Kansas School-wide Positive Behavior Intervention and Support Training Tier One Initial Training...

Kansas School-wide Positive Behavior Intervention and

Support TrainingTier One Initial Training

Team- Day 2Lea Ann Combs and Jamie Wolfe

District SW-PBIS Facilitators

Review From Yesterday

• Establish interest & commitment• Establish a data-based decision-making system • Modify discipline referral process/forms• Establish expectations & rules• Develop lesson plans & teach• Create a reward/incentives program• Refine consequences• Monitor, evaluate, and modify

Today: Remaining Elements of School-wide PBIS


Assessing Interest & Commitment

• 80% faculty support for school-wide PBIS• 3 year action plan, progress occurs over time• Behavior is one of top 3 goals within school• All faculty agree to participate in implementation

– Teaching social skills– Building expectations into classroom management– Participating in decision making– Reinforcing and recognizing positive social behavior

Strategies

• Present key features of school-wide PBIS and gain staff consensus– Consider asking a school implementing

school-wide PBIS to present

• Use the Self-Assessment Survey to see how important areas of school-wide PBIS are to faculty

School Improvement Plan

• School improvement plans should address issues related to student behavior• Schools implementing SW-PBIS are

committed to improving behavior

• Behavior should be one of the top priorities of the school

School-wide PBIS Elements Included in School Improvement Plan

• Stated goals, objectives, and activities for improving student behavior

• Alignment with the school’s mission

• A school-wide program

• An office discipline referral process

• A school-wide data collection system

Viewed Within Context of School Improvement

Using Data to Make Progress

• Plans should include data that are regularly shared• Disseminate the school improvement plan to faculty• Check for faculty understanding of the content• Review the school improvement plan yearly• Familiarize and educate new staff yearly• If a plan is reviewed and discussed often, goals will

be accomplished• School improvement plans can guide all activities

•• More intense supplemental targeted skill interventionsMore intense supplemental targeted skill interventions•• Customized interventionsCustomized interventions•• Frequent progress monitoring to guide intervention designFrequent progress monitoring to guide intervention design

Kansas MultiKansas MultiKansas MultiKansas Multi----Tiered System of Support (MTSS)Tiered System of Support (MTSS)Tiered System of Support (MTSS)Tiered System of Support (MTSS)

•• Student centered planningStudent centered planning

•• Customized functionCustomized function--based interventionsbased interventions•• Frequent progress monitoring to guide intervention Frequent progress monitoring to guide intervention design design

AcademicsAcademicsAcademicsAcademicsBehaviorBehaviorBehaviorBehavior

KSDE KSDE -- July 2007 DraftJuly 2007 Draft

•• All studentsAll students•• EvidenceEvidence--based core curriculum & instructionbased core curriculum & instruction•• Assessment system and dataAssessment system and data--based decision based decision makingmaking

•• All students, All settingsAll students, All settings

•• Positive behavioral expectationsPositive behavioral expectationsexplicitly taught and reinforcedexplicitly taught and reinforced

•• Consistent approach to disciplineConsistent approach to discipline•• Assessment system and dataAssessment system and data--based based decision makingdecision making

•• Supplemental targeted functionSupplemental targeted function--based interventionsbased interventions•• Small groups or individual supportSmall groups or individual support•• Frequent progress monitoring to guide intervention Frequent progress monitoring to guide intervention designdesign

•• Supplemental targeted skill interventions Supplemental targeted skill interventions •• Small groupsSmall groups•• Frequent progress monitoring to guide intervention Frequent progress monitoring to guide intervention

designdesign

8080--90%90%

1010--15%15%

11--5%5%

• Focus:Focus: Students not at benchmark with marked difficultyStudents not at benchmark with marked difficulty• Time:Time: + 60 min./ 5 times per week+ 60 min./ 5 times per week• Grouping:Grouping: Smaller groups <3Smaller groups <3• Program:Program: Intensified and possibly customized targeted skill interventions Intensified and possibly customized targeted skill interventions

