School Wide Positive Behavioral Interventions and Supports
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Transcript of School Wide Positive Behavioral Interventions and Supports
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School Wide Positive Behavioral Interventions and Supports
March 28, 2011PBIS Informational
Forum
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Schools adopting PBIS FrameworkNational Data
00 01 02 03 04 05 06 07 08 09 20100
2000
4000
6000
8000
10000
12000
14000
16000
13,331 Schools
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SWPBIS in 13,331 schools Al
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Iowa
Illinois
Iowa
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Funding Visibility PolicyPoliticalSupport
Training Coaching Behavioral ExpertiseEvaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
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Findings (Horner, et al)
SWPBIS is possible (at all grade levels) SWPBIS is associated with:
20-60% reduction in problem behavior Increases in academic performance Improved perception of school safety Improved self-assessment of faculty
effectiveness
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2005-06
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2006-07
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2007-08
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2009-10
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2010-11
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Schools adopting SW-PBIS by year in Northwest AEA
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Schools Using SW-PBIS Framework as their Discipline System
Longfellow Elementary (Sioux City) Akron-Westfield Elementary Akron-Westfield MS West Sioux Elementary West Sioux MS Boyden-Hull Elementary South O’Brien Elementary South O’Brien Junior High Smith Elementary (Sioux City) Sacred Heart Elementary (Sioux City) Unity Elementary (Sioux City) Gehlen Catholic (LeMars) Hinton Elementary Lark Elementary (West Monona School District) Central Elementary (West Monona School District)
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Northwest AEA SET Scores: 2009-10
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School-Wide Evaluation Tool(SET)
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
Y1 Y2 Y3 Y4
Exp TaughtAvg Score
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Northwest AEA: Triangle Summary – Majors Only
95.68 (0-1 Ref)
3.26 (2-5 Ref)
.84 (6 + Ref)
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Informational Forum (9:30 to 10:30)
Roundtables Involving Families/Community (Room D)Creative Lesson Plans (Room D)Acknowledgements for Upper
Elementary/Middle School (Room D)Continuous Regeneration (Room F)
Learning More about PBIS (Room C)
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Informational Forum (10:45-11:45)
Question/Answer with PBIS Panel (Room C)
Making Sense of Tier III Interventions (Room D)
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Informational Forum (11:45)
I will be in Room D to answer questions
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SW-PBIS - What does it look like?
Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for
problem behaviors. Use collected data to solve problems and
make decisions.
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Define School-Wide Expectationsfor Behavior
Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to
avoid doing) Memorable
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RespectOptimistic Attitude
Active LearnerResponsibility
South O’Brien Junior High
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Akron Westfield Middle School
Double RPK Respectful Responsible Prepared Kind
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Akron-Westfield
(Expectations are defined across by their locations.) Expectations:
Areas:
CLASSROOM
PLAYGROUND
LUNCHROOM
HALLWA YS
BATHROOM
BUSES
SCHOOL ACTIVITIES
RESPECT
1. Listen to the speaker. 2. Use acceptable school language & tone.
1. Listen to the recess teacher. 2. Follow the playground rules.
1. Use good table manners.
1. Use a quiet voice. 2. Use quiet walking feet. 3. Keep your hands to yourself.
1. Be quick. 2. Keep it clean. 3. Flush. 4. Turn off the water when you are finished.
1. Sit at all times. 2. Use your inside voices.
1. Cheer. 2. Stand quietly for the anthem. 3. Applaud when appropriate.
RESPONSIBLE
1. Take care of your belongings. 2. Follow all directions.
1. Take turns. 2. Take care of all equipment.
1. Clean up your area. 2. Use good line basics.
1. Stay in your own body space.
1. Wash your hands when you finish.
1. Be on time. 2. Care for your things.
1. Dress appropriately. 2. Follow the directions of the activities.
PREPA RED
1. Be on time. 2. Be ready with your materials and your attention.
1. Dress appropriately for weather.
1. Wash your hands before eating.
1. Make sure your shoes are tied. 2. Keep your eyes to the front. 3. Keep your hand at your side.
1. Try to use at your scheduled breaks and at recess time.
1. Care for your things. 2. Know when it is your stop. 3. Be on time.
1. Bring appropriate clothing. 2. Know your schedule.
KIND
1. Care for yourself and others.
1. Share. 2. Take turns.
1. Use good line basics. 2. Use please and thank you.
1. Say excuse me. 1. Wait your turn in line. 2. Honor others privacy.
1. Share your seat. 2. Tell the driver thank you. 3. Stay in your body space.
1. Be a good sport. 2. Encourage others. 3. Say please and thank you.
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West Sioux Middle School
Perseverance Respect Integrity Discipline Excellance
PRIDE
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Expectations & behavioral skills are taught & recognized in natural context
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Longfellow ElementarySPOT Pledge
I will Show respect for myself and others
I will choose a Positive attitude
I will take Ownership for my actions
I will always Try my best
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On-going Monitoring and Acknowledging of Appropriate Behavior Create a system to support frequent acknowledgement
acknowledgement of appropriate behavior.
