect Others

Listen politely to

teachers and peers. Use appropriate

language. Ask permission to

use classroom materials.

Move quietly and promptly.

Stay to the right of the hall.

Get on/off the bus in a single file line.

Stay seated and face forward while on the bus.

Dispose of trash in proper receptacle.

Respect others’ privacy.

Keep Safe

Keep hands and

feet to self. Follow safety

procedures. Use furniture and

supplies appropriately.

In case of an

emergency, proceed to the nearest exit.

In case of a

evacuation, follow safety procedures.

Stay in seat.

Report any

problems to a teacher.

Douglas County S.D., CO 4-08

3 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)

Lesson Plan TemplateTeaching Behavioral Expectations Across Locations

Location: Time Needed:

List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:

Rule1.

Rule2.

Rule3.

Rule4.

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:

Location: Office

Time Needed: 10 minutes per group

List of Observable, Positive Expectations in Chosen Location for Each Rule: Rule 1. Respect

Rule 2. On-Time

Rule 3. A+ Attitude

Rule 4. Responsibility

Rule 5.

Expectations: Enter and leave the office area quietly. Students waiting their turn to be waited on. Students will sit in chairs correctly.

Expectations: Keep office visits to a minimum to ensure being on-time to class.

Expectations: Use manners in office, Say "Yes Ma'am", "Please", "Thank you". Hve a patient attitude.

Expectations: Make sure staff are present before entering into their office. Have all excuse note, absence notes, etc. reading to turn in.

Expectations:

Teach Examples and Non-Examples of Meeting Behavioral Expectations: Demonstrate EXAMPLES (What To Do) Demonstrate NON-EXAMPLES (What NOT To Do) Rule 1 Students entering the office quietly with a normal voice-tone. Students showing patience by waiting their turn to be served. Students sitting properly in their seat.

Rule 1 Students talking loud while in the office. Students not showing respect to office staff by issuing disrespectful comments. Students slumping in the chairs.

Rule 2 Students getting the information they need quickly and returning to class.

Rule 2 Students hanging out in the office even after being served, therefore being tardy.

Rule 3 Students saying "Yes, ma'am", "Thank you", "Hello". Students showing their patient attitude while waiting for help.

Rule 3 Students not greeting staff members or not responding back when greeted. Students Making Comments about being tired of waiting.

Rule 4 Students not entering offices and office areas of staff when they are not present. Students have proper notes (Absence) ready to turn in.

Rule 4 Students entering staff offices and areas when staff are not present. Students who do not have proper paperwork ready to turn in.

Rule 5

Activities to Check Understanding: Oral quizzes. Observations.

Materials Needed: Staff and students to act-out.

Accommodations/Adaptations for Students with Special Needs: none

Acknowledgement to Maintain Positive Behavior: Roar Awards

Expectations & behavioral skills are taught & recognized in natural

context

3 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.”

R E B E L C A R D S

Incentive Bingo GameL2

________________________________________ SCHOOLPOSITIVE 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

Tiger Paws Bank RegisterDate: __________________ Number: _______

Beginning Balance: _________

Cards Added: ________________

Cards Used: ________________

Ending Balance: ________________Approved by: ___________________________________________

15% off

FREE Incentives• Elementary School

– A special job (line leader, messenger, etc.)– Extra recess or extra time in centers– Stuffed animal day, PJ day, ….

• Middle/ High School– Tardy pass– Cell phone pass– Preferential 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

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.

A critical by-product of an effective reinforcement system is establishing positive relationships

and rapport.

When asking teachers to do

something new & different from what

they have previously done

they need frequent positive

reinforcement just like students

If you want to change student behavior, you must first change

adult behavior.

~80% of STAFF

~15% of STAFF

~5% of staff

FEWAdults in your building also “fit” into the triangle

Motivating the staff• The more we motivate the staff, the more

they will give out reinforcements.• The more reinforcements they give out…….

