1. LA PBS Initiative: School-wide PBS 2005-2006 1

2. 2 School-wide Positive Behavior Support Overview Training for Trainers Shawn Fleming La. Dept. of Education (225) 219-7364 shawn.fleming@la.gov LA PBS Initiative: Facilitator Training 2005-2006

3. LA PBS Initiative: School-wide PBS 2005-2006 3 Objectives Understand how PBS differs from traditional approaches to problem behavior Identify basic principles of behavior Become familiar with the elements of school-wide PBS Become familiar with the results of SWPBS in Louisiana schools

4. LA PBS Initiative: School-wide PBS 2005-2006 4 Louisiana PBS Initiative… Provides training and technical assistance to school districts in the development and implementation of positive behavior supports at the school-wide, classroom, targeted group and individual student levels.

5. LA PBS Initiative: School-wide PBS 2005-2006 5 What we do… Training and technical assistance is designed to enhance the capacity of districts to develop and implement effective, positive, assessment-based interventions addressing problem behavior within schools.

6. LA PBS Initiative: School-wide PBS 2005-2006 6 Positive Behavior Support… Is a collaborative, assessment-based approach to developing effective interventions for problem behavior Emphasizes the use of proactive, educative, and reinforcement-based strategies to achieve meaningful and durable behavior and lifestyle outcomes Aims to build effective environments in which positive behavior is more effective than problem behavior

7. SYSTEMS PRACTICES Information Supporting Staff Behavior Supporting Decision Making Supporting Student Behavior Positive Behavior Support OUTCOMES Social Competence & Academic Achievement Center for Positive Behavior Interventions and Supports (2002)

8. LA PBS Initiative: School-wide PBS 2005-2006 8 Levels of PBS Adapted from Levels and Descriptions of Behavior Support (George, Harrower, & Knoster, 2003) School-wide – Procedures and processes intended for all students, staff, in specific settings and across campus Classroom – Processes and procedures that reflect school-wide expectations for student behavior coupled with pre-planned strategies applied within classrooms Target Group – Processes and procedures designed to address behavioral issues of groups of students with similar behavior problems or behaviors that seem to occur for the same reasons (i.e. attention seeking, escape) Individual Student – Processes and procedures reflect school- wide expectations for student behavior coupled with team-based strategies to address problematic behaviors of individual students

9. Adapted from the Center for Positive Behavior Interventions and Supports (2002) Designing Comprehensive Systems CONTINUUM OF POSITIVE BEHAVIOR SUPPORT (PBS)

10. LA PBS Initiative: School-wide PBS 2005-2006 10 Academic Systems Behavioral Systems Blended Initiatives 5-10% Targeted Group Interventions Targeted students Targeted Group Interventions Targeted students 5-10% Intensive, Individual Interventions Specific students 1- 5% Intensive, Individual Interventions Specific students Universal Interventions All students 80-90% Universal Interventions All students Dr. George Sugai, Co-Director Center on PBS

11. 2001-2002 Academic Year Center for Positive Behavior Interventions and Supports (2002)

13. LA PBS Initiative: School-wide PBS 2005-2006 13 DSFHS Triangle

14. Center for Positive Behavior Interventions and Supports (2002)

15. LA PBS Initiative: School-wide PBS 2005-2006 15 Traditional Discipline versus PBS Traditional Discipline: - Focused on the student’s problem behavior - Goal was to stop undesirable behavior, through the use of punishment. Positive Behavior Support: - Replaces undesired behavior with a new behavior or skill. - PBS alters environments, teaches appropriate skills, and rewards appropriate behavior.

