Positive Behavior Interventions and Supports: Corrective Consequences
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www.edprodevelopment.com
An Overview of the Integrated Systems Approach to School-
wide Positive Behavior Interventions and
Supports
Development
www.edprodevelopment.com
Providing staff development and technical assistance to schools with 25 years of experience to Tennessee schools.
Why Bother? The Data• Disproportionate suspensions and expulsions
based on disability and race• Teacher turn-over rates• 1st response to school violence is “get tougher”• Students who are truant are given out-of-school
suspensions• Tennessee’s new “restraint law” • Skills cited most often missing by the business
round tables hosted by Governor Bredesen …
Why Bother? It Works• Reduction of office discipline referrals and
suspensions
Referrals/ODR Data Year 1 vs. Year 2
0
100
200
300
400
500
600
700
800
Year 1 774 394 166 316 732 677
Year 2 441 249 98 175 596 372
School 1 School 2 School 3 School 4 School 5 School 6
Jere Baxter MS Nashville Grades 5-8; 582 students
• Started implementing SWPBS in 2007• In August 2007-08, averaged 35 ODRs/day/month. In
August 2008-09, there were only 6 ODRs/day/month.• In September 2009: “This year has started
unbelievably well. Per day per month is down to 6.8!!! Last year: 13.8 and that was down by 52% from the prior year. It shows in the building. I AM SO EXCITED!”
David Martin
Principal Jere Baxter Middle School
September 2007 September 2008 Percentages
Referrals 58 35 Down 40%
Suspensions 41 18 Down 56%
October 2007 October 2008 Percentages
Referrals 48 31 Down 64%
Suspensions 20 1 Down 95%
August 2007 August 2008 Percentages
Referrals 24 3 Down 88%
Suspensions 12 1 Down 92%
East Lake Elementary
Semester Totals 07 Semester Totals 08 Percentage
217 132 Down 39%
Suspensions 115 61 Down 47%
Why Bother? It Works• Reduction of office discipline referrals and
suspensions• Recouped academic learning time • Recouped administrative time
Retrieved/Gained
Example: Washburn School As of 5/16/06 end of year ODR data: 2004-2005: 966 2005-2006: 580
Recouped administrative time: 386 x 15 min/ODR = 96.5 hours
Retrieved academic learning time: 386 x 45 min/ODR = 289.5 hours,
or almost 41 seven-hour days!
217
180
0
50
100
150
200
250
2005-2006 2006-2007
Washburn School (Year 3)
Recouped administrative time: 28 x 15 min/ 60 min = 7 hrs = ~1 dayRetrieved academic learning time: 28 x 45 min/ 60 min = 21 hrs = 2.8 days
2796
1974
0
500
1000
1500
2000
2500
3000
2005-2006 2006-2007
Cannon County High School (Year 1)
Recouped administrative time: 822 x 15 min/60 min = 205.5 hours =27.4 days (7 ½ hr)Retrieved academic learning time: 28 x 45 min/60 min = 616.5 hours
= 82.3 days (7 ½ hr)
Retrieved/Gained
East Lake Elementary
(year 1 – partial
implementation)
Recouped administrative time: 122 x 15 min/60 min = 30.5 hours = 4 days (7 ½ hr)
Retrieved/Gained
Retrieved academic learning time:122 x 45 min/60 min = 91.5 hours
= 12 days (7 ½ hr)
Why Bother? It Works• Reduction of office discipline referrals and
suspensions• Recouped academic learning time • Recouped administrative time• Improved academic achievement
When combined with effective instruction Larsen, Steeler,& Sailor (in press)
Horner, Sugai, Eber & Lewandowski (2004) Horner, Sugai, Todd, Lewis-Palmer (2005)
School-wide Behavior Systems
in Place
School-wide Behavior Systems
NOT in place
Literacy Interventions in
Place
Improved Literacy
NO Literacy Improvement
Literacy Interventions NOT in Place
NO Literacy Improvement
NO Literacy Improvement
(Kellem et al.)
NC Positive Behavior Support Initiative
0.00 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.0050
55
60
65
70
75
80
85
90
95
100
Reading
Linear (Reading)
ODRs
EO
G R
eadi
ng
rxy = -.44(n = 36)
Dr. Bob Algozzine
Schools w/ Low ODRs & High
Academic Outcomes
Office Discipline Referrals per 100 Students
Pro
port
ion
of
Stud
ents
Mee
tin
g St
ate
Aca
dem
ic S
tand
ard
Why Bother? It Works• Improved perceptions of school safety. Students who
carry guns to school do so to defend themselves. They perceive the school to be unsafe.
“I wanted to let you know that the [SW]PBS training we’ve been doing with the
students this week has been incredible. The teachers are
highly invested and the results have been
immediate. It doesn’t even resemble the same
building!”
