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Keeping the Momentum Cynthia M. Anderson, PhD University of Oregon.

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Presentation on theme: "Keeping the Momentum Cynthia M. Anderson, PhD University of Oregon."— Presentation transcript:

1 Keeping the Momentum Cynthia M. Anderson, PhD University of Oregon

2 Organizer Why SWPBS? Why SWPBS? Characteristics of all effective practices Characteristics of all effective practices SWPBS as an endurance event SWPBS as an endurance event

3 Why Focus on the Whole School? What we need is stiffer consequences! What we need is stiffer consequences!

4 Common Response: Get Tough! Re-re-re-re review rules Re-re-re-re review rules Counseling Counseling “aversive” consequences “aversive” consequences

5 Why Focus on the Whole School? Most kids are doing okay; why should I worry about school climate? Most kids are doing okay; why should I worry about school climate? Kids should know how to behave Kids should know how to behave I am worried about my class; the rest of the school can take care of itself! I am worried about my class; the rest of the school can take care of itself!

6 “Darlya” Assessments indicate that Darlya performs in average to above average range in all academic areas. However, her teacher has noticed that Darlya’s frequent talking to peers during instruction, and asking and answering questions without raising her hand has become an annoying problem to other students and to the teacher. What would you do?

7 “Charlotte” Charlotte dresses in black every day, rarely interacts with teachers or other students, and writes and distributes poems about witchcraft. When approached or confronted by teachers, she pulls hood of her sweatshirt or coat over her head and walks away. Mystified by Charlotte’ behavior, teachers usually shake their heads and let her walk away. Recently, Charlotte carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

8 Fortunately, we have a science that guides us to… Assess these situations Assess these situations Develop behavior intervention plans based on our assessment Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003 But….Context Matters!

9 Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral. Darlya is in this school!

10 5,100 referrals = 76,500 min = 1,275 hrs = hrs

11 Messages: 1. Successful student behavior support requires SCHOOL CLIMATE that is Focused on teaching Focused on teaching Consistent Consistent Sustainable Sustainable Focused on maximizing success Focused on maximizing success

12 Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, the vice principal has moved her desk to four corners. Charlotte is in this school!

13 Messages: 2. Prevention is the best intervention Decrease development of new problem behaviors Decrease development of new problem behaviors Prevent existing behaviors from worsening Prevent existing behaviors from worsening Redesign learning environments to eliminate things that trigger and maintain problem behavior Redesign learning environments to eliminate things that trigger and maintain problem behavior Teach, monitor, and acknowledge pro-social behavior Teach, monitor, and acknowledge pro-social behavior

14 Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5%

15 SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Elements of PBS Not limited to any particular group of students…it’s for all students Not specific practice or curriculum…it’s a general approach to preventing problem behavior Not new…its based on long history of behavioral practices & effective instructional design & strategies

16 Key Components of SWPBS Consistent approach to school discipline Clear set of positive expectations & behaviors Procedures for teaching expected behavior Continuum of procedures for encouraging expected behavior Continuum of procedures for discouraging inappropriate behavior Procedures for on-going monitoring & evaluation

17 What Does SWPBS Look Like? Team- & data-based school-wide implementation 3-4 year commitment for systems change Small number of positively stated expectations and rules that are visible, defined, taught, & encouraged >80% of students & adults can state expectations & give examples in context >80% of students receive at least weekly acknowledgement >80% of students received 0 or 1 major disciplinary referral per year 2 major disciplinary referrals

18 Systems for Student Success Individual Interventions Individual Students Assessment-based High Intensity Individual Interventions Individual Students Function-based Targeted Interventions Some students Directed assistance More frequent monitoring Targeted Interventions Some students (at-risk) Some routines and areas Efficient & effective Universal Interventions All students Evidence-based curricula Formative evaluation Universal Interventions All students All routines and areas Periodic monitoring Academic Systems Social Behavioral Systems

19 Organizer Why SWPBS? Why SWPBS? Characteristics of all effective practices Characteristics of all effective practices SWPBS as an endurance event SWPBS as an endurance event

20 Effective Practices Evidence-based Evidence-based Produce “significant” outcomes Produce “significant” outcomes Effects maintain over time Effects maintain over time Potential to be Sustainable Potential to be Sustainable

21 Sustainability Is…. Continuing to do what we do? Continuous Improvement!

22 Efforts will Sustain IF it is: Easier to do each year Easier to do each year Available for everyone Available for everyone Effective for ALL students Effective for ALL students Adaptive Adaptive Public accountability Public accountability

23 Organizer Why SWPBS? Why SWPBS? Characteristics of all effective practices Characteristics of all effective practices SWPBS as an endurance event SWPBS as an endurance event

