SWPBS Day 1: Universal Curriculum

SWPBS Day 1: Universal Curriculum
Conceptual Foundations Data Analysis Developing Behavior Expectations

Outcomes Acquire an understanding of what Schoolwide Positive Behavior Support (SWPBS) is and is not. Analyze qualitative and quantitative data. Develop behavioral expectations and behavioral matrix with full faculty input. The purpose of slides is two fold… to establish a rationale for implementation SWPBS and to provide the school based team with information to share with their colleagues. The understanding is that the school based team will review information with colleagues.

What Teachers Tell Us About Challenging Behaviors in School
Disrespect, non-compliance, and simple disruptions are the most time consuming and frequent behavior problems we face Behavior is the most difficult issue we deal with on a daily basis In our university preparation, dealing with problem behaviors is the thing for which we were least prepared According to the 2008 Gallup poll entitled: PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools discipline is the second greatest challenge faced in public education second to lack of funding. One of the top reasons teachers leave the profession is due to a lack of ability to effectively manage classroom behavior.

Current trends Children coming to school with skill deficits, learned inappropriate social interaction strategies, lack of opportunity to practice pro-social skills at home and in their communities Rates of problem behavior continue to increase Educators engage in discipline practices that do not change behavior. “Getting tough” on discipline (To lead by example) Biglan 1993, 1995, Dishion & Andrews 1995, Dishion, Patterson, Stoolmiller, & Skinner 1991, Patterson, Reid, & Dishion, 1992 Koop & Lundberg, 1992 Myer 1995, Meyer & Butterworth 1997, 1981, Myer, Nafpaktitis, Butterworth, & Hollingsworth, 1987

Academics/Behavior Connection
Identified poor readers at fourth grade have a 88% probability of remaining a poor reader forever Juel, 1988 Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al., 1995 When the State of Arizona projects how many prison beds it will need, it factors in the number of kids who read well in fourth grade (Arizona Republic ( )). Evidence shows that children who do not read by third grade often fail to catch up and are more likely to drop out of school, take drugs, or go to prison. So many nonreaders wind up in jail that Arizona officials have found they can use the rate of illiteracy to help calculate future prison needs (Wonder of Reading). In California “if the child isn’t reading on 4th grade level when tested they will plan to budget building another jail cell. “Based on this year’s fourth-grade reading scores,” observes Paul Schwartz, a Coalition “Principal in Residence” at the U. S. Department of Education, said “California is already planning the number of new prison cells it will need in the next century.” from Democracy and Equity: CES’s Tenth Common Principle 1998 by Kathleen Cushman Dr. Lynell Burmark, MultiMedia Schools January/February 2001: “The reality is that, in California at least, if you don’t know how to read by the end of fourth grade, the state is building you a prison cell.” 60% of Urban School Children do not graduate from High School. Forty percent of those who do read at only a 4th grade level.(Edu-Cyberpg) Low literacy is strongly related to crime. 70% of prisoners fall into the lowest two levels of reading proficiency (National Institute for Literacy, 1998). Low literacy is strongly related to unemployment. More than 20% of adults read as or below a fifth grade level – far below the level needed to earn a living wage. Literacy statistics and juvenile court 85 percent of all juveniles who interface with the juvenile court system are functionally illerate. More than 60 percent of all prison inmates are functionally illerate. Penal institution records show that inmates have a 16% chance of returning to prison if they receive literacy help, as opposed to 70% who receive no help. This equates to taxpayer costs of $25,000 per year per inmate and nearly double that amount for juvenile offenders. Illiteracy and crime are closely related. The Department of Justice states, “The link between academic failure and delinquency, violence, and crime is welded to reading failure.” Over 70% of inmates in America’s prisons cannot read above a fourth grade level. (Begintoread.com) So, the moral of this story is that mentoring and tutoring kids (especially in reading) can directly lead to a decrease in crime over time. This is all so interwoven into poverty, which beckons me to realize even more that poverty is a vicious cycle that is multi-layered.

The Prognosis Students with academic failure and problem behaviors likely will drop out of school and: be involved with the corrections system be single parents be involved with the social services system be unemployed be involved in automobile accidents use illicit drugs Centers for Disease Control, 1993 Duncan, Forness, & Hartsough, 1995 Carson, Sittlington, & Frank, 1995 Wagner, D’Amico, Marder, Newman, Blackorby, 1992 Jay & Padilla, 1987 Bullis & Gaylord-Ross, 1991 We need to intervene early. I see many students with these problems at the high school level. Unfortunately, by that time, it’s often too late to intervene with much success. They are to emeshed into the culture that accepts delinquent behavior and academically, they are so far behind that they are not willing to put forth the effort to close the gap.

Our Solutions… PLAN A: Magic Fairy Dust PLAN B:
Get rid of the bad apples The next series of slides illustrate our (education) typical approach to addressing challenging behavior in schools. We might want to try fairy dust or a magic wand to “make it go away”, but we know that won’t work, so we try to move the “bad apples” to another setting, school, institution. 7

Challenge When we “get rid of the bad apples” there will always be other systems ready to pick them up….all leading to more dismal outcomes for the child/student. Devereux Center for Effective Schools 8 8

Consider this… Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish……… Rob Horner This slide says it all! 4/21/2017 9 9

Mayer and Sulzer-Azeroff 1999
Likely Results of Punitive Practices Punishing problem behavior without a positive school-wide system of support, are associated with increases in: Aggression Vandalism Truancy Tardiness and Dropouts Students who encounter punishment early in their educational career frequently begin to view school as a punisher (Sidman, 1989). As stated by Sidman, “Environments where we are punished become punishing in themselves, and we react to them as we do to natural punishers” (p. 79). Mayer and Sulzer-Azeroff 1999 4/21/2017 10 10

Our Solutions… PLAN A: PLAN B: PLAN C: Magic Fairy Dust
Get rid of the bad apples A professional development day When we realize that punishment alone won’t solve our problem, we turn to training. If we provide or receive more training on how to manage challenging behavior, we will have all of the solutions. 11