Our Graduation Rate has risen from 69.6% to 74.17% to 83.45% over the past three years. Our Attendance Rate has also increased. We also went from having approximately 55-70 students retained as freshman to this year having only 24. - Patrick R. Fraley, Principal, Cherokee High School, Hawkins County
… we significantly increased the positive behavior of our students and decreased the amount of teaching time lost to disruptive behavior. Having more teaching and learning time in a positive learning environment has significantly increased our student achievement scores. What a win-win!!- Joan Tidwell, Principal, Fairview Elementary School, Williamson County
Why Bother? It Works
13% of schools in Tennessee
States Implementing SWPBS>10,000 schools in 44 states
TN Schools Adopting SWPBS
“Good instruction
in a behaviorally
chaotic
environment will
fail!”Horner, 2006 Annual APBS Conference
… An integrated systems approach for establishing the
social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all
students while preventing problem behavior
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Integrated Systems:Critical Elements for Durable Results
Science of behavior has taught us that students….
• Are NOT born with “bad behaviors”• Do NOT learn when presented contingent
aversive consequences• Do learn better ways of behaving by
being taught directly & receiving positive feedback
• Will not change if we do not change what we are doing
School-wide Positive Behavior Support: A New Paradigm of School
Discipline
Prevention and Teaching Vs. Control Disruption and/or Exclude Troubling Students
All Students All Settings All Times
School environment is predictable1. common language2. common vision (understanding of expectations)
3. common experience (everyone knows)School environment is positive
regular recognition for positive behaviorSchool environment is safe
violent and disruptive behavior is not tolerated
School environment is consistentadults use similar expectations.
SWPBS: Team-led Process
BehavioralCapacity
Priority &Status
Data-basedDecisionMaking
Communications
Administrator
TeamAdministratorSpecialized Support
Student
Community
Non-Teaching
Teaching
Family
Representation
Start withTeam that “Works.”
Team-led Process
Classroom
SWPBSPractices
Non-classroom Family
Student
School-wid
e
• Smallest #• Evidence-based• Biggest, durable
effect
30
Tier 2: Secondary Interventions
Specialized Group Systems for Students with At-Risk Behavior
5-15%2-5 ODRs
Tier 1: Primary Preventions:
Whole School Systems forAll Students, Staff, &
Settings
SYSTEMS OFINTEGRATED SCHOOL-WIDE
SUPPORT: The Three Tiered Model
~ 80% of Students0-1 ODRs
Tier 3: Tertiary Interventions
Specialized Individualized Systems for Students with
High-Risk Behavior~5%
6+ ODRs
31
Primary/Tier 1 PreventionsWhole School, Classroom,
and Non-ClassroomSystems for
All Students & Staff
~80% of Students
INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE
BEHAVIOR INTERVENTIONS AND SUPPORTS:
The Three Tiered Model
Features of Primary Preventions
3 Identify & Define School-Wide Rules & Behavioral Expectations
Location Be Safe Be Responsible Etc.
Hallway Walking quietly & directly to assigned destination
Walk keeping hands to self
Classroom Keep all four legs of chairs on floor
Bring pen/pencil, books, and homework to class each day
Rules Translated into Behavioral Expectations:Behavioral Expectations Matrix
SCHOOL SETTINGS Class Hall Bus Restroom
Be Prepared
Bring all materials
each day. Give your best
effort. Take pride in your
work.
Carry hall
pass
Arrive on
time Watch for
your stop.
Keep hall
pass visible.
Act Responsibly
Raise your hand before speaking.
Follow directions the first time given.
Accept consequences without complaining or arguing.
Return materials to the proper place.
Walk, don’t run.
Use an appropriate noise level.
Walk directly to your designated area.
Keep hands & feet inside the bus.
Talk quietly. Follow
directions the first time given.
Flush. Wash your
hands. Use trash
cans. Conserve
water and paper.
Keep walls clean.
Respect Others
Listen politely to
teachers and peers. Use appropriate
language. Ask permission to
use classroom materials.
Move quietly and promptly.
Stay to the right of the hall.
Get on/off the bus in a single file line.
Stay seated and face forward while on the bus.
Dispose of trash in proper receptacle.
Respect others’ privacy.
Beh
avio
rs
Keep Safe
Keep hands and
feet to self. Follow safety
procedures. Use furniture and
supplies appropriately.
In case of an
emergency, proceed to the nearest exit.
In case of a
evacuation, follow safety procedures.
Stay in seat.
Report any
problems to a teacher.
37
Douglas County S.D., CO 4-08
3 Identify & Define School-Wide Rules & Behavioral Expectations
3 Teach Behavioral Expectations Associated with School-Wide Rules
“When all students in the school are taught the same social expectations, a social culture is established where students have both personal knowledge about the social behaviors expected in the school and the knowledge that everyone else in the school knows those same social expectations.” (Blonigen et al., 2008)
Features of Primary Preventions
Lesson Plan TemplateTeaching Behavioral Expectations Across Locations
Location: Time Needed:
List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule:
Rule1.
