Keeping PBS Momentum: Fidelity and Vitality
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Transcript of Keeping PBS Momentum: Fidelity and Vitality
Keeping PBS Momentum: Fidelity and Vitality
Heather Peshak George, Ph.D.University of South Florida
June 11, 2008Tucson PBS Initiative Annual Conference: Tucson, AZ
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Agenda• Why should I invest in PBS?• Establishing Fidelity
– Progress monitoring – how are we doing?– Next steps and moving forward– Ongoing implementation of PBS components
• Building Vitality– Buy-in– Frequent communication – Keeping PBS alive!
• Readiness procedures and tools
(Center for Positive Behavior Interventions and Supports, 2008)
Why should I invest in PBS?
• Why wouldn’t you? Why not?• It’s research based• Creates an environment conducive to learning• Everyone learns more about their own behavior• It is collaborative, assessment-based,
emphasizes proactive, educative, and reinforcement-based strategies
• Promotes environments in which positive behavior is more effective than problem behavior
• Because it’s the right thing to do!
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Time Cost of aDiscipline Referral
(45 minutes per incident)1000
Referrals/yr2000
Referrals/yrAdministrator Time
500 Hours 1000 Hours
Teacher Time 250 Hours 500 Hours
Student Time 750 Hours 1500 Hours
Totals 1500 Hours 3000 Hours
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Number of Schools Trained(As of August, 31 2007)
4 Pre-K schools173 Elementary schools97 Middle schools37 High schools41 Alternative/Center
schools18 Other (e.g. K-8)370 TOTAL SCHOOLS
85% Retention Rate; 60% Schools BoQ 70+; 25% Model Schools with BoQ 80+
Benchmarks of Quality 2004-2005 to Present
0
10
20
30
40
50
60
70
80
90
100
School BoQ Scores
Tota
l Poi
nts
out o
f 100
2004-20052005-20062006-2007
95 184 221
60% of schools are implementing with 70% fidelity!
ODRs forHigh and Low Implementers
Florida PBS Schools ODR Rates with Implementation Level
138
179
111
153
75
96 95
0
20
40
60
80
100
120
140
160
180
200
Baseline Year 1 Year 2 Year 3
Implementation Year
Avg
# O
DR
per
100
Stu
dent
s
Low (BoQ<70)
High (BoQ>70)
17Sc
hool
s
16Sc
hool
s
13Sc
hool
s
20Sc
hool
s
11Sc
hool
s
22Sc
hool
s
66Sc
hool
s
Office Discipline Referral Rates Before and AfterPBS Implementation
First year 29% average decrease
137
99
0
20
40
60
80
100
120
140
160
Baseline Year 1
Ave
rage
# O
DR
s pe
r 100
Stu
dent
s
42 Schools
Florida's PBS Schools' OSS by Implementation Level
73
43
63
33
56
37
0
10
20
30
40
50
60
70
80
Low (BoQ<70) High (BoQ>70)
Level of Implementation
Ave
rage
Day
s O
SS p
er 1
00 S
tude
nts
2004-20052005-20062006-2007
35Sc
hool
s
77Sc
hool
s
82Sc
hool
s
39Sc
hool
s
79Sc
hool
s
11Sc
hool
s
34%
Florida's PBS Schools' Avg Percentage of Students Scoring Level 3 and Higher in Reading by Implementation Level
60
67
59
68
58
67
0
10
20
30
40
50
60
70
80
90
100
Lower Impl Higher Impl
Implementation Level
Avg
Per
cent
age
2004-20052005-20062006-2007
44Sc
hool
s
84Sc
hool
s
93Sc
hool
s
51Sc
hool
s
96Sc
hool
s
13 1Sc
hool
s
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Definition of “Fidelity”1. strict observance of promises, duties, etc.2. loyalty3. conjugal faithfulness4. adherence to fact or detail5. accuracy, exactness
fidelity. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/fidelity
Synonyms: loyalty, precision, faithfulness, rigor, meticulousness
Antonyms: disloyalty
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SWPBS Critical Elements• PBS Team• Faculty Commitment• Effective Procedures for Dealing with Discipline• Data Entry and Analysis Established• Expectations and Rules Developed• Reward/recognition Program Established• Lesson Plans for Teaching Expectations/rules• Implementation Plan• Crisis Plan• Evaluation (BOQ; Kincaid, Childs, & George, 2005)
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PBS TeamBroad representationAdministrative supportMeets regularly – at least monthlyEstablished a clear mission or purpose
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Tasks of the SWPBS TeamAssess the current status of behavior
management practiceExamine patterns of behaviorDevelop a school-wide planObtain staff commitmentObtain parental participation and inputOversee, monitor, and evaluate all planned
objectives and activities developedOVERALL, THE MAIN SOURCE OF COMMUNICATION!
