Ker i S . Bethune , J oy B losser , K rys ta l Mute rspuagh , Ka i t i e Saunders , Becky Sch lack

S o m e i n f o r m a t i o n i n t h i s p r e s e n t a t i o n c o m e s f r o m :

S t o r m o n t , M . , L e w i s , T. J . , B e c k n e r , R . , & J o h n s o n , N . W. ( 2 0 0 8 ) . I m p l e m e n t i n g p o s i t i v e b e h a v i o r s u p p o r t s y s t e m s

i n e a r l y c h i l d h o o d a n d e l e m e n t a r y s e t t i n g s . &

L e w i s , T. J . & S u g a i , G . ( 1 9 9 9 ) . E ff e c t i v e B e h a v i o r S u p p o r t

H o r n e r , R . H . , S u g a i , G . , A n d e r s o n , C . M . ( 2 0 1 0 ) . E x a m i n i n g t h e e v i d e n c e b a s e f o r s c h o o l - w i d e p o s i t i v e b e h a v i o r s u p p o r t . F o c u s o n E x c e p t i o n a l C h i l d r e n , 4 2 ( 8 ) , 1 - 1 4 .

The Power of Positive Interactions

Our School

Our Mission

Demographic Information

10%

28%

57%

4%1%

2014-15

BlackWhite/Arabic/KurdishHispanicMulti-RacialAsian

Languages Spoken

EnglishSpanishKurdishArabicTigrinyaOtomi

School-wide Positive Behavior Interventions and Support (SWPBIS)

• SWPBIS: The implementation of behavioral support strategies, along a continuum of intensity, through a process that is: • focused on social behavior instruction • guided by data-based decision making,

and • consistently implemented across ALL

school environments

A Proactive Approach to Behavior Management

• Unfortunately, educators continue to rely on traditional discipline tactics that focus on punishment

• Not only are these tactics ineffective on high-risk students, but they actually increase rates of problem behavior

The Importance of Understanding Students’ Past Learning Experiences

• At the beginning of the school year, most teachers assess their students’ knowledge of the curriculum• The teacher doesn’t punish students for now

knowing everything he/she expected them to know

• As teachers, we should apply the same logic towards teaching social behavior (e.g., behavior management or discipline)• Children are not born with “anti-social” behavior• The have learned “anti-social” behavior as the

only way to get their needs met

Continuum of Supports and Key Features

1. Statement of Purpose

• Describes its purpose and approach to teaching and learning, and that serves as the foundation or mission statement for its activities, decisions, and way of doing business.

• Should be positive and brief; encompass all student, staff, and settings; and consider academic and behavioral outcomes

Example: At K&R School, students and staff:

1. place highest value on academic and social success

2. strive for proactive and safe learning and teaching environments

3. foster partnerships with students, families, and communities

4. emphasize what works

2. School Wide Expectations

• Clearly stated list of expected behaviors based on the commonly occurring problem behaviors observed across school settings

• For each problem behavior, schools should identify a "replacement" behavior, or statement about "what do you want the student to do instead?”

• Behaviors should be grouped to form a set of three to five succinct school-wide rules or expectations

Example: Durham Elementary School in Portland, Oregon:

• Project Respect: Respect yourself, respect others, and respect property

3. Procedures for Teaching Expected Behavior

• Make curriculum and instructional decisions based on the unique features of their students, staff, and school.

• Schools must follow research-validated practices to maximize the likelihood of successful acquisition of social skills.

• Schools should institute practices that "tell" the students what is expected, "show" them what the skill looks like, and "practice" the skills through role plays and in-vivo situations

4. Procedures for Encouraging Expected Behavior

• Teaching an expectation is necessary but not sufficient for success in learning social skills

• Schools also must provide incentives to encourage students to use pro-social skills

• When teachers provide a token, they are instructed also to state what specific social skill the reward is for, state what larger school rule the student was following, and provide a positive social acknowledgement

• Plans also should be developed to fade the use of coupons while verbal feedback and other natural outcomes remain

• Positive reinforcement should be shifted from (a) tangible to social, (b) external to internal, (c) frequent to infrequent, and (d) predictable to unpredictable

5. Procedures for Discouraging Problem Behavior

• Schools should develop :

(a) clearly defined examples of each rule-violating behavior and

(b) specific decision rules for determining which consequence should be assigned to which problem behavior event

• The goal is to develop a policy that

a. is implemented consistently school-wide

b. clearly differentiates what behaviors should be managed in the classroom and what behaviors should be sent to the office

c. provides a proactive strategy to identify and address the needs of students who have chronic problem behavior

6. Procedures for Record-Keeping and Decision Making

• Schools collect information that can be used to assess the effectiveness of school-wide procedures—

• Example: minor behavior reports; office discipline referrals; and records of attendance, truancy, and tardiness

• Regular analyses of office referrals over time can reveal patterns that guide schools in modifying their school-wide systems

Building Foundations for Small-Group and Individual Supports

• 15 – 20% of students won’t respond to the Tier 1 – Universal Supports… And 5% of those will need individualized supports

• The goal is “to build a comprehensive system of practices guided by data decisions, with a vigilant eye toward supporting the adults in the school environment who are responsible for implementation.”

