Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut
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Transcript of Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut
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School-Wide Positive Behavioral Interventions & Supports
(PBIS) Overview
March 27, 2012Presented by:
Milt McKenna
Horner & SugaiOSEP Center on PBIS
Universities of Oregon & Connecticut
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My job today…To describe features of a systems
approach to Positive Behavioral Interventions
& Supports (PBIS)
“BIG IDEAS”
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AGENDA• 9:10 – 10:30 Overview• 10:45 – 12:30 School
Presentations• 12:30 – 1:30 Lunch• 1:30 – 2:30 Next Steps• 2:30 – 3:30 Closing
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Expectations RulesBe Respectful. Silence cell phones
Listen to others attentively One person Speaks at a time
Be Prepared Bring: o Datao Laptop w/charged batteryo Sweater (layers)
Be Responsible • Hydrate and Stretch• Take Care of Personal Needs
Participate. Ask questions ___________
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Coordination/ Collaboration
1999 - 2012
PBIS
MSDE Sheppard Pratt Johns Hopkins University Local School Systems
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4 18 4590
144216
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805881
3 12 2968
109166
234
334
420
503
594
677753
0
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1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011
PBIS Maryland SchoolsTrained and Implementing
Cumulative Trained Cumulative Implementing
16,232 Schools Adopting16,232 Schools AdoptingSchool-wide PBISSchool-wide PBIS
October 2011October 2011
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SW-PBIS (aka PBIS) is Framework
7
Not a specific practice or curriculum…it’s ageneral approach
to preventing problem behavior
Not new…it’s based onlong history of
behavioral practices &effective instructional
design & strategies
Not limited to anyparticular group of
students…it’sfor all students
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What does PBIS look like in a school? • >80% of students can tell you what is expected of
them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative.• Administrators are active participants.• Data & team-based action planning &
implementation. • Function based behavior support is a foundation for
addressing problem behavior.• Full continuum of behavior support is available to all
students.
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A Main Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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Challenge #1
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Maslow's Hierarchy of Needs
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Challenge # 2
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• Students with academic failure and problem behaviors likely will drop out of school and:
– be involved with the corrections system– be single parents– be involved with the social services system– be unemployed– be involved in automobile accidents– use illicit drugs
The Prognosis
Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman, Blackorby, 1992Jay & Padilla, 1987Bullis & Gaylord-Ross, 1991
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Challenge # 3
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Challenge # 4
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Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching
& learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….
Challenge # 5
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Challenges (cont.)• Not enough time • Too much talk…not
enough action• Unclear outcomes• Too few priorities• Too many priorities• Too many opinions• Multiple competing
experts• No experts
• Too many diverse perspectives
• Too much redundancy• Done it before• Never done it before• Lack of clear
outcomes • Slow to get started• Unstructured• Unresolved conflicts• ………
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Worry # 1• Too much to do• We add more and more each year• Nothing is taken away (STOP DOING THIS ! )
• How can we be better prepared to integrate into existing programs?
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Worry # 2“TEACHING” by Getting Tough
Russell: “I hate this f____ing school, & you’re a dumbf_____.”
Teacher: “Russell, that is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”
If Russell doesn’timprove, we get
TOUGHER
If Russell Stilldoesn’t improve, weget REAL TOUGH
& enforceBOTTOM LINE!
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Common Behavior Concerns
• Texting and emailing during instruction• Talking during instruction• Eating, drinking and gum chewing• Late arrival, early departure• Starting an activity before listening to the instructions or “set up”• Inappropriate attire
Staff Behaviors !!
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5, 7, 9, 11
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Erroneous assumptions are that the student:
• Is inherently “bad”• Will learn more appropriate
behavior through increased use of “aversives”
• Will be better tomorrow…….
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ASSUMPTIONS• BEHAVIOR is learned• BEHAVIOR is teachable• BEHAVIOR occurrence is affected by the
environment• BEHAVIOR is changeable• BEHAVIOR is more likely if effective, efficient,
and reinforced
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Non-examples of Function-Based approach
“Function” = outcome, result, purpose, consequence
• “Russell, you skipped 2 school days, so we’re going to suspend you for 2 more.”