System to make acknowledgement easy and simple
Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)
Often multiple methods of acknowledgement
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Akron-WestfieldName: _______________Class___________
Respectful Responsible Prepared Kind
!
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Name: _______________Class___________
Respectful Responsible Prepared Kind
You have been caught by aGUEST TEACHER!
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Consistent Corrective Consequences Problem Behaviors
Do not ignore problem behavior
Provide clear guidelines for what is handled in class versus sent to the office
Corrective Consequences include logical punishment and penalties for misbehavior
Do not relay on negative consequences to change chronic behavior patterns
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Boyden-Hull Elementary Consequence RubricELEM - 1st ELEM - 2nd ELEM - 3rd
A. Temper tantrums which disrupt a class Boys Town Removal from class Removal from classB. Bullying Boys Town Recesses ISSC. Refusal to conform to rules Boys Town 1/2 day ISS Full day ISSD. Insubordination/Disobedience 1 day ISS 3 day ISS 3 day OSSE. Physical attack ISS/Call Police 3 day ISS 3 day OSSF. Extortion Boys Town 1 day ISS 3 day ISSG. Possession of dangerous materials Boys Town 1 day ISS 3 day ISSH. Racial bigotry or intolerance Boys Town 1 day ISS 3 day ISSI. Criminal or illegal behavior ISS/Call Police OSS ExpulsionJ. Assault against employee ISS/Call Police OSS ExpulsionK. Willful injury Recess(es) 1 day ISS 3 day ISSL. Theft Recess/Call Police 1 day ISS 3 day ISSM. Robbery ISS/Call Police OSS Possible ExpulsionN. Mischief Boys Town Recesses ISSO. Unlawful Assembly ISS/Call Police 3 day ISS 3 day OSSP. Disorderly Conduct (Fighting) Recess 1 day ISS 3 day ISSQ. False Report (under investigation) 1 day ISS 3 day ISS 3 day OSSR. Threats Recess(es) 1 day ISS 3 day ISSS. Trespass ISS/Call Police 3 day ISS 3 day OSST. Arson 3 day ISS 3 day OSS Possible ExpulsionU. Alcohol/Controlled Substance 10 day OSS ExpulsionV. Smoking/Tobacco 3 day ISS 3 day OSS Possible ExpulsionW. Truancy Make up time/work 1 day ISS 3 day ISSX. Class Attendance Make up time/work Recesses ISSY. Gambling 1 day ISS 3 day ISS 3 day OSSZ. Vulgar & Profane Speech Boys Town 1 day ISS 3 day ISSAA. Sex Acts 3 day ISS 3 day OSS ExpulsionBB. Cheating 0 on work/call parent 0 on work/1/2 day ISS 0 on work/1 day ISSCC. Student-to-student Harassment/Sex Har Boys Town/Recess 1 day ISS 3 day OSSDD. Weapons Possible ExpulsionEE. Detrimental Conduct Recess(es) 1 day ISS 3 day ISSFF. Forgery Boys Town 1 day ISS 3 day ISS
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Progressive Consequence Systems
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Emphasis on Natural Consequences
LOVE AND LOGIC
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Use of data
Using data to make decisions and solve problems
Use of data to determination implementation integrity
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Office Discipline Referrals
Data shared frequently with all staff - presented visually for easy interpretation
Behavior tracking should be simple very little teacher time to fill out
Consistency across school staff Clear, mutually exclusive, exhaustive definitions Distinction between office v. classroom managed
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Data to DetermineImplementation Integrity
Self-Assessment
School-Wide Evaluation Tool
Team Checklist
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SET Evaluation(School Wide Evaluation Tool)Fall 2007
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Does Implementation ofSW-PBS Work?