16. LA PBS Initiative: School-wide PBS 2005-2006 16 Louisiana Number of Student Suspensions

17. LA PBS Initiative: School-wide PBS 2005-2006 17 Louisiana Number of Student Expulsions

18. LA PBS Initiative: School-wide PBS 2005-2006 18 Jefferson Parish Number of Student Suspensions

19. LA PBS Initiative: School-wide PBS 2005-2006 19 Jefferson Parish Number of Student Expulsions

20. LA PBS Initiative: School-wide PBS 2005-2006 20 Percent of Student In-School Suspensions

21. LA PBS Initiative: School-wide PBS 2005-2006 21 Percent of Student Out-of-School Suspensions

22. LA PBS Initiative: School-wide PBS 2005-2006 22 Percent of Student In-School Expulsions

23. LA PBS Initiative: School-wide PBS 2005-2006 23 Percent of Student Out-of-School Expulsions

24. LA PBS Initiative: School-wide PBS 2005-2006 24 Percent of Student Attendance

25. LA PBS Initiative: School-wide PBS 2005-2006 25 Juvenile Justice Reform Act (1225) 79 of the 143 legislators co-authored this bill that was unanimously passed “The legislature hereby finds and declares that: 1)the good behavior and discipline of students are essential prerequisites to academic learning, the development of student character, and the general, as well as educational, socialization of children and youth. 2)Bad behavior and lack of discipline in many schools of the state are impairing the quality of teaching, learning, character development, and, in some schools, are creating real and potential threats to school and public safety.

26. LA PBS Initiative: School-wide PBS 2005-2006 26 Juvenile Justice Reform Act (1225) Subpart C-1 The Education/Juvenile Justice Partnership Act legislated that:  BESE would formulate, develop and recommend a Model Master Plan for improving behavior and discipline within schools that includes the utilization of positive behavioral supports and other effective disciplinary tools  each city, parish, and other local public school board should be responsible for the develop of school master plans for supporting student behavior and discipline based upon the model master plan developed and approved by BESE

27. LA PBS Initiative: School-wide PBS 2005-2006 27 Elements of School-wide PBS Establish a team/faculty buy-in Establish a data-based decision-making system Modify discipline referral process/forms Establish expectations & rules Develop lesson plans & teach Create a reward/incentives program Refine consequences Monitor, evaluate, and modify

28. LA PBS Initiative: School-wide PBS 2005-2006 28 School-wide Support procedures and processes intended for all students, staff, and settings must have a building-wide team that oversees all development, implementation, modification, and evaluation activities

29. LA PBS Initiative: School-wide PBS 2005-2006 29 Responsibilities of the School-wide PBS Team Assess the current behavior management practices Examine patterns of behavior Obtain staff commitment Develop a school-wide plan Obtain parental participation and input Oversee, monitor, and evaluate all planned objectives and activities developed by team

30. LA PBS Initiative: School-wide PBS 2005-2006 30 Features of a Comprehensive System of PBS Total staff commitment to managing behavior Clearly defined and communicated expectations and rules Consequences and clearly stated procedures for rewarding appropriate behavior and for correcting rule-breaking behaviors An instructional component for teaching students self-control, expected behaviors, and social skills strategies A support plan to address the needs of students with chronic, challenging behaviors

31. LA PBS Initiative: School-wide PBS 2005-2006 31 Overall Features of School-wide PBS (Sugai, 2001) Create a continuum of behavior supports from a systems perspective Focus on behavior of adults in school as unit Establish behavioral competence Utilize effective, efficient & relevant data- based decision-making systems Give priority to academic success Invest in research-validated practices Arrange environment for “working smarter”

32. LA PBS Initiative: School-wide PBS 2005-2006 32 PBS is Data Driven Implementation Evaluation Does the team assess implementation of PBS elements? Are team activities guided by assessment and other data sources? Assessment of Goodness-of-Fit and/or Social Validity of Interventions Problem Identification and Outcome Evaluation Office Discipline Referrals Suspensions/Expulsions Student/Teacher absenteeism and drop-out rates Academic performance

33. LA PBS Initiative: School-wide PBS 2005-2006 33 School-Level Data Based Decisions Data systems initially designed to meet state & district needs In this day of accountability schools need access to meaningful information - School Improvement Graphical displays Timely User friendly

34. LA PBS Initiative: School-wide PBS 2005-2006 34 Discipline Data Elements and Output Graphical displays of Average referrals per day per month Referrals by problem behavior Referrals by location Referrals by time Referrals by student Referrals by staff