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Use a Team Planning Process
• Planning Alternative Tomorrows with Hope (PATH) is a way for diverse people who share a common need to align their…– School’s vision, purposes, and goals– Understanding of a situation and its
possibilities for hopeful action– Actions for change, mutual support, personal
and team development, and learning
First Steps *Form committee *Schedule training *Today’s sharing *Same process/ feedback to staff *Grace tracks down and posts rules *Talk about lunch schedule *Playground interventions *Friday training rules for assistants *ID students *Feedback from last year
SCHOOL’S DREAM *Pride Safe *Respectful students, teachers and staff *Consistency *Greater self –esteem *Community of Learners *Self-respect *Positive focus *Motivated students *Fun!!! *Good manners *Increase parent involvement *Enjoy learning *Climate of caring *Cooperation *Community respect *Strength-based Tolerance *High Expectations
HISTORY NOW!! STRENGTHS BARRIERS Tough kids Tolerance Reputation for SED Population Cultural diversity Service oriented Expanding to prove Itself Location Supportive administration Strong curriculum base Cooperative Discipline inconsistent with behavior plan
Most requested school Discipline plan in place 8 rules-refine!!! No consistency Negative behaviors are being reinforced Good crisis system in place Resources & Training Parent Ed.- Good link for school Kids like being at school Tough population Access to guidance is limited Slow referral process
Cooperation Commitment Good reputation in the community Talented staff Invested in children Dedicated Fun place for kids Staff has a positive attitude Supportive of each other Strong academic focus Supportive resources, Parent Ed., Life skills Counselor Specials program are well recognized in the county Motivated Great after school program
Parent involvement Language/ communication Time for meetings, trainings, etc. Funding Class size Turn over in assistants Access to guidance counselor Getting out of crisis mode
1. D
iscipline comm
ittee meet m
onthly, and develop a plan.
2. D
ata system in place, report back to staff
3.
Teachers share effective classroom m
anagement techniques.
4.
Clear referral process, com
munication, consistency
, feed back. 5.
School wide rules im
plemented.
6. Plan for playground supervision.
7. 20%
decrease of total number of referrals.
8.
Support staff are trained and participating.
9. Increase instructional tim
e. 10. Effective set of consequences w
hen dealing with challenging
behaviors 11. System
of rewards in place for positive behavior.
GOALS
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Faculty CommitmentAll are aware of behavior problems on
campusRegular data sharing
Involved in establishing and reviewing goalsFeedback obtained throughout year using
the existing database Conduct staff surveys Develop an “election” process for activitiesUse a “comments” or “suggestions” box or
bulletin board
Outcome Data:End Year Reports
No DATA because school does not use
ISS
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Identify Common Values
•With this f rame we want to help the team identif y their dream for the future, including all the ideas, values, and things that are important to them in developing an ideal school. •List anything that is important f or the team to realize the kind of school they desire.
D R E A M
Everyone maintains high standards f or academic achievement
Respect f or all types of diversity
Everyone f eels saf eEveryone belongs
Everyone has f riendsEveryone is successful
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Effective Procedures forDealing with Discipline
Process described in narrative/graphic format
Process includes documentation proceduresODR form contains information useful for
decision makingBehaviors definedMajor and minor behaviors clearly identified
and understoodSuggested array of appropriate responses
to minor and major behaviors
Observe (Recognize) Problem Behavior
Is the behavior major?
Determine Consequence
Write referral for student
Complete minor report form
Hall monitor/security escort to the office
File discipline log
Send written referral to the office
Has the behavior occurred 3 times?
NO
Office Determines Consequence
Follow documented procedure
Implement Consequence
YES
Determine Behavior
Is it a crisis?