GOOSED- Get out of School Early

Dress down day- jeans or other not typically worn item

Valet Parking-special sign or parking space

Staff to Staff recognitions 30 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 parents

3 Develop an array of procedures for discouraging violations to school-wide behavioral expectations

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.

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 Managed

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 Managed

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.

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 Chronic failure to complete homework/classwork

Roane County K-5 Office Referral Definitions Classroom Managed

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 Managed

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

Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.

Observe Problem Behavior

Warning/Conference with Student

Use Classroom Consequence

Complete Minor Incident Report

Does student have 3 MIR slips

for the same behavior in the same quarter

•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink

•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff

Write referral to office

Administrator determines

consequence

Administrator follows through

on consequence

Administrator provides teacher

feedback

Write the student a

REFERRAL to the main office

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning

•Once written, file a copy with administrator

•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)

SIDE BAR on Minor Inc ident Repor t s

Is behavior office

managed?

ClassroomManaged

Office Managed

No Yes

Decision

Flowchart

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.

Identify an array of appropriate responses to minor and major rule violations.

3 Develop an array of procedures for addressing violations to school-wide behavioral expectations

3 Develop procedures for on-going data-based monitoring, including universal screening, and evaluation

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 “take 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 Project

Specialized 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

BehaviorallyOut of Proportion

• Less than 25% of school enrollment• Account for over 50% of behavioral incidents• Consume significant amounts of time and

resources• Exhibit poor peer relations, low academic

achievement, and/or self esteem• Have poor organizational/study skills• Have difficulty adjusting to school environment

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).

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,…).

Phys. Health NutritionMental Health

Reading/ Literacy Intervention

Math InterventionStudy/ Organization Skills Inter.

Social SkillsIntervention

CSH Coordinator/ School Nurse

Literacy/ReadingCoach

MathematicsCoach

School Psy./ Behavior Specialist/Counselor

School Psy./ Behavior Specialist/ Counselor

Check-In/Check-out

CICOCoordinator

Targeted Group x Location

Tier 1 Team

Step 1. Identify current Tier 2/Secondary Academic and Behavioral Interventions for Targeted Groups of Students

Step 2. Analyze Current InterventionsStep 3. Conduct Gap AnalysisStep 4. Establish/Flesh Out and

Implement Tier 2/Secondary Coordinating Team

Step 5. Fill GapsStep 6. Develop and Implement

Referral ProcedureStep 7. Implement and Codify Tier 2

Systems

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 response

80-90% 80-90%Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Multi-tier Model

Attention, Effort,

Precision

Tier 1: Primary Preventions

Whole School, Classroom, and Non-Classroom

Systems forAll Students & Staff

~80% of Students

Specialized Systems for Students with At-Risk

Behavior

Tier 3: Tertiary Interventions Specialized IndividualizedSystems for Students with High-Risk Behavior

INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE

BEHAVIOR INTERVENTIONS AND SUPPORTS:

The Three Tiered Model

Who Is In the “Tip” of the Triangle?

• <5% of students

• Multiple referrals (6+)• >50% of all referrals/behavioral

incidents

• Exhibits severe and/or chronic patterns of problem behaviors

• Consumes significant time and resources

In general…• Poor peer relations• Low academic achievement/Failing multiple classes• Lacks anger control• Poor organizational or study skills• Low self-esteem• “student’s reputation precedes him/her”• Never did school well• Sometimes has “does not care attitude”

Referrals per Student

Students

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.

Basic Human Needs

HUMAN DIGNITY

SURVIVAL

EMPOWERMENTBELONGING

GENEROSITYHUM

FEELINGS OF COMPETENCE

SOCIALIZATION/COMMUNICATION

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.