• “Jason, I’m taking your book away because you obviously aren’t ready to learn.”
• “You want my attention?! I’ll show you attention, …let’s take a walk down to the office & have a little chat with the Principal.”
ALL BEHAVIORS SERVE SOME
FUNCTION
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Worry # 3“Train & Hope”
REACT toProblemBehavior
Select &ADD
Practice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
Expect, But HOPE for
Implementation
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LEADERSHIP TEAM
SCHOOL-WIDE
Build DataSystem
Establishmeasurable
outcome
Collect, analyze, &prioritize data
Ensure efficient,accurate, & durable
implementation
Implement
Monitorimplementation &
progress
Selectevidence-based
practice
PBIS Implementation Logic
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Leadership Team
FundingVisibility Political
Support
Training Coaching Evaluation
Active Coordination
Local School Teams/Demonstrations
PBIS Systems Implementation Logic
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BIG IDEAS• 3-5 years• Organizational Framework• Critical Features same across schools
– unique to the culture of the school• System investment in Coaching
Capacity
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SYST
EMSPRACTICES
DATASupporting
Staff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
PBIS
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
PBIS
APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR
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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 strategiesTargeted, Group Interventions
• Small, needs-based groups for
at risk students who do not respond
to 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 classroom
systems 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
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3-Tiered Prevention Model TERTIARY PREVENTION
Intensive, specialized & individualized strategies for students
SECONDARY PREVENTION
Targeted, supplementary strategies for students who do not respond to
primary
PRIMARY PREVENTION
Universal
School-wide or class-wide systems for all students and staff
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3333
Core
Sup
port
Prog
ram
:
Prov
ided
to a
ll, in
tend
ed to
reac
h m
ost.
Continuum of Supports
The required resources to address the
problem increases
The need to enhance
environmental structures increases
The frequency for collecting
and acting upon
information increases
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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Team Composition• Administrator• Grade/Department Representation• Specialized Support
– Special Educator, Counselor, School Psychologist, Social Worker, etc.
• Support Staff– Office, Supervisory, Custodial, Bus, Security,
etc.• Parent• Community
– Mental Health, Business• Student
Start withTeam that “Works.”
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Worry # 1• Too much to do• We add more and more each year• Nothing is taken away (STOP DOING THIS ! )
• How can we be better prepared to integrate into existing programs?
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Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
School Climate Committee
Improve Climate Improve Climate All students Marlee, J.S., Ellen, Eric
Goal #3
Safety Committee Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
S&DFS Committee Prevent drug use High/at-risk drug users
Don
PBIS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2Goal #3
Are outcomes measurable?
1.Eliminate initiatives that do NOT have a defined purpose and measurable outcome.
2. Combine initiatives that have the same measurable outcome and/or same target group
3. Combine initiatives that have 75% of the same staff
4. Eliminate initiatives that are not tied to School Improvement Goals.
Team Led Process - Sample Teaming Matrix
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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80% Staff Buy In
•Start Small•Easy Implementation•Share/ Present Data•Showcase Success
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What does a reduction of 850 office referrals and 25 suspensions mean?
Savings in Administrative time
ODR = 15 min Suspension = 45 min
13,875 minutes231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min Suspension = 216 min
43,650 minutes728 hours
121 6-hour school days
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• Integrate past school behavior plans• Assure clarity of target areas• Incorporate school colors or mascot
Marketing Strategy
Respectful
Able
Motivated
Safe
Tenets of Kenwood Pride•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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Office Discipline Referrals• What is the belief system in your school around
Office Referrals?
• Why do we complete the referral?– Kid-Teacher-Administrator interaction– Underestimation of actual behavior
• Improving usefulness & value– Clear, mutually exclusive, exhaustive definitions– Continuum of behavior support – Positive school-wide foundations– W/in school comparisons– Distinction between office v. classroom managed
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Purpose of Office Referral ?