Rule2.
Rule3.
Rule4.
Rule 5.
Expectations: Expectations: Expectations: Expectations: Expectations:
Teach Examples and Non-Examples of Meeting Behavioral Expectations :
Demonstrate NON-EXAMPLES (What NOT to Do) Demonstrate EXAMPLES (What to Do)
Rule 1. Rule 1.
Rule 2. Rule 2.
Rule 3. Rule 3.
Rule 4. Rule 4.
Rule 5. Rule 5.
Activities to Check for Understanding: Materials Needed:
Accommodations/ Adaptations for Students with Special Needs:
Acknowledgement to Maintain Positive Behavior:
Location: Office
Time Needed: 10 minutes per group
List of Observable, Positive Expectations in Chosen Location for Each Rule: Rule 1. Respect
Rule 2. On-Time
Rule 3. A+ Attitude
Rule 4. Responsibility
Rule 5.
Expectations: Enter and leave the office area quietly. Students waiting their turn to be waited on. Students will sit in chairs correctly.
Expectations: Keep office visits to a minimum to ensure being on-time to class.
Expectations: Use manners in office, Say "Yes Ma'am", "Please", "Thank you". Hve a patient attitude.
Expectations: Make sure staff are present before entering into their office. Have all excuse note, absence notes, etc. reading to turn in.
Expectations:
Teach Examples and Non-Examples of Meeting Behavioral Expectations: Demonstrate EXAMPLES (What To Do) Demonstrate NON-EXAMPLES (What NOT To Do) Rule 1 Students entering the office quietly with a normal voice-tone. Students showing patience by waiting their turn to be served. Students sitting properly in their seat.
Rule 1 Students talking loud while in the office. Students not showing respect to office staff by issuing disrespectful comments. Students slumping in the chairs.
Rule 2 Students getting the information they need quickly and returning to class.
Rule 2 Students hanging out in the office even after being served, therefore being tardy.
Rule 3 Students saying "Yes, ma'am", "Thank you", "Hello". Students showing their patient attitude while waiting for help.
Rule 3 Students not greeting staff members or not responding back when greeted. Students Making Comments about being tired of waiting.
Rule 4 Students not entering offices and office areas of staff when they are not present. Students have proper notes (Absence) ready to turn in.
Rule 4 Students entering staff offices and areas when staff are not present. Students who do not have proper paperwork ready to turn in.
Rule 5
Rule 5
Activities to Check Understanding: Oral quizzes. Observations.
Materials Needed: Staff and students to act-out.
Accommodations/Adaptations for Students with Special Needs: none
Acknowledgement to Maintain Positive Behavior: Roar Awards
Exp
ecta
tio
ns
Expectations & behavioral skills are taught & recognized in natural
context
3 Identify & Define School-Wide Rules & Behavioral Expectations
3 Teach Behavioral Expectations Associated with School-Wide Rules
3 Develop a School-wide System that includes a continuum of procedures for Encouraging/ Reinforcing “Rule Following”
“Students should receive regular recognition for appropriate behavior at
rates that exceed corrections for rule
violations and problem behaviors.”
Features of Primary Preventions
49
R E B E L C A R D S
1
2
3
4
5
6
7
8
Incentive Bingo GameL2
E4
R1
B8
C6
50
________________________________________ SCHOOLPOSITIVE OFFICE REFERRAL FORM
Student_____________________ Referring Staff________________________
Grade Level ______Incident Date_____________ Incident Time________
School-wide Rule student followed: _________________________________
Teacher Comments. Please provide details of the POSITIVE behavior:
______________________________________________________________Administrator’s signature: ______________________ Date
seen:_____________White-student, Yellow-office, Pink-Teacher
51
Tiger Paws Bank RegisterDate: __________________ Number: _______
Beginning Balance: _________
Cards Added: ________________
Cards Used: ________________
Ending Balance: ________________Approved by: ___________________________________________
15% off
52
FREE Incentives• Elementary School
– A special job (line leader, messenger, etc.)– Extra recess or extra time in centers– Stuffed animal day, PJ day, ….
• Middle/ High School– Tardy pass– Cell phone pass– Preferential parking spot– Pass to dance or sporting event
• All Grade Levels – Homework pass or extension– Lunch with the teacher or in a special location– Sit in special or desired place in the classroom– Hat day or pajama day
53
from Keys to Effective Discipline, David Kilpatrick, Ph.D.
The issue concerning rewards versus bribes with regard to schools reinforcement systems is all in the delivery of the reward. The adult is in control if the reward. The child is in control of a bribe.
