Vermont Positive Behavior Supports Bringing out the BEST in all of us. Presented by: Rae Ann Knopf...
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Transcript of Vermont Positive Behavior Supports Bringing out the BEST in all of us. Presented by: Rae Ann Knopf...
Vermont Positive Behavior Supports
Bringing out the BEST in all of us.
Presented by:
Rae Ann Knopf
VTPBS State Coordinator
VTDOE Assistant Division Director
The Vermont PBS State-wide Leadership Team
The Vermont State BEST Team
University of Vermont Center on Disability & Community Inclusion
PBS Implementation Coaches
Rae Ann Knopf, State-wide Coordinator
Richard Boltax, BEST Co-coordinator
Sherry Schoenberg, BEST Co-coordinator
Ken Kramberg, BEST consultant
Ruth Hamilton, BEST consultant
Carol Randall, DOE Education Consultant
Lisa Mazzitelli, DOE Education Consultant
Behavioral ExpectationsBehavioral Expectations
BBe present
EEngage
SSupport each other
TTeam solutions and ideas
So What is PBS?
Positive Behavior Supports (PBS) is a proactive,
school-wide,
systems approach
to improving social and academic competence for all students.
Big Idea
Educational leaders must strive to lead and support development of sustainable and positive school climates
The goal is to establish school communities that support adoption and sustained use of evidenced-based practices
(Zins & Ponte, 1990)
Challenge #1 – Rigid, Inflexible Systems
Challenge #2 – Someone Else’s Problem
Why PBS? Do the math . . .
Competing Pressures in Schools
+Conflicting Priorities+
Competing for limited resources
=Diminished capacity to focus on the needs of students & staff
Positive School Climates . . .
• Maximize academic engagement & achievement
• Minimize rates of rule violating behavior • Encourage respectful & responsible acts • Facilitate more efficient, effective &
relevant school functioning• Improve supports for students with
disabilities & greater risk of educational failure
Instructional Time Lost
1400 referrals =21,000 min@15 mins=
350 hrs=
44 teaching days 59 administrative days
131 instructional days for students
Ineffective Responses to Problem Behavior
Get Tough (practices)
Train-&-Hope (systems)
But….false sense of safety/security!
Fosters environments of controlTriggers & reinforces antisocial behavior Shifts accountability away from schoolDevalues child-adult relationshipWeakens relationship between academic & social behavior programming
Based on Erroneous assumption that student…
Is inherently “bad”
Will learn more appropriate behavior through increased use of “aversives”
Will be better tomorrow…….
“Train & Hope”
REACT toProblemBehavior
REACT toProblemBehavior
Select &ADD
Practice
Select &ADD
Practice
Hire EXPERTto TrainPractice
Hire EXPERTto TrainPractice
WAIT forNew
Problem
WAIT forNew
Problem
Expect, But HOPE for
Implementation
Expect, But HOPE for
Implementation
When a student
Doesn’t know how to read – what do we do?WE TEACH.
Doesn’t know how to add – what do we do?WE TEACH.
Doesn’t know how to swim – what do we do?WE TEACH.
Doesn’t know how to drive – what do we do?WE TEACH.
When a student doesn’t know how to behave – When a student doesn’t know how to behave – what do we do?what do we do? . . . . . . . . . . . . . . .
Research on behavior has taught us that people….
…… can learn better ways of behaving by being taught directly & receiving positive feedback….
. . . . Especially when function is considered
- Sugai and Horner, 2003
What PBS does -
PBS identifies a set of science-based behavior support practices that are proactive, instructive and inclusive.
PBS integrates academic and behavioral success.
PBS brings school teams, parents and communities together to design and implement a broad range of systemic and
individualized strategies for teaching, encouraging, reinforcing, and generalizing social and behavioral competence.
PBS → EBS → PBIS
Core principle - make the smallest environmental change necessary in order to facilitate the greatest positive change in
behavior.