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Appropriate Definitions of Problem Behaviors
• What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason, problem behaviors must be operationally defined
• e.g. TARDY
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• Brainstorm classroom vs. office managed behaviors• Come to consensus on language to be used• Agree on behaviors to list
Nuts and Bolts
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Staff Managed Behaviors•Tardiness (on 3rd tardy, enter student into Response System)•Non-compliance with staff direction•Classroom disruption•Bullying•Inappropriate language•Failure to serve teacher assigned reflection•Unprepared for class•Leaving the classroom without permission•Skipping class•Inappropriate hallway behavior•Inappropriate computer use •Inappropriate locker behavior•Dress code violation•Throwing objects•Eating/drinking in class•Academic dishonesty •Sleeping in class•Carrying backpack•Electronic devices/cell phones (visible and/or on)
OFFICE MANAGED BEHAVIORS•Bomb Threat/False Alarm
•Possession of a Weapon/Explosive Device
•Threats of bringing/using Weapons
•Fighting/Physical Aggression
•Physical Assault/Harassment
•Intimidation
•Sexual Harassment/Sexual Offense
•Loitering
•Theft/Burglary
•Verbal Abuse and/or Threat of Violence
•Inappropriate Bus Behavior
•Failure to Identify Oneself
•Truancy
•Vandalism/ Property Damage
•False Fire Alarm or Arson
•Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol
•Leaving the Classroom without Permission
•Forgery/Extortion
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Level 1Productive Personal
Environment
Level 2Productive Classroom
Environment
Level 3Orderly Environment
Level 4Safe Environment
Behaviors that affect only the student:
Behaviors that interfere with others learning:
Behaviors that affect an orderly environment:
Behaviors that cause harm or are illegal:
-Not prepared-Out of seat-Breaking pencils-Not following directions-Whining-Playing in desk-Not doing class work-Bubbles while washing -hands-Not in line-Sleeping-Copying behavior-Not listening-Leaning in chair-Refusing to work-Crawling on floor-Not taking responsibility for action-No homework
-Talking out-Visiting/talking-Inappropriate noises-Tattling-Touching-Poking-Standing on furniture-Constant talking-Out of seat and interfering with others’ learning-Crawling on floor and -interfering with others’ learning-Inappropriate chair manners-Consistently not following directions
-Talking back to adult-Throwing things-Teasing-Lying-Cheating-Forgery-Cursing-Tantrums-Cutting others’ hair-Bathroom climbing-Bathroom-looking under stalls-Pushing-Disrespect to adults-Disrespect to children-Leaving room without permission-Name calling-Hallway Behavior-Banging on window-Profane hand gestures
-Actions that cause harm-Stealing-Fighting-Drugs-Weapons-Punching-Biting-Throwing furniture-Stealing-Threatening to do injury on person or property-Sexual harassment
Level 1 Level 2 Level 3 Level 4Consequences may include: Consequences may include: Consequences may include: Consequences may include:
-Looking-Proximity-Discussion/talking-Verbal warning-Timeout in room-Study Hall-Parent contact
--Timeout in another room-Study Hall-Loss of part of recess-Parent contact -Behavior contract -Office referralAdm/parent/student/teacher Conference-In-school suspension
--Behavior contract-Office referralAdm/parent/student/teacherConference-In-school suspension-Out of school suspension
Per Board of Education Policies
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• Keep it as clear as possible
Develop a Process Flow Chart
• Create a process flow chart to guide all student behavior management
• Keep it as simple as possible
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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
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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Gather InformationAVAILABLE DATA:
• Office Referrals,
• Suspensions,
• Attendance,
• Academics
• SST Referrals
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DECISION MAKING• Is there a problem?• What areas/systems are involved?• Are there many students or a few involved?• What kinds of problem behaviors are
occurring?• When are these behaviors most likely?• What is the most effective use of our
resources to address this problem?
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Total Office Discipline Referrals (ODR) per Month
LOOKS LIKE OCTOBER WAS A BUSY MONTH
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Avg. # ODR/Day/MonthConsider # of SCHOOL DAYS in the month.