A reward is something provided to a student to show appreciation for appropriate behavior. The reward follows the appropriate behavior and the adult is in control.
If the child is in control of the situation, it is considered a bribe. The reward should not be promised to the student prior to a behavior or used as the antecedent, or “bargain” in anticipation of appropriate behavior.
54
A critical by-product of an effective reinforcement system is establishing positive relationships
and rapport.
55
When asking teachers to do
something new & different from what
they have previously done
they need frequent positive
reinforcement just like students
If you want to change student behavior, you must first change
adult behavior.
~80% of STAFF
~15% of STAFF
~5% of staff
ALL
SOME
FEWAdults in your building also “fit” into the triangle
Motivating the staff• The more we motivate the staff, the more
they will give out reinforcements.• The more reinforcements they give out…….
GOOSED- Get out of School Early
Dress down day- jeans or other not typically worn item
Valet Parking-special sign or parking space
Staff to Staff recognitions 30 minutes additional break Handwritten note from principal Thank you cards Teacher recognized over
intercom at end of week Teacher recognized in faculty
meeting Teachers recognized in School
Newsletter and/or website ½ day given on half day school
day (e.g. before Thanksgiving)
Duty free week (Lunch, bus, morning, afternoon etc…)
Free snack from vending machine Goody bag with pens, pencils,
sticky notes etc. Lunch pass to go off campus for
lunch Teacher SWPBS wall of fame Choice of gift certificates (Target,
Wal-Mart, K Mart) Choice of restaurant gift card
(local establishments) Manicure/Pedicure/Massage Traveling Trophy Emails from parents
3 Identify & Define School-Wide Rules & Behavioral Expectations
3 Teach Behavioral Expectations Associated with School-Wide Rules
3 Develop a School-wide System that includes a continuum of procedures for Encouraging/ Reinforcing “Rule Following”
3 Develop an array of procedures for discouraging violations to school-wide behavioral expectations
Features of Primary Preventions
Develop an array of procedures for addressing violations to school-wide behavioral expectations Clearly define behavior problems such that
definitions are mutually exclusive and understood by all staff.
BEHAVIOR DEFINITION
Inappropriate Language
Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words
Physical Contact Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may
include kissing or hugging
Defiance Student engages in brief or low intensity failure to respond to adult request
Disruption Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc.
Property Misuse Student engages in low-intensity misuse of property
Tease/Taunt Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation
Lying/Cheating Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism
Homework/Classwork
Chronic failure to complete homework/classwork
Roane County K-5 Office Referral Definitions Classroom Managed
Fighting Actions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching)
Abusive language Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate
Overt Defiance/Disrespect
Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult
Harassment/Bullying Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text.
Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters
Disruption (repeated) Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials,
horseplay or roughhousing, sustained out-of-seat behavior
Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name
without that person’s permission.
Property Damage Student participates in an activity that results in substantial destruction or disfigurement of property
Weapons Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm
Roane County K-5 Office Referral Definitions Administrator Managed
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
Develop an array of procedures for addressing violations to school-wide behavioral expectations
Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.
BEHAVIOR DEFINITION
Inappropriate Language
Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words
Physical Contact Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may
include kissing or hugging
Defiance Student engages in brief or low intensity failure to respond to adult request
Disruption Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc.
Property Misuse Student engages in low-intensity misuse of property
Tease/Taunt Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation
Lying/Cheating Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism
Homework Chronic failure to complete homework/classwork
Roane County K-5 Office Referral Definitions Classroom Managed
Fighting Actions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching)
Abusive language Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate
Overt Defiance/Disrespect
Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult
Harassment/Bullying Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text.
Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters
Disruption (repeated) Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials,
horseplay or roughhousing, sustained out-of-seat behavior
Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name
without that person’s permission.
Property Damage Student participates in an activity that results in substantial destruction or disfigurement of property
Weapons Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of
causing bodily harm
Roane County K-5 Office Referral Definitions Administrator Managed
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff.
Develop an array of procedures for addressing violations to school-wide behavioral expectations
Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.
Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.
Observe Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No Yes
Decision
Flowchart
Develop an array of procedures for addressing violations to school-wide behavioral expectations Clearly define behavior problems such that
definitions are mutually exclusive and understood by all staff.
Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.
Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff.
Identify an array of appropriate responses to minor and major rule violations.
3 Identify & Define School-Wide Rules & Behavioral Expectations
3 Teach Behavioral Expectations Associated with School-Wide Rules
3 Develop a School-wide System that includes a continuum of procedures for Encouraging/ Reinforcing “Rule Following”
3 Develop an array of procedures for addressing violations to school-wide behavioral expectations
Features of Primary Preventions
3 Develop procedures for on-going data-based monitoring, including universal screening, and evaluation
As of January 2007, Tennessee became 1 of 30 states participating in the American Diploma Project (ADP) Network dedicated to aligning high school curriculum, raising academic standards, improving assessments, and strengthening accountability policies with the demands of college and work to prepare young people for post-secondary education, work, and citizenship.