35. LA PBS Initiative: School-wide PBS 2005-2006 35 Focus on School-wide System if: Elementary (600-900) Discipline referrals per day are >3 More than 35% of the students have at least one referral in an academic year Average office discipline referrals per student is >1.5 Middle/Jr. High (800-1200) Discipline referrals per day are >10 More than 35% of students have at least one referral in an academic year Average office discipline referrals per student is >2.5 (Center for Positive Behavior Interventions and Supports (PBIS), University of Oregon, 2001)

36. T Elementary 69% overall reduction in ODRs when comparing Year 1 implementation to baseline

37. LA PBS Initiative: School-wide PBS 2005-2006 37 La. Freshman High School SWPBS Implemented Jan. 2004

38. LA PBS Initiative: School-wide PBS 2005-2006 38 La. Freshman High School SWPBS Implemented Jan. 2004

39. LA PBS Initiative: School-wide PBS 2005-2006 39 2003 – 2004 School Year 2004 - 2005 School Year Afternoon Detention 3 Days per Week 75 – 90 Students Afternoon Detention 2 Days per Week 30 – 50 Students Friday Clinic Every Friday 14 – 20 Students Friday Clinic Once a month 8 - 12 Students

40. LA PBS Initiative: School-wide PBS 2005-2006 40 DSFHS Number of After School Detentions and Friday Clinics (Nine weeks): Pre and Post PBS 67% reduction in Detentions and 84% reduction in Friday Clinics when comparing Year 1 implementation to baseline

41. LA PBS Initiative: School-wide PBS 2005-2006 41 Attitude Survey - Respect Before PBS in Jan. ‘04 & 6-weeks into PBS Level of RESPECT Student Response Teacher Response Between Students 25.5% Better since PBS 53.0% Better since PBS Between Students & Teachers 35.6% Better since PBS 76.5% Better since PBS Between Teachers 23.6% Better since PBS 53.9% Better since PBS

42. LA PBS Initiative: School-wide PBS 2005-2006 42 La. Freshman High School

43. LA PBS Initiative: School-wide PBS 2005-2006 43 George Cox Percentage of Student Suspensions (Trained SWPBS Fall 2003)

44. LA PBS Initiative: School-wide PBS 2005-2006 44 George Cox Percentage of Student Expulsions (Trained SWPBS Fall 2003)

45. LA PBS Initiative: School-wide PBS 2005-2006 45 George Cox Number of Student Suspensions (Trained SWPBS Fall 2003)

46. LA PBS Initiative: School-wide PBS 2005-2006 46 Percent of Student Attendance

47. M Elementary 61% overall reduction in ODRs when comparing Year 1 implementation to baseline

48. Alt/Center School 32% overall reduction in ODRs when comparing Year 1 implementation to baseline

49. LA PBS Initiative: School-wide PBS 2005-2006 49 Results of School-wide PBS When PBS strategies are implemented school-wide, students with and without disabilities benefit by having an environment that is conducive to learning All individuals (students, staff, teachers, parents) learn more about their own behavior, learn to work together, and support each other as a community of learners

50. LA PBS Initiative: School-wide PBS 2005-2006 50 In Summary…The Process for School-wide PBS Includes: A committed team leading all PBS efforts Positively stated behavior expectations/rules A method for identifying current problems (data) Lesson plans to teach expectations/rules Procedures for encouraging expected behaviors Procedures for discouraging violations of school- wide expectations/rules A plan for monitoring implementation and effectiveness

51. LA PBS Initiative: School-wide PBS 2005-2006 51 Training Techniques and Facilitation Skills

52. LA PBS Initiative: School-wide PBS 2005-2006 52 Objectives Participants will learn principles of adult learners. Participants will be able to identify three learning styles and strategies to reach each style of learner. Participants will learn guidelines and communication skills for facilitators. Participants will learn importance of team building and defining roles and responsibilities for team members.

53. LA PBS Initiative: School-wide PBS 2005-2006 53 Background By encouraging adults and students to understand their learning styles, teachers and trainers can create a supportive learning environment that is conducive to maximizing learning potential.