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0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Tota
l ODR
s
Academic Years
FRMS Total Office Discipline ReferralsSUSTAINED IMPACT
Pre
Post
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# Referrals by Student
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# Referals by Problem Behavior
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# Referrals by Location
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# Referrals by Time of Day
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N = 1679 443 163 246
Elementary Middle High K (8-12)
16%
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N = 1679 443 163 246Elementary Middle High K (8-12)
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IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
+ If many students are making same mistake, consider
changing systems ...not students
+ START by teaching, monitoring & rewarding
…before increasing PUNISHMENT
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IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
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IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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School RulesNO Food
NO WeaponsNO Backpacks
NO Drugs/SmokingNO Bullying
Redesign Learning & Teaching Environment
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T H E DO NOTs
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3-5 Positively Stated Behavioral Expectations
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Post expectations across school settings…
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Visual Reminders in Non-classroom Settings
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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Establish Procedures for Encouraging SW Expectations
•Guidelines– Label specific expectation & behavior– Paired with social recognition– Culturally/contextually appropriate &
considerate– Lots to less (fading - intrinsic)– Individual to group– External- to self-managed– Frequent to infrequent
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P R I D E b u C k
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Clever Variations
• Bus Bucks• Super Sub Slips• Golden Plunger• G.O.O.S.E.• First-in-Line• Patriot’s Parking Pass• Business Partner Discount
What really matters
Is the positive social
acknowledgement
& interaction!!
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Samples• High Fives, Gotchas• Traveling Passport• Super Sub Slips • Bus Bucks• Ravens Bucks• Free homework
coupon• Discount school store• Grab bag• Early dismissal/Late
arrival• First/last in Line• Video store coupon • Free fries
• G.O.O.S.E• 1-Free Period• Massage• File stuffer• Coffee Coupon• Golden Plunger• Give Em’ a Hand• Kudos• Positive Office Referrals• Extra dessert • Class event
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Discipline Works When ….Prevention creates more Positive than
Negative consequences
PunishmentReinforceme
nt(success) 4 : 1
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“Positive Office Referral”
• Balancing positive/negative adult/student contacts in Oregon
• Procedures– Develop equivalent positive referral– Process like negative referral
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
APPLYING TRIANGLE LOGIC TO ADULT BEHAVIOR
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REGULARLY ACKNOWLEDGE STAFF BEHAVIOR
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Diamond Award
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“1 FREE PERIOD”• Contributing to a safe, caring, effective school
environment• Procedures
– Given by Principal– Principal takes over class for one hour– Used at any time
“G.O.O.S.E.”• “Get Out Of School
Early”– Or “arrive late”
• Procedures– Kids/staff nominate – Kids/staff reward, then
pick
“DINGER”• Reminding staff to have
positive nteraction• Procedures
– Ring timer on regular, intermittent schedule
– Engage in quick positive interaction
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Monitoring DismissalMcCormick Elementary School, MD
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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91
Once you have developed school-wide expectations, it is not enough to just post the words on the walls
of the building …
YOU MUST TEACH THEM!
Expectations…1. Be Respectful
2. Be Responsible
3. Be Ready
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92
“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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Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
• Use inside voice
• ________
• Eat your own food
•__________
• Stay in your seat•_________
• Stay to right
• _________
• Arrive on time to speaker
•__________
Respect Environme
nt & Property
• Recycle paper
•_________
• Return trays
•__________
• Keep feet on floor
•__________
• Put trash in cans
•_________
• Take litter with you
•__________
Respect Yourself
• Do your best
•__________
• Wash your hands
•__________
• Be at stop on time
•__________
• Use your words
•__________
• Listen to speaker
•__________
Respect Learning
• Have materials
ready•__________
• Eat balanced diet•__________
• Go directly from bus to
class•__________
• Go directly to class
•__________
• Discuss topic in class
w/ others•__________
What you want them to do,
Stated in a Positive way!
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Exp
ecta
tions
Expectations & behavioral skills are taught & recognized in natural context
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Expectations & behavioral skills are taught & recognized in natural context
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PBIS Matrix for Home
• .
I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others
I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents
I am safe Play safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment
I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called
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Family Teaching
Matrix
SETTING
At home Morning Routine Homework Meal
Times In Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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Improving Decision-Making
ProblemSolution
From
To Problem
Problem
Solving Solution
Information
Information
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Reviewing Strive for Five• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
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Theme of The Month• September = Respectful• October = Responsible• November = Ready• Etc. Etc.