Kaleidoscope, Early Intervention in Reading, PassportKaleidoscope, Early Intervention in Reading, PassportMay be an intensified and customized use of standard protocol May be an intensified and customized use of standard protocol interventionsinterventions

• Assessment: Weekly DIBELSAssessment: Weekly DIBELS

• Focus:Focus: All studentsAll students• Time: Time: K 70 min. of coreK 70 min. of core

1-3 90 min. of core + 30 min. workshop1-3 90 min. of core + 30 min. workshop4-6 60 min. of core + 30 min. workshop + 30 min. LA4-6 60 min. of core + 30 min. workshop + 30 min. LA

• Program:Program: Evidence-based core curriculum & Evidence-based core curriculum & instruction: Open Court Reading - including instruction: Open Court Reading - including workshopworkshop

• Assessment:Assessment:DIBELSDIBELS K-6 Fall/Winter/SpringK-6 Fall/Winter/SpringMAPMAP 3-6 Fall/Spring3-6 Fall/Spring

• Focus: Focus: Students not at benchmarkStudents not at benchmark• Time:Time: + 30 min./ 3-5 times per week (during workshop time)+ 30 min./ 3-5 times per week (during workshop time)• Grouping:Grouping: Small groups < 5 Small groups < 5• Program:Program: Supplemental targeted skill interventions Supplemental targeted skill interventions

K-PALS, PALS, Open Court Interventions, Cars & Stars, K-PALS, PALS, Open Court Interventions, Cars & Stars, Read Naturally Read Naturally

• Assessment: 2x month DIBELSAssessment: 2x month DIBELS

Schoolwide Academic SupportSchoolwide Academic Support

Focus:Focus: Students with marked behavior difficulties. Students with marked behavior difficulties. >5 Office referrals or SIT referral>5 Office referrals or SIT referral

Grouping:Grouping: Individual or small groupIndividual or small groupProgram:Program: Individualized plan (GEI or BIP) developed from FBAIndividualized plan (GEI or BIP) developed from FBAAssessment: Assessment: Direct observation of measureable outcomesDirect observation of measureable outcomes

and office referralsand office referrals

Focus:Focus: Students needing additional behavior supportStudents needing additional behavior support2-5 Office referrals or SIT referral2-5 Office referrals or SIT referral

Grouping:Grouping: Small group or individualSmall group or individualProgram:Program: Function-based interventions/supportsFunction-based interventions/supports

Daily check-in/check-outDaily check-in/check-outAssessment: Assessment: Teacher/student ratings and office referralsTeacher/student ratings and office referrals

Focus:Focus: All students All settingsAll students All settingsProgram:Program: 3-5 defined, positively stated, and explicitly taught expectations3-5 defined, positively stated, and explicitly taught expectations

Continuum of consequences for appropriate behaviorsContinuum of consequences for appropriate behaviorsContinuum of consequences for problematic behaviorsContinuum of consequences for problematic behaviors

Assessment: Assessment: SWIS – Schoolwide Information SystemSWIS – Schoolwide Information SystemKANDIS – Kansas Discipline SystemKANDIS – Kansas Discipline System

School-Wide Social Behavior SupportSchool-Wide Social Behavior Support

SW-PBIS Planning

• Confirm commitment• Create a planning team• Conduct a self-assessment• Conduct a team assessment• Build an action plan• Implement the action plan• Create a communication strategy • Use data to implement and evaluate

efforts

Team Implementation Checklist

www.pbisassessments.org

http://www.pbisassessments.org/

Team Implementation Checklist (TIC)

• Characterizes the evolution of School-wide PBIS implementation:– “Achieved,” “In progress,” or “Not started”

• Assists in: – Initial assessment– Getting started on action plan– Measuring progress of School-wide PBIS

Implementation

• Assesses team-based response– Twice per year

TIC Feature Areas1. Establish Commitment2. Establish and Maintain Team3. Conduct Self-Assessment4. Define Expectations5. Teach Expectations6. Establish Reward System7. Establish Violations System8. Establish Information System9. Build Capacity for Function-based Support10.Ongoing Activities

Checklist #1: Start-Up Activity

Complete and submit Monthly.Status: Achieved, In Progress, Not

Started

Date:(MM/DD/YY)

Establish Commitment1. Administrator’s support and active involvement.

