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2/27/15
1
School-wide Positive Behavior
Support for All Students: Getting
Started Overview
George Sugai University of Connecticut Center on Positive Behavioral Interventions & Supports Center on Behavioral Education & Research
26 February 2015
www.pbis.org www.cber.org www.neswpbs.org
PURPOSE
Overview of fundamentals
for getting started with
SWPBS (aka PBIS, MTBF, MTSS-
B, RtI-B) implementation….&
importance of leadership
OUTCOME OBJECTIVES
Rationale for adopting SWPBS
Features of SWPBS
Description of implementation framework
Examples
Expected Learning Outcomes Describe defining rationale, implementation FEATURES, & student outcomes for high fidelity implementation of SWPBS.
Describe commitments & supports required to achieve high fidelity implementation of SWPBS practices & systems.
Describe DATA required to guide implementation decision-making: STUDENT OUTCOMES & IMPLEMENTATION FIDELITY.
Describe STEPS for team implementation of SWPBS-TIER1.
Determine school READINESS to explore adoption of SWPBS practices & systems.
Factors Directly & Indirectly Contribu4ng To Student Learning
Louis, Leithwood, Wahlstrom, & Anderson (2010).
School Leadership
School Conditions
Teachers
Classroom Conditions
Student/ Family Background
MTSS
Common Vision/Values
Common Language & Behaviors
Common Experience
Quality Leadership
Effective Organizations
End Goal
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Why SWPBS?
PBIS is about…. Improving
classroom & school climate
Decreasing reactive
management
Maximizing academic
achievement
Improving support for students w/
EBD
Integrating academic &
behavior initiatives
KID: Nega4ve School Climate
• Non-‐compliance & non-‐coopera4on
• Disrespect • Teasing, harassment, & in4mida4on
• Disengagement & withdrawal • NonaEendance, tardy, & truancy
• Violent/aggressive behavior • LiEering, graffi4, & vandalism • Substance use
SCHOOL: Nega4ve School climate
• Reac4ve management • Exclusionary disciplinary prac4ces • Informal social skills instruc4on • Poor implementa4on fidelity of effec4ve prac4ces
• Inefficient organiza4on support • Poor leadership prepara4on • Non-‐data-‐based decision making • Inefficient, ineffec4ve instruc4on • Nega4ve adult role models
Coercive Cycle
Why is negative school climate
undesirable? Creates
environments of control
Triggers & reinforces antisocial behavior
Shifts accountability away from school
Devalues child-adult relationship
Weakens academic &
social behavior development
SCHOOL: Posi4ve School Climate
• Posi4ve > nega4ve contacts • Predictable, consistent, & equitable treatment
• Challenging academic success
• Adults modeling expected behavior
• Recogni4on & acknowledgement
• Opportunity to learn • Safe learning environment • Academic & social engagement
KID: Posi4ve School Climate
• Compliance & coopera4on • Respect & responsibility • Posi4ve peer & adult interac4ons
• Engagement & par4cipa4on • AEendance & punctuality • Anger & conflict management • Safe & clean environment • Healthy food & substance use • Self-‐management behavior
Posi4ve Reinforcement Cycle
Nega4ve School Behavior
Nega4ve Student Behavior
What’s It Take to Shi[ from Nega4ve to Posi4ve School Climate???
Posi4ve Student Behavior
Posi4ve School Behavior
Coercive Cycle
Positive Reinforcement
Cycle
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HOW?
Establish positive school
climate Maximizing academic success
Teaching important
social skills
Recognizing good behavior
Modeling good behavior
Active supervision
Communicating positively
Biglan, Colvin, Mayer, Patterson,
Reid, Walker
General School Climate 5 min.
