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Transcript of Spartan Expectations Be Responsible Return promptly from breaks Be an active participant Use the...
Spartan Expectations
Be Responsible Return promptly from breaks Be an active participant Use the law of two feet
Be Respectful Maintain cell phone etiquette Listen attentively to others Limit sidebars and stay on topic
Be Kind Enter discussions with an open mind Respond appropriately to others’ ideas
Critical Elements of School-wide PBIS
1. PBIS Leadership Team
2. Faculty Commitment
3. Effective Procedures for Dealing with Discipline
4. Data Entry and Analysis Plan Established
5. Expectations and Rules Developed
6. Reward/Recognition Program Established
7. Lesson Plans for Teaching Expectations/Rules
8. Implementation Plan9. Classroom Systems10. Evaluation
Note: Critical Elements as defined by the Benchmarks of Quality, an evaluation instrument used by schools annually to assess implementation
PBIS Teams
Tier 1: PBIS School-wide Leadership Team Largest team with broad representation Significant involvement of administrator Meets monthly Focus mainly on behavior systems
Tier 2: Solution-Focused Team Smaller team with focused representation Focus on behavior and academic systems Need behavior and academic “experts” Meets one to two times monthly Some overlap of membership with Tier 1
Tier 3: Wraparound Team Core team (small) with other invited team members Need a trained facilitator Meet as needed
Objectives For Today
Overview
Fidelity
Communication
School-Wide Expectations
What is School-Wide Positive Behavioral Interventions and Supports?
School-wide PBIS is: A systems approach for establishing the social culture and
individualized behavioral supports needed for schools to achieve both social and academic success for all students
Evidence-based features of PBIS (Lewis & Sugai, 1999) Prevention Define and teach positive social expectations Acknowledge positive behavior Arrange consistent consequences for problem behavior On-going collection and use of data for decision-making Continuum of intensive, individual interventions Administrative leadership – Team-based implementation
(Systems that support effective practices)
Commitment Equals Fidelity
When a practice or program is implemented as intended by the researchers or developers, this is
referred to as fidelity of implementation
Research Shows…
When programs implemented with fidelity are compared to
programs not implemented with fidelity, the difference in
effectiveness is profound. Those implemented with fidelity yield
results that are two to three times higher.
Adapted from (Durlak & DuPre, 2008)
Team Time
From your previous experiences
of implementing initiatives,
how much thought was given to
fidelity and what was the outcome?
Tier 1: SW PBIS
Why start at Tier 1? Provides core teaching about important behaviors
(Sugai & Horner, 2002) All students receive instruction Prevention is the goal Less students will need more intensive interventions
(Gresham, 2005)What does Tier 1 look like?
Behavior is taught, practiced, and monitored across all school settings
All students aware of expectations All adults model, monitor, and reinforce Should positively impact at least 80% of students
Tier 1: SW PBIS
PBIS schools in KY showed significant decreases in office discipline referrals
Year 1 Year 2 Year 30
50
100
150
200
250Elementary
Middle
High
Mea
n O
ffic
e R
efer
ral R
ates
per
Yea
r pe
r 10
0 S
tude
nts
ODR Rate per 100 Students per Day
KY PBIS Elementary Schools = .21National Sample = .34
KY PBIS Middle Schools = .75 National Sample = .85
KY PBIS High Schools = .92National Sample = 1.27
Tier 1: SW PBIS
PBIS schools in KY showed significant decreases in out-of-school suspensions
Baseline Year 1 Year 2 Year 30
5
10
15
20
25
30
Elementary
Middle
High
Mea
n N
umbe
r of
O
ut-o
f-S
choo
l Sus
pens
ions
per
Yea
r pe
r 10
0 S
tude
nts
KY PBIS schools showeda 41% reduction in OSS
State reduction for sametime period was 15%
Tier 1: SW PBIS
PBIS high schools in KY showed significant decreases in dropout rate
Baseline Year 1 Year 2 Year 30
0.5
1
1.5
2
2.5
3
3.5
Mea
n H
igh
Sch
ool D
ropo
ut R
ate
KY PBIS schools showeda 40% reduction in dropoutrate
State reduction for sametime period was 17%
Tier 1: SW PBIS
PBIS schools in KY showed significant decreases in retention rate
Baseline Year 1 Year 2 Year 30
1
2
3
4
5
6 Elementary
Middle
High
Mea
n S
tude
nt R
eten
tion
Rat
e
KY PBIS schools showeda 33% reduction in retention rate
State reduction for sametime period was 16%
Creating an Efficient Process: Integrating PBIS and RtI
Hallmarks of the PBIS process are efficiency and effectiveness
Therefore, PBIS schools consider ways to braid initiatives in order to maximize efficiency and effectiveness
Schools should integrate systematic responses to both behavior and academics (i.e., PBIS and RtI initiatives)
Do schools need separate teams to address behavior and academic concerns?
Universal Expectations
Spartans
Work Together
Obtain Excellence
Respect Others
Demonstrate Responsiblity
PBIS Self-Assessment Survey
Taken annually to assess PBIS implementation across school-wide, non-classroom, classroom, and individual student systems
Assesses both level of implementation (fidelity) and priority for improvement (buy-in)
Fidelity of implementation is reached when the percentage of “In Place” responses for a system is 80% or higher
Expectations and Rules Items
3-5 positively stated expectations are posted around school
Expectations apply to students and staff Rules/procedures developed for specific
settings (where problems are prevalent) Rules/procedures linked to expectations Staff are involved in developing
expectations and rules/procedures
BOQ
School-Wide Expectations
Definition: A list of 3-5 specific, positively stated behaviors
that are desired of all faculty and students Broad, global behaviors Expectations should be in line with the team
mission/purpose statement and should be taught to all faculty, students, and families
Both behavioral and academic attributesExamples:
Show Respect to Everyone Act Responsibly Put Forth Best Effort
Rules for Unique Settings
Definition: Behaviors you want students to exhibit in specific
settings such as classroom and non-classroom areas
Specific, observable, and measurableExamples:
Keep your hands, feet, and objects to yourself Begin bell ringer as soon as you take your seat
Procedures for Non-Classroom Areas
Definition: Written documentation of how the school-wide
expectations will be taught in a non-classroom area
Includes how rules apply to the expectations in that area
Includes information regarding supervision duties and how student behavior will be monitored, reinforced, and corrected
Examples: See Handout of Sample Arrival Procedure
