1. School-wide Positive Behavior Support December 14, 2005 Manchester Public Schools 25 Industrial Park Road, Middletown, CT 06457-1520 · (860) 632-1485 Connecticut State Department of Education · Division of Teaching & Learning Programs and Services

2. 11/29/05 SERC2 Today’s Topics  Building Faculty Involvement  Defining Behaviors  Revising Behavior Tracking Forms Office Discipline Referral Forms Classroom Behavior Tracking Forms  Establishing a Coherent Behavior Response Process Write a Definition for Manchester Positive Behavior Support (PBS) is a proactive and comprehensive continuum of support designed to provide opportunities to all students, including students with disabilities, for achieving social and learning success, while preventing behaviors of concern.

3. 11/29/05 SERC3 SYSTEMS Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior OUTCOMES PRACTICES Center for Positive Behavior Interventions and Supports (2002) Social Competence, Academic Achievement, and Safety Coherence  Investigate current programs in place  Identify current procedures and policies in place  Realign committees and initiatives to more effectively address behavioral concerns Important for schools to identify that School-wide PBS is integrated into existing committees and initiatives

4. 11/29/05 SERC4 Working Smarter Activity Form Committee/Initiati ve/ Work group PurposeTarget GroupMembershipRelation. to school imp. plan 1 = low 3 = high Overall Priority 1 = low 3 = high 1 2 3

5. 11/29/05 SERC5 Activity: Working Smarter Based on your results, what committees/initiatives can you: Eliminate? Combine? Provide more support? How can we infuse PBS into our committees?  Determine your next steps

6. 11/29/05 SERC6 Faculty Involvement  Understand why staff need to be committed to decreasing problem behaviors and increasing academic behaviors  Identify approaches to gain faculty buy-in to the school-wide PBS process  Develop a plan to get faculty buy-in and build ownership across faculty Increasing Appropriate Behaviors School-wide  Staff commitment is essential  Faculty and staff are critical stakeholders  80% buy-in for success  3-5 year process in order to get or Incremental Change to change in order to get or Deep Change Builds over time to change WhatHow

7. 11/29/05 SERC7 Reasons for Resistance  Loss of control  Excess uncertainty  Surprise!  “Difference” effect  Loss of face  Concerns about the future competence  Ripple effects  More work  Past resentments  Sometimes the threat is real Kanter (1985) Managing the human side of change. Management Review Concerns Based Adoption Model (CBAM)  Levels of Concern Awareness Informational Personal Management Consequence Collaboration Refocusing  Levels of Use Non-use Orientation Preparation Mechanical use Routine Refinement Integration Renewal S.F. Hall & B. W. Rutherford (1975) Levels of use of the innovation: A framework for analyzing innovation adoption. Journal of Teacher Education, 26:1. Leading Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD. VISION CAPABILITIES RESOURCES ACTION PLAN RESTRANT; RESISTANCE VISIONINCENTIVES RESOURCES ACTION PLAN ANXIETY VISIONINCENTIVESRESOURCES FALSE STARTS CAPABILITIES VISIONINCENTIVES ACTION PLAN FRUSTRATION CAPABILITIES INCENTIVES RESOURCES ACTION PLAN CONFUSION CAPABILITIES VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES

8. 11/29/05 SERC8 Communication  Communication is essential in this process Vision/purpose/goal Rationale Action plan for implementation  Frequent communication opens dialogue for strategic decision-making across the school How to Use the Data to Get Faculty Buy-in  Share visuals (graphs) with faculty on a regular basis  Emphasize the “collaborative” process Time Cost of a Discipline Referral (based on 45 minutes per referral) 1000 Referrals/yr2000 Referrals/yr Administrator Time500 hours1000 hours Teacher Time250 Hours500 Hours Student Time750 Hours1500 Hours Totals1500 Hours3000 Hours Use the Existing Database  Where behaviors are occurring (i.e., setting)  What types of behaviors are occurring  What types of consequence was delivered to discipline students  When problem behaviors occur most frequently  How many discipline referrals, suspensions, and/or expulsions occurred last school year  How many faculty are absent daily  Other (loss of instruction time, student absences etc.)

9. 11/29/05 SERC9 Conduct Staff Surveys  Staff surveys are an efficient way to: Obtain staff feedback Create involvement without holding more meetings Generate new ideas Build a sense of faculty ownership Sample Staff Survey Item  Check the OUTCOMES below that you would like to achieve at our school…  Increase in attendance  Improvement in academic performance  Increase in the number of appropriate student behaviors  Students and teachers report a more positive and calm environment  Reduction in the number of behavioral disruptions, referrals, and incident reports Other Ideas to Consider  Increasing skills/knowledge Turn-key information learned in trainings  Incentives Determine what are the types motivators that will encourage staff commitment  Resources Determine what staff will need to implement PBS  Time  Materials  Learning support

10. 11/29/05 SERC10 Data Driven Decision-Making  Understand the rationale for establishing a data-based decision-making system  Identify types of data to be collected  Identify characteristics of a useful data system  Define target behaviors  Identify behaviors to be managed in office vs. classroom  Identify characteristics of an effective office referral form  Develop an office referral form and behavior response process Data Driven Action From Perception of an Issue Action Based on SWIS Data to Verify To Action Perception of an Issue

11. 11/29/05 SERC11 Components Establishing a Data- based Decision- Making System Data System Tracking Forms Definitions Response Process Data-Based Decision-Making  Prior to making changes within the school environment, it is important to know what needs to be changed  Information about what is going on has to be accurate and useful for identifying focus areas  Analyze data so that interventions can be effective and efficient Reasons to Collect Data  Essential for good decision-making  Professional accountability  Decisions made with accurate data are more likely to be: (a) implemented (b) effective

12. 11/29/05 SERC12 Data Collected Are Meaningful (Functional)  Information collected should be meaningful to the school  Proactive school year planning (part of the school improvement process)  Data should be available for team decision-making throughout the year What Data to Collect?  Use what you have Office discipline referrals/detentions Suspensions/expulsions Referrals by student behavior, staff behavior, and administrative response Office referrals per day per month Attendance Critical Questions  How many referrals are there: per day each month? based on location? based on the type of behavior? by student? by time of day?  What is the range of consequences provided based on the type of behavior exhibited?

13. 11/29/05 SERC13 Meaningful Data  Can your current data system calculate the following……. Office Referrals per Month Office Referrals per Location Office Referrals by Time

14. 11/29/05 SERC14 Office Referrals per Type of Behavior Office Referrals per Student

15. 11/29/05 SERC15 More Frequent Data Analysis  It may be necessary to analyze some data more than once a month Allows the team to see if specific interventions are working Some data on particular students are reviewed more frequently for implementation of interventions Reviewing specific behavior incidents more frequently provides further clues regarding effective interventions Data-based (Guided) Decision-Making  Provide teams with access to comprehensive, accurate, and timely data  Impacts behavior in the entire school, in classroom settings, of targeted groups and individual students  Increase the probability that systems changes and interventions will be more successful  Provide a resource for evaluating effectiveness Data System Self-Check  The information collected allow the school team to understand when, where, who, why, and what of problem behaviors  The data are gathered continuously- every day, throughout the day  The data should be an embedded part of the school cycle; not something “extra”  The data are used for decision-making  The people who collect and summarize the data see that they are used for decision-making  The data are very easy to collect (1% of staff time)  The data are accurate and valid  The data should be summarized prior to meetings of decision-makers (e.g., weekly)  The data are available when decisions need to be made  Different data needs are identified for a school building versus a school district

16. 11/29/05 SERC16 Appropriate Definitions of Behaviors  What one teacher may consider disrespectful, may not be disrespectful to another teacher. For that reason, behaviors must be operationally defined.  Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions  On your own, define:  Insubordination  Come to consensus within your group  University of Oregon’s SWIS has operationally defined 21 specific problem behaviors www.swis.orgwww.swis.org  The critical feature is that all staff agree on mutually exclusive and operationally defined labels and definitions

17. 11/29/05 SERC17 SWIS Office Referral Definitions Minor Problem Behaviors Definitions Inappropriate verbal language Low-intensity instance of inappropriate language Physical contactNot serious, but inappropriate physical contact Defiance/disrespect/ noncompliance Brief or low-intensity failure to respond to adult request DisruptionLow-intensity, but inappropriate disruption Property misuseLow-intensity misuse of property OtherAny other minor behaviors that do not fall within the above categories Major Problem Behaviors Definitions Abusive Language/ Inappropriate Language/Profanity (Inapp. Lang.) Verbal message that includes swearing, name calling or use of words in an inappropriate way. AlcoholStudent is in possession of or is using alcohol. ArsonStudent plans and/or participates in malicious burning of property. Bomb threat/False alarm (Bomb) Student delivers a message of possible explosive materials being on campus, near campus, and/or pending explosion. Combustibles (Combust)Student is in possession of substances/objects readily capable of causing bodily harm and/or property damage (matches, lighters, firecrackers, gasoline, lighter fluid). Defiance/disrespect/insubor dination/ non-compliance (Disrupt) Refusal to follow directions, talking back and/or socially rude interactions. Disruption (Disrupt)Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, or screaming; noise with materials; horseplay or rough-housing; and/or sustained out-of-seat behavior. Dress code violation (Dress) Student wears clothing that does not fit within the dress code guidelines practiced by the school district. Fighting/physical Aggression (Fight) Actions involving serious physical contact where injury may occur (e.g., hitting, punching, hitting with an object, kicking, hair pulling, scratching, etc.).

18. 11/29/05 SERC18 SWIS Office Referral Definitions Major Problem Behaviors Definitions Forgery/theft (Theft)Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a persons name without that persons permission. Harassment/Tease/Taunt (Harass) Student delivers disrespectful message (verbal or gesture) to another person that include threats and intimidation; obscene gestures, pictures, or written words. Lying/cheatingStudent delivers message that is untrue and/ or deliberately violates rules. Minor/warningAll low intensity problem behaviors that are violations of behavioral expectations (rules) but are not of sufficient intensity to warrant an office discipline referral. OtherProblem behavior causing this referral is not listed above. Staff using this area will specify the problem behavior observed. Other drugs (Drugs)Student is in possession of or is using illegal drugs/ substances or imitations. Property damageStudent deliberately impairs the usefulness of property. Skip class/truancyStudent leaves class/ school without permission or stays out of class/ school without permission. TardyStudent is late to class or the start up of the school day. TobaccoStudent is in possession of or is using tobacco. Vandalism/ property damage (Vandal) Student participates in an activity that results in substantial destruction or disfigurement of property. WeaponsStudent is in possession of knives or guns (real or look alike), or other objects readily capable of causing bodily harm.

19. 11/29/05 SERC19 Characteristics of an Effective Office Referral Form  A clear distinction between problem behaviors that are staff-managed (minor) versus office-managed (major) Major Discipline Incidents  Defined Discipline incidents that must be handled by the administration.  Purpose Once behaviors are operationally defined, it is essential that the team distinguish the major discipline incidents from the minor to determine the appropriate consequence Minor Discipline Incidents  Defined Discipline incidents that must be handled by the classroom teacher and usually do not warrant a discipline referral to the office.  Purpose To determine appropriate consequence and where the consequence should be delivered. These incidences are tracked. Emergency or Crisis Incidents  Defined Discipline incidents that require immediate response from administration and/or crisis response team  Purpose Maintain order and safety during emergency situations Each school is urged to consult their district and school policies for emergency/crisis incidents

20. 11/29/05 SERC20 Office Discipline Referral Form  Office referrals should answer the following questions: Who Why What When Where  Clarity on the referral form takes the guess work out of the data entry person’s job  Data will be more reliable and accurate as judgment calls are minimized Characteristics of an Effective Referral Form  Student’s name  Date  Time of incident  Student’s Teacher (optional)  Student’s grade level  Referring Staff  Location of Incident  Problem behavior  Possible motivation  Others involved  Administrative Decision  Other comments  No more than 3 extra info.

21. 11/29/05 SERC21 Goal of the Tracking Form  Collect data that is necessary to identify effective ways of changing inappropriate classroom behavior (minor) before it results in an office discipline referral (major)  Determine how this information will connect to EIP Classroom Tracking Forms  Classroom behaviors take up considerable amounts of teacher time that could be better spent on instruction  Forms assist in identifying the pattern of behavior and determining interventions that will be most effective for the student(s) Ideas for Classroom Tracking Systems

22. 11/29/05 SERC22 Behavior Response Process  Evaluate current behavior response process and procedures  Is the process meaningful and effective  Identify whether teachers are following the current plan for completing office discipline referrals  Interview teachers on their perceptions regarding the school’s responsiveness to behavior  The next step is to insure that a school has a predictable Behavior Response Process. This process must be defined, taught, and agreed upon with all staff, and must include definitions for: Major discipline incidents Minor discipline incidents Tiered system level I, II & III Emergency or crisis incidents A continuum of discipline procedures Developing a Coherent Behavior Response Process  Once your school has developed appropriate definitions of major, minor, and crisis incidents, it is necessary to develop a coherent response process The process can be either narrative or graphic (see examples on following pages)

23. 11/29/05 SERC23 Positive Behavior Support Flow Chart Level I Level III Level II Immediate Office Referral Administrator consequence with teacher input when appropriate Parent Contact Accumulation of 5 Level II Infractions become Level I monitored by office staff Teacher redirection office notification use Action Form Re-teaching & Teacher consequence Parent Contact Teacher redirection/re- teaching Example…mov e seat, verbal warning, note in assignment book Behavior continues move to Level II monitore d by teacher EIP Process Behavior strategies taught by staff Goal: Improved Student Behavior

24. 11/29/05 SERC24 Observe Behavior of Concern Is the behavior major? Develop Intervention NO Send to office YES Determine the consequence,/intervention Develop intervention & determine consequence File in teacher’s box Write contract & contact parents Make copies for parents signature Follow up with student within a week Sample Response Process Re-Teach Appropriate Behavior Adapted from the FL PBS Project: University of South Florida

25. 11/29/05 SERC25 Next Steps…….  Between now and January 6, 2006 we will…  For next time bring….  Something to Remember….