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Classroom
SWPBIS
Subsystems
Non-classroom Family
Student
School-wide
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SCHOOL-WIDE1.1. Leadership team
2.Behavior purpose statement
3.Set of positive expectations & behaviors
4.Procedures for teaching SW & classroom-wide expected behavior
5.Continuum of procedures for encouraging expected behavior
6.Continuum of procedures for discouraging rule violations
7.Procedures for on-going data-based monitoring & evaluation
EVIDENCE-BASED
INTERVENTIONPRACTICES
CLASSROOM1.All school-wide
2.Maximum structure & predictability in routines & environment
3.Positively stated expectations posted, taught, reviewed, prompted, & supervised.
4.Maximum engagement through high rates of opportunities to respond, delivery of evidence-based instructional curriculum & practices
5.Continuum of strategies to acknowledge displays of appropriate behavior.
6.Continuum of strategies for responding to inappropriate behavior.
INDIVIDUAL STUDENT1.Behavioral competence at school & district levels
2.Function-based behavior support planning
3.Team- & data-based decision making
4.Comprehensive person-centered planning & wraparound processes
5.Targeted social skills & self-management instruction
6. Individualized instructional & curricular accommodations
NONCLASSROOM1.Positive expectations & routines taught & encouraged
2.Active supervision by all staff (Scan, move, interact)
3.Precorrections & reminders
4.Positive reinforcement
FAMILY ENGAGEMENT1.Continuum of positive behavior support for all families
2.Frequent, regular positive contacts, communications, & acknowledgements
3.Formal & active participation & involvement as equal partner
4.Access to system of integrated school & community resources
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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• Define and teach classroom routines• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.
– “Show me you are listening”
• Establish a signal for obtaining class attention• Teach effective transitions.
Procedures and Routines
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EXPECTATIONS
Classroom Procedures/Routines
Class-Wide ArrivalCooperative
LearningGroups
IndependentSeat Work Whole Group
Identify Attention Signal…….Teach, Practice, Reinforce
Be Respectful• Listen to others• Use inside
voice • Use kind words• Ask permission
• Enter/exit classroom prepared
• Use inside voice
• Listen to others• Acceptdifferences• Use kind words• Encourageothers
• Use quiet voice
• Follow directions
• Eyes/ears on speaker
• Raise hand to speak
• Contribute to learning
Be Responsible
• Be prepared• Follow
directions• Be a problem
solver• Make choices
that support your goals
• Place materials in correct area
• Begin warm-up promptly
• Use Time Wisely
• Contribute• Complete your
part
Be a TASK master
• Use your neighbor
• Follow directions
• Take notes• Meet your
goals
Be Safe
• Keep hands, feet, and objects to self
• Organize your self
• Walk
• Walk • Use Materials Carefully
• Keep hands, feet, and objects to self
• Stay at seat• Keep hands,
feet, and objects to self
Anchored to the School wide
Systems
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Critical FeaturesA. PBIS TeamB. Faculty/Staff CommitmentC. Effective Procedures for Dealing with
DisciplineD. Data Entry and Analysis Plan EstablishedE. Expectations and Rules DevelopedF. Reward/Recognition Program EstablishedG. Lesson Plans for Teaching expectations/rulesH. Implementation PlanI. Classroom SystemsJ. Evaluation
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– They start with sufficient resources and commitment
– They focus on the smallest changes that will result in the biggest difference
– They have a clear action plan– They use on-going self-assessment to
determine if they are achieving their plan– They have access to an external agent/
coach who is supportive, knowledgeable and persistent.
School teams will be successful if:
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SYST
EMSPRACTICES
DATASupporting
Staff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
PBIS
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0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Tota
l ODR
s
Academic Years
FRMS Total Office Discipline ReferralsSUSTAINED IMPACT
Pre
Post
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Some Final Thoughts
On your Road to Success
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Remember
• We can’t “make” students learn or behave• We can create environments to increase
the likelihood students learn and behave• Environments that increase the likelihood
are guided by a core curriculum and implemented with consistency and fidelity
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All of us will have set-backs along the way!
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Allow yourself plenty of time to get there
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Remember to bring the kids along
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www.pbismaryland.org
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Resources• www.pbis.org • www.pbismaryland.org • www.swis.org• [email protected]
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Tenets of Kenwood Pride•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect
Respectful
Able
Motivated
Safe