Status:

2. Faculty/Staff support (One of top 3 goals, 80% of faculty document support, 3 year timeline).

Status:

Establish and Maintain Team3. Team established (representative).

Status:

4. Team has regular meeting schedule, effective operating procedures.

Status:

5. Audit is completed for efficient integration of team with other teams/initiatives addressing behavior support.

Status:

Self-Assessment6. Team/faculty completes EBS self-assessment survey.

Status:

7. Team summarizes existing school discipline data.

Status:

Team Implementation ChecklistTeam Implementation Checklist

8. Strengths, areas of immediate focus and action plan are identified.

Status:

Establish School-wide Expectations9. 3-5 school-wide behavior expectations are defined.

Status:

10. School-wide teaching matrix developed. Status:

11. Teaching plans for school-wide expectations are developed.

Status:

12. School-wide behavioral expectations taught directly and formally.

Status:

13. System in place to acknowledge/reward school-wide expectations.

Status:

14. Clearly defined and consistent consequences and procedures for undesirable behaviors are developed.

Status:

Establish Information System15. Discipline data are gathered, summarized, and reported.

Status:

Build Capacity for Function-based Support16. Personnel with behavioral expertise are identified and involved.

Status:

17. Plan developed to identify and establish systems for teacher support, functional assessment and support plan development and implementation.

Status:

Team Implementation Checklist Team Implementation Checklist continuedcontinued

Checklist #2: On-going Activity Monitoring

Complete and submit Monthly.Status: Achieved, In Progress, Not

Started

1. EBS team has met at least monthly. Status:

2. EBS team has given status report to faculty at least monthly.

Status:

3. Activities for EBS action plan implemented. Status:

4. Accuracy of implementation of EBS action plan assessed.

Status:

5. Effectiveness of EBS action plan implementation assessed.

Status:

6. EBS data analyzed. Status:

Team Implementation Checklist Team Implementation Checklist continuedcontinued

Scoring the TIC• Implementation Points

– Achieved = 2 – In progress = 1 – Not Started = 0

• Percentage of Items Implemented – Total

Number of items scored as “Achieved” divided by 17 (items)– Subscale scores

Number of items in each subscale area scored as “Achieved” divided by the number of items in that subscale area

• Percentage of Points Implemented– Total

Total number of points divided by 34– Subscale scores

Total number of points in each subscale divided by total number of items multiplied by 2

Total Average TIC ScoresTotal Average TIC Scores School

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Nov-03 Dec-03 Apr-04 Oct-03 Dec-03 Mar-04 Sep-03 Oct-03 Nov-03 Feb-04 Mar-04 May-04

Mar-03 Nov-03 Jan-04 Apr-04

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SchoolsSchools


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Pre-PBS

1. What is working well?1. What is working well? 2. What are next steps? 2. What are next steps?

1. What is going well?1. What is going well? 2. What are next steps?2. What are next steps?


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Pre-PBS Year 1

Activity: Team Checklist

• Review the Team Implementation Checklist– Complete items 1-5 on the Team Checklist

• Coaches take the lead in recording the results on the checklist

• One person completes and takes meeting minutes

Review Team Implementation Checklist

• Complete item 6 on the Team Implementation Checklist—possible actions:– Discuss how you will gather the Self-

Assessment Survey from your faculty– Discuss what events naturally occur (faculty

meetings, late starts, school improvement days)

• Coaches have the code number for school accounts

Elements of School-wide PBIS


Data Driven Decisions

SMSD Student Discipline Reporting System

provides…”the Big Five”

The BIG 5 How often

where

what

when

who

Office Discipline Referrals and The BIG 5!

• Examine office discipline referral rates and patterns– Major Problem events– Minor Problem events

• Ask the BIG 5 questions:– How often are problem behavior events occurring?– Who is contributing?– What types of problem behaviors?– When are the problems occurring?– Where are they happening?