Training Outcomes Related to Training Components
Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Practice Plus Coaching/ Admin Support Data Feedback 10% % % 30% % % However, we know that training alone doesn’t work. This slide illustrates a seminal article from Joyce & Showers (2002)** Each row represents a mode of professional development. The 2nd through 4th columns represent three different outcomes (knowledge, skill implementation, application). It is not until we provide training PLUS coaching, support and data feedback that we start seeing high-fidelity implementation in the classroom. Once and done in-service training will NOT result in meaningful change in the classroom, with staff behavior, and ultimately NOT result in a change in outcomes for students. Joyce, Bruce R., and Showers, Beverly. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. 60% % % 95% % % Joyce & Showers, 2002

Our Solutions… PLAN A: PLAN B: PLAN C: PLAN D: Magic Fairy Dust
Get rid of the bad apples A professional development day Take a systems-level approach to student (and adult) behavior Therefore, professional development (training alone) isn’t the best solution. We need to take a systems-level approach to behavior support (incorporating coaching, support, and data feedback) 13

Need SWPBS Framework to anchor all school improvement initiatives
Common language, common logic SWPBS In order to take a systems approach, we need to consider two things: Not adding more to an already taxed system – we need to adopt a framework for applying a systems approach. A framework that allows staff to anchor all school improvement initiatives We also need to develop a common language…get on the same page. Suggest to the audience that SWPBS provides the framework for addressing student needs at a systems level.

SWPBS is Framework for enhancing adoption & implementation of
Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students So what is SWPBS: First and foremost, SWPBS is a FRAMEWORK….. It is not: prepackaged program, once and done training, nor is it on size fits all. SWPBS provides a framework for , (a.k.a., process for, guidelines for), evaluating, adopting, and implementing EVIDENCE BASED PRACTICES….to achieve academic and behavioral outcomes for ALL students Because SWPBS is a framework, and not a prepackaged program, schools are able to follow the framework and make SWPBS “fit” the unique needs of the students, staff and families.

What’s In It For Me? Increased instructional time
Less time on setting limits Better school climate Ownership of SW-System Use of data for decision making Efficient use of resources/time Community of Practice Review slide as the benefits to SWPBS. 16

Gallup survey on work satisfaction
For Employees I know what is expected of me at work. I have the materials and equipment I need to do my job right. In the last seven days, I have received recognition or praise for doing good work. My supervisor or someone at work, seems to care about me as a person. There is someone at work who encourages my development. The mission/purpose of my company makes me feel my job is important. What if We Reword it for Students I know what is expected of me at school. I have the academic and social skills I need to succeed. At school today, I received recognition or praise for doing good work or behaving appropriately. My teacher or someone at school seems to care about me as a person. There is someone at school who encourages my development. The mission/purpose of the school makes my effort seem important. This is an interesting slide created based on a gallup poll. When staff’s criticism is that we are not teaching students how to be prepared for the “real” world… this is an interesting poll to cite. This survey was from Fortune 500 companies. What about the real world is a SW approach to behavior not addressing. 4/21/2017 “What the Worlds Greatest Managers Do Differently” Buckingham & Coffman 2002, Gallup Interviews with 1 million workers, 80,000 managers, in 400 companies. 17 17

Positive behavior Support Social Responsibility & Academic Achievement
Not specific practice or curriculum…it’s a general approach to preventing problem behavior and encouraging prosocial behavior OUTCOMES Not limited to any particular group of students…it’s for all students Supporting Decision Making Supporting Staff behavior DATA SYSTEMS Not new…its based on long history of effective educational practices & strategies SWPBS is a PROCESS of first (1) identifying the valued OUTCOMES that you want for your students (social responsibility and academic achievement: e.g., decrease problem behavior, improve academics, create a positive and safe learning environment. We then (2) identify the DATA needed to evaluate the valued outcomes (supporting decision making: e.g., ODRs, attendance, aggression, DIBELS scores), we then (3) need to select empirically supported PRACTICES to help us achieve these outcomes (supporting student behavior: e.g., strategies for teaching, strategies for reinforcing, an academic example is selecting an empirically supported core reading curriculum), finally (4) we need to determine what is needed (SYSTEMS) for us to be able to accurately, reliably, and consistently implement the practices (supporting staff behavior: e.g., staff training, staff planning time, staff feedback/mentoring, materials, curriculum). Emphasis what SWPBS is not (common misconceptions): NOT – a program, practice, curriculum NOT – limited to only a few students NOT – now….based on SCIENCE….applying empirically supported practices across a school/system PRACTICES Supporting Student behavior 18

23 ALL SOME FEW Tertiary Prevention: Specialized CONTINUUM OF
Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT FEW ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% SOME Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings One of the most important organizing components of SWPBS is the establishment of a continuum of behavior support that considers all students and emphasizes prevention. This logic of this 3-tiered approach is derived from the public health approach to disease prevention. All students and staff should be exposed formally, and in an on-going manner, to primary prevention interventions. Primary prevention is provided to all students and focuses on giving students the necessary pro-social skills that prevents the establishment and occurrence of problem behavior. If done systemically and comprehensively, a majority of students are likely to be affected. Some students will be unresponsive or unsupported by primary prevention, and more specialized interventions will be required. One form of assistance is called secondary prevention, and is characterized by instruction that is more specific and more engaging. These interventions can be standardized to be applied similarly and efficiently across a small number of students. The goal of secondary prevention is to reduce/prevent the likelihood of problem behavior occurrences, and to enable these students to be supported by the school-wide SWPBS effort. If primary prevention is in place, a small proportion of students will require highly individualized and intensive interventions. The goal or tertiary level interventions is to reduce the intensity, complexity, and impact of the problem behaviors displayed by these students by providing supports that are (a) function-based, (b) contextually appropriate and person-centered, (c) strength-based and instructionally oriented, (d) continuously evaluated and enhanced, and (e) linked to the school-wide SWPBS approach. Highlight – this distribution of “responders” at each tier (e.g., 80% tier I, 15% tier II, 5% tier III) is what we WANT to achieve. More often, schools find that the distribution is skewed (e.g., 60% Tier I, 20% Tier II, 20% Tier III). This is a taxed system, where staff are often putting out fires and staff do not feel like they have the necessary resources to address high-risk behavior. When we focus on a systems approach, and tackle “prevision” first, we find the distribution of student need starts looking more like the triangle above. Therefore, we have more students engaged in prosocial behavior and more resources (i.e., staff time) to address high-risk behaviors. 23 ALL ~80% of Students 19