Skill Deficits

Individual Student System

Tier 3/Tertiary Interventions

Behavioral 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”

Universal

Targeted

Intensive

Dec 7, 2007

Soc Studies

Science

Reading

Soc skills

Basketball

Tier 1: Primary Prevention:Whole School, Classroom, and Non-ClassroomSystems forAll Students & Staff

Tier 2: Secondary InterventionsSpecialized Group Systems for Students with At-Risk Behavior

Tier 3: Tertiary Interventions Specialized IndividualizedSystems for Students with High-Risk Behavior

Maximizing Resources

Begin Here

Cherokee High School 2007-08 graph – Year End

Cherokee High School: January 2009

PRACTICES

SupportingStaff Behavior

SupportingDecisionMaking

SupportingStudent Behavior

Integrated Systems:Critical Elements for Durable Results

School Teams Must Have Immediate Access to Data to Make Objective Decisions About School Climate & Safety

Information Systems for Data-Based Decision Making

Fidelity 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)

Fidelity of Implementation: School-wide Evaluation Tool (SET)

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.

Expectations DefinedBehavioral Expectations TaughtSystem for Rewarding/Acknowledging

Behavioral ExpectationsSystem for Responding to Behavioral

ViolationsMonitoring and Decision MakingManagement/LeadershipDistrict Level Support

Washburn School SET Data

ExpectationsDefined

ExpectationsTaught

RewardSystem

ViolationsSystem

Monitoring &Decisions

Management DistrictSupport

Features

2004-05

2005-06

2006-07

School-wide Evaluation Tool (SET)

Fairview Elementary SET Comparison Results 2008-2009

100.0%

ExpectationsDefined

BehavioralExpectations

Taught

OngoingSystem forRewardingBehavioral

Expectations

System forResponding to

BehavioralViolations

Monitoring &DecisionMaking

Management District LevelSupport

SWPBS Features

Year 1

Year 2

Year 3

Year 4

Year 5

Desired Outcomes: 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.

Cannon County High School 2008-09Section 1: Risk Factors for School Safety and Violence

Not at all Minimally Moderately Extensively Don't know

Adult Student

Cannon County High School 2008-09Section 2: Response Plans for School Safety and Violence

Not at all Minimally Moderately Extensively Don't know

Adult Student

School Safety

Results

Section 1: Individual Risk Factors for Safety & Violence

83% 83%

80%76%

31%34%

39%41%

74% 75%

38%42%

8% 9% 8%

15%19%

34%37%

8%5% 4% 4%

2%0% 0% 1% 2% 1% 0% 1%

13%15% 17%

Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student

(1) IllegalWeapons

(2)Vandalism

(3) HighStudentMobility

(4) Graffiti (5) GangActivity

(6) Truancy (7)Suspensions

and/orExpulsions

(8) StudentsAdjudicated

by Court

(9) ParentSchoolSafety

Concerns

(10) ChildAbuse

(11)Trespassing

(12) Poverty (13) Crimes (14) IllegalDrugs &Alcohol

(15) Fights,Conflict, &

Assault

(16) Bullying (17) PoorSchool

Condition

Not at all to Minimally Moderately Extensively

School Safety Results

School Safety ResultsSection 2: Individual Response Plans for School Safety & Violence

6% 6%3% 2%

2% 3%0%

2% 1% 2%

17% 17% 17%

19% 20% 20%

27%23% 22%

25% 25%

17% 18%21%

16% 18%

22%20%

31% 31%

17%20%

61%65%

39% 40%

Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student

Extracurricular

Activities

(19) Staff

Training

(20) Emergency

Response Plans

(21) Discipline

(22) Student

Support

Services

(23) Parent

Involvement

(24) Student

Preparation for

Crises

(25) Supervision

of Students

(26) Suicide

Prevention

(27) Student

Participation in

Academic

Activities

(28) Positive

School Climate

Acceptance of

Diversity

(30) Response to

Conflict

Collaboration

with Community

(32) High

Student

Expectations

(33) Eff ective

Student-

Teacher

Relationships

Not at all Minimally Moderately to Extensively

School Safety DataSection 3: "Don't Know" Respnses to Risk Factors and Response Plans

0% 0% 0% 0% 0% 0% 0% 0%

0% 0%2%

12% 11%

Adult Responses Student Responses

Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

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?