Utilized for school planning teams Used at district level Focus on data based decision making Allows school team to look at school-wide

and individual student data

Big 5 Data

Average Referrals Per Day Per Month

Referrals by Student

Referrals by Problem Behavior

Referrals by Time of Day

Referrals per Location

Average Referrals Per Day Per Month

Sunflower’s Dismissal Data: Pre Intervention Jan.-April

Sunflower’s Dismissal Data: Post Intervention May

Custom Graph: Problem Behavior/Escape Adult Attention

Custom Graph: Problem Behavior/Obtain Adult Attention

Getting Ready for Data-based Decision Making Systems

Meaningful Data

1)ODR Forms

2) Behavioral Definitions

3) Major/Minors

Progress Monitoring

• Recommended that data are entered daily, but at least weekly (at a minimum)

• SMSD Student Discipline Reporting System is easy for staff to use

– Enter data easily

– Print off graphs quickly

Data Review

• School-wide data available for: – SW-PBIS planning meetings (monthly)– Faculty meetings (quarterly)– In-services

• Individual student data available for:– SIT meetings– Meetings with parents/students

Office Discipline Referral Forms (ODR’s)

Improving data collection by modifying office discipline referral

forms to mirror the SMSD Discipline Data System

Characteristics of the SMSD Student Discipline Reporting System

Referral FormThe following categories must be included on the

form:

• Student’s Name• Date• Time of Incident• Student’s grade level• Referring Staff• Location of Incident

• Problem Behavior

• Possible Motivation

• Others Involved

• Administrative/Teacher

Decision

• Other Comments

Appropriate Definitions of Problem Behaviors

• Define problem behaviors for consistency • Consensus driven processes used to

define behaviors• Teach students, parents, and faculty

examples and non-examples of problem behavior

Confirming Your Data System Will Support the Team Effectively

• Change your office discipline referral form if necessary

• Identify definitions on your ODR that your school uses – Developmentally appropriate– Common use

• Make a clear distinction between problem behaviors that are staff managed (minor) versus office managed (major)

Strategies for Working with Faculty• Introduce purpose

– Consistency– Clarity of system– Group consensus

• Structure activities to discuss behavioral definitions and major/minors– Break into groups and – Assign each group tasks– Place all information on flip chart paper– Vote to obtain agreement– Summarize and finalize within planning team – Create skits and act out behaviors and confirm

understanding and consensus

Major Discipline Incidents

• Examples include: physical fights, property damage, drugs, weapons, tobacco, etc.

• Major incidents are handled by administration

• Consequences are delivered by administration

Minor Discipline Incidents

• Examples may include: tardiness to class, lack of classroom material, incomplete classroom assignments, gum chewing, etc.

• Minor incidents are managed by teachers• Minor behaviors are sometimes tracked • Natural consequences are delivered in the

classroom

Staff Managed (minors) Office Managed (majors)

•Tardy•Unprepared; no homework/materials•Violation of classroom expectations•Inappropriate language •Classroom disruption•Minor safety violation•Lying/Cheating

Response Strategies/Consequences are determined by staff

•Repeated minor behaviors•Insubordination•Blatant disrespect•Abusive/Inappropriate language•Harassment/Intimidation•Fighting/Physical aggression•Safety violations that are potentially harmful to self, others and/or property•Vandalism/Property destruction•Plagiarism•Theft•Skipping classes•Illegal behaviors: Arson Weapons Tobacco Alcohol/Drugs

Office Discipline Referral Caution

Data is only useful when implementation is consistent

Do staff and administration agree on office-managed problem behavior verses classroom-managed behavior?

The Completed OfficeDiscipline Referral Process

• Contains definitions of: major discipline incidents, minor discipline incidents, crisis incidents, a continuum of discipline procedures

• Can be summarized in a narrative or graphic form

• Is presented to all staff for approval• Is trained to all staff

Enhancing Office Discipline Referral Processes

– Is the discipline referral process clear and effective?

– Do staff fully understand current forms and procedures?