“... job skills yielding the highest priority in surveys also tended to be the skills frequently cited in roundtables as missing among high school graduates.”…“Business leaders universally agreed on the importance of key professional or ‘soft’ skills…”.The highest-rated professional skill was “take responsibility, act ethically, and be honest” … was closely followed by “take initiative and be able to work independently” and “organize and prioritize tasks, schedule time, and anticipate obstacles”. “ … another top-rated soft skill, [was] ‘”meet professional expectations regarding speech, appearance, punctuality and manners”.
(Tennessee Diploma Project, October 2007)
SWPBS and the American Diploma Project
Tier 2: Secondary Interventions
Specialized Group Systems for Students with At-Risk Behavior
• ~15% of students
• Multiple referrals (2-5)/ At Risk of Academic Failure
• At-risk for developing more severe/chronic patterns of problem behaviors and/or academic challenges
Establishing Tier 2 Systems of Academic & Behavioral Supports
~15%
BehaviorallyOut of Proportion
• Less than 25% of school enrollment• Account for over 50% of behavioral incidents• Consume significant amounts of time and
resources• Exhibit poor peer relations, low academic
achievement, and/or self esteem• Have poor organizational/study skills• Have difficulty adjusting to school environment
Major Characteristics of Secondary/Tier 2 Interventions (Academic AND Behavioral)
Addressed once quality, research-based Tier 1 preventions and practices are established.
Team-based problem solving.Focus on smaller targeted groups of students who are at
risk of engaging in more serious behavior problems and/or academic failure.
On-going monitoring of student progress and data-based decision-making.
Time-limited, intensive instruction focusing on targeted group of students common deficit area(s).
Major Characteristics of Secondary/ Tier 2 Interventions (continued)
Known by all faculty and staff.Ongoing identification and referral process Rapid access to and continuously available
intervention (5 days).Research/Evidence-based interventions based on
assessment results.Adequate resources allocated (administrative support,
time,…).
Phys. Health NutritionMental Health
Reading/ Literacy Intervention
Math InterventionStudy/ Organization Skills Inter.
Social SkillsIntervention
CSH Coordinator/ School Nurse
Literacy/ReadingCoach
MathematicsCoach
School Psy./ Behavior Specialist/Counselor
School Psy./ Behavior Specialist/ Counselor
Check-In/Check-out
CICOCoordinator
Targeted Group x Location
Tier 1 Team
Step 1. Identify current Tier 2/Secondary Academic and Behavioral Interventions for Targeted Groups of Students
Step 2. Analyze Current InterventionsStep 3. Conduct Gap AnalysisStep 4. Establish/Flesh Out and
Implement Tier 2/Secondary Coordinating Team
Step 5. Fill GapsStep 6. Develop and Implement
Referral ProcedureStep 7. Implement and Codify Tier 2
Systems
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity• Of longer duration
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
80-90% 80-90%Universal Interventions• All students• Preventive, proactive
Universal Interventions• All settings, all students• Preventive, proactive
Multi-tier Model
Attention, Effort,
Precision
Tier 1: Primary Preventions
Whole School, Classroom, and Non-Classroom
Systems forAll Students & Staff
~80% of Students
Tier 2: Secondary Interventions
Specialized Systems for Students with At-Risk
Behavior
~15%
Tier 3: Tertiary Interventions Specialized IndividualizedSystems for Students with High-Risk Behavior
~5%
INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE
BEHAVIOR INTERVENTIONS AND SUPPORTS:
The Three Tiered Model
Who Is In the “Tip” of the Triangle?
• <5% of students
• Multiple referrals (6+)• >50% of all referrals/behavioral
incidents
• Exhibits severe and/or chronic patterns of problem behaviors
• Consumes significant time and resources
In general…• Poor peer relations• Low academic achievement/Failing multiple classes• Lacks anger control• Poor organizational or study skills• Low self-esteem• “student’s reputation precedes him/her”• Never did school well• Sometimes has “does not care attitude”
Referrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Beliefs About Behavior
• Behavior is related to and governed by its context.• Behavior can be interpreted as functional, (often
communicative), purposeful, and meaningful for the person.
Basic Human Needs
HUMAN DIGNITY
SURVIVAL
EMPOWERMENTBELONGING
GENEROSITYHUM
OR A
ND FU
N
FEELINGS OF COMPETENCE
SOCIALIZATION/COMMUNICATION
Beliefs About Behavior
• Behavior is related to and governed by its context.• Behavior can be interpreted as functional, (often
communicative), purposeful, and meaningful for the person.
• Behavior is affected by internal events (e.g., physiological condition or emotional state).
