Connecting Our Region Connecting Our Region Through PBISThrough PBIS

Susan BarrettTechnical Assistance Center on PBIS

www.pbis.org

www.pbismaryland.org

What do teachers think ofprofessional development?**

(**over 150 interviews in a wide mixture of school districts in 7 states)

Too theoreticalDoesn’t respond to real needsImpracticalInsultingToo little follow-upCultural norms oppose traditional professional development

Expectations Rules

Be Respectful. Silence cell phonesListen to others attentively•Wake your neighbor when you see a red star

Participate. Take turnsAsk questions

Be Prepared Bring Data

7500 Schools across 44 states implementing school-wide positive behavior support

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individually Designed Interventions• Address individual needs of student• Assessment-based• High Intensity

Intensive, Individually Designed Interventions• Strategies to address needs of individual students with intensive needs• Function-based assessments• Intense, durable strategies

Targeted, Group Interventions• Small, needs-based groups for at risk students who do not respondto universal strategies• High efficiency• Rapid response

Targeted, Group Interventions• Small, needs-based groups for at- risk students who do not respond to universal strategies• High efficiency/ Rapid response• Function-based logic

Core Curriculum and Differentiated Instruction• All students• Preventive, proactive•School-wide or classroomsystems for ALL students

Core Curriculum and Universal Interventions• All settings, all students• Preventive, proactive• School-wide or classroom systems for ALL students and staff

Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS)

Framework

9 Indicators of Effective Schools

1. A clear and shared focus2. High standards and expectations for

all students3. Effective school leadership

– (create school culture conducive to student learning)

4. High levels of collaboration and communication

5. Curriculum, instruction and assessments aligned with state standards

6. Frequent monitoring of learning and teaching

7. Focused professional development

8. A supportive learning environment

9. High levels of family and community involvement

Office of the Superintendent of Public Instruction, 2003

Big Ideas

• From Professional Development to

Partnership Learning

Transfer of Skills and Knowledge

Identify and Build from each other’s strengths

TEAM

Big Idea

• Stay away from punishing work environments

Have you fallen off the wagon?

The Terry Tate Method of Changing Adult Behavior

Many Begin, Many LeaveAdelman and Taylor

Preparing All Education Personnel to Address Barriers to Learning and Teaching2008

Predictions of shortages of 2 million educators over the next decade…

Data in the U.S. indicate about 15% of new teachers leave in the first year,30% within three years and 40-50% within the first five years. (Smith and Ingersoll, 2003)

On school reform…

Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).

Creating Systems that Support Adults

From External Commitment- • Temporary, leads to poor practices and engenders

resentment

To Internal Commitment- “Choice and Voice”• Permanent change, high quality practices,

engenders positive attitude• Collaboration: From my classroom to my school

Top Ten Practices

…that promote that promote fidelity and sustainability

1. Get honest about issues or 1. Get honest about issues or concerns in your buildingconcerns in your building

– Administrator is key!! Establish a kind of “haven”- place that individuals can get feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process- “Community of Practice”

– Tools: Staff Survey, SET or BoQ, ODRs, climate surveys, satisfaction surveys

– Provide data summaries within a week of return – decide best approach to deliver feedback

2. Develop precision statements2. Develop precision statements

– Key to being efficient with limited resources

From primary to preciseFrom primary to precise

– Primary statements are vague and leave us with more questions than answers

– Precise statements include information about the 5 “Wh” questions:– What is the problem and how often is it

happening?– Where is it happening– Who is engaging in the behavior?– When is the problem most likely to occur?– Why is the problem sustaining?

From primary to precise: From primary to precise: An exampleAn example

– Primary statement:– “There is too much

fighting at our school”

– Precise statement– There were 30 more ODRs for

aggression on the playground than last year, and these are most likely to occur from 12:00-12:30 during

fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “

Using Data to Build Solutions

• Prevention: How can we avoid the problem context?– Who, When, Where– Schedule change, curriculum change, etc

• Teaching: How can we define, teach, and monitor what we want?– Teach appropriate behavior– Use problem behavior as negative example

• Recognition: How can we build in systematic reward for desired behavior?

• Extinction: How can we prevent problem behavior from being rewarded?

• Consequences: What are efficient, consistent consequences for problem behavior?

• How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

26

Cranberry Station Cafeteria VIP Program

• Using SWIS location data, staff identified a higher number of referrals were coming from the cafeteria.

• Each day two students from every class, who demonstrate the 4rs in the cafeteria receive a coupon.

• Every 2 weeks a coupon is drawn for each class. The winners will be the VIP’s for lunch the following day. The student will wear a VIP button all day, select a friend to eat lunch with them at specially decorated tables, and receive a free ice cream pass from the PTA.