Discipline Referral Process

• Discipline processes must be defined, taught, and agreed upon and include definitions for:

• major discipline incidents• minor discipline incidents• emergency or crisis incidents• a continuum of discipline procedures

Observe problembehavior

Is the behaviormajor?

Problem solve NO Send to officeYES

Determine the consequence

Problem solve &determine consequence

File in teacher’sbox

Write contract & contact parents

Make copies for parents signature

Follow upwith student

within aweek

Sample Referral Process

Heather Peshak George, Ph.D. & Donald K. Kincaid, Ed.D., University of South Florida (2004)

Observe problem behavior

Is behavior Major? Is Crisis

Response needed?

Problem Solve

File in Teacher box

Write office referral &escort to office

Determine consequence

Implement Crisis Plan

Notify Crisis Response Team

NO

NO

YES

YES

YES

Sample Referral Process

Heather Peshak George, Ph.D. & Donald K. Kincaid, Ed.D., University of South Florida (2004)

Dorothy Moody Behavior Flow ChartDorothy Moody Behavior Flow Chart

Observed Positive Observed Positive BehaviorBehavior

Observed Problem Observed Problem BehaviorBehavior

School School WideWide

ClassrooClassroomm

MajoMajorr

MinoMinorr

Teachers give individual Teachers give individual or classroom awards or classroom awards based on classroom based on classroom

management system.management system.

Continue to give Continue to give ““paw paw printsprints”” to classrooms to classrooms showing exemplary showing exemplary

behavior in all locations of behavior in all locations of the building.the building.

RedireRedirectct

Student returns Student returns to taskto task

Send student to Send student to classroom safe classroom safe

seat.seat.

Buddy Room/Buddy Room/Orange SheetOrange Sheet

If behavior If behavior continues,continues,

Follow Major Follow Major ProceduresProcedures

Work Work backwards backwards

back to back to seat.seat.

Ensure Safety of Ensure Safety of allall

Escort student to Escort student to office w/behavior office w/behavior

sheet(s) sheet(s) (Buddy Room/Office (Buddy Room/Office

Referral)Referral)

Principal will Principal will contact contact

parent/guardian. parent/guardian.

Behavior ContinuesBehavior Continues

++ --

--Student will work Student will work backwards back backwards back

to seat. to seat.

If student has If student has 3 minors for 3 minors for

same same behavior, behavior,

refer to Office refer to Office as Majoras Major

Consequences

• Create a clear hierarchy of consequences• Establish minimum disciplinary actions for

each behavior that requires an office referral • Create and teach a re-entry procedures for

staff and students to follow when a student returns to class

• Avoid long delays between the notification of misbehavior and the implementation of a disciplinary action

Example: Detention scheduled one week later

Consequences…

• Align consequences with other components of the school-wide positive behavior support plan– Reviewing the expectations– Practicing expectations

• Refrain from establishing a policy of revoking previously earned rewards

• Review discipline procedures to ensure no reinforcement of problem behavior occurs– Attention at the office (peers, principal,

secretaries, etc.)– Unescorted trips to the office

Consequences…

• The system should not rely entirely on the student’s ability and/or willingness to inform parents of problems

• Notify staff, students, and parents that administrators may extend disciplinary actions beyond the minimum if the behavior is excessive

Consequences…

• Use office referral data collected to improve the process

• Streamline documentation procedures to facilitate communication

Considerations

• Provide opportunities for staff, families, and students to contribute ideas

• Align plans for consequences with other components of the school-wide plan

• Train all staff and administrators in procedures to maintain consistency

• Identify each person’s role in the process

Administrative Decisions

• Referred to as “Determining Consequences”• Examples of decisions for administrative

decisions: - Conference with student - Expulsion

- Individualized instruction - In-school suspension- Loss of privilege - Other- Out-of-school suspensions - Parent contact- Saturday School- Time in office- Time out/detention

Examples of Issues Covered in Crisis Plans

• Bus Evacuations• Bomb Search• Fire Evacuations• Inclement Weather• Weapons Alert• Intruder• Chemical/biological threats

Evaluating the Crisis Response Plan

• Each school has district and school policies for emergency/crisis incidents

• The crisis plan that is on file should be evaluated to ensure it fits with the school-wide PBIS plan