School-wide Classroom Family Non-classroom Student Positive
Behavior Support Systems School-wide Classroom Family Non-classroom In addition to viewing interventions and supports across a multi-tier continuum, SWPBS also focuses on each unique system within a school. The outcomes, data, practices and systems we use vary depending on the system/setting we are focusing on: The focus on classrooms is on instruction – these are teacher led settings, with few students (20 to 30), and focus is on managing the environment so instruction can occur. Nonclassroom settings are the hallways, cafeteria, schoolyard, etc..- these settings typically have many students with low staff ratio. The focus is more on peer social interactions in these settings. Individual systems are those individual students – their needs will vary depending on the individual. With SWPBS, we consider the unique needs of each of these systems and develop are plans accordingly. Student Devereux Center for Effective Schools 20 20

Establishing a Social Culture
Common Language MEMBERSHIP Ultimately, the goal is to change the social culture within a school or district. In order to do this, all members (i.e., staff, administration, students, families, community agencies and partners) need to share a COMMON: Language – e.g., labels for desired behavior (e.g., respectful, responsible, safe) Vision/values – e.g., view on the valued outcomes Experience – e.g., everyone is on the same page – the expectations in one classroom are the same in all of the other classrooms; consequences for misbehavior given by one staff are the same as the consequences given by another staff for the same misbehavior Common Experience Common Vision/Values 21

Positive School Climate
Maximizes academic engagement and achievement Minimizes rates of rule violating behaviors Encourages acts of respectful and responsible behaviors Organizes school functions to be more efficient, effective, and relevant Improves supports for students with disabilities and those places at risk of educational failure The SWPBS allows us to create a positive school climate:

Video Time Florida PBS video

SWPBS: The Process Starts with a Team

Have you ever been a part of this team?
No agenda is prepared Meeting starts late No time schedule has been set for the meeting No one is prepared No facilitator is identified No one agrees on anything No action plan is developed Everyone is off task Negative tone throughout the meeting It’s easy for meetings to develop one or more of these problems. Actively plan to avoid these problems. 25

A School-based PBS Team
Administrator(s) committed and actively participates on the team PBIS team should remain small (3-8 members) Broad representation Consider core team vs. subcommittees You are considered the core team… You meet regularly and make decisions. The team shouldn't be too big… too much conversation.. harder to come to consensus… Team should have broad representation that include: administration, general education teachers, special education teachers, guidance, specials teachers, parents… Think of a core team versus a subcommittee. The core team attends to the standard team responsibilities. The subcommittee is a resource for the core team. A subcommittee may attend meetings every other month. May want to include students (example: when developing reward system), gen. ed. teachers, special ed. teachers, paraprofessionals etc. on a subcommittee. Over time the team tends to change – keep the numbers small. Team members should represent a range of grades, not necessarily from each grade level, but should represent the entire staff. Thinking about your school team… who should be invited. 26

School PBS Team Tasks Develop the school-wide PBS action plan
Monitor behavior data Hold regular team meetings (at least monthly) Maintain communication with staff and coach Evaluate progress Report outcomes to Coach/Facilitator & District Coordinator Team responsibilities The main responsibility is to support collection and dissemination of information to faculty and staff In today’s training you'll be developing an action plan… Then you will need to maintain the process, monitor and adjust, but the main responsibility of the team at this point is to develop the action plan. Plan for regular meetings, at least 1 per month. In the beginning you may need to meet more frequently. Make sure that everything you do as a leadership team involves getting and providing information and feedback from the school. 27

What makes a successful meeting?
Defined roles, responsibilities and expectations for the meeting Start & end on time 75% of team members present & engaged in topic(s) Agenda is used to guide meeting topics System is used for monitoring progress of implemented solutions (review previous meeting minutes) System is used for documenting decisions Members come prepared for meeting & complete during the meeting responsibilities Next meeting is scheduled All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting Decision makers are present when needed Efforts are making a difference in the lives of children/students. Review points on slide.

Identify functions of team
ACTIVITY Identify functions of team Team will identify functions and define mission/purpose of PBS team. What does the team hope to accomplish? Have teams to refer to school and/or district mission statements.

Identify Team Functions
Leading Recording Managing data Decision-making Communicating Coaching Leading - starts the meeting, reviews the purpose of the meeting, facilitates the meeting by keeping the team focused on each step Recording - taking notes, transcribing the team’s responses on flip chart paper, transparency, etc; monitoring the amount of time available keeps the team aware of time limits by giving “warnings” (i.e., “10 minutes left”) Managing Data - is trained in entering and accessing data from the SWIS data system Decision-making - actively encourages team efforts, provides planning time, feedback, and support initiatives Communicating – acts as the point person for communication between the team and staff regarding PBIS and behavior issues Coaching - district-level (external) or school-based (internal) individual that facilitates the team through the process, becomes the school’s main contact 30

Team Implemented Problem Solving
TIPS model Team Implemented Problem Solving

TIPS: Team Initiated Problem Solving
This presentation will provide an overview of the Team Initiated Problem Solving Model (TIPS). TIPS is a researched model of meeting organization that should be used for each core team meeting.

PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst: Team Members (bold are present today) Today’s Agenda Items Next Meeting Agenda Items 01. 02. 03. Administrative/General Information and Issues Information for Team, or Issue for Team to Address Discussion/Decision/Task (if applicable) Who? By When? Problem-Solving Action Plan Implementation and Evaluation Precise Problem Statement, based on review of data (What, When, Where, Who, Why) Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction, Safety) Who? By When? Goal, Timeline, Decision Rule, & Updates This slide is animated to teach the different parts of the meeting minute form each click adds the next section Most schools have the title at the top and write/type as the meeting progresses Make a point that we don’t need to document everything that happened (i.e., NM rolled her eyes KJ entered the room, SW continued to repeat the same issue, we took at 5 minute bathroom break) Our Rating Yes So-So No 1. Was today’s meeting a good use of our time? 2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings? 3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings? 4. In general, are the completed tasks having the desired effects on student behavior? Evaluation of Team Meeting (Mark your ratings with an “X”)

A completed example… If a person knows how to use the meeting minute form, the person should be able to pick these minutes up from Jan 7, 2010 and be able to organize previous items to update and facilitate creation of the Feb 3, 2010 agenda

As you can see from this PBIS Responsibilities sheet, each team member has specific duties to complete before, during and after the meeting. Take a couple of minutes and have a discussion with your team about each of your roles. Are all of these areas covered by members of your team. Are there additional duties you will need to assign or consider assigning to team members?

Self Assessment and Safety Surveys Office Discipline Referrals
Data Analysis Self Assessment and Safety Surveys Office Discipline Referrals COACH:Make sure to have the self assessment and safety survey results printed in color the core team to review. The self assessment and safety survey reports summarize responses by staff to the PBS online surveys. They can be used for a variety of assessment purposes, including: 1. The extent to which the school provides a safe learning environment; 2. Changes in school safety over time, including overall assessments of risk and protective factors; 3. Identification of risk factors that are perceived as most (and least) serious and of protective factors perceived as strongest (and weakest); 4. Similarities and differences in staff and community member perceptions of risk and protective factors based on occupational positions and roles; and Staff completion of surveys, including number submitted and percentage of questions answered using the "not at all" to "extensively" scale. This is the time to reflect with the team regarding the results of the self assessment and school safety surveys. Orient the team to the layout of the survey. First note the number of respondents. This is a time to ascertain what percentage of the total number of the staff completed the survey. The goal is to have a least 80% of the teaching staff complete the survey. The coaching around this is that if a minimum of 80% of the staff completed the survey, the team can confidently say “yes” the faculty wants this process to go forward or “no” this is not where the faculty wants to put the energy. For today’s purposes focus on the result from the self assessment---questions 1,2,10,13,16 schoolwide system With regard to the school safety survey, it is good to discuss the protective vs. risk factors. For example, when poverty is a high risk factor—ask-can we change this…no but then on the protective factors such as consistent implementation Schoolwide discipline program. Increasing the protective factors helps to build resiliency in our students. After reviewing the SAS and School Safety Survey, have teams review office referral data. Have them identify how the data can be depicted in graph format, if not already done. Teams should also identify other available data sources (e.g., Powerschool) from which they can pull data.

Cafeteria Class Commons Hall
Lang. Defiance Disrespect Harrass Skip 12:00 A primary outcome measure of SWPBS is office discipline referrals (ODR). Moreover, teams will use ODRs to progress-monitor the effectiveness of their system through analysis of the data at frequent team meetings. When teams come together for a meeting, ODR data should be in a format that allows for efficient decision-making. This slide is an example of five graphs generated through the School-Wide Information System (SWIS). These graphs provide the team with an overview of functioning of the system, and how they might intervene to improve the functioning. Review graphs. Have teams briefly identify potential areas (i.e., behaviors, time, locations, etc.) to address based on the data presented. End by indicating that this is where teams will be heading with the Day 3 training, in that they will be establishing their data collection system. Cafeteria Class Commons Hall

Video Time Florida PBS video

pbisassessment.org

Where do I find the Assessments?

Self-Assessment Survey (SAS)
Question 2: What is current staff perceptions and needs regarding implementation status? Self-Assessment Survey (SAS) To answer the question, “What support would staff like to receive, where and when?”, can use the Self-Assessment Survey along with other data sources. Available at

SAS Examines perceived status and need for improvement of four systems
School-wide discipline systems Non-classroom management systems (e.g., cafeteria, hallway, playground), Classroom management systems Systems for individual students engaging in chronic problem behaviors The Self-Assessment Survey is used annually to assess the effective behavior support systems in a school. The survey examines the status and need for improvement of four behavior support systems: School-wide discipline systems Non-classroom management systems (e.g., cafeteria, hallway, playground), Classroom management systems Systems for individual students engaging in chronic problem behaviors Each question relates to one of the four systems. The SAS is initially completed by the entire school staff when a school begins adoption of schoolwide positive behavior support systems, then annually thereafter, preferably in the Spring, as part of the team’s action planning process.

SAS Provides data pertaining to:
Initial/baseline assessment (annually in subsequent years) Annual action planning Internal decision making Impact of interventions over time Awareness of building staff Team validation SAS results are summarized and used for a variety of purposes including, annual action planning internal decision making assessment of change over time awareness building of staff, and team validation. The SAS is used to develop an action plan for implementing and sustaining SWPBS systems throughout the school. Using this data should always be combined with other data sources.

SAS This is an online view of the Self-Assessment Survey.

School Safety Survey Assesses risk factors and response plans for school safety & violence Helps school leaders evaluate The extent to which the school provides a safe learning environment Training and support needs related to school safety and violence prevention and Responses to violence and the effectiveness of protective measures The School Safety Survey is an instrument developed to obtain an efficient index of perceived school safety. This survey provides a summary of "risk factors" and "protective factors" that can be useful in determining training and support needs related to school safety and violence prevention The reports and charts depict and summarize responses by staff. They can be used for a variety of assessment purposes, including: • the extent to which the school provides a safe learning environment (low risk scores and high protective scores); • changes in school safety over time, including overall assessments of risk and protective factors; • identification of the most and least serious risk factors and strongest and weakest protective factors; • similarities and differences in staff and community members' perceptions of risk and protective factors based on occupational positions and roles; and • staff completion of surveys, including number submitted and percentage of questions answered using the "not at all" to "extensively" scale. The School Safety Survey is conducted on an annual basis. .

School Safety Survey This is an online view of the School Safety Survey.