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Yes…
When implemented with integrityOffice referrals decreaseTime students engaged in instruction
increasesBuilding staff report less need to improve
discipline systemsSome research that suggests increases in
reading proficiency
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Office Discipline Referrals - Majors(Referrals/100 students)
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Office Discipline Referrals - Minors(Referrals/100 students)
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Office Discipline Referrals - Majors(Referrals/100 students)
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Office Discipline Referrals - Minors(Referrals/100 students)
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Office Discipline Referrals - Majors(Referrals/100 students)
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Office Discipline Referrals - Minors(Referrals/100 students)
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Office Discipline Referrals - Majors(Referrals/100 students)
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Office Discipline Referrals - Minors(Referrals/100 students)
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Reading - All PBIS Schools
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
1Years of Implementation
% of 4th and 8th Proficient
PreY1Y2Y3Y4
StateAverage
(4th)
StateAverage
(8th)
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Math - All PBIS Schools
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
1Years of Implementation
% of 4th and 8th Proficient
PreY1Y2Y3Y4
StateAverage
(4th)
StateAverage
(8th)
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Reading - All PBIS Schools (Low SES)
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
1Year of Implementation
% of 4th and 8th Proficient
PreY1Y2Y3Y4
StateAverage(4th-Low
SES)
StateAverage(8th-Low
SES)
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Math-All PBIS Schools (Low SES)
0.00
10.00
20.00
30.00
40.00
50.00
60.00
70.00
80.00
90.00
100.00
1Year of Implementation
% of 4th and 8th Proficient
PreY1Y2Y3Y4
StateAverage(4th-Low
SES)
StateAverage(8th-Low
SES)
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School-Wide Systems Common language, vision, experience Involving all students, all staff, & all settings.
School Wide
20.2
53
66.3
76.574
50.9
22.2
13.210.5 12
0
10
20
30
40
50
60
70
80
90
100
Pre Y1 Y2 Y3 Y4Year of Implementation
% of Respondents
SW % In PlaceSW % High IP
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Non-Classroom SystemsDefined as particular times or places where supervision isemphasized (e.g., hallways, cafeteria, playground, bus).
Non-Classroom
21.6
52.9
65.7
76 76.5
40.1
17.9
9.3 7.75 7
0
10
20
30
40
50
60
70
80
90
100
Pre Y1 Y2 Y3 Y4Years of Implementation
% of Respondents
NC % In PlaceNC % High IP
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Classroom SystemsInstructional settings in which teacher(s) supervise & teach groups of students.
34.4
52.1
66.9
74 74.5
44
20.2
10.7 10.5 9.5
0
10
20
30
40
50
60
70
80
90
100
Pre Y1 Y2 Y3 Y4
CR % In PlaceCR % High IP
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Individual Support SystemsSpecific supports for students who engage in chronic problem behaviors (1%-7% of enrollment).
12.6
25.7
39.9
51.2549
53.8
39.2
25.621.5
26
0
10
20
30
40
50
60
70
80
90
100
Pre Y1 Y2 Y3 Y4
Ind % In PlaceInd % High IP
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Office Discipline Referrals per Day per 100 Students 02-03 (Illinois)
00.20.40.60.8
11.21.41.61.8
2
1 2
t = 2.54 (20); p < .02 t = 1.67 (67); p < .009
ODR per Day per 100
Students
No PBISYes PBIS
Middle 15 (no) 7 (yes) Elementary 38 (no) 31 (yes)
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Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard
t test (df 119) p < .0001
46.60%
62.19%
0%
10%
20%
30%
40%
50%
60%
70%
PBIS NOT in place N = 69 PBIS IN place N = 52Mean Percentage of 3rd graders meeting ISAT Reading Standard
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N =23 N = 8
Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03
t = 9.20; df = 27 p < .0001
0
0.2
0.4
0.6
0.8
1
Not Meeting SET Meeting SET
Proportion of Students Meeting
Reading Standards
N = 23 N = 8
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures
Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Universal Interventions• All students• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Designing School-Wide Systems for Student Success
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References Educational Psychology, Vol. 25, Nos. 2/3, March/June 2005
“Whole-School Positive Behaviour Support: Effects on student discipline problems and academic performance” James K. Luisell*, Robert F. Putnam, Marcie W. Handler, and Adam B. Feinberg
Psychology in the Schools, Vol. 43(6), 2006 “The relationship of School-Wide Positive Behavior Support to academic achievement in an urban middle school.” Stephen R. Lassen, Michael M. Steele, and Wayne Sailor
Positive Behavioral Interventions and Supports Newsletter (“Academic Achievement and the Implementation of School-wide Behavior Support.” January, 2006 Robert F. PutnamMay InstituteRobert H. Horner University of Oregon; Robert AlgozzineUniversity of North Carolina at Charlotte
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Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity
Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures
Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response
Universal Interventions• All students• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Designing School-Wide Systems for Student Success
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THREE-YEAR SW-PBS PLANYEAR 1 YEAR 2 YEAR 3
Become familiar with data information system (SWIS/BID) as it relates to PBS
Attend four one-day trainings during school year
Attend two to three one-day trainings during school year
Attend two-day summer training Teach/Re-teach lessons as needed
Child Study team will begin to integrate individual Functional Behavior Assessments
Attend two/three one-day trainings during school year
Building staff will integrate information from PBS Classroom System Package
Develop flow chart/referral Building staff will integrate information from PBS Targeted Intervention System Package
Develop expectations
Develop matrix
Develop rewards system
Develop lesson plans
Teach/Re-teach lessons as needed
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Questions