54. LA PBS Initiative: School-wide PBS 2005-2006 54 Key Concepts People want to know why they need to learn something new. We need to be familiar with and sensitive to the different learning styles when we are training or teaching. We need to use different teaching strategies and approaches to reach the different styles of learners.

55. LA PBS Initiative: School-wide PBS 2005-2006 55 Key Concepts (continued) We need to develop the skills to be effective facilitators in the learning process. We need to understand the importance of team building and defining the roles and responsibilities of each team member.

56. LA PBS Initiative: School-wide PBS 2005-2006 56 Principles of Adult Learners Adults are people with years of experience and a wealth of information. Adults have established values, beliefs and opinions. Adults are people whose style and pace of learning has probably changed. Adults relate new knowledge and information to previously learned information and experiences.

57. LA PBS Initiative: School-wide PBS 2005-2006 57 Principles of Adult Learners (continued) Adults are people with bodies influenced by gravity. Adults have pride. Adults have a deep need to be self-directing. Individual differences among people increase with age. Adults tend to have a problem-centered orientation to learning. Adapted from California Nurses Association, AIDS Train the Trainer Program for Health Care Providers (1988)

58. LA PBS Initiative: School-wide PBS 2005-2006 58 “What’s In It For Me” Adults need to know what’s in it for them and why they need to learn something new. Sharon S. Naquin, Ph.D. Public Management Program Louisiana State University

59. LA PBS Initiative: School-wide PBS 2005-2006 59 Learning Styles Visual Learner Auditory Learner Tactile/Kinesthetic Learner

60. LA PBS Initiative: School-wide PBS 2005-2006 60 The Visual Learner learns through seeing... Absorb what unfolds in sequence before their eyes. Need to see the teacher's body language and facial expression to fully understand the content of a lesson. Tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g., people's heads).

61. LA PBS Initiative: School-wide PBS 2005-2006 61 Visual Learner: Activities Brainstorm different ways to teach to the visual learner. Example: video, TV, etc.

62. LA PBS Initiative: School-wide PBS 2005-2006 62 The Auditory Learner learns through listening... Needs to be able to focus on what is being said. May find taking in information through the other senses at the same time distracting. Processes new information in the order in which it is presented, but also benefits from verbal discussion following the presentation.

63. LA PBS Initiative: School-wide PBS 2005-2006 63 Auditory Learner: Activities Brainstorm different ways to teach to the auditory learner.

64. LA PBS Initiative: School-wide PBS 2005-2006 64 Tactile/Kinesthetic Learners learn through moving, doing and touching... Like a “hands-on” approach to learning Learn best by doing, being directly involved in their learning. Process information as their body moves. Take longer to process new information.

65. LA PBS Initiative: School-wide PBS 2005-2006 65 Tactile/Kinesthetic Learners: Activities Brainstorm different ways to teach to the tactile/kinesthetic learner.

66. LA PBS Initiative: School-wide PBS 2005-2006 66 Teach Others/Immediate Use of Learning Practice by Doing Discussion Group Demonstration Audio-Visual Reading Lecture Average Learning Retention Rate 5 % 10% 20% 30% 50% 75% 90% Learning Pyramid National Training Laboratories Bethel, Maine

67. Guidelines and Skills For Group Facilitators

68. LA PBS Initiative: School-wide PBS 2005-2006 68 Guidelines and Skills for Group Facilitators Be aware of environmental influences on group behavior. Be conscious of relational influences on group behavior. Be aware of your own biases. Orient group to time frame and task. Develop group ground rules or norms

69. LA PBS Initiative: School-wide PBS 2005-2006 69 Guidelines and Skills for Group Facilitators (continued) Stay focused in the present. Choose a decision-making method before you need it. Allow disagreement. Use "stop action" check for thoughts and feelings when group seems stuck. Recognize the group for its work.