SSS Reports Individual Respondent Reports Comparative Yearly Summaries
The SSS provides data in two reports, as listed on the slide. We will see examples of the reports in subsequent slides. Use of this data should always be combined with other data sources (e.g., Self-Assessment Survey).

Behavioral Expectations
Positively stated Easy to remember Clearly defined Tell students what TO do rather than what not to do The school will focus on three to five behavioral expectations that are positively stated and easy to remember. In other words, rather than telling students what not to do, the school will focus on the preferred behaviors. Here are some examples from other schools: Be Safe, Be Responsible, Be Respectful Respect Relationships and Respect Responsibilities For example, Be Safe in Hallways and Stairways means walking on the right side of the hallway or staircase. After the Sw-PBS team determines the 3-5 behavioral expectations that suit the needs of their school, they will take this information back to the staff to ensure at least 80% of the staff buy into the chosen expectations. Consistency from class to class and adult to adult is very important for successful implementation of Sw-PBS. TRAINER: The following slides are examples for behavioral expectations gathered from many school. Choose some examples that would be appropriate for the school you are training. Some of the examples are appropriate for elementary while others are geared to middle and high schools.

ALL Universal Practices SW behavioral expectations
Active teaching of expectations Acknowledgement system Continuum of consequences Databased decision making ALL Transition slide. Highlight the components of universal system. ~80% of Students 50

Getting “Paw’d” with “Paws-itives”
Janney Jaguers Jan 06

Welcome Rugs It's The Westwood Way!

The Roadmap for the Team’s Focus and Cool Tool Development
Behavior Matrix The Roadmap for the Team’s Focus and Cool Tool Development

Defines the expected behaviors for specific settings
Behavioral Matrix Defines the expected behaviors for specific settings hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms, assemblies, playground, etc. Defines the procedures for specific settings Creates the curriculum that will guide the teaching of expected behaviors. Enhances communication among staff and between students and staff. Defines the expectations across all settings. Before defining expectations, important to look at the procedures for the settings (e.g., entry and exit into cafeteria, lining up in the cafeteria to buy lunch). The grid will be the guide to the development of lesson plans that will be used by every teacher to teach the behavioral expectations. Because the expectations will be explicitly described and taught, staff and students will all be on the same page. Since all staff will have a part in the development of the lesson plans, all staff will have a say in how the lesson is taught. All staff will be acknowledging the same behaviors.

School-Wide Behavioral Matrix
Guidelines: State expectations positively Use common and few words Show what the behavior “looks like” It is important to make sure the behavioral expectations are stated positively. Remember, we want to acknowledge the behavior we want to see. For example, the expectation stated positively would be raise hand in class to speak instead of don’t yell out in class. Remember that all students must be able to understand the vocabulary used. The expectations apply whether a student is in first grade as well as fifth grade. It is important to describe what the behavior looks like. For example, be responsible in the bathroom might look like flushing the toilet after use and putting the paper towel in the trash can after washing your hands.

Example Mark Twain Jaguar Rules
Hallways Cafeteria Playground Bathroom RESPECT Self Walk at all times. Eat your food only. Walk carefully to return trays. Stay in assigned area. Get help when it is needed. Quietly wait your turn Keep to yourself. Others Voices off and arms folded. Single file lines. Jaguar waves only. Stay in order when in line. Be polite and use good manners. Use kind words and quiet voices. Play by the rules. Take turns and share equipment. Use polite language Walk in and out quietly. Voices off. Open stall doors slowly. the Environment Eyes only on displays. Be quiet after ten minute warning. Clean up your own space. Line up when signal is given. Pick up litter that you see. Use toilets, sinks, and dryers correctly. Keep bathroom clean. Here is an example of a Behavioral Matrix created by one school staff.

SW Expectations Defined RAH – at Adams City High School (Respect – Achievement – Honor)
Classroom Hallway/ Commons Cafeteria Bathrooms Respect Be on time; attend regularly; follow class rules Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass Put trash in cans, push in your chair, be courteous to all staff and students Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet Achievement Do your best on all assignments and assessments, take notes, ask questions Keep track of your belongings, monitor time to get to class Check space before you leave, keep track of personal belongings Be a good example to other students, leave the room better than you found it Honor Do your own work; tell the truth Be considerate of yours and others’ personal space Keep your own place in line, maintain personal boundaries Report any graffiti or vandalism 59 59

Designing Lesson Plans and Acknowledgement Systems
To move forward on this training day, the core team has a completed behavioral matrix. For day 2, it is recommended that the team bring a laptop, school calendar, list of teaching staff, list of current reward systems/programs, and the completed behavioral matrix. Designing Lesson Plans and Acknowledgement Systems

Consider this… Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults to punish……… Rob Horner 8/24/2010

Teaching Expectations
Transition slide. 8/24/2010

My School’s Expectations… 1. Be Safe 2. Be Responsible 3. Be Respectful Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the classroom… YOU MUST TEACH THEM! Can’t just put them on the wall and walk away.. If you emphases it the kids will… If you model it the kids will… Consistently recognize students who are doing it. 8/24/2010

The Behavior-Instruction Connection Darch & Kame’enui (2004)
Procedures for Academic Problems Assume the student has learned the wrong way Assume student has been taught (inadvertently) the wrong way Diagnose the problem Adjust presentation, use effective instructional strategies, provide feedback, practice and review Assume student has learned the skill Procedures for Behavioral Problems Assume student refuses to cooperate Assume student knows what is right and has been told often enough Provide more negative consequences withdraw student from normal context Provide more negative consequences maintain removal from normal context Assume student has learned his/her lesson The point of this slide is to illustrate that we need to teach behavior skills just as we teach academics skills. This is a very important slide to discuss. Providing a full sheet print out of this is helpful for teams. Elementary example: We would never consider sending a child to the office for incorrectly spelling 9 out of 10 words on a spelling test but we send students to the office for not having a pencil or for calling out too many times in class. Why? Secondary example: We would never consider sending a child to the office for incorrectly solving a quadratic equation but we send students to the office for not having a pencil or for calling out too many times in class. Why? Children do not come into the world knowing that they need to walk in a particular hallway… just as they are not born knowing that when I see 2 + 2= the answer is 4 In both situations, the student has the capacity to learn it through modeling, instruction and positive feedback. This is an excellent slide for the core team to use when presenting this portion of their SW plan… 8/24/2010

