Don Kincaid, Ed.D.Co-Director & Co-P.I.FL PBS:RtIB Project

PBS in Florida High Schools

3

“PBS requires schools to use token economies”

5

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

6

Token Economies

Benefits

•Fast & Efficient feedback

•Flexible

•Bridge to long-term reward

Drawbacks

•Logistics can be intimidating

•Counterfeiting worries

•Faculty buy-in

8

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

12

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.

13

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

14

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…

16

“PBS requires schools to use token economies”

17

“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)

21

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

23

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

24

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

26

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”

27

“PBS lets students dodge the Code of Conduct”

28

“PBS is just another program”

29

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.

31

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

32

Customized for your school

• “PBS Ninja” video

33

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

41

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

42

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

43

“PBS is just another program”

44

“PBS takes too much time…(away from instruction/ to develop the plan/ to deal with the data/ to train/ etc.)”

45

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)

46

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

47

“PBS takes too much time…(away from instruction/ to develop the plan/ to deal with the data/ to train/ etc.)”

48

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

49

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…

50

Logic of Implementation

•Prevention•Tools for remediation•Room for accommodation Rough day

at School

All Students

Small groups of students

Individual Students

51

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

53

Focus on Developing Effective Systems

• “Administrator Dance” video

54

“PBS takes too much time…(away from instruction/ to develop the plan/ to deal with the data/ to train/ etc.)”

55

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

56

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.

57

PBS

Science Values

Vision

Practices that work

Practices that impact

quality of life

Practices that are doable, durable and

available

Science, Values and Vision

58

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