• Crisis response plans should include strategies for training staff on how to respond to individual student problem behavior

Decreasing the Likelihood of Crises with Individual Students

• Provide teachers with classroom management techniques

• Teach staff members how to respond to crisis and/or dangerous situations

• Inservices available for faculty to learn how to avoid crises– CPI– Interrupting coercive interactions– Strategies for de-escalating a student who is

becoming agitated– How to avoid reinforcing problem behavior

Team Time Activities to Address

• Review the sample office discipline referral forms

• Discuss how your current office discipline referral form is organized

• Review examples of behavioral definitions

Where to Find Examples?

• ODR Forms• Majors/Minors

When Do You Complete the Action Plan?

• Faculty have completed the surveys• The planning team has summarized the self assessment

information and plan to share with faculty• The team has identified how many meetings are needed

with faculty to:– Identify expectations– Create signage– Enhance the discipline system and get “data ready”– Create a reinforcement system for students and faculty– Plan for Kick-Off (e.g. write lesson plans and organize)

Action Plan Items

• Discuss what steps will be needed to schedule faculty meetings to:

– Review current discipline system and summarize into flow chart

– Identify examples of behavioral definitions– Confirm office managed versus classroom managed

behaviors– Revise the office discipline referral form

Action PlanAction Plan

Nieman’s Action PlanNieman’s Action Plan

Finalizing Your Action Plan: Year 1

1) Current Discipline Data Reporting:Readiness and Consequences

• Strengths of current discipline system• Weaknesses or inconsistencies that can be

improved2) School-wide Expectations & Recognition• Strengths of current behavior education • Connecting reward systems to expectations• Signage • Handbook

Action Plan Focus: Year 1

3) Data available this year for decision making:• Self-Assessment Survey• School Safety Survey• Team Implementation Checklist• School-wide Evaluation Tool (SET)• Office discipline referrals,

Suspensions/expulsionsOther Data • Academic outcomes• Dropout rates• Staff turnover and sick days• Student surveys of reinforcers

Safety Survey• Create a plan for gathering the School

Safety Survey. Checklist—possible actions:

– Discuss how you will gather the Safety Survey from your faculty and community

– Are there families in your community who speak Spanish and would be more comfortable with a Spanish translation of the tools? If so, how will you include this information?

– Discuss what events naturally occur (parent/teacher conferences, open house, etc.)

How is the Action Plan Different from the Team Checklist

• The annual plan is a list of the meeting processes and major activities needed to implement SW-PBIS

• The team checklist is used to observe your progress along the way

Online Team Resources

• For implementation examples including lesson plans, school websites, district websites, tools, and resources teams can use to become inspired:

http://www.pbskansas.org/swpbs/resource.html• MTSS Resource Library

– Follow instructions indicating elementary, middle and high school resources

– Find Tier 1 links

• Shawnee Mission PBIS Web back pack:http://www4.smsd.org/positivebehaviorsupports/• National Websites:http://www.pbis.orghttp://www.pbisvideos.com

http://www.pbskansas.org/SWPBS/resource.html

http://www4.smsd.org/positivebehaviorsupports/

http://www.pbis.org/

http://www.pbisvideos.com/

Credits For These Power Points Go To….

SW PBIS:Training for Coaching Capacity

George SugaiOSEP Center on PBISUniversity of Oregon

October 8, 2004

[email protected]

and

University of Kansas

http://www.pbis.org/

Online Trainers Website Pages

Access to all SW-PBIS Training Materials:• http://www.pbskansas.org/swpbs/schoolwide/• Go to SW-PBS button

– Go to trainer site at bottom of page

• Username: SW-PBIS• Password: checklist

http://www.pbskansas.org/swpbs/schoolwide/

Team Time Activities to Address

• Work on Action Plan• Complete other items

as needed– Matrix– Signage– Acknowledgement

System– ODR Form– Major/Minors

Where to Find Examples?

• Action Plans

Kansas School-wide Positive Behavior Intervention and Support Training Tier One Initial Training...

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