• Behavior is influenced by factors outside the immediate context, including relationships, activity patterns, and lifestyle issues.
• Behavior changes as people mature and develop new competencies.
Skill Deficits
Individual Student System
Tier 3/Tertiary Interventions
Behavioral competence at school & district levels
Function-based behavior support planning Data-based decision making by teams Comprehensive person-centered planning &
wraparound processes Targeted social skills & self-management
instruction Individualized instructional & curricular
accommodations School-wide Tier 2/Secondary interventions
“in place”
Universal
Targeted
Intensive
Dec 7, 2007
Math
Soc Studies
Science
Reading
Soc skills
Basketball
Tier 1: Primary Prevention:Whole School, Classroom, and Non-ClassroomSystems forAll Students & Staff
Tier 2: Secondary InterventionsSpecialized Group Systems for Students with At-Risk Behavior
Tier 3: Tertiary Interventions Specialized IndividualizedSystems for Students with High-Risk Behavior
Maximizing Resources
Begin Here
Cherokee High School 2007-08 graph – Year End
Cherokee High School: January 2009
SYST
EMS
PRACTICES
DATA
SupportingStaff Behavior
SupportingDecisionMaking
SupportingStudent Behavior
Integrated Systems:Critical Elements for Durable Results
School Teams Must Have Immediate Access to Data to Make Objective Decisions About School Climate & Safety
Information Systems for Data-Based Decision Making
Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)
Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)
Information Systems for Data-Based Decision Making
Fidelity of Implementation: School-wide Evaluation Tool (SET)
School-Wide Evaluation Tool (SET)
The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of primary preventions across each academic school year.
Expectations DefinedBehavioral Expectations TaughtSystem for Rewarding/Acknowledging
Behavioral ExpectationsSystem for Responding to Behavioral
ViolationsMonitoring and Decision MakingManagement/LeadershipDistrict Level Support
Washburn School SET Data
0
10
20
30
40
50
60
70
80
90
100
ExpectationsDefined
ExpectationsTaught
RewardSystem
ViolationsSystem
Monitoring &Decisions
Management DistrictSupport
Mean
Features
Perc
en
tag
e
2004-05
2005-06
2006-07
School-wide Evaluation Tool (SET)
Fairview Elementary SET Comparison Results 2008-2009
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
ExpectationsDefined
BehavioralExpectations
Taught
OngoingSystem forRewardingBehavioral
Expectations
System forResponding to
BehavioralViolations
Monitoring &DecisionMaking
Management District LevelSupport
Mean
SWPBS Features
Pe
rce
nta
ge
in
Pla
ce
Year 1
Year 2
Year 3
Year 4
Year 5
Information Systems for Data-Based Decision Making
Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)
Desired Outcomes: School Safety Survey (SSS)
Addresses the question: To what extent are our schools perceived to be safe?
Provides a summary of the presence of “risk factors" and the “response plans” to those risk factors.
Results can be used in determining training and support needs related to school safety and violence prevention.
Conducted annually in January/February.
Cannon County High School 2008-09Section 1: Risk Factors for School Safety and Violence
10.4%
43.9%
32.1%
9.4%
4.1%
19.9%
32.4%
18.3%
9.4%
20.0%
0%
20%
40%
60%
80%
Not at all Minimally Moderately Extensively Don't know
% o
f R
esp
on
ses
Adult Student
Cannon County High School 2008-09Section 2: Response Plans for School Safety and Violence
3.0%
16.7%
45.9%
32.1%
2.3%
8.5%
24.9%
30.2%
13.2%
23.3%
0%
20%
40%
60%
80%
Not at all Minimally Moderately Extensively Don't know
% o
f R
esp
on
ses
Adult Student
School Safety
Results
Section 1: Individual Risk Factors for Safety & Violence
83% 83%
65%
71%
56%
66%
80%76%
83%
75%
31%34%
39%41%
55%
61%
81%
68%
83%
41%
74% 75%
27%
44%
71%
77%
49%
63%
47%
53%
38%42%
22%
48%
6% 5%
27%
17%
38%
8%10%
13%
6% 6%
42%
15%
53%
46%
16%
2%0%
4%
25%
8% 9% 8%
53%
15%19%
10%
27%
14%
43%
33%
47%
34%37%
14%
2% 2%
8%5% 4% 4%
10%8%
2%0%
23%
11%
6%
11%
2%0% 0% 1% 2% 1% 0% 1%
16%
7%
2% 3%
10%
4%6%
13%15% 17%
41%
7%
0%
20%
40%
60%
80%
100%
Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student
(1) IllegalWeapons
(2)Vandalism
(3) HighStudentMobility
(4) Graffiti (5) GangActivity
(6) Truancy (7)Suspensions
and/orExpulsions
(8) StudentsAdjudicated
by Court
(9) ParentSchoolSafety
Concerns
(10) ChildAbuse