Behavioral Errors More often occur because:
Students do not have appropriate skills- “Skill Deficits” Students do not know when to use skills Students have not been taught specific classroom procedures and routines Skills are not taught in context Behavior is a communication. At the universal level, the students who engage in inappropriate behavior due to a skill deficit benefit the most. The student does not know the expect behavior and so left on his own does not engage in what the adult “assumes” the child should know. 8/24/2010

Why Develop a System for Teaching Behavior?
Behaviors are companion for academics. Procedures and routines create structure. Repetition is key to learning new skills. For a child to learn something new, it needs to be repeated on average of 8 times For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated on average 28 times (Harry Wong) 8/24/2010

Why Develop a System for Teaching Behavior?
We can no longer assume: Students know the expectations/rules Students will learn appropriate behaviors without practice and modeling We must assume: We need to teach expectations/rules Students will need to practice appropriate behaviors If the expectation is that students will walk down right side of the hall with hands by their sides and no talking--- we must explicitly teach the desired hall behavior and let them know when they are doing it correctly. 8/24/2010

Teaching the Behavior Matrix
Lesson Plan Formats This a time for the team to review the various lesson plan/cool tool formats. They may adopt one that is currently available or take time to make a modified version. Some teams feel the teachers will not be responsive to calling the plans lesson plans… some schools call them cool tools, behavior tools. One school’s motto was Pennswood Pride—they referred to the lesson plans as Pride Plans.

Teaching Behavior Skills
1) State behavioral expectations and why needed-student buy-in 2) Specify student behaviors (rules) 3) Model appropriate student behaviors 4)Check for Understanding 5)Model Non-examples 6) Students practice appropriate behaviors 7) Reinforce/acknowledge appropriate behaviors Example: To be prepared means that you are ready on time and have the materials and/or information you need in order to participate. Critical attributes include (a) being on time, (b) having materials and/or information Examples: being dressed out and on your spot when the whistle blows to signal the start if p.e. / having the math textbook, paper and a sharpened pencil and being in your assigned desk when the bell rings for math class Non-examples: being dressed out and sitting in the locker room when the whistle blows to signal the start of p.e. / having your spelling book, paper, and a broken pencil and being seated in your desk when the bell rings for math class to start 8/24/2010

Behavior Lesson Format
Opening Motivation Assessment of Prior Knowledge Setting of Goal/Expectations Body Active Modeling examples/non-examples Prompting/Cueing Guided Practice with Feedback Close Repeated Independent Practice Fading of Prompts/Cues Systematic Error Correction Procedures I DO Demonstrate WE DO Guided practice YOU DO Independent practice This is the basic format for designing effective lesson plans for any topic… including behavior skills 8/24/2010

What Are Cool Tools? Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix Cool Tools are typically used for Elementary level students Lesson Plans are typically used at the secondary level. Samples in Handouts Cool Tools Use: A research-based procedure for teaching the behaviors Examples and non-examples taken from classroom and non-classroom settings and situations. Modeling and role-playing to teach new skills and provide students with practice opportunities. Feedback and acknowledgment to ensure students display the expected/taught behaviors. 8/24/2010

Behavioral Lesson Plan
Name of Setting or Skill________________________ School-wide expectation/s addressed: 1) Explain expectations & why needed 2) Check for student understanding/buy-in (ask some ???s) 3) Model examples 4) Check for student understanding/buy-in 5) Adult/s model non-examples 6) Check for student understanding/buy-in 7) Model examples Students practice Template Available There are several different samples of lesson plan… cool tool formats. Some teams do not like to refer to them as lesson plans. 8/24/2010

Direct Instruction Lesson Sequence
OPENING Motivation Statement of goal Review of prior knowledge BODY Model: “I DO” Presentation of new materials in small steps Consistent, clear, slow and repetitive Presentation of examples and non-examples Prompt: “WE DO” Consistent and/or simultaneous with the model Questioning and checking for understanding with responses from all Check: “YOU DO” Do one and stop Monitor closely Provide feedback, repetition, and reinforcement The Lesson Plan: Five Common Mistakes to Avoid 1. Objective does not clearly specify what student will do that can be observed 2. Lesson assessment is disconnected from the behavior 3. Materials extraneous to activities 4. Instruction not efficient 5. Student activities do not contribute directly to lesson (don’t just “keep students busy”) Dr. Bob Kizlik CLOSE Review, preview Independent practice to mastery Guided practice with feedback and reinforcement 8/24/2010

Examples of Lesson Plan Formats Teaching Expectations
Annotated Behavior Lesson Format Behavioral Lesson Plan Building Expectations Sample Lesson Plan Cool Tools Direct Instruction Lesson Sequence ***Handout Packet Provide the sample lesson plans for teams to review. 8/24/2010

ACKNOWLEDGEMENT SYSTEMS
8/24/2010

What Does Acknowledgement Mean?
Reinforcement “Any action that follows a behavior and increases the likelihood of future occurrence of behavior.” Verbal, tangible, special privilege, social Reinforcement –If students are never recognized or acknowledged when they are following the rules, then it’s unlikely that they will follow the rules. Examples Verbal – behavior specific praise, “good job showing respect when you held the door open for me.” Tangible – food, pencil, toys Special privilege – no homework coupon, sitting at teacher’s desk, lunch with teacher, first in line at cafeteria Social – time to play games with friends, dance, extra minutes on recess

Advantages of an Acknowledgement System
Provides a versatile/varied means of communication with each student, as well as a group of students Structures interactions in a consistent manner Provides representation for student of his/her progress Highly visible means of reinforcing behavior, school-wide (for staff, as well as students) Transition slide. 8/24/2010