Time to Talk

Knew New Wondering

1. Calm 2. Triggers

3. Agitation

4. Acceleration

5. Peak

6. De-escalation

7. Recovery

TIME

INT

EN

SIT

Y

Colvin’s Seven Phase Model of Acting Out

Error Correction Steps

• Secure the student's attention and signal that he or she has made an error.

• Look for error patterns or misrules that the student might have learned.

• Re-teach prerequisite skills or functional alternative behaviors.

• Provide opportunities for the student to practice the correct response.

• Test the student for the correct response.

• Provide positive reinforcement when the student displays the appropriate behavior.

Error Correction Steps

Video

Consequences for Rule Violating Behavior

1. Error correction (re-teach)

2. Environmental Modification (examples: change in seat, change of materials, etc.)

3. Loss of Privileges ●Recess without friends ●Loss of Knight Bucks Store (NOT loss of Knight

Bucks)●Work Alone●Lunch without friends ●Loss of classroom specific privilege

4. Teacher Parent Contact

5. Non-Emergency Office Referral

Time to Talk

What do you currently do when kids are in crisis?

What do you do when students make a less severe behavioral error?

What components of this might you already have in place?

What components of this might help your students?

Our Journey

• 2011-12 – Dr. Kretlow completed needs assessment to look at academic concerns – found that instruction was sound, but that couldn’t be implemented at deep level because behaviors were constantly interrupting instructional time.

Our Journey

• 2012-13 –Team created and met at the summer before school

• Initial Training with the PBIS team for 3 days – What is PBIS?

• Revised and revamped School Rules

• Revamped the Knight Buck System – not allowed to take Knight Bucks away from students for negative behavior consequences

• Basics – how often PBIS Team will meet throughout the year – monthly

• Introduce and develop error correction procedures

• Multiple Trainings for all Staff on Error Correction Procedures

• Revisited active student responding – engaged in academics – Frequent opportunities for whole class to respond

• Lesson Plans for teaching rules – cafeteria – kids sit by age group for breakfast

Our Journey

• 2013-14• Expectations Matrix • Clip Boards for Specials• Knight Bucks were more

consistent• Finalized Office Process

Referral• Emergency Referrals• Tier 2 • Coaches - • Social Skills• Official Manuals

• Re-Trained all staff at the beginning of the year

• Flow Chart – Addition of Tier 3 Students

• Knight Badge of Honor – positive recognition

• Noble Knights Event• Changed Breakfast

Routine – did not have 440 students in the cafeteria in the morning at the same time

• Coaches meetings to look at Tier 2 data

• Coaching Project – offered to teachers that wanted to get extra support with IC – completed check list data and side by side coaching

Our Journey

• 2014-15• Refresher Training• Exiting and Dismissing Kids from Tier 2• Coaches meeting• Observations were completed on all classrooms for PBIS to

provide feedback and open up dialogue for moving forward

Our Journey

• 2015-16• Kohlberg’s 6 Levels of Moral Development – Move kids

towards behaving for intrinsically motivation• Crisis –Escalation and not• Welcome Back Packet/Basket• Deal with students in crisis without triggering more

behavior – in a way that respects them and preserves their dignity

Research on Coaching Teachers’ to Improve Fidelity

of Implementation

Data

Method

Participants

•The coach was selected from the school’s SWPBIS Team• The coach was also the instructional coach for

the school

•Four teacher participants were recruited by volunteering after the entire staff was presented the opportunity at a faculty meeting • Teachers had to be licensed teachers who

taught at least one group instructional lesson per day

Method

Design

•Multiple baseline across participants design

Data Collection

•Teacher’s implementation of SWPBIS by the percentage of correctly implemented steps using a SWPBIS

•Fidelity data was collected on coaches ability to accurately implement the coaching procedure in the form of percentage of correctly implemented steps using a coaching fidelity checklist

Method

Intervention

•The coach provided two side-by-side coaching to teacher participants, including: • A pre-coaching meeting• An individual coaching session• A feedback meeting

•After coaching, during the intervention phase, teachers could continue to consult with coach regarding questions that arose

Results

Tier 2 Data

English AMO Results

Math AMO Results

State Accreditation Results

Questions

Contact Information

Keri S. Bethune – bethunks@jmu.edu

Joy Blosser – jblosser@harrisonburg.k12.va.us

Krystal Muterspuagh – kmuterspaugh@harrisonburg.k12.va.us

Kaitie Saunders – ksaunders@harrisonburg.k12.va.us

Becky Schlack – bschlackbabb@harrisonburg.k12.va.us