70. LA PBS Initiative: School-wide PBS 2005-2006 70 Effective Communication Skills for Facilitators Radiant Listening: Be genuinely interested in other people's thoughts and feelings. Listen intently. Modeling: Practice behavior that you want reflected back to you. Watch your nonverbal messages. Remember to keep your sense of humor. Summarizing: Use paraphrasing as a method of clarifying, and check your interpretation with the group. Focusing Attention and Pacing: Keep the group on the topic. Use care to limit or reduce repetition.

71. LA PBS Initiative: School-wide PBS 2005-2006 71 Effective Communication Skills for Facilitators (Cont.) Recognizing Progress: Example: "Nice job! We just brainstormed 36 items in that 4-minute period." Waiting or Using Silence: Remember that at times the hardest thing to do is nothing. Scanning/Observing: Nurture full participation from the group and watch non-verbal behavior in the form of body movement, facial expression, and gesture.

72. LA PBS Initiative: School-wide PBS 2005-2006 72 Team Building

73. LA PBS Initiative: School-wide PBS 2005-2006 73 Teaming Activity #1

74. LA PBS Initiative: School-wide PBS 2005-2006 74 Teaming allows you to… Look at old issues from a NEW perspective Explore the validity of “first impressions” Stimulate creativity Think outside-the-box La PBS Initiative: School-wide PBS 2004-2005

75. LA PBS Initiative: School-wide PBS 2005-2006 75 Have you ever been 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 LA PBS Initiative:School-wide PBS 2004-2005

76. LA PBS Initiative: School-wide PBS 2005-2006 76 Team Roles and Responsibilities Define team roles and responsibilities. Develop the team’s action plan. Hold regular team meetings. Maintain communication with team members and coordinator. Evaluate progress. Report outcomes to coordinator. LA PBS Initiative: School-wide PBS 2004-2005

77. LA PBS Initiative: School-wide PBS 2005-2006 77 Team Building Activity #2: With your team, brainstorm creative ways to get participant buy-in while participating in SWPBS trainings and for implementing strategies and techniques learned. Share these activities with the whole group. Getting Faculty Buy-In LA PBS Initiative: School-wide PBS 2004-2005

78. LA PBS Initiative: School-wide PBS 2005-2006 78 Additional Training Techniques Have clear goals and objectives. Be organized. Plan and prepare your audiovisuals and activities to achieve the learning objective. Interact with participants to maintain interest level and to check comprehension. Encourage hands-on activities and practice. Keep participants focused. Use color and graphics to highlight key points.

79. LA PBS Initiative: School-wide PBS 2005-2006 79 Training Techniques (continued) Create a safe, non-threatening learning environment. Encourage questions and active participation. Also establish your expertise as leader of the learning session. Practice, practice, and practice to build your confidence in delivery of the training unit. Be enthusiastic and develop a conversational tone when interacting with participants.

80. LA PBS Initiative: School-wide PBS 2005-2006 80 School-wide Positive Behavior Support Material Review Shawn Fleming La. Dept. of Education (225) 219-7364 shawn.fleming@la.gov LA PBS Initiative: Training of the Trainers 2005-2006

81. LA PBS Initiative: School-wide PBS 2005-2006 81 SWPBS Training Manual Adopted from USF 4 Sections Overheads Activities Action Plan Miscellaneous

82. LA PBS Initiative: School-wide PBS 2005-2006 82 Tab 1: Overheads (17 Modules) Overview & 16 Critical Elements Aligned with Activities Aligned with Action Plan

83. LA PBS Initiative: School-wide PBS 2005-2006 83 SWPBS Critical Elements PBS Team Faculty Commitment Basic Behavioral Principles Discipline Data System Referral Form Behaviors Defined & Categorized (Minor/Major) Referral Process Data Entry and Analysis Plan Effective Procedures for Dealing with Discipline Expectations & Rules Lesson Plans Developed (Expectations/Rules Taught) Reward/Recognition Program Implementation and Evaluation Plan Crisis Plan Evaluation

84. LA PBS Initiative: School-wide PBS 2005-2006 84 Overview: Critical Points Comprehensive system Universal to individual Conceptual Explanation Triangles and Circles Contrast to Traditional Discipline Features and Elements Teaming, data-driven, positive and proactive Sell the outcomes with data