(11)Trespassing
(12) Poverty (13) Crimes (14) IllegalDrugs &Alcohol
(15) Fights,Conflict, &
Assault
(16) Bullying (17) PoorSchool
Condition
% o
f Rat
ing
Not at all to Minimally Moderately Extensively
School Safety Results
School Safety ResultsSection 2: Individual Response Plans for School Safety & Violence
0%2%
0%
5%
0%
6% 6%3% 2%
7%
2%
12%
2% 3%0%
6% 6%
25%
0%
5%
0%
5%
0%
8%
2% 1% 2%
12%
0%4%
0%
12%
6%10%
22%
17% 17% 17%
29%
19% 20% 20%
59%
31%
27%23% 22%
25% 25%
17% 18%21%
16% 18%
22%20%
31% 31%
47%
17%20%
17%
8%
26%
94%
85%
78%
44%
83%
61%65%
58%
78%
64%
39% 40%
67%
62%
78%
58%
40%
25%
82%
68%
84%
67%
76%
53%
67%
52%
41%
23%
80%
65%
90%
52%
0%
20%
40%
60%
80%
100%
Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student Adult Student
(18)
Extracurricular
Activities
(19) Staff
Training
(20) Emergency
Response Plans
(21) Discipline
Plans
(22) Student
Support
Services
(23) Parent
Involvement
(24) Student
Preparation for
Crises
(25) Supervision
of Students
(26) Suicide
Prevention
(27) Student
Participation in
Academic
Activities
(28) Positive
School Climate
(29)
Acceptance of
Diversity
(30) Response to
Conflict
(31)
Collaboration
with Community
(32) High
Student
Expectations
(33) Eff ective
Student-
Teacher
Relationships
% o
f Rat
ing
Not at all Minimally Moderately to Extensively
School Safety DataSection 3: "Don't Know" Respnses to Risk Factors and Response Plans
9%
0%2%
0%
9%
4%2%
27%
19%
29%
17%
4%
8%
14%
4%
0% 0% 0% 0% 0% 0% 0% 0%
4%
0%
29%
0% 0%2%
0%
10%
0%2%
11%8%
22%
4%
19%
41%
3%
37%
27%
50%
16%
34%
10%
20%
1%
7%
32%
3%
35%
17%
21%
9%
17%
12% 11%
34%
7%10%
20%
16%
49%
15%
10%
0%
10%
20%
30%
40%
50%
60%
% o
f Rat
ing
Adult Responses Student Responses
Information Systems for Data-Based Decision Making
Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ)
Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)
Essential Data for School-Based Decision-Making
Referrals by problem behavior?– What problem behaviors are most common?
Referrals by location?– Are there specific problem locations?
Referrals by time of day?– Are there specific times when problems occur?
Referrals by student?– Are there many students receiving referrals or only a
small number of students with many referrals? Referrals by teacher?
– Are there many teachers referring or only a small number of teachers with many referrals?
Web-based information system for gathering and summarizing problem behavior information and for making data-based decisions.
Summarizes office discipline referral information by (a) how often, (b) where, (c) when, (d) what, and (e) who.
Summaries provided in tables and graphs. Confidentiality protected. $250 per school per year annual fee. Check In Check Out added to SWIS- schools pay
additional $50 to access this piece. Coming Soon: ISIS!
0
5
10
15
20
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
E.S. Office Referrals per Day per Month
Is There a Problem? Maintain - Modify - Terminate
500 Students
0
10
20
30
40
50 N
um
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
0
5
10
15 N
um
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
0
10
20
30
40
50 N
um
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
0
5
10
15
20
25
30 N
um
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Referrals per StudentReferrals per Student
0
10
20
Num
ber
of R
efe
rrals
per
Stu
dent
Students
Elementary/Middle School
LyingAggression
Class Commons
Individual Student
Triangle Data Report# All % All # Major % Major # Minor % Minor
Students with 0 Referrals 377 78.05 % 450 93.17 % 391 80.95 %
Students with 1 Referrals 63 13.04 % 26 5.38 % 56 11.59 %
Students with 0 or 1 Referrals 440 91.10 % 476 98.55 % 447 92.55 %
Students with 2-5 Referrals 36 7.45 % 6 1.24 % 34 7.04 %
Students with 6+ Referrals 7 1.45 % 1 0.21 % 2 0.41 %
Students with 9+ Referrals 2 0.41 % 0 0.00 % 1 0.21 %
1.School-wide discipline is one of the top three goals for the school.
2. Administrative support for the implementation and use of SWIS™ is available.
3. A behavior support team exists, and they review referral data at least once a month.
4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry.
5. The school has a coherent office discipline referral procedure that includes:a. Definitions for behaviors resulting in office-managed vs. staff-managed referrals b. A predictable system for managing disruptive behavior
6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times.
7. Three people within the school are identified to receive one, 2-hour training on the use of SWIS™.
8. The school has computer access to Internet, and one of two web browsers. (Netscape 6, Internet Explorer 5)
9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making.
10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures.
Funding Visibility Political Support
Training Coaching Evaluation
District/State Leadership TeamActive Coordination
Local School Teams/Demonstrations (80%/80% on SET)
Integrated Systems Logic Model
Braiding Initiatives
Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
Getting Started Establish and Confirm
Commitment
Administrative support is crucial
Getting Started Establish and Confirm
Commitment
Administrative support is crucial
Behavior support is one of the top 3 goals for your school
Faculty support for SWPBS should be 80% or higher
- SAS results - Commitment cards - etc
1. Visit other schools2. Invite admin or team from other school3. Focus group discussions with naysayers distributed4. Go to http://web.utk.edu/~swpbs website and assign to contact for
info/satisfaction5. Show videotapes6. Visit www.pbis.org; www.swis.org7. Jigsaw research and discuss8. Assign Colvin’s “7 Steps to SWPBS”9. Review current discipline data. Show recouped possibilities10. Principal attend SWPBS Principals Forum11. School members attend Annual TN SWPBS conference or Annual APBS
conference12. Pilot with problem area, e.g., cafeteria, freshman class, ….
Getting Started Establish and Confirm
Commitment
Administrative support is crucial
Behavior support is one of the top 3 goals for your school
Faculty support for SWPBS should be 80% or higher
Acknowledge a (3)-5-7 year commitment of effort
Members are representative of school faculty and include administrator, families, faculty, & students.
Getting Started Establish/ Expand Upon a Leadership
Team
Leadership team attends “Growing the Green/ Establishing Tier 1 Preventions of SWPBS” 2-day workshop
Getting Started Tier 1 Leadership Team Meets Routinely
Team runs efficient meetings - roles - ground rules - decision-making strategies
- agenda
Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthly
8. Behavioral Expectations Established9. Lesson Plans for Teaching …..10. An Acknowledge System…..11. Assessments12. Visibility13. Task Review
Getting Started Tier 1 Leadership Team Meets Routinely
Team runs efficient meetings - roles - ground rules - decision-making strategies
- agenda
Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthly
School team works with faculty and staff to establish Tier 1 preventions for all students.
Teams makes data-based decisions to sustain integrated systems.
Feed your team – literally and figuratively!
“Even if you’re on the right track, you’ll get run over if you just sit there”
- Will Rogers
2010-2011 TASL-Approved
Workshops
EdPro 180: Scaffolding Instruction and Designing Accommodations to Include All Learners EdPro 170: Differentiated Instruction BasicsEdPro 160: Differentiated Formative Assessments to Improve Student LearningEdPro 150: Collaborative Practices and Co-Teaching Strategies for All StudentsEdPro 140: Evidence-Based Classroom Management StrategiesEdPro130: Extending SW-PBIS Tier 1 and Braiding “Bully Proofing” into Tier 1 SupportsEdPro 120: Data-Based Decision Making for Tier 1 Behavior Support and Academic PracticesEdPro 110: Growing the Green: Building Tier 1 School-wide Positive Behavior Interventions &
Support
*EdPro 360: Differentiated Curriculum Content for Students with Significant Intellectual Disabilities*EdPro 350: Systematic Instruction for Students with Significant Intellectual Disabilities including Autism*EdPro 340: Supporting Students with Communication ChallengesEdPro 330: Applying Advanced Functional Assessment Tools and StrategiesEdPro 320: Instructional Supports for Students with Patterns of Extreme Learning and/or Problem
Behavior, Including AutismEdPro 310: Building Tier 3 Systems of Support for Students with Patterns of Extreme Problem
Behavior
EdPro 220: Teaching Students Self Management Skills to Improve Academic and Social Skills OutcomesEdPro 210: Building and Integrating SW-PBIS Tier 2 Systems of Support
Supporting SchoolsBuilding
Competence
BuildingCapacity
+ =
On Site Coachin
g
2010-2011 TASL-
Approved Workshop
s
www.edprodevelopment.com
139
www.edprodevelopment.com
141
www.edprodevelopment.com
143
Keep working at it.
Plow forth in tough times.
It takes time, but it is worth the time.
We’ve learned a lot…
We’re still learning….
Research and practice keep teaching us how to implement and sustain with fidelity – more effectively, more efficiently, more practicably.
www.pbis.orgwww.edprodevelopment.com www.swis.org www.pbisillinois.orgwww.pbismaryland.org www.pbismissouri.org http://miblsi.cenmi.org/Home.aspx
www.edprodevelopment.com
150
Elementary
Middle School
High School
Students: 281 Referrals: 1617
Staff: 88 Referrals: 2106