An Overview of the Integrated Systems Approach to School-wide Positive Behavior Interventions and Supports Development www.edprodevelopment.com.

An Overview of the Integrated Systems Approach to School-wide Positive Behavior Interventions and Supports Development

Why Bother? The Data Disproportionate suspensions and expulsions based on disability and race Teacher turn-over rates 1st response to school violence is “get tougher” Students who are truant are given out-of-school suspensions Tennessee’s new “restraint law” Skills cited most often missing by the business round tables hosted by Governor Bredesen … 2

Why Bother? It Works Reduction of office discipline referrals and suspensions 3

Referrals/ODR Data Year 1 vs. Year 2
This is an example of (Grainger County) data from (Baseline) vs Year 1 of implementation. The red bar is baseline and blue is year 1. Pretty telling data.

Cherokee High School

Jere Baxter MS Nashville Grades 5-8; 582 students
Started implementing SWPBS in 2007 In August , averaged 35 ODRs/day/month. In August , there were only 6 ODRs/day/month. In September 2009: “This year has started unbelievably well. Per day per month is down to 6.8!!! Last year: and that was down by 52% from the prior year. It shows in the building. I AM SO EXCITED!” David Martin Principal Jere Baxter Middle School

East Lake Elementary August 2007 August 2008 Percentages Referrals 24
3 Down 88% Suspensions 12 1 Down 92% September 2007 September 2008 Percentages Referrals 58 35 Down 40% Suspensions 41 18 Down 56% October 2007 October 2008 Percentages Referrals 48 31 Down 64% Suspensions 20 1 Down 95% Semester Totals 07 Semester Totals 08 Percentage 217 132 Down 39% Suspensions 115 61 Down 47%

Why Bother? It Works Reduction of office discipline referrals and suspensions Recouped academic learning time Recouped administrative time 8

Retrieved/Gained Example: Washburn School
As of 5/16/06 end of year ODR data: : 966 : 580 Recouped administrative time: 386 x 15 min/ODR = hours Retrieved academic learning time: 386 x 45 min/ODR = hours, or almost 41 seven-hour days! Some more cost benefit analysis data from a K-12 school. This is one of the biggest selling pieces of the process. You can figure your schools cost benefit by determining how much time (typically) is spent per referral and calculate yourself. pbismaryland.org has the excel template to help you do this.

Retrieved/Gained Cannon County High School (Year 1)
Washburn School (Year 3) Recouped administrative time: 822 x 15 min/60 min = hours =27.4 days (7 ½ hr) Retrieved academic learning time: 28 x 45 min/60 min = hours = days (7 ½ hr) Recouped administrative time: 28 x 15 min/ 60 min = 7 hrs = ~1 day Retrieved academic learning time: 28 x 45 min/ 60 min = 21 hrs = 2.8 days

East Lake Elementary (year 1 – partial implementation)
Retrieved/Gained East Lake Elementary (year 1 – partial implementation) One of the most exciting ways to measure the impact of the process is called a cost benefit analysis. Typically an office referral results in about 15 minutes of lost administrator time and about 45 minutes of lost instruction time for the student. Based on the decreased in office referrals, you can calculate the amount of administrator time and student time retrieved or gained as a result of implementation of SWPBS. See the data for CCHS and Washburn. CCHS- almost 30 days of regained admin time and 82 days of regained student instruction time; Recouped administrative time: 122 x 15 min/60 min = 30.5 hours = 4 days (7 ½ hr) Retrieved academic learning time: 122 x 45 min/60 min = hours = 12 days (7 ½ hr) 11

Why Bother? It Works Reduction of office discipline referrals and suspensions Recouped academic learning time Recouped administrative time Improved academic achievement When combined with effective instruction Larsen, Steeler,& Sailor (in press) Horner, Sugai, Eber & Lewandowski (2004) Horner, Sugai, Todd, Lewis-Palmer (2005) 12

Improved Literacy NO Literacy Improvement
School-wide Behavior Systems in Place School-wide Behavior Systems NOT in place Literacy Interventions in Place Improved Literacy NO Literacy Improvement Literacy Interventions NOT in Place (Kellem et al.)

NC Positive Behavior Support Initiative
Dr. Bob Algozzine NC Positive Behavior Support Initiative Schools w/ Low ODRs & High Academic Outcomes Proportion of Students Meeting State Academic Standard Office Discipline Referrals per 100 Students

Why Bother? It Works Improved perceptions of school safety. Students who carry guns to school do so to defend themselves. They perceive the school to be unsafe. 15

“I wanted to let you know that the [SW]PBS training we’ve been doing with the students this week has been incredible. The teachers are highly invested and the results have been immediate. It doesn’t even resemble the same building!”

Why Bother? It Works … we significantly increased the positive behavior of our students and decreased the amount of teaching time lost to disruptive behavior. Having more teaching and learning time in a positive learning environment has significantly increased our student achievement scores. What a win-win!! - Joan Tidwell, Principal, Fairview Elementary School, Williamson County Our Graduation Rate has risen from 69.6% to 74.17% to 83.45% over the past three years. Our Attendance Rate has also increased. We also went from having approximately students retained as freshman to this year having only 24. - Patrick R. Fraley, Principal, Cherokee High School, Hawkins County

States Implementing SWPBS >10,000 schools in 44 states
13% of schools in Tennessee

TN Schools Adopting SWPBS

School-wide Positive Behavior Support
… An integrated systems approach for establishing the social culture and individualized behavioral supports needed for schools to achieve both social and academic success for all students while preventing problem behavior

Critical Elements for Durable Results
Integrated Systems: Critical Elements for Durable Results Valued Outcomes Supporting Staff Behavior SYSTEMS DATA Supporting Decision Making PRACTICES Refrigerator magnet: Critical elements of SWPBS include (a) achievement of valued and desired outcomes, (b) adoption and sustained use of research-validated practices and curricula that maximize achievement of student and teacher outcomes, (c) team-based application of data-based decision making at many levels, and (d) development of systems (e.g., processes, routines, working structures, administrative supports) to sustain achievement of valued and desired outcomes. While practices have always been in schools, the systems and data are what make SWPBS such an exciting process. These are the things that create sustainability. Explain what sustainability is and why it is important. When you develop systems, the practices have staying power; the systems support staff behavior and the practices support student behavior and data are used for decision making. Supporting Student Behavior

Science of behavior has taught us that students….
Are NOT born with “bad behaviors” Do NOT learn when presented contingent aversive consequences Do learn better ways of behaving by being taught directly & receiving positive feedback Will not change if we do not change what we are doing

School-wide Positive Behavior Support: A New Paradigm of School Discipline
Prevention and Teaching Vs. Control Disruption and/or Exclude Troubling Students

All Students All Settings All Times
School environment is predictable 1. common language 2. common vision (understanding of expectations) 3. common experience (everyone knows) School environment is positive regular recognition for positive behavior School environment is safe violent and disruptive behavior is not tolerated School environment is consistent adults use similar expectations. 24

SWPBS: Team-led Process
25 25

Team-led Process Non-Teaching Family Behavioral Capacity Priority &
Status Representation Specialized Support Administrator Team Community Data-based Decision Making Administrator Student SAY: One of the most important steps is to establish or identify an existing group of individuals who can lead the establishment of a school-wide PBS approach. This team must be made of school staff who are respected, have effective communication skills and means, and can influence school policy, organization, and operations. An important factor in effective leadership teaming is ensuring that members of the team agree on how they will conduct business (e.g., agenda, problem solving, voting, etc.). The Conducting Leadership Team Meetings Checklist (see Appendix.1) can be used to assess for and establish agreements about how team meetings will be conducted. Teaching Communications Start with Team that “Works.” 26 26

Biggest, durable effect
SWPBS Practices School-wide Classroom Family Non-classroom Smallest # Evidence-based Biggest, durable effect Student

Tier 3: Tertiary Interventions SYSTEMS OF INTEGRATED SCHOOL-WIDE
Specialized Individualized Systems for Students with High-Risk Behavior SYSTEMS OF INTEGRATED SCHOOL-WIDE SUPPORT: The Three Tiered Model ~5% 6+ ODRs Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior Tier 1: Primary Preventions: Whole School Systems for All Students, Staff, & Settings 5-15% 2-5 ODRs ~ 80% of Students 0-1 ODRs

INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND
SUPPORTS: The Three Tiered Model Primary/Tier 1 Preventions Whole School, Classroom, and Non-Classroom Systems for All Students & Staff ~80% of Students

Features of Primary Preventions
Identify & Define School-Wide Rules & Behavioral Expectations

Rules Translated into Behavioral Expectations:
Behavioral Expectations Matrix Location Be Safe Be Responsible Etc. Hallway Walking quietly & directly to assigned destination Walk keeping hands to self Classroom Keep all four legs of chairs on floor Bring pen/pencil, books, and homework to class each day

Behavioral Expectations Behavioral Expectations
Some examples of behavioral expectations. These should be posted throughout the school in the specific locations they address.

Douglas County S.D., CO 4-08

Identify & Define School-Wide Rules & Behavioral Expectations Teach Behavioral Expectations Associated with School-Wide Rules “When all students in the school are taught the same social expectations, a social culture is established where students have both personal knowledge about the social behaviors expected in the school and the knowledge that everyone else in the school knows those same social expectations.” (Blonigen et al., 2008)

Teaching Behavioral Expectations Across Locations
Lesson Plan Template Teaching Behavioral Expectations Across Locations Location: Time Needed: List the Observable, Positive Behavioral Expectations in Chosen Location for Each Rule: Rule 1. 2. 3. 4. 5. Expectations: Teach Examples and Non-Examples of Meeting Behavioral Expectations : Demonstrate NON-EXAMPLES (What NOT to Do) Demonstrate EXAMPLES (What to Do) Rule 1. Rule 2. Rule 3. Rule 4. Rule 5. Activities to Check for Understanding: Materials Needed: Accommodations/ Adaptations for Students with Special Needs: Acknowledgement to Maintain Positive Behavior:

Expectations & behavioral skills are taught & recognized in natural context

Identify & Define School-Wide Rules & Behavioral Expectations Teach Behavioral Expectations Associated with School-Wide Rules Develop a School-wide System that includes a continuum of procedures for Encouraging/ Reinforcing “Rule Following” “Students should receive regular recognition for appropriate behavior at rates that exceed corrections for rule violations and problem behaviors.” TEST ITEM ALERT!! According to SWPBS, a school should develop a system of positive reinforcement to reward students for following the school-wide rules. (NOT for meeting or exceeding academic benchmarks).

Examples of reinforcers – contextual fit for your school.
Schoolwide “quick” acknowledgements Rewards that are quickly presented in the presence of the behavior

These are some examples. Tickets, yard signs, compliment chains…
These are some examples. Tickets, yard signs, compliment chains…. You can get all of these ideas and examples from the TN SW-PBIS website as a place to start with your own reinforcement system. Lil’ Derrick is a music artist in the Chatt area and provided a free concert at East Lake Elem – reward day. The middle, left picture is a set of products from Raymond Geddes & Co – they provide incentive store products at a 15% discount with keycode ‘PBIS 15’. Meet students where they are: Patrick Fraley gave a students at Cherokee HS a “Moebuck” for pushing a student. Typically, that student would have engaged in a full blown fight. Reinforce approximations.

Incentive Bingo Game L2 E4 B8 R1 C6 And still another way... R E B L C
3 4 5 6 7 8 E4 And still B8 R1 this school does not have a ‘store’ to redeem tickets this incentive idea was developed so more students can win a prize one board per grade Directions to play: 1. R1, R2, R3, E1, E2, E3, etc. = pieces in bowl to draw from 2. when a student puts a ‘rebel card’ in the collection box, he/she draws a game piece from the bowl 3. the student the puts their name in the box they drew from the bowl; if a name is already in that box, they can draw again 4. once a row (vertical or horizontal) is full, each of those students win a prize 5. once the row winners are acknowledged, that row is marked through (those students will not win a second prize when their ‘other’ direction row wins) 6. once the board is full, names are erased and you start over C6 another way...

POSITIVE OFFICE REFERRAL FORM
________________________________________ SCHOOL POSITIVE OFFICE REFERRAL FORM Student_____________________ Referring Staff________________________ Grade Level ______Incident Date_____________ Incident Time________ School-wide Rule student followed: _________________________________ Teacher Comments. Please provide details of the POSITIVE behavior: ______________________________________________________________ Administrator’s signature: ______________________ Date seen:_____________ White-student, Yellow-office, Pink-Teacher Tiger Paws Bank Register Date: __________________ Number: _______ Beginning Balance: _________ Cards Added: ________________ Cards Used: ________________ Ending Balance: ________________ Approved by: ___________________________________________ This is an example of are positive office referral. It is used in conjunction with the tickets at one middle school. They are also keeping track of the data as far as which students get them and which students do not. Another way to reinforce students. It is also related to the school-wide rules. Again, many schools have “layers” of reinforcement as part of the system. That is one way to tie in some things that are already being used in the school. You may which to make those part of the school-wide system. This gives teachers options as well, which may make them more likely to buy into the process, with choice.

15% off

FREE Incentives Elementary School Middle/ High School All Grade Levels
A special job (line leader, messenger, etc.) Extra recess or extra time in centers Stuffed animal day, PJ day, …. Middle/ High School Tardy pass Cell phone pass Preferential parking spot Pass to dance or sporting event All Grade Levels Homework pass or extension Lunch with the teacher or in a special location Sit in special or desired place in the classroom Hat day or pajama day There are lots of incentives which do not cost anything. You have a list of low cost incentives in your individual notebook. This process does not have to cost a lot of money and schools have been creative about rewarding students with items that don’t cost money.

Rewards vs. Bribes The issue concerning rewards versus bribes with regard to schools reinforcement systems is all in the delivery of the reward. The adult is in control if the reward. The child is in control of a bribe. A reward is something provided to a student to show appreciation for appropriate behavior. The reward follows the appropriate behavior and the adult is in control. If the child is in control of the situation, it is considered a bribe. The reward should not be promised to the student prior to a behavior or used as the antecedent, or “bargain” in anticipation of appropriate behavior. from Keys to Effective Discipline, David Kilpatrick, Ph.D.

Adults in your building also “fit” into the triangle ALL FEW SOME
~5% of staff SOME ~15% of STAFF ALL ~80% of STAFF

Motivating the staff The more we motivate the staff, the more they will give out reinforcements. The more reinforcements they give out…….

GOOSED- Get out of School Early
Dress down day- jeans or other not typically worn item Valet Parking-special sign or parking space Staff to Staff recognitions 30 minutes additional break Handwritten note from principal Thank you cards Teacher recognized over intercom at end of week Teacher recognized in faculty meeting Teachers recognized in School Newsletter and/or website ½ day given on half day school day (e.g. before Thanksgiving) Duty free week (Lunch, bus, morning, afternoon etc…) Free snack from vending machine Goody bag with pens, pencils, sticky notes etc. Lunch pass to go off campus for lunch Teacher SWPBS wall of fame Choice of gift certificates (Target, Wal-Mart, K Mart) Choice of restaurant gift card (local establishments) Manicure/Pedicure/Massage Traveling Trophy s from parents

Identify & Define School-Wide Rules & Behavioral Expectations Teach Behavioral Expectations Associated with School-Wide Rules Develop a School-wide System that includes a continuum of procedures for Encouraging/ Reinforcing “Rule Following” Develop an array of procedures for discouraging violations to school-wide behavioral expectations

Develop an array of procedures for addressing violations to school-wide behavioral expectations
Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. One piece of SWPBS that is not typical of schools is that it allows for problem behavior definitions, examples and non-examples so that all staff are on the same page about which behaviors are which and it is not left up to the teacher to figure it out. Furthermore, whether a student is sent to the office or not, is not based on how effective a teacher’s classroom management is, rather, it is based on the behavior itself. The data are only useful if the data are accurate!

Roane County K-5 Office Referral Definitions Classroom Managed
BEHAVIOR DEFINITION Inappropriate Language Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words Physical Contact Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging Defiance Student engages in brief or low intensity failure to respond to adult request Disruption Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc. Property Misuse Student engages in low-intensity misuse of property Tease/Taunt Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation Lying/Cheating Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism Homework/Classwork Chronic failure to complete homework/classwork

Overt Defiance/Disrespect Disruption (repeated)
Roane County K-5 Office Referral Definitions Administrator Managed Fighting Actions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching) Abusive language Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate Overt Defiance/Disrespect Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult Harassment/Bullying Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text. Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters Disruption (repeated) Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission. Property Damage Student participates in an activity that results in substantial destruction or disfigurement of property Weapons Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm

Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. This is another important piece of the system for rule violations. Behaviors that are considered “minors” are handled in the classroom by the teacher or addressed by staff people, not the office. On the other hand, majors warrant an office discipline referral and it goes with the student to the office. Some school choose to only “documents in SWIS” major problem behaviors; some schools choose to document both. Others clarify and state that x number of minors equal a major and then the student is sent to the office with the office discipline referral form and it is entered as a major in SWIS. Also, the office discipline referral used to be a punisher in and of itself. When students violate rules, there are consequences associated with that, however, the ODR is more about gathering information about what is going on in the building so the primary team can use the data to make decisions. Teachers need to know this, as many of them shy away from sending students to the office for fear that the administrator will think he/she does not know how to manage behavior. Not the case, with this system, it is not reliant on how well the teacher manages his/her class, rather it is based on the problem behaviors students engage in that matters and determines whether it is handled by a teacher or staff member, or of it is managed by the office.

Roane County K-5 Office Referral Definitions Classroom Managed
BEHAVIOR DEFINITION Inappropriate Language Verbal messages that include name calling, or use of words to intimidate or humiliate, or inappropriate slang words Physical Contact Student engages in non-serious, but inappropriate physical contact such as mild pushes, elbowing, horseplay, and may include kissing or hugging Defiance Student engages in brief or low intensity failure to respond to adult request Disruption Student engages in low-intensity, but inappropriate disruption such as pencil tapping, moving chair, talking out of turn, etc. Property Misuse Student engages in low-intensity misuse of property Tease/Taunt Disrespectful messages (verbal or gestural) to another person that includes threats and/or intimidation Lying/Cheating Responses that are deliberately untrue or misleading. Taking credit for work that is not the student’s own, including plagiarism Homework/Classwork Chronic failure to complete homework/classwork

Overt Defiance/Disrespect Disruption (repeated)
Roane County K-5 Office Referral Definitions Administrator Managed Fighting Actions involving serious physical contact where injury may occur (hitting, punching, kicking, hair pulling, scratching) Abusive language Verbal messages that include swearing, name calling, or use of words to intimidate or humiliate Overt Defiance/Disrespect Refusal to follow directions of staff member; talking back, socially rude interactions; use of profanity to an adult Harassment/Bullying Disrespectful messages (verbal or gestural) to another person that includes threats, intimidations, obscene gestures, pictures, or text. Negative comments based on race, religion, gender, age, and/or ethnicity, disabilities or other personal matters Disruption (repeated) Behavior causing an interruption in a class or activity. Disruption includes sustained loud talk, yelling, screaming, noise with materials, horseplay or roughhousing, sustained out-of-seat behavior Theft Student is in possession of, having passed on, or being responsible for removing someone else’s property or has signed a person’s name without that person’s permission. Property Damage Student participates in an activity that results in substantial destruction or disfigurement of property Weapons Student is in possession of any weapon (gun, knife, knuckles, etc.) whether real or look-alike, or any other object readily capable of causing bodily harm

Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. Schools communicate the system for rule violations via a flow chart. This helps teacher and staff understand what happens when a student violates a rule- not how the teacher wants to handle it. This creates consistency which is not necessarily typical. This system will also warrant staff feedback. Incorporate the feedback from staff and share with them again. Also, communication of this process is key; as such, schools have placed the flow chart in many places throughout the school where teachers can see them (e.g. teachers lounge near the phone so teachers see it when they make phone calls; bathroom stall for teachers, one in each classroom so that the teachers can refer to it when a student breaks a rule. Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures.

Decision Flowchart

Clearly define behavior problems such that definitions are mutually exclusive and understood by all staff. Determine which violations are managed by office (major) and which are managed by staff (minor). Ensure a system exists for monitoring the violations and is known by all faculty and staff. Clearly define procedures in narrative and/or flow chart format for implementing the array of responses to rule violating behavior, including documentation procedures. The range of consequences is part of the flow chart as well. In many cases with minors, teachers simply employ their classroom discipline system. Having a consequences which are known by all helps provide environments which are predictable and make students feel more safe. Identify an array of appropriate responses to minor and major rule violations.

Identify & Define School-Wide Rules & Behavioral Expectations Teach Behavioral Expectations Associated with School-Wide Rules Develop a School-wide System that includes a continuum of procedures for Encouraging/ Reinforcing “Rule Following” Develop an array of procedures for addressing violations to school-wide behavioral expectations Develop procedures for on-going data-based monitoring, including universal screening, and evaluation

SWPBS and the American Diploma Project
As of January 2007, Tennessee became 1 of 30 states participating in the American Diploma Project (ADP) Network dedicated to aligning high school curriculum, raising academic standards, improving assessments, and strengthening accountability policies with the demands of college and work to prepare young people for post-secondary education, work, and citizenship. “... job skills yielding the highest priority in surveys also tended to be the skills frequently cited in roundtables as missing among high school graduates.”…“Business leaders universally agreed on the importance of key professional or ‘soft’ skills…”. To gather objective data, the Tennessee Diploma Project/Governor Bredesen asked business leaders to complete surveys rating the importance of key job skills for high school graduates. Specifically, the surveys sought to measure the importance, on a scale of 1 to 10, of certain English, mathematics, and professional or so-called “soft” skills. Surveys were administered, in paper form and online, between June 19 and August 30, 2007. Seventy-four business leaders responded to a 30-question “core” survey distributed in conjunction with executive roundtable meetings across Tennessee. Additionally, another 272 respondents completed the core survey as well as questions in an “expanded” version administered on the Web with support from the Tennessee Chamber of Commerce & Industry and participating chapters of the Tennessee Society for Human Resource Management (SHRM). Combined, a total of 346 executives, senior-level managers and human resources professionals representing more than 300 businesses and organizations across the state shared their views. Bredesen also conducted round-table discussions with business leaders to discuss topics related to the purpose of TDP (preparing students for post-secondary education, work, and citizenship. The highest-rated professional skill was “take responsibility, act ethically, and be honest” … was closely followed by “take initiative and be able to work independently” and “organize and prioritize tasks, schedule time, and anticipate obstacles”. “ … another top-rated soft skill, [was] ‘”meet professional expectations regarding speech, appearance, punctuality and manners”. (Tennessee Diploma Project, October 2007)

Establishing Tier 2 Systems of Academic & Behavioral Supports
~15% of students Multiple referrals (2-5)/ At Risk of Academic Failure At-risk for developing more severe/chronic patterns of problem behaviors and/or academic challenges ~15% Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior

Behaviorally Out of Proportion
Less than 25% of school enrollment Account for over 50% of behavioral incidents Consume significant amounts of time and resources Exhibit poor peer relations, low academic achievement, and/or self esteem Have poor organizational/study skills Have difficulty adjusting to school environment The time and resources usually come after the problem behavior has occurred; much less time and fewer resources would be required to deal with the problem upfront.

Major Characteristics of Secondary/Tier 2 Interventions (Academic AND Behavioral)
Addressed once quality, research-based Tier 1 preventions and practices are established. Team-based problem solving. Focus on smaller targeted groups of students who are at risk of engaging in more serious behavior problems and/or academic failure. On-going monitoring of student progress and data-based decision-making. Time-limited, intensive instruction focusing on targeted group of students common deficit area(s).

Major Characteristics of Secondary/ Tier 2 Interventions (continued)
Known by all faculty and staff. Ongoing identification and referral process Rapid access to and continuously available intervention (5 days). Research/Evidence-based interventions based on assessment results. Adequate resources allocated (administrative support, time,…).

Phys. Health Nutrition Mental Health Reading/ Literacy Intervention Math Intervention Study/ Organization Skills Inter. Social Skills Intervention CSH Coordinator/ School Nurse Literacy/ Reading Coach Mathematics School Psy./ Behavior Specialist/ Counselor Tier 2/Secondary Coordination Team CICO Coordinator Check-In/ Check-out Tier 1 Team Targeted Group x Location Tier 1 Leadership Team

Establishing Tier 2/Secondary Interventions
Step 1. Identify current Tier 2/Secondary Academic and Behavioral Interventions for Targeted Groups of Students Step 2. Analyze Current Interventions Step 3. Conduct Gap Analysis Step 4. Establish/Flesh Out and Implement Tier 2/Secondary Coordinating Team Step 5. Fill Gaps Step 6. Develop and Implement Referral Procedure Step Implement and Codify Tier 2 Systems

Attention, Effort, Precision
Multi-tier Model Academic Systems Behavioral Systems Intensive, Individual Interventions Individual Students Assessment-based High Intensity Of longer duration Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Attention, Effort, Precision 1-5% 1-5% 5-10% 5-10% Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response 80-90% Universal Interventions All students Preventive, proactive All settings, all students (c) Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND
Tier 3: Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior ~5% INTEGRATED SYSTEMS OF SCHOOL-WIDE POSITIVE BEHAVIOR INTERVENTIONS AND SUPPORTS: The Three Tiered Model Tier 2: Secondary Interventions Specialized Systems for Students with At-Risk Behavior ~15% Tier 1: Primary Preventions Whole School, Classroom, and Non-Classroom Systems for All Students & Staff ~80% of Students

Who Is In the “Tip” of the Triangle?
<5% of students Multiple referrals (6+) >50% of all referrals/behavioral incidents Exhibits severe and/or chronic patterns of problem behaviors Consumes significant time and resources

In general… Poor peer relations
Low academic achievement/Failing multiple classes Lacks anger control Poor organizational or study skills Low self-esteem “student’s reputation precedes him/her” Never did school well Sometimes has “does not care attitude”

Referrals per Student

Beliefs About Behavior
Behavior is related to and governed by its context. Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person.

FEELINGS OF COMPETENCE
Basic Human Needs GENEROSITY HUMAN DIGNITY SURVIVAL HUMOR AND FUN BELONGING EMPOWERMENT SOCIALIZATION/ COMMUNICATION FEELINGS OF COMPETENCE

Beliefs About Behavior
Behavior is related to and governed by its context. Behavior can be interpreted as functional, (often communicative), purposeful, and meaningful for the person. Behavior is affected by internal events (e.g., physiological condition or emotional state). Behavior is influenced by factors outside the immediate context, including relationships, activity patterns, and lifestyle issues. Behavior changes as people mature and develop new competencies.

Skill Deficits

Individual Student System
Tier 3/Tertiary Interventions Individual Student System Behavioral competence at school & district levels Function-based behavior support planning Data-based decision making by teams Comprehensive person-centered planning & wraparound processes Targeted social skills & self-management instruction Individualized instructional & curricular accommodations School-wide Tier 2/Secondary interventions “in place” SAY: If we are successful in establishing effective school-wide, classroom, and nonclassroom practices and systems, we can support a majority of students and staff. However, some students will require more specialized, intensive, and possibly individualized PBS. To be effective in supporting students with high support needs, behavior specialists must have access to and fluent knowledge about tertiary level interventions and systems as characterized by these 6 sample items. They also must be fluent in the use and facilitation of these skills. One of the main objectives of school-wide PBS is to facilitate the accurate and sustained implementation of tertiary level interventions with student who display the most challenging problem behaviors. An important element of individual student systems is adopting a “function-based approach” which generally means using information about what triggers and maintains problem behaviors to build effective behavior intervention plans. Functional behavioral assessments are conducted to build and serve as the backbone of these plans. Two checklists can be used to validate the completeness and accuracy of functional behavioral assessments and behavior intervention plans (see Appendices 7 & 8, respectively).

Intensive Targeted Universal Reading Math Soc skills Science
NOTICE GREEN GOES IS FOR “ALL” Soc Studies Basketball Dec 7, 2007

Maximizing Resources Begin Here
Tier 3: Tertiary Interventions Specialized Individualized Systems for Students with High-Risk Behavior Maximizing Resources Tier 2: Secondary Interventions Specialized Group Systems for Students with At-Risk Behavior Tier 1: Primary Prevention: Whole School, Classroom, and Non-Classroom Systems for All Students & Staff Begin Here

Cherokee High School: January 2009
Cherokee High School graph – Year End Cherokee High School: January 2009

Critical Elements for Durable Results
Integrated Systems: Critical Elements for Durable Results Valued Outcomes Supporting Staff Behavior SYSTEMS DATA Supporting Decision Making PRACTICES Refrigerator magnet: Critical elements of SWPBS include (a) achievement of valued and desired outcomes, (b) adoption and sustained use of research-validated practices and curricula that maximize achievement of student and teacher outcomes, (c) team-based application of data-based decision making at many levels, and (d) development of systems (e.g., processes, routines, working structures, administrative supports) to sustain achievement of valued and desired outcomes. While practices have always been in schools, the systems and data are what make SWPBS such an exciting process. These are the things that create sustainability. Explain what sustainability is and why it is important. When you develop systems, the practices have staying power; the systems support staff behavior and the practices support student behavior and data are used for decision making. Supporting Student Behavior

School Teams Must Have Immediate Access to Data to Make Objective Decisions About School Climate & Safety

Information Systems for Data-Based Decision Making
Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

Fidelity of Implementation: School-wide Evaluation Tool (SET)

School-Wide Evaluation Tool (SET)
The School-wide Evaluation Tool (SET) is designed to assess and evaluate the critical features of primary preventions across each academic school year. Areas Assessed Expectations Defined Behavioral Expectations Taught System for Rewarding/Acknowledging Behavioral Expectations System for Responding to Behavioral Violations Monitoring and Decision Making Management/Leadership District Level Support

School-wide Evaluation Tool (SET)

Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ) Desired Outcomes: School Safety Survey (SSS)

School Safety Survey (SSS)
Addresses the question: To what extent are our schools perceived to be safe? Provides a summary of the presence of “risk factors" and the “response plans” to those risk factors. Results can be used in determining training and support needs related to school safety and violence prevention. Conducted annually in January/February.

School Safety Results

School Safety Data

Fidelity of Implementation: School-wide Evaluation Tool (SET) Self Assessment Survey (SAS) Benchmarks of Quality (BOQ) Desired Outcomes: School Safety Survey (SSS) Suspensions, Expulsions, Remands Office Discipline Referrals (ODRs)

Essential Data for School-Based Decision-Making
Referrals by problem behavior? What problem behaviors are most common? Referrals by location? Are there specific problem locations? Referrals by time of day? Are there specific times when problems occur? Referrals by student? Are there many students receiving referrals or only a small number of students with many referrals? Referrals by teacher? Are there many teachers referring or only a small number of teachers with many referrals?

(School-wide Information System)
SWIS (School-wide Information System) Web-based information system for gathering and summarizing problem behavior information and for making data-based decisions. Summarizes office discipline referral information by (a) how often, (b) where, (c) when, (d) what, and (e) who. Summaries provided in tables and graphs. Confidentiality protected. $250 per school per year annual fee. Check In Check Out added to SWIS- schools pay additional $50 to access this piece. Coming Soon: ISIS!

E.S. Office Referrals per Day per Month
5 10 15 20 Ave Referrals per Day Sept Oct Nov Dec Jan Feb Mar Apr May Jun School Months E.S. Office Referrals per Day per Month Is There a Problem? Maintain - Modify - Terminate 500 Students

Referrals per Student

Elementary/Middle School

Individual Student Lying Aggression Class Commons

Triangle Data Report # All % All # Major % Major # Minor % Minor
Students with 0 Referrals 377 78.05 % 450 93.17 % 391 80.95 % Students with 1 Referrals 63 13.04 % 26 5.38 % 56 11.59 % Students with 0 or 1 Referrals 440 91.10 % 476 98.55 % 447 92.55 % Students with 2-5 Referrals 36 7.45 % 6 1.24 % 34 7.04 % Students with 6+ Referrals 7 1.45 % 1 0.21 % 2 0.41 % Students with 9+ Referrals 0.00 %

SWIS Readiness

School-wide discipline is one of the top three goals for the school.
2. Administrative support for the implementation and use of SWIS™ is available. 3. A behavior support team exists, and they review referral data at least once a month. 4. The school uses an office discipline referral form that is compatible with SWIS™ referral entry. 5. The school has a coherent office discipline referral procedure that includes: Definitions for behaviors resulting in office-managed vs. staff-managed referrals A predictable system for managing disruptive behavior 6. Data entry time is allocated and scheduled to ensure that office referral data will be current to within a week at all times. 7. Three people within the school are identified to receive one, 2-hour training on the use of SWIS™. 8. The school has computer access to Internet, and one of two web browsers. (Netscape 6, Internet Explorer 5) 9. The school agrees to on-going training for the team receiving SWIS™ data on uses of SWIS™ information for discipline decision-making. 10. The school district agrees to provide a facilitator who will work with school personnel on data collection and decision-making procedures.

Integrated Systems Logic Model District/State Leadership Team
Funding Visibility Political Support Braiding Initiatives District/State Leadership Team Active Coordination This is the Integrated Systems Logic Model and framework for the district level initiative. The DLT is composed of district level folks (Director, C&I, Special Education, Attendance Supervisor, Federal Projects, Grade level supervisors, Transportation, community member(s) and parent(s)). The DLT coordinates the efforts of the schools and supports them by braiding SWPBS with other initiatives so that folks are not duplicating efforts on other teams; it provides for and allocates monies and funding for the process; plans for and promotes visibility of the process, which lastly, helps to gain political support for the process. When political support for the process is gained, the process generates sustainability. The DLT also coordinates efforts so that school-based teams can attend training, receive coaching by a district level coach (SWPBS expertise to support the schools in implementing the process), and the DLT coordinates the evaluation pieces by which schools assess the extent to which they are implementing the process. The school data are reviewed to determine supports needed by the schools to implement the process. Lastly, as the DLT has provided for all of the aforementioned pieces, schools are able to implement the process of SWPBS with success and fidelity such that they reach the criterion for fidelity of implementation (80/80 on the SET). As districts support the implementation to the schools implementing SWPBS, demonstration sites evolve. Those schools help spread the process throughout the district as other schools see how it works, the effectiveness of the process, which helps those schools to be bought in and begin implementing- seeing is believing! Evaluation Training Coaching Local School Teams/Demonstrations (80%/80% on SET)

Establishing a Social Culture
Common Language MEMBERSHIP Common Experience Common Vision/Values 115

Getting Started Establish and Confirm Commitment
Administrative support is crucial

Administrative support is crucial Behavior support is one of the top 3 goals for your school Faculty support for SWPBS should be 80% or higher - SAS results - Commitment cards - etc

Buy-In Activities Visit other schools
Invite admin or team from other school Focus group discussions with naysayers distributed Go to website and assign to contact for info/satisfaction 5. Show videotapes Visit Jigsaw research and discuss Assign Colvin’s “7 Steps to SWPBS” Review current discipline data. Show recouped possibilities Principal attend SWPBS Principals Forum School members attend Annual TN SWPBS conference or Annual APBS conference Pilot with problem area, e.g., cafeteria, freshman class, ….

Administrative support is crucial Behavior support is one of the top 3 goals for your school Faculty support for SWPBS should be 80% or higher TEST ITEM ALERT!! Acknowledge a (3)-5-7 year commitment of effort

Getting Started Establish/ Expand Upon a Leadership Team
Members are representative of school faculty and include administrator, families, faculty, & students. Leadership team attends “Growing the Green/ Establishing Tier 1 Preventions of SWPBS” 2-day workshop

Getting Started Tier 1 Leadership Team Meets Routinely
Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthly Team runs efficient meetings - roles - ground rules - decision-making strategies - agenda

Behavioral Expectations Established
Lesson Plans for Teaching ….. An Acknowledge System….. Assessments Visibility Task Review

Getting Started Tier 1 Leadership Team Meets Routinely
Tier 1 team establishes AND HOLDS SACRED Tier 1 team meetings twice monthly Team runs efficient meetings - roles - ground rules - decision-making strategies - agenda School team works with faculty and staff to establish Tier 1 preventions for all students. Teams makes data-based decisions to sustain integrated systems. Feed your team – literally and figuratively!

2010-2011 TASL-Approved Workshops

*EdPro 360: Differentiated Curriculum Content for Students with Significant Intellectual Disabilities *EdPro 350: Systematic Instruction for Students with Significant Intellectual Disabilities including Autism *EdPro 340: Supporting Students with Communication Challenges EdPro 330: Applying Advanced Functional Assessment Tools and Strategies EdPro 320: Instructional Supports for Students with Patterns of Extreme Learning and/or Problem Behavior, Including Autism EdPro 310: Building Tier 3 Systems of Support for Students with Patterns of Extreme Problem Behavior EdPro 220: Teaching Students Self Management Skills to Improve Academic and Social Skills Outcomes EdPro 210: Building and Integrating SW-PBIS Tier 2 Systems of Support EdPro 180: Scaffolding Instruction and Designing Accommodations to Include All Learners EdPro 170: Differentiated Instruction Basics EdPro 160: Differentiated Formative Assessments to Improve Student Learning EdPro 150: Collaborative Practices and Co-Teaching Strategies for All Students EdPro 140: Evidence-Based Classroom Management Strategies EdPro130: Extending SW-PBIS Tier 1 and Braiding “Bully Proofing” into Tier 1 Supports EdPro 120: Data-Based Decision Making for Tier 1 Behavior Support and Academic Practices EdPro 110: Growing the Green: Building Tier 1 School-wide Positive Behavior Interventions & Support

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Plow forth in tough times. It takes time, but it is worth the time.
Keep working at it. Plow forth in tough times. It takes time, but it is worth the time.

We’ve learned a lot… We’re still learning…. Research and practice keep teaching us how to implement and sustain with fidelity – more effectively, more efficiently, more practicably.

Additional Resources for SWPBS

Elementary

Middle School

High School

Students: 281 Referrals: 1617 Staff: 88 Referrals: 2106

An Overview of the Integrated Systems Approach to School-wide Positive Behavior Interventions and Supports Development www.edprodevelopment.com.

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An Overview of the Integrated Systems Approach to School-wide Positive Behavior Interventions and Supports Development www.edprodevelopment.com.

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