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!

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 - Terminate

500 Students

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap

Types of Problem Behavior

Referrals per Prob Behavior

Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30

Time of Day

Referrals by Time of Day

Referrals per StudentReferrals per Student

Students

Elementary/Middle School

LyingAggression

Class Commons

Individual Student

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 % 56 11.59 %

Students with 0 or 1 Referrals 440 91.10 % 476 98.55 % 447 92.55 %

Students with 2-5 Referrals 36 7.45 % 6 1.24 % 34 7.04 %

Students with 6+ Referrals 7 1.45 % 1 0.21 % 2 0.41 %

Students with 9+ Referrals 2 0.41 % 0 0.00 % 1 0.21 %

1.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:a. Definitions for behaviors resulting in office-managed vs. staff-managed referrals b. 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.

Funding Visibility Political Support

Training Coaching Evaluation

District/State Leadership TeamActive Coordination

Local School Teams/Demonstrations (80%/80% on SET)

Integrated Systems Logic Model

Braiding Initiatives

Establishing a Social Culture

Common Vision/Values

Common Language

Common Experience

MEMBERSHIP

Getting Started Establish and Confirm

Commitment

Administrative support is crucial

Commitment

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 - etc

1. Visit other schools2. Invite admin or team from other school3. Focus group discussions with naysayers distributed4. Go to http://web.utk.edu/~swpbs website and assign to contact for

info/satisfaction5. Show videotapes6. Visit www.pbis.org; www.swis.org7. Jigsaw research and discuss8. Assign Colvin’s “7 Steps to SWPBS”9. Review current discipline data. Show recouped possibilities10. Principal attend SWPBS Principals Forum11. School members attend Annual TN SWPBS conference or Annual APBS

conference12. Pilot with problem area, e.g., cafeteria, freshman class, ….

Commitment

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 effort

Members are representative of school faculty and include administrator, families, faculty, & students.

Getting Started Establish/ Expand Upon a Leadership

Leadership team attends “Growing the Green/ Establishing Tier 1 Preventions of SWPBS” 2-day workshop

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

8. Behavioral Expectations Established9. Lesson Plans for Teaching …..10. An Acknowledge System…..11. Assessments12. Visibility13. Task Review

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!

“Even if you’re on the right track, you’ll get run over if you just sit there”

- Will Rogers

2010-2011 TASL-Approved

Workshops

EdPro 180: Scaffolding Instruction and Designing Accommodations to Include All Learners EdPro 170: Differentiated Instruction BasicsEdPro 160: Differentiated Formative Assessments to Improve Student LearningEdPro 150: Collaborative Practices and Co-Teaching Strategies for All StudentsEdPro 140: Evidence-Based Classroom Management StrategiesEdPro130: Extending SW-PBIS Tier 1 and Braiding “Bully Proofing” into Tier 1 SupportsEdPro 120: Data-Based Decision Making for Tier 1 Behavior Support and Academic PracticesEdPro 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 ChallengesEdPro 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

Supporting SchoolsBuilding

Competence

BuildingCapacity

On Site Coachin

2010-2011 TASL-

Approved Workshop

Keep working at it.

Plow forth in tough times.

It takes time, but it is worth the time.

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.

www.pbis.orgwww.edprodevelopment.com www.swis.org www.pbisillinois.orgwww.pbismaryland.org www.pbismissouri.org http://miblsi.cenmi.org/Home.aspx

Elementary

Middle School

High School

Students: 281 Referrals: 1617

Staff: 88 Referrals: 2106

Www.edprodevelopment.com An Overview of the Integrated Systems Approach to School-wide Positive...

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