• Their picture will be taken and displayed in the front lobby and listed in school newsletter.

3. Elements to the data process3. Elements to the data process

A. Establish A Coherent Process for Discipline – Behavior definitions– Minor vs. Major– Written procedures for staff– Flow chart showing process– Office referral form ( includes possible motivation)

• Other tracking forms

– Time during staff meetings to get agreement, learn about process and follow through all year!!

EMS MINOR VS. MAJOR

Behaviors that DO NOT

►Require administrator involvement ► Significantly violate rights of others ► Put others at risk or harm ► Occur chronically

Behaviors that DO

► Require administrator involvement► Significantly violate the rights of others► Put others at risk or harm► Occur chronically► Violate district policies or laws

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

Possible Motivation

Obtain Peer Attention

Obtain Adult Attention

Obtain Items/Activities

Escape/Avoid Peer Attention

Escape/Avoid Adult Attention

Escape/Avoid Items/Activity

Academic, Behavioral, and Functional Predictors of Chronic Problem Behavior in Elementary

Grades

Kent McIntosh

University of Oregon

40

5th Grade ORF Trajectories by Function (n = 47)Peer Attention vs. Escape Task

80

90

100

110

120

130

140

150

Fall 03-04 Winter 03-04 Spring 03-04

Mean

Co

rrect

Wo

rds p

er

Min

ute

or 1 ODRs 0

Non-target

Students

5th Grade ORF Trajectories by Function (n = 47)Peer Attention vs Escape Task

80

90

100

110

120

130

140

150

160

Fall 03-04 Winter 03-04 Spring 03-04

Mean

Co

rrect

Wo

rds p

er

Min

ute

.Peer Attn

or 1 ODRs 0

ORF Trajectories by Function (n = 47)

80

90

100

110

120

130

140

150

160

Fall 03-04 Winter 03-04 Spring 03-04

Mean

Co

rrect

Wo

rds p

er

Min

ute

.Peer Attn

Esc. Task

or 1 ODRs 0

B. Computer Application– Easy, efficient– No more than 30 seconds to enter– Able to generate reports quickly– Available in picture form (bar graphs)– Custom Reports

C. Data For Decision Making– Generate reports for various meetings

– Action Plan– Build Precision Statements– Determine Intervention– Track Data, Continue, Modify, Terminate– Share with Faculty– Celebrate!!!!!

Feed them the data!!Feed them the data!!

– Continuous feedback to staff- always provide data summaries –monitor progress of selected intervention, modify if necessary and celebrate successes

38

Cost Benefit Analysis CSE Instruction Time Regained

39

Positive Data

• 100% of the student population have been recognized at quarterly assemblies

• Nominated and received Exemplar status by MSDE for years 2004-05 and 2005-2006

• Number of behavioral referrals have significantly decreased since implementing PBIS

• Staff report that fewer than 5 students are generating the highest number of referrals

Positive Data RME• 55 staff (over ½) have been recognized and

rewarded for acknowledging students exhibiting the RRR behaviors.

• 3,655 RRR coupons given from 09/05-1/06• 400 students (90%) earned the privilege to attend

each quarterly celebration• Nominated (and met criteria) for a PBIS exemplar

school of the year• Number of referrals decreased from a high of 132

in November to a low of 61 in April

41

MSA Reading Data

0

10

20

30

40

50

60

70

80

90

100

3rd Grade 4th Grade 5th Grade

2002-2003 2003-2004 2004-2005 2005-2006

42

MSA Math Data

0

10

20

30

40

50

60

70

80

90

100

3rd Grade 4th Grade 5th Grade

2002-2003 2003-2004 2004-2005 2005-2006

43

Yearly Triangle2.44%

10-15%

6.5%

80-90% 91.06%

Intensive, Individual InterventionsIndividual StudentsAssessment-basedIntense, durable procedures

Targeted Group InterventionsSome Students (at-risk)High EfficiencyRapid Response

Universal InterventionsAll SettingsAll Students, Preventive, proactive

1-5%Students with 6 or more referrals

Students with 2-5 referrals

Students with 0-1 Referrals(79% zero referrals)

N = 1679 443 163 246

Elementary Middle High K (8-12)

10%

N = 1679 443 163 246

Elementary Middle High K (8-12)

46

Suspension Data

0

5

10

15

20

25

30

2003-2004 2004-2005 2005-2006

In-School Suspension Out of School Suspension

47

Total Number of Office Referrals

610

413

294266

0

100

200

300

400

500

600

700

2002-2003 2003-2004 2004-2005 2005-2006

4. Recommit each year!!4. Recommit each year!!

– Develop and recommit to team process and PBS process with staff- ask for buy- in each year- showcase results and form a plan that addresses trends seen from this school year- if you can predict it, you can prevent it….