Contact office for support
Get recommendations from office
Utilize classroom management procedures
and/or strategies
Give teacher feedback on consequences
Follow up with student and teacher
James Middle School
Referral Process
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Appropriate Definitions of
Problem BehaviorsWhat one teacher may consider
disrespectful, may not be disrespectful to another teacherTherefore, problem behaviors must be
operationally definedOnce behaviors are defined, all faculty,
staff, administration, students and families will need to be trained on the definitions
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Office Discipline Referral Forms
Make sure to answer the following questions when formatting the ODR Form: Who, Why, What ,When, Where
Clarity on the referral form takes the guess work out of the data entry person’s job
Data will be more reliable and accurate as judgement calls are minimized
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Develop aHierarchy of
ConsequencesThe more students know the rules and
consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school (Mayer & Leone, 1995)
Essential to develop a “system of laws” and communicate it to the stakeholders
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Data Entry and Analysis Established
Data system to collect/analyze ODR datawww.swis.org
Additional data collectedData entered weekly (minimum)Data analyzed monthly (minimum)Data shared with team monthly
(minimum)
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020406080
100120140160180200
Num
ber o
f Offi
ce R
efer
rals
Data-Based Indicator
Location
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Data-Based Indicator
Teacher
02468
1012141618202224262830
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
Num
ber o
f Offi
ce R
efer
rals
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Data-BasedClassroom Indicators
Address classroom systems if…Majority of referrals come from classrooms
(e.g., more than 50% of referrals)
More than 40% of referrals come from less than 10% of the classrooms
Not all teachers are writing referrals
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Targeted Group Interventions
For high- and at-risk students:– These students represent
less than 25% of school enrollment
– They account for over 50% of behavioral incidents
– They consume significant amounts of time and resources
~5%
~15%
~ 80% of Students
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Data-Based Indicator
02468
1012141618202224262830
Num
ber
of O
ffice
Ref
erra
ls
Student
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Data-Based Indicator
0
100
200
300
400
Num
ber
of O
ffice
Ref
erra
ls
Type of Behavior
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0
10
20
Num
ber o
f Ref
erra
ls p
er S
tude
nt
Students
Referrals per Student
Individual Student Planning
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Expectations and Rules Developed
3-5 positively stated behavior expectations posted
Expectations apply to both students and staff
Rules developed and posted for specific settings
Rules are linked to expectationsFeedback obtained in development
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School-wide Expectations:
Why are they necessary? Much of human behavior is learned, comes
under the control of environmental factors, and can be changed (Sugai et al., 1999)
Identifying desired behaviors provides: A positive focus for change A unified set of clearly defined behaviors A framework for developing instructional
components and environmental supports
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Setting-Specific Rules Facilitate:
Uniform instruction across multiple programs and settings within the school
Communication among staff members Assessment of student behaviorsCommunication with parentsCurriculum designLegal, ethical, and professional
accountability
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MLK Middle School’s Matrix
Stop & listen when the whistle blowsFollow game rulesEncourage others
Take your place in lineClean your area of the table
Use an inside voicePut trash in thegarbage cans
Be respectful
Be dressed out & in place on timeBe ready to repeat instructions when asked
Have lunch money readyKnow what you want to order
Have planner signedBe on time
Be prepared
Use equipment with supervisionUse equipment as instructed
Keep food & drink off the floorWalk
Walk to rightKeep hands, feet,& objects to self
Be safe
Gym Cafeteria Hall
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Reward/RecognitionProgram Established
System established and implemented consistently across campus
Variety of methods to reward students Linked to expectations Variety offered to maintain student interest Includes opportunities for naturally occurring
reinforcement Ratios of reinforcement to corrections high Student involved in development Incentives for faculty/staff
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School-wide Reward Systems
Increase the likelihood that desired behaviors will be repeated
Focus staff and student attention on desired behaviors
Foster a positive school climateReduce the need for engaging in time
consuming disciplinary measures
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Reward System Guidelines
Reward frequently in the beginningReward contingent on desired behaviorRefrain from threatening the loss of rewards
as a strategy for motivating desired behaviorsRefrain from taking earned items or activities
away from a studentStudents should be eligible to earn rewards
throughout the day contingent upon appropriate behavior
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Reward System Suggestions
Keep it simpleProvide staff with opportunities to recognize
other students in common areasInclude information and encouraging