Transforming Practices
Reactive Proactive
(Focus on Prevention)
Punitive Instructive(Teach and recognize appropriate skills)
Exclusionary Inclusionary(Keep students in school and in class)
Implementing and Sustaining School-wide Positive Behavior Supports is
School teams coming together to –• Create a common purpose• Define 3-5 positively stated behavioral
expectations• Develop systems for teaching, encouraging, and
reinforcing expectations• Develop systems for discouraging negative
behaviors• Develop function based systems for supporting
students and responding to behavior patterns
DEFINE expectations for behavior
TEACH the expected behavior
REVIEW expectations regularly
MONITOR performance of expected behaviors
RECOGNIZE individuals when expected behaviors are demonstrated
CORRECT individuals when expected behaviors are not demonstrated
Teaching Behavioral Expectations: An Instructional Approach
Public Health & Disease PreventionKutash et al., 2006; Larson, 1994
Tertiary (FEW) Reduce complications,
intensity, severity of current cases
Secondary (SOME) Reduce current cases of
problem behavior
Primary (ALL) Reduce new cases of
problem behavior
Activity
Turn to the person next to you at your table and take turns teaching each other the triangle.
Try to cover the key concepts in two minutes or less.
Six Components of SW Discipline (SW-BSP)
1. Statement of purpose (Common approach to discipline)
2. Clearly defined expected behavior
3. Procedures for teaching expected behavior
4. Continuum of procedures for encouraging expected behavior
5. Continuum of procedures for discouraging problem behaviors
6. Procedures for record-keeping & decision making
TeamAgreements
Data-based Action Plan
Implementation
Evaluation
Plan Act
Study Do
PDSA CycleDean A. Fixsen and Karen A. Blasé, 2006
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Secure SW Agreements & Supports
AgreementsAt least 80% of staffPrioritizing use of data-base for informed decision making (e.g., EBS Staff Survey, ODR’s)3-4 year commitmentProactive instructional approach
SupportsAdministrative leadershipPrioritized resources
Materials, personnel
On-going coachingTime
TeamAgreements
Data-based Action Plan
Implementation
Evaluation
Plan Act
Study Do
PDSA CycleDean A. Fixsen and Karen A. Blasé, 2006
4 Elements of Data-based Decision Making
Use data to answer questions and verify outcomes• Describe in measurable terms• Specify realistic & achievable criterion for success• Identify priorities for action
High quality data from clear definitions, processes, & implementation (e.g., sw behavior support)
Efficient data storage & manipulation system (e.g., SWIS)
Process for using data to make decisions & take action
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
School Action Plan
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met
Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior
Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use
High/at-risk drug users
Don
EBS Work Group
Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Example Committee Review Form
Kinds of Data
Office discipline reports Out of classroom referralsBehavioral incidentsAttendanceSuspension/DetentionSpecial education referralsObservationsSelf-assessments – PBS Surveys, Youth Risk
Behavior Surveys
TeamAgreements
Data-based Action Plan
Implementation
Evaluation
Plan Act
Study Do
PDSA CycleDean A. Fixsen and Karen A. Blasé, 2006
Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
Research to Practice
Mt Abe Midldle School Out of Classroom Referrals
0
200
400
600
800
1000
1200
1400
Year 06-07 Year 07-08
Ou
t of C
lass
roo
m R
efer
rals
Before PBS Schoolwide PBS Partially Implemented
64% Reduction
Aug 06 - mid March 07 Aug 07 - mid March 08
47
28
25
81
136
0
20
40
60
80
100
Per
cen
t of S
tud
ent
Po
pu
latio
n b
y N
um
ber
Ref
erra
ls
1 2
Mt Abe Middle S c hool Dis tribution of Out of C las s R eferrals by
S tudentAug 06 - Marc h 07 vs . Aug 07 - Marc h 08
6+
2-5
0-1
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
Few positive SW expectations defined, taught, & encouraged
Teaching Matrix
SETTING
All Settings Hallways Playgrounds CafeteriaLibrary/
Computer Lab
Assembly Bus
Respect Ourselves
Be on task.Give your best effort.