Acknowledgement System What is it?
A ticket, stamp, hole punch or other VISIBLE object: given to the student (+ reinforcement) and paired with specific verbal feedback and … All schools have some means of acknowledging students. When planning as a system, must join all programs into one coherent, efficient system in which all staff participate. Acknowledgement system can take many forms and is a powerful way to acknowledge students for good behaviors and to spread the word about success with the implementation of SWPBS The tickets and stamps are often personalized to match the school’s motto and to link back to a phrase or mascot that can be readily recognized by all person’s affiliated with the school. 8/24/2010

Acknowledgement System Why do it?
Provides instant reinforcement for desired behaviors Focuses attention on desired behaviors Provides a reminder to staff to pay attention to and reinforce desired behaviors Discussion and application examples should be provided to the group: Acknowledgement systems are a powerful tool to demonstrate how students are doing and to provide feedback to both individual and groups of students. Serves as a prompt for staff to acknowledge students who are following the behavior expectations. Reminds us to pay attention to what students are doing well versus focusing only on problem behaviors. 8/24/2010

Acknowledgement System Who should do it?
Anyone and everyone working in the school! Don’t forget…. office staff, custodians, cafeteria staff, substitutes 8/24/2010

Acknowledgement System Where should it be used?
Must be used in common areas: Hallways Cafeteria Entrance and dismissal areas Playground and outdoor areas Gymnasium Office areas (Main Office, Guidance, Nurse etc.) Auditorium Discussion and examples should be focused on the benefits of a consistent message and the need to have all areas of the building covered and represented. Discussion and examples should be given to the Behavior Matrix and expectations in the non-classroom settings. 8/24/2010

Acknowledgement System When should you use it?
Immediately following the display of the desired behavior Use heavily after teaching the skill at the beginning of the year Use throughout the school year varying the target behavior, location, group of students, etc. dependent upon your data Vary the degree of use dependent upon your baseline data Importance of timing and necessary repetition should be reviewed to ensure that students understand and are processing the directions and behavioral expectations. Discussion should be given to the power of data and watching when needs and trends are occurring. For example, high number of ODR’s for lateness might indicate the need to target on-time behavior. If high of number of ODR’s for disrespect, target respectful behavior. Acknowledgement would then be focused for these behaviors. The importance of using an acknowledgement system comes down to timing and the need to immediately present the ticket/coupon upon notice of the appropriate behavior to ensure that the student associates their behavior with the receipt of the acknowledgement. The use of verbal reinforcement simultaneously with the presentation of the ticket is critical to further allow the student to understand their success and the fulfillment of behaviors that are in align with the SWPBS expectations. 8/24/2010

Levels of Acknowledgement System
Individual Student Group School Staff “The many levels of acknowledgement!” Examples: Individual: School-wide token: Tickets, coupons, stamp, hole punch Tokens may be used for: School Store - Use tokens to make a purchase at school store Raffles - Tokens are deposited into a raffle or lottery On-the-Spot Rewards - Student holding required number of tokens can participate in privilege Group: Specific class/group of students targeted Tokens may be used for group rewards: Reward delivered to class/grade/floor contingent upon earning required number of tokens School-wide: Reward delivered to whole school contingent upon reaching an established goal (e.g., reaching required # of tokens, decrease in ODRs) Example: Target behavior: Tardy to class Current Rate: 200/day Target Rate: 150, then 100, then 50 Staff: Rewards for staff for participating in SW system. Nomination by students, calling staff names from student tickets, principal covers class for extra prep.

VIDEO EXAMPLE Principal’s 200 Club
One means of acknowledgement that is being utilized in Utah is the Principal’s 200 Club. While watching DVD, note that the elements of the system (who, where, when) and the levels of acknowledgement (individual, group). Play Principal’s 200 Club DVD. Emphasize to teams that Principal’s 200 Club is one option for acknowledgement. It is not mandatory. Video is to give an idea of how an acknowledgement system with multiple elements can be implemented. Teams can take pieces of Principal’s 200 Club and tweak to fit the context of their school.

Major vs. Minor Behaviors and the related team decisions
Addressing Behaviors Major vs. Minor Behaviors and the related team decisions

Elementary School Example
Teacher Managed Behavior Attendance/Tardy – Inform parents on effect on academic performance Profanity directed at student Gum chewing Homework No supplies Tattling Non-compliance Name calling Lying Minor stealing Cheating Dress Code Violations Minor Harassment Office Managed Behavior Attendance/Tardy Vandalism Substances Defiance Weapons Profanity directed at Adults Major disruptions Fighting Verbal/Physical intimidation Major stealing Cutting school Wanderers Gang Related Activity Chronic Dress Code Violation Harassment (including sexual) The following three slides are examples for teams to review after the initial post it note brainstorm. Make notations for the different behaviors that comprised the levels. 8/24/2010

Middle School Example Teacher Managed Behavior Excessive talking
Attendance tardy inform parents Off task (Disruptive) Gum/Food/Candy Drinks Missing Homework Not prepared for class Name calling Dishonesty PDA Running in Hall Passing notes Backtalk directed at Adults Cheating/Plagiarism Writing on school property Office Managed Behavior Attendance Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons, threats Gang Representation Cutting class/school/teacher detention Theft Drug Violations Directed Profanity Harassment (incl. sexual) Controlled Substances Security threat/breach Lewd notes Repeated Backtalk (3) Repeated PDA Dress Code 8/24/2010

High School Example Office Managed Behavior Teacher Managed Behavior
Attendance Tardy Insubordination Fighting Vandalism Verbal/Physical Intimidation Weapons Gang Representation Cutting class/school/teacher detention Theft Drug Violations Directed Profanity Arson Harassment Controlled Substances Threats Security threat/breach Lewd notes Repeated/Severe Offenses Teacher Managed Behavior Excessive talking Attendance tardy inform parents Off task Drinks/Food/Gum (with clear expectation for your class) Missing Homework Not prepared for class Inappropriate Language Lying Dishonesty Dress code violating PDA Hallway Disruption Passing notes Cheating/Plagiarism 8/24/2010

Teacher Managed Behavior
T- CHART OF BEHAVIOR Teacher Managed Behavior Office Managed Behavior This chart can be provided in several forms… poster paper simply copy this format… on the table post it note that says teacher managed behaviors vs. office managed Now teams will transfer the post its to the t chart At this point the teams may start to see similar behavior in each column. This will lead the team to defining the intensity that changes the type of behavior from Minor to Major Make this a chart and provide in resource packet Sort behavior 8/24/2010

T- CHART OF CONSEQUENCES
Teacher Managed Behavior Office Managed Behavior This chart can be provided in several forms… poster paper simply copy this format… on the table post it note that says teacher managed consequences vs. office managed. Prompt teams on possible consequences as needed. Teacher managed consequences: follow-up agreement, student conference, individualized instruction, loss of privilege, parent contact, assigned seats, loss or restricted recess, apology letter, time out from reinforcement, detention, restitution Office managed consequences: follow-up agreement, student conference, individualized instruction, loss of privilege, parent contact, assigned seats, loss or restricted recess, apology letter, time out from reinforcement, detention, restitution, suspension, expulsion. Prompt teams to refer to Code of Conduct when generating consequences for office managed behavior. Now teams will transfer the post its to the t chart Make this a chart and provide in resource packet 8/24/2010

Minors vs. Majors Flowchart
SWPBS increases consistency in a building. Clearly defined procedures for dealing with problem behavior, both minor and major, is necessary. Procedures can be a written policy, but to disseminate as a reference document for all staff, it is more user-friendly to develop a flowchart clearly outlining the procedures. See resource packet for sample flowcharts. 8/24/2010

General Procedure for Dealing with Problem Behaviors
Observe problem behavior Find a place to talk with student(s) NO Is behavior major? YES Ensure safety Write referral and Escort student to office Problem solve Problem solve Determine consequence Determine consequence Follow procedure documented Follow documented procedure Does student have 3? NO YES The behaviors just identified fit within a process for dealing with behavioral violations within a school. Key is to have a consistent process that is clearly outlined, documented, and disseminated to all staff. Staff must know, understand, and follow a process to have consistent procedures for dealing with problem behaviors for all students. Walk teams through the flowchart. When explaining the procedures on the flowchart for the office managed behavior (right side), an important point is that teachers must know that once a behavior is sent to the office, the teacher no longer is allowed input on how the behavior is to be handled. The decision now lays in the hands of the administrator. Follow through with consequences File necessary documentation Send referral to office File necessary documentation Follow up with student within a week

Another example of a flowchart.

Documenting and Defining Minors and Majors
The flowchart revolves around documentation of the behavior. It also hinges on the accurate categorization of behavior (is it a minor or a major?). When documenting problem behaviors, critical pieces of information are needed to permit data-based decision-making. Specifically, need the basics (student name, grade, sex, exceptionality if applicable, and date and time of incident), as well as specifics about the incident: type of behavior, location of incident, time of incident, others involved, possible motivation of behavior, and consequence given/administrative decision. When an ODR contains these other elements, only a brief description of the incident is needed. 8/24/2010

Problem Behavior Location Possible Motivation
Office Discipline Referral Form Name: _________________________ Grade: _____ Date: _____ Referring Person: ________________________Time: ________ Others involved: None Peers Staff Teacher Substitute Unknown Other Problem Behavior Location Possible Motivation Major Abusive language Fighting/ physical aggression Harassment Overt defiance Other_____ Minor Inappropriate language Disruption Property misuse Non-compliance Other_____ Hallway Cafeteria Library Restroom Office Parking lot Classroom On bus Special event Common area Other_____ Attention from peers Attention from adults Avoid peers Avoid adults Avoid work Obtain items Don’t know Other_____ Example of ODR that contains the critical pieces of information. Also compatible with SWIS. Note that this form is designed for efficient completion. All items can be circled (or could use check boxes if own form) quickly. Before disseminating a referral form, all categories on the form must be defined and accompany the ODR. All staff should be clear on those behaviors that constitute the minor behavior of inappropriate language vs. those behaviors that constitute the major behavior of abusive language. With this, any staff who observes the behavior should address the behavior in a similar fashion. This will improve the consistency of consequences. The same needs to be done with location, etc. When a team engages in decision-making, must be confident that the data collected are an accurate picture of what is occurring in the building. Consequence Lose privilege individual instruction Conference In-school suspension Parent contact Out-of-school suspension Time in office Other________________

Data System Decide which behaviors are managed in the classroom and which behaviors are sent to the office Support teachers in designing classroom systems Brainstorming continuum of procedures for responding to ODRs: Verbal reprimands Detentions Community service Re-teaching of expected behavior Follow up with increased acknowledgment Additional responses/options for intense/chronic kids Review of building a system to support data-based decision-making. 8/24/2010

SWIS – Data Decision Making

SWIS (School-wide Information System)
Defined SWIS is a web-based information system for gathering, entering, summarizing, reporting and using office discipline referral (ODR) information Purpose Improve the ability of school personnel to develop safe and effective educational environments

Where is the problem happening? What is the problem?
Lang. Defiance Disrespect Harrass Skip 12:00 Examples of graphs from SWIS. These are referred to as the Big 5. Regardless of data management system chosen, ODRs can help answer 5 main questions: Is there a problem? Where is the problem happening? What is the problem? When are the problems occurring? Who is contributing to the problems? Ask the Big 5 questions to team(s) using data in slide. How might we address the problems? Cafeteria Class Commons Hall

Remember to work smarter not harder……..

Using the BOQ for Core Team Planning

Fidelity Tool - Review BOQ- Benchmarks of Quality

Provisional Facilitator Roles and Duties

Shadow Log

Comments and Questions…
For additional information: Kathryn Poggi Donna Westbrooks-Martin Marie Bozelli

SWPBS Day 1: Universal Curriculum

Similar presentations

Presentation on theme: "SWPBS Day 1: Universal Curriculum"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

SWPBS Day 1: Universal Curriculum

Similar presentations

Presentation on theme: "SWPBS Day 1: Universal Curriculum"— Presentation transcript:

Similar presentations

About project

Feedback