messages on daily announcementsRemain focused on the positiveProvide meaningful rewardsMaintain consistency with all staffTrack your reward system
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SolutionsKeep ratios of reinforcement to correction
high (4:1)Involve students on your team to help with
meaningful rewardsProvide reward system trainings to staff
annually and plan for booster trainings as needed
Develop data-based system for monitoring and documenting appropriate behaviors
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Lesson Plans for Teaching
Expectations/RulesBehavioral curriculum includes concept
and skill level instructionExamples and non-examples includedVariety of teaching strategies includedEmbedded within subject areasAll involved in development and delivery Include families and community
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What the Staff Need to Know:
The “big picture” – your team purposeLesson plans to teach expectations and rules How and when to teach expectations and
administer rewardsThe process for handling problem behaviorsSchedules for training and rewarding
activities
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What StudentsNeed to Be Taught
ExpectationsRules for specific settingsDiscipline process across campusConsequences for rule violationsReward systemWhere and how feedback will be provided
on the behaviors across campus
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Implementation Plan Develop, schedule, and deliver plans to teach
staff:discipline and data system lesson plans for students
Schedule/plans for teaching students developed Booster sessions for students and staff Plan for rewards/incentives Plan for new students/staff Plan to involve families and community
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Crisis PlanFaculty/staff taughtPlans rehearsedProcedures accessible
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EvaluationStudents/staff surveyedAll know expectations/rulesStaff use discipline system/documentation
appropriatelyStaff use reward system appropriatelyOutcomes documented and used to
evaluate PBS Plans
Outcome Data:End Year Reports
Staff Satisfaction Results
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00% StronglyDisagreeDisagree
Neutral
Agree
Strongly Agree
Are staff satisfied with PBS process?Majority of responses in Agree or Strongly agree category.
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In Summary…The Process for School-wide PBS
Includes: A committed team leading all PBS efforts Method for identifying current problems (data) Procedures for discouraging violations of school-
wide expectations/rules Positively stated behavior expectations/rules Procedures for encouraging expected behaviors Lesson plans to teach expectations/rules Method of monitoring implementation and
effectiveness
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Tertiary/Tier 3/Individual Student
Secondary/Tier 2/Targeted Group
Primary/Tier 1/Universal
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Keeping PBS Alive
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Definition of “Vitality”1. exuberant physical strength or mental vigor2. capacity for survival or for the continuation of
a meaningful or purposeful existence3. power to live or grow4. vital force or principle
vitality. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from
Dictionary.com website: http://dictionary.reference.com/browse/vitality
Start small, but think big! be willing to talk with anyone who will listen
Focus on outcomes goals, evaluation, prepare for change
Build Capacity state, regional, local – leadership is a team effort! focus on successful demo sites
Plan for sustainability with fidelity protect FTE prefer integrity over increase in numbers
Help! Fun! Celebrate! build partnerships, enjoy momentum, commit long-term
Lessons LearnedLessons Learned
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E.V.I.L.Dunlap (2008)
E Egregious Exaggeration• extreme overconfidence, overstatements
V Vanity• sure we’re pretty; but we’re not perfect
I Insularity• need to be aware/respectful of other approaches
L Lethargy (and complacency)• there is too much to do to accept the status quo
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Readiness ActivitiesForm representative PBS team, agree to monthly
meetings, commit to multi-year processComplete Initial Benchmarks of Quality/SET and
gather baseline behavior & academic dataAdministrator pledges to commit to PBS as a
multi-year processReview of School Improvement Plan, funding
sourcesDistrict Coordinator, School Coach identified
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Some Resources DVD “Discovering School-Wide PBS: Moving Towards a Positive
Future” http://flpbs.fmhi.usf.edu/dvd.doc George, H.P. & Kincaid, D. (2008). Building District-wide Capacity
for Positive Behavior Support. Journal of Positive Behavioral Interventions, 10(1), 20-32.
George, H.P., Kincaid, D.K. & Pollard-Sage, J. (in press). Primary Tier Interventions and Supports. In G. Sugai, R. Horner, G. Dunlap & W. Sailor (Eds.), Handbook of Positive Behavior Support.
Kincaid, D.K., George, H.P., & Childs, K.E. (2007). Florida’s Positive Behavior Support Project Annual Report: 2006-2007. University of South Florida. Florida’s PBS Project Web site: http://flpbs.fmhi.usf.edu
George, H.P. & Martinez, S.A. (2007, Volume 4). How to Get PBS in My School. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports Web site: http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx
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Florida’sPositive Behavior Support
ProjectContact:
Heather Peshak George, Ph.D. Co-PI & Project Coordinator
Phone: (813) 974-6440Fax: (813) 974-6115Email: [email protected] Website: http://flpbs.fmhi.usf.eduNational Website: www.pbis.org