Be prepared.
Walk. Have a plan.
Eat all your food.
Select healthy foods.
Study, read, compute.
Sit in one spot.Watch for your
stop.
Respect Others
Be kind.Hands/feet to
self.Help/share with others.
Use normal voice volume.Walk to right.
Play safe.Include others.
Share equipment.
Practice good table manners
Whisper.Return books.
Listen/watch.Use appropriate
applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle.Clean up after self.
Pick up litter.Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays & utensils.Clean up
eating area.
Push in chairs.
Treat books carefully.
Pick up.Treat chairs
appropriately.
Wipe your feet.Sit
appropriately.
Exp
ecta
tions
TeamAgreements
Data-based Action Plan
Implementation
Evaluation
Plan Act
Study Do
PDSA CycleDean A. Fixsen and Karen A. Blasé, 2006
After PBS Implementation – the middle school above reduced office discipline referrals by 64%
A 64% reduction of 1324 referrals recaptures –
26 – 8 hour days of teaching time
35 – 8 hour days of administrative time
70 – 8 hour days of student instruction
Is PBS creating success for students in your school?
Elem With School-wide PBS
-5
0
5
10
15
20
1 2 3 4 5 6 7 8 9 10 11 12 13
Schools
Ch
ang
e fr
om
97-
98 t
o 0
1-02
Elem Without School-wide PBS
-6
-4
-2
0
2
4
6
1 2 3 4 5 6
Schools
Cha
nge
from
97-
98 to
01-
02
4J School District
Eugene, Oregon
Change in the percentage of students meeting the state standard in reading at grade 3 from 97-98 to 01-02 for schools using PBIS all four years and those that did not.
Elementary February 2008 Cohort SETS
0
20
40
60
80
100
120
A. ExpectationsDefined
B. BehavioralExpectations Taught
C. On-going Systemfor Rew arding
BehavioralExpectations
D. System forResponding to
BehavioralViolations
E. Monitoring &Decision-making
F. Management G. District-levelSupport
Summary Scores
Expectations
Perc
enta
ge
Baseline % Post Implementation
Are the Components you Worked on Actually In Place?
0
300
600
900
1200
1500
Tota
l O
ffic
e D
iscip
line R
efe
rrals
95-96 96-97 97-98 98-99School Years
Kennedy Middle SchoolAre they staying in place over time?
What should I expect to see/hear in a PBS school?
SW-PBS (primary)>80% of students can tell you what is expected of them & give behavioral example because they have been taught, actively supervised, practiced, & acknowledged.Positive adult-to-student interactions exceed negativeFunction based behavior support is foundation for addressing problem behavior.Data- & team-based action planning & implementation are operating.Administrators are active participants.Full continuum of behavior support is available to all students
Secondary & Tertiary
Team-based coordination & problem solvingLocal specialized behavioral capacityFunction-based behavior support planningPerson-centered, contextually & culturally relevantDistrict/regional behavioral capacityInstructionally orientedLinked to SW-PBS practices & systemsSchool-based comprehensive supports
What’s the Status in Vermont?
State-wide Leadership Team – 34 members
Training of External Implementation Coaches – 6 state-wide coaches, 3 district coaches
Established priority for Act 230 spending 2007/2008 and 2008/2009 spending
Training and Implementation in Schools• Over 900 educators & mental health personnel –
introductory training• 34 schools engaged in implementing SW-PBS
Vermont Data
4 5
8
34
2825
0
4 4
11
19
34
0 1
4
9
0
5
10
15
20
25
30
35
ImplementingTargeted
ImplementingSchoolwide
Preparing
'Feb 07
'Sep 07
'Oct 07
'Nov 07
'Feb 08
'June 08 (proj)
How to find out more -
Nationally - www.pbis.orgwww.apbs.orgwww.pbssurveys.org
In Vermont – [email protected]@[email protected]
Activity
What further questions do you need answered to better understand any aspect of PBS?
• Post them on the flipchart and note common themes.