85. LA PBS Initiative: School-wide PBS 2005-2006 85 Teaming: Critical Points Composition Roles and Responsibilities Logistics and Process Working Smarter

86. LA PBS Initiative: School-wide PBS 2005-2006 86 Faculty Commitment: Critical Points Ownership Continued involvement Data sharing Common vision and practices

87. LA PBS Initiative: School-wide PBS 2005-2006 87 Basic Principles of Behavior: Critical Points Applied Principles of Behavior Understand how behavior is influenced Sets the stage for teaching and addressing rule violations Plan to build and support capacity Use in identifying interventions that are: Effective Educational Positive and Proactive Systemic Procedures

88. LA PBS Initiative: School-wide PBS 2005-2006 88 Discipline Data System: Critical Points Components of data system Features necessary for analysis Examples of graphs Data system self-check

89. LA PBS Initiative: School-wide PBS 2005-2006 89 Behaviors Defined: Critical Points Common language Clarity of data Classroom vs. Office Managed Minor vs. Major

90. LA PBS Initiative: School-wide PBS 2005-2006 90 ODR Referral Form: Critical Points Complies with LA 17:416 Contains necessary components/elements Followed by all staff

91. LA PBS Initiative: School-wide PBS 2005-2006 91 Referral Process: Critical Points Flowchart or steps of process Clarity of consequences for rule violations Categorizing behaviors

92. LA PBS Initiative: School-wide PBS 2005-2006 92 Data Entry and Analysis: Critical Points Designated individuals for entry Use of data for decision-making Availability of data Pattern analysis

93. LA PBS Initiative: School-wide PBS 2005-2006 93 Effective Procedures for Dealing with Discipline: Critical Points Continuum of consequences for rule violations/behavioral errors Inclusion of re-teaching Analysis of effects

94. LA PBS Initiative: School-wide PBS 2005-2006 94 Crisis Plan: Critical Points Attorney General Plan is met

95. LA PBS Initiative: School-wide PBS 2005-2006 95 Expectations: Critical Points Guiding characteristics that set foundation Characteristics – NOT behaviors Common Language 3-5 expectations Memory constraints

96. LA PBS Initiative: School-wide PBS 2005-2006 96 Rules: Critical Points Clarifying Expectations in each setting Expectation X Setting Matrix Addresses behaviors that create 80-90% of problems For ALL students and faculty 3-5 rules per setting Not all inclusive

97. LA PBS Initiative: School-wide PBS 2005-2006 97 Lesson Plans: Critical Points Teach Expectations (concepts) Teach Rules In each setting Let student’s model rule Avoid student’s modeling non-examples Active learning

98. LA PBS Initiative: School-wide PBS 2005-2006 98 Reinforcement Plan: Critical Points Identify motivators: Ask students & staff Freebies: Time, dress, privileges, etc. Link reinforcement to identified issues How to deliver reinforcement Differentiate between ‘reward’ Reinforcement to staff

99. LA PBS Initiative: School-wide PBS 2005-2006 99 Implementation Plan: Critical Points Guide for annual plan of implementation Review elements

100. LA PBS Initiative: School-wide PBS 2005-2006 100 Evaluation Plan: Critical Points Data Satisfaction & surveys Team, staff, students, parents, etc. Process and degree of implementation (Benchmarks of Quality, SET, etc.) Outcome data: ODR, Attendance, Sus/Exp., SPSS, etc. Tools to guide process and plans

101. LA PBS Initiative: School-wide PBS 2005-2006 101 Resources OSEP Center on PBIS http://www.pbis.org USF Positive Behavior Support Project http://flpbs.fmhi.usf.edu/index.asp LA Department of Education www.louisianaschools.net www.louisianaschools.net LOUISIANA POSITIVE BEHAVIOR SUPPORT WEBSITE www.lapositivebehavior.com

102. LA PBS Initiative: School-wide PBS 2005-2006 102 Shawn Fleming  (225) 219-7364  shawn.fleming@la.gov shawn.fleming@la.gov Kara Hill  (225) 578-2298  karahill@lsu.edu Contact Info