24 SWPBS Gets Easier With Time Handbook Handbook Describes core features Describes core features Expectations and teaching matrix (rules for settings) Expectations and teaching matrix (rules for settings) Teaching plans and teaching schedule Teaching plans and teaching schedule Acknowledgement system Acknowledgement system Continuum of consequences for problem behavior Continuum of consequences for problem behavior SWPBS Teams—Leadership Team SWPBS Teams—Leadership Team Regular meeting schedule and process Regular meeting schedule and process Regular schedule for annual planning and training Regular schedule for annual planning and training Annual Calendar of Activities Annual Calendar of Activities On-going coaching support for teachers On-going coaching support for teachers On-going district support for coaches On-going district support for coaches Meetings

25 Initiative, Project, Committee PurposeOutcome Target Group Staff Involved SIP/SID/etc Attendance Committee Character Education Safety Committee School Spirit Committee Discipline Committee DARE Committee EBS Work Group Working Smarter 1.Eliminate all initiatives that do NOT have a defined purpose and outcome measure. 2. Combine initiatives that have the same outcome measure and same target group 3. Combine initiatives that have 75% of the same staff 4. Eliminate initiatives that are not tied to School Improvement Goals.

26 Initiative, Committee PurposeOutcome Target Group Staff Involved SIP/SID / etc Attendance Committee Increase attendance % of students attending All students Eric, Ellen, Marlee Goal #2 Character Education Improve character Student behavior? All students Marlee, J.S., Ellen ?? Safety Committee Improve safety All students Has not met ?? School Spirit Committee School spirit All students Has not met Discipline Committee Improve behavior Improve discipline All students Ellen, Eric, Marlee, Otis Goal #3 DARE Committee Decrease drug use All students Don?? SWPBS Work Group Implement 3-tier model Office referrals, Attendance, Grades All students Eric, Ellen, Marlee, Otis, Emma Goal #2 Goal #3 Sample Team Matrix

27 Make SW-PBS Available to all New students New students Students who enter mid-year Students who enter mid-year Families Families New adults joining faculty/staff New adults joining faculty/staff New administrators New administrators Substitute teachers Substitute teachers Bus Drivers Bus Drivers Playground, Cafeteria, Custodial staff. Playground, Cafeteria, Custodial staff. ___________________________________ ___________________________________ Different materials for different audiences Different materials for different audiences

28 Efforts will Sustain IF it is: Easier to do each year Easier to do each year Available for everyone Available for everyone Effective for ALL students Effective for ALL students

29 Intensive Intervention: Specialized Individualized Systems for Students with High-Risk Behavior Targeted Interventions Specialized Group Systems for Students with At-Risk Behavior Universal Intervention School-/Classroom- Wide Systems for All Students, Staff, & Settings ~80% of Students ~15% ~5% School-Wide Positive Behavior Support

30 Classroom Systems for Student Success Individual Interventions Individual Students Assessment-based High Intensity Individual Interventions Individual Students Function-based Targeted Interventions Some students Directed assistance More frequent monitoring Targeted Interventions Some students (at-risk) Some routines and areas Efficient & effective Universal Interventions All students Evidence-based curricula Formative evaluation Universal Interventions All students All routines and areas Periodic monitoring Academic Systems Social Behavioral Systems

31 Make SWPBS Adaptive to change Collection and use of data for decision-making Collection and use of data for decision-making Are we implementing SWPBS? Are we implementing SWPBS? Team Checklist; EBS Survey; SET; Benchmarks of Quality Team Checklist; EBS Survey; SET; Benchmarks of Quality Are students benefiting behaviorally? Are students benefiting behaviorally? SWIS (ODR, Suspensions, Referrals to SPED) SWIS (ODR, Suspensions, Referrals to SPED) Observations in school Observations in school Opinions of others Opinions of others Do students perceive the school as safe? Do students perceive the school as safe? School Safety Survey; Iowa Youth Survey School Safety Survey; Iowa Youth Survey Are students benefiting academically? Are students benefiting academically? Standardized tests Standardized tests CBM CBM Satisfaction Satisfaction

32 Make SW-PBS efforts Public Newsletter to families Newsletter to families Regular reports to faculty/staff Regular reports to faculty/staff Formal system for reporting to school board or district Formal system for reporting to school board or district Information to community at large Information to community at large Websites Websites

33 Administrative Support Team-based Action Planning Collection and use of data for Decision-making Sustained Use of SW-PBS Policies Mission SIP Job- Description Handbook Expectations Lesson Plans Schedule BSP tools Consequence Letters to Families District Investment Coach Trainers Beh Spec Data System Family Collaboration Cultural Core Link to comm Home link Budget Planning Stud Train Team Devel Reward Sys Visibility Newsletter Newspaper Posters Etc Horner & Sugai, 2005

34 Actions 1. Complete Self-Assessment What do we have in place? What do we have in place? What would be the one addition that would make the biggest difference? What would be the one addition that would make the biggest difference? 2. Identify Sustainability Factors What do we need from State, Alliance, District, AEA, School? School-Un.School-T/I.District-U.District-T/I.

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