Attention Please 1 Minute
1. What % of students display positive social skills daily: >90%, 80%, 70%, <60%? (What do kids do?)
2. What % of students experience daily positive social interaction w/ adult: >90%, 80%, 70%, <60%? (What do adults do?)
3. Can every student identify an adult who they can talk to?
4. How would you rate overall school climate: Excellent, Good, Average, Poor?
What is PBIS? MTSS-‐B
PBIS (aka SWPBS) is for enhancing adoption & implementation of
of evidence-based interventions to achieve
& behaviorally important outcomes for
students
Framework
Continuum
Academically
All
IMPLEMENTATION W/ FIDELITY
CONTINUUM OF EVIDENCE-BASED INTERVENTIONS
CONTENT EXPERTISE &
FLUENCY
TEAM-BASED IMPLEMENTATION
CONTINUOUS PROGRESS
MONITORING
UNIVERSAL SCREENING
DATA-BASED DECISION MAKING & PROBLEM SOLVING
CORE FEATURES MTSS/MTBF SY
STEM
S
PRACTICES
DATA
OUTCOMES
Vincent, Randall, Cartledge, Tobin, & Swain-Bradway 2011; Sugai, O’Keeffe, & Fallon, 2012ab
Culturally Equitable Academic & Social Behavior Expectations
Culturally Relevant & Effective Instruction
Culturally Knowledgeable
Staff
Culturally Valid Information for
Decisions
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Primary Prevention: School-/Classroom- Wide Systems for
All Students, Staff, & Settings
Secondary Prevention: Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention: Specialized
Individualized Systems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OF SCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
All: Baker, 2005 JPBI; Eber, 2012
Attention Please 1 Minute
SWPBS Continuum (5 Minutes)
1. What % of students had 0-1 major office discipline referrals?
2. What % had 2-5 ODR? 3. What % had 6 or more?
Universal
Targeted
Intensive
All
Some
Few Continuum of Support for
ALL
Dec 7, 2007
Universal
Targeted
Intensive Continuum of
Support “Theora”
Dec 7, 2007
Science
Soc Studies
Comprehension
Math
Soc skills
Basketball
Spanish
Label behavior…not people
Decoding
Writing
Technology
Universal
Targeted
Intensive Continuum of Support for
ALL: “Molcom”
Dec 7, 2007
Prob Sol.
Coop play
Adult rel.
Anger man.
Attend.
Peer interac
Ind. play
Label behavior…not people
Self-assess
Homework
Technology
Universal
Targeted
Intensive Continuum of Support for
ALL: “________”
Dec 7, 2007
__________
_________
________
__________
_______
_________
_________
________
___________
_________
__________
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1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individual Interventions • Individual Students • Assessment-based • High Intensity
Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures
Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response
Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response
Universal Interventions • All students • Preventive, proactive
Universal Interventions • All settings, all students • Preventive, proactive
Responsiveness to Intervention
Academic Systems Behavioral Systems
Circa 1996
Academic-Behavior Connection Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between
academic achievement and social behavior. Journal of Positive Behavioral Interventions, 13, 3-16.
Burke, M. D., Hagan-Burke, S., & Sugai, G. (2003). The efficacy of function-based interventions for students with learning disabilities who exhibit escape-maintained problem behavior: Preliminary results from a single case study. Learning Disabilities Quarterly, 26, 15-25.
McIntosh, K., Chard, D. J., Boland, J. B., & Horner, R. H. (2006). Demonstration of combined efforts in school-wide academic and behavioral systems and incidence of reading and behavior challenges in early elementary grades. Journal of Positive Behavioral Interventions, 8, 146-154.
McIntosh, K., Horner, R. H., Chard, D. J., Dickey, C. R., and Braun, D. H. (2008). Reading skills and function of problem behavior in typical school settings. Journal of Special Education, 42, 131-147.
Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. Journal of Emotional and Behavioral Disorders, 4, 53-62.
Wang, C., & Algozzine, B. (2011). Rethinking the relationship between reading and behavior in early elementary school. Journal of Educational Research, 104, 100-109.
Integrated Continuum
Mar 10 2010
Academic Continuum
Behavior Continuum Attention
Please 1 Minute
SWPBS Review 5 Min.
• SWPBS is a ___________________ • What 4 elements define SWPBS in
action? • What is a continuum of SWPBS? • How do SWPBS & MTSS relate?