FCPS PBS Action Plan adapted from Michigan PBS initiative 1

Action Plan for 2008-09 _______________________ School

What major area of school-wide PBS do you plan to address during this school year- universal/prevention, targeted-group, individual, intensive intervention? Why?

Review your chart with the previously compiled data and complete the following action plan based on the major area identified above.

Action/Activity: What needs to be done? Who is

responsible?

What resources are

needed?

When will this step be

complete?

How will you know if

it was done correctly?

5. Develop marketing plan5. Develop marketing plan

– Develop marketing plan to renew commitment- how will you keep it novel new and a priority in school and community? Continue to make it a priority- admin crucial- needs to continue to be a top school improvement goal- always with the design that as it becomes standard practice it will be easier each year-

6. Acknowledge staff6. Acknowledge staff

– Acknowledge staff for their work and investment in the process- make it meaningful for your staff- !!

– Purple prize patrol

Staff Acknowledgement System

Staff Acknowledgement SystemStaff Acknowledgement System

• Staff Warm Fuzzy– Oak Hill ES

• Cookie and a Compliment– Stratford Landing ES

• Roses and Acknowledgement– Island Creek ES

• Soar Card Drawing– Edison HS

• “You Knock Our Socks Off”– Eagle View ES

• Staff Recognition Bulletin Board– Woodson Center

• Oak Hill ES: Staff can recognize other colleagues by writing and posting a staff Warm Fuzzy

• Stratford Landing ES: Typically hands out 8 “ Cookie and a Compliment” to recognize staff who did an outstanding job supporting PBS. Compliment is read orally with the coupon provided.

• Island Creek ES: At some staff meetings, the administrators bring a dozen roses. On a first come, first serve basis, any staff member may come up and acknowledge a colleague verbally and present them with a rose.

• Edison HS: On a weekly basis, a SOAR card is drawn and a teacher is acknowledged for their PBS participation and are awarded the same reward as the student winner (e.g., movie tickets, starbucks card)

• Eagle View ES: In the teacher’s lounge, there is a clothesline of funny/crazy socks hanging on a whiteboard where staff can acknowledge a colleague who has done something noteworthy or nice.

• Woodson Center: Staff leave a positive comment for their peers on a bulletin board and on a monthly basis one is chosen with a reward provided to the writer and recipient.

Ongoing RegardKegan and Lahey 2001

• Positive Comments fail when they are indirect, general and attributive

How the Way We Talk Change the Way We Work

7. Educate staff about 7. Educate staff about evidence-based practiceevidence-based practice

– “Staff as consumers” of evidence based practices- with an average of 14 initiatives going at any one time in schools, educators must be able to say no to new practices that are unnecessary

– Best practices should not go away with when we get new leadership- with data, we can make informed decisions about effective and ineffective practices that fit into each school’s culture- when we use data, we can make decisions that reflect the needs of our individual building

School counseling services Second Step FBAs/BIPs Responsive Classroom Social skills, bully proofing, and/or anger management groups

Special Educaton/IEPs

UNIVERSAL

TARGETED

INTENSIVE

Check-in/Check-out Section 504 Plans

Conflict Resolution Behavioral contracting

Alternative programs

Character Education

School mental health services Bullying Prevention

8. Get involved8. Get involved

– Get involved in PTA board presentations, local newspaper articles, policy decisions-

– Tell your story to your local delegate/senator/congress person

9. Provide technical assistance9. Provide technical assistance“Partnership Learning”“Partnership Learning”

– Randomly interview staff about the use of effective practices- share info

– Example: SET interview questions

– Review data by teacher

– Guided practice before independent practice!!!

10. Empower staff10. Empower staff

– Give them a voice, communication mechanism – referral process for tier 2,3- respond to requests in 24 hours, provide support within 48 hours- system must be there before kids are identified- make them part of the process when designing supports-

– Are you ready for Tier 2?– Establishing Targeted Intervention like

Check-In/Check-Out (CICO) in your school– Indian Head Example

– When you empower staff, you start to see high fidelity- when they know their behavior has a direct impact on student outcomes and better school environment, fidelity increases…

Predictable work environments are places where employees:

• Know what is expected• Have materials & equipment to do job correctly• Receive recognition each week for good work• Have supervisor who cares & pays attention• Receive encouragement to contribute & improve• Can identify person at work who is “best friend”• Feels mission of organization makes them feel like their jobs

are important• See people around them committed to doing good job• Feel like they are learning new things• Have opportunity to do the job well (Buckingham & Coffman 2002, Gallup)