CORE FEATURES: School-Wide PBS
(Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
CORE FEATURES Targeted PBS
(Tier 2)
Team & data driven
Behavior expertise
Increased social skills instruction &
practice
Increased adult supervision Increased opportunity for positive reinforcement
Continuous progress
monitoring
Increased precorrection
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CORE FEATURES Intensive PBS
(Tier 3)
Multi-disciplinary Team & data
driven Behavior expertise
Functional Based Behavior Support
Planning
Wraparound Supports & Culture Driven Person
Centered Planning Comprehensive School Mental Health Supports
Continuous progress monitoring, positive
reinforcement & adult supervision
Increased precorrection
SECONDARY PREVENTION • Team-led implementation w/ behavior expertise • Increased social skills instruction, practice • Increased supervision & precorrection • Increased opportunities for reinforcement • Continuous progress monitoring
TERTIARY PREVENTION • Multi-disciplinary team w/ behavior expertise • Function-based behavior support • Wraparound, culture-driven, person-centered
supports & planning • School mental health • Continuous monitoring of progress &
implementation fidelity • Increased precorrection, supervision,
reinforcement
PRIMARY PREVENTION • Team-led implementation • Behavior priority • Social behavior expectations • SW & CW teaching & encouraging of
expectations • Consistency in responding to problem behavior • Data-based decision making
SECONDARY PREVENTION • • • • •
TERTIARY PREVENTION • • • • • • • • •
PRIMARY PREVENTION • • • • • • •
SWPBS: Core Practice Features
SECONDARY PREVENTION • Team-led implementation w/ behavior expertise • Increased social skills instruction, practice • Increased supervision & precorrection • Increased opportunities for reinforcement • Continuous progress monitoring •
TERTIARY PREVENTION • Multi-disciplinary team w/ behavior expertise • Function-based behavior support • Wraparound, culture-driven, person-centered supports & planning • School mental health • Continuous monitoring of progress & implementation fidelity • Increased precorrection, supervision, reinforcement
PRIMARY PREVENTION • Team-led implementation • Behavior priority • Social behavior expectations • SW & CW teaching & encouraging of expectations • Consistency in responding to problem behavior • Data-based decision making
Pre
cisi
on
Eng
agem
ent
Feed
back
Pra
ctic
e
Team
wor
k
PBIS Implementa6on
“Train & Hope”
REACT to Problem Behavior
Select & ADD
Practice
Hire EXPERT to Train Practice
WAIT for New
Problem
Expect, But HOPE for
Implementation
LEADERSHIP*TEAM*Coordina4on,*Readiness,*Priority*
Funding* Visibility*&*Dissemina4on*
Poli4cal*Support*
Policy*&*Systems*Alignment*
Professional*Development*
Coaching*&*Technical*Assistance*
Evalua4on*&*Performance*Feedback*
Content*Exper4se*
Local*Implementa4on*Demonstra4ons*
Personnel*Selec4on*
Implementa4on Drivers
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Agreements
Team
Data-based Action Plan
“Plan”
Implementation “Do”
Evaluation “Check”
General Implementation
Process
State
District
School
Students
Staff
Principal, Superintendent
All Staff, Students, Administrators
= Coaching
• SWPBS practices, data, systems
• Policy, funding, leadership, priority, agreement
District Behavior Team
• 2 yr. action plan • Data plan • Leadership • Team meeting
schedule
School Behavior Team • SWPBS
• CWPBS • Small group • Individual student
School Staff
• Academic • Expectations &
routines • Social skills • Self-management
Student Benefit
Internal Coaching Support
External Coaching Support
Basic MTBF Implementation Framework
Team Support
Regional/State Leadership
Some Examples
PBIS Domains
Classroom
Non-Classroom
Family-Community
Individual Student
School-Wide
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation Agreements
Team
Data-based Action Plan
“Plan”
Implementation “Do”
Evaluation “Check”
GENERAL IMPLEMENTATION
PROCESS: “Getting Started”
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1. Representative of demographics of school and community 2. 1-2 individuals with behavior/classroom management competence
3. Administrator active member
4. Schedule for presenting to whole staff at least monthly
5. Schedule for team meetings at least monthly
6. Integration with other behavior related initiatives and programs
7. Appropriate priority relative to school and district goals
8. Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc.
9. Schedule for annual self-assessments 1. EBS Self-Assessment Survey
2. Review Office Discipline Referrals
3. Benchmarks of Quality
4. School-wide Evaluation Tool
10. Coaching support (school and/or district/region)
STEP 1 - Establish Team Membership
Go to “SWPBS Team Workbook” p. 44
Does your school have “school climate or discipline” team?”
(7 min.)
Initiative, Project,
Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID/etc
Attendance Committee Character Education
Safety Committee School Spirit Committee
Discipline Committee
DARE Committee
EBS Work Group
Working Smarter
Are outcomes
measurable?
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
Character Education
Improve character
Improve character All students Marlee, J.S., Ellen
Goal #3
Safety Committee
Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior Decrease office referrals
Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
DARE Committee
Prevent drug use High/at-risk drug users
Don
EBS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2
Goal #3
Sample Teaming Matrix
Are outcomes
measurable?
ESTABLISHING CONTINUUM of SWPBS
SECONDARY PREVENTION • Check in/out • Targeted social skills instruction • Peer-based supports • Social skills club •
TERTIARY PREVENTION • Function-based support • Wraparound • Person-centered planning • •
PRIMARY PREVENTION • Teach SW expectations • Proactive SW discipline • Positive reinforcement • Effective instruction • Parent engagement •
SECONDARY PREVENTION • • • • •
TERTIARY PREVENTION • • • • •
PRIMARY PREVENTION • • • • • •
Homework
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
1. Positively stated 2. 2-3 sentences in length
3. Supportive of academic achievement
4. Contextually/culturally appropriate (e.g., age, level, language)
5. Comprehensive in scope (school-wide – ALL students, staff, and settings)
6. Agreement by >80% faculty and staff
7. Communicated to stakeholders (e.g., families, community members, district administrators)
8. Included in school publications (e.g., handbook, posters, newsletters)
STEP 2 – Develop Behavior Purpose Statement
Go to Workbook p. 49
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Sample Behavior Statements
Ex. 1
G. Ikuma School is a community of learners
& teachers. We are here to learn, grow, & become good citizens.
Ex. 2
At Abrigato School, we treat each other with
respect, take responsibility for our learning, & strive for
safe and positive school for all!
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
1. Linked to social culture of school (e.g., community, mascot). 2. Considerate of social skills and rules that already exists.
3. 3-5 in number
4. 1-3 words per expectation
5. Positively stated
6. Supportive of academic achievement
7. Comprehensive in scope (school-wide – ALL students, staff, and settings)
8. Mutually exclusive (minimal overlap)
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Agreement by >80% faculty and staff
11. Communicated to stakeholders (e.g., families, community members, district administrators)
12. Included in school publications (e.g., handbook, posters, newsletters)
STEP 3 – Identify Positive SW Expectations
Go to Workbook p. 51
School Expectations 5 min.
Attention Please 1 Minute
1. Do you have 3-5 positively stated expectations in your school? If yes, what are they?
2. What % of your students could state behavior example for each based on setting: >90%, 80%, 70%, <60%?
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
Teaching how to determine hypotenuse of triangle
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“C2 = A2 + B2 where C is side opposite right
angle….”
“Watch me,…If A = 3 & B = 4, then C2 = 25, & C = 5….”
“I noticed that everyone got #1 & #3 correct. #2 was tricky
because no right angle….” “Work w/ your partner
& calculate hypotenuse of
triangle for these 3 examples……”
“Work w/ another partner & do these
4 examples….”
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Teaching social behaviors like academic skills
DEFINE Simply
MODEL
PRACTICE In Setting
ADJUST for Efficiency
MONITOR & ACKNOWLEDGE
Continuously
“If someone won’t stop teasing your friend, you should look cool & walk away w/ your friend…”
“Watch. This is how I would do it at a
concert.”
“That was great. What would that look like if you were stuck
on the bus? In the classroom?”
“You got it. Tomorrow let’s figure out how to handle cyber-teasing.”
“Tell me how you would do it if you were in hallway.” “At school
dance.”
Teaching social like academic skills
Define simply
Model & demonstrate range of examples
Practice in range of natural settings
Monitor & provide performance feedback
& reinforcement
Adjust instruction for efficiency & new
settings
1. Considerate of main school settings and contexts (e.g., classroom, common areas, hallways, cafeteria, bus)
2. Considerate of lessons that already exists.
3. Specification of 2-3 positive observable behavior examples for each expectation and each setting/context.
4. Teach social behavior like academic skills.
5. Involvement by staff, students, families in development 6. Contextually/culturally appropriate (e.g., age, level, language)
7. Schedule for initial instruction in natural and typical contexts 8. Schedule for regular review, practice, and follow-up instruction
9. Prompts, reminders, or precorrections for display of behaviors in natural contexts and settings 10. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts
and settings
11. Procedures for providing instruction to new faculty, staff, students 12. Procedures for informing others (e.g. families, community, district administrators, substitute
teachers & staff)
13. Agreement by >80% faculty and staff 14. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
15. Procedures in place for identifying and supporting students whose behaviors do not respond to teaching school-wide behavior expectations
16. Included in school publications (e.g., handbooks)
STEP 4 – Develop Lesson Plan for Teaching SW Positive Expectations
Go to Workbook p. 54
Teaching Matrix
SETTING
All Settings Hallways Playgrounds Cafeteria
Library/ Compute
r Lab Assembly Bus
Respect Ourselves
Be on task. Give your best effort.
Be prepared.
Walk. Have a plan. Eat all your
food. Select healthy foods.
Study, read,
compute. Sit in one
spot. Watch for your stop.
Respect Others
Be kind. Hands/feet
to self. Help/share
with others.
Use normal voice
volume. Walk to right.
Play safe. Include others.
Share equipment.
Practice good table manners
Whisper. Return books.
Listen/watch. Use
appropriate applause.
Use a quiet voice.
Stay in your seat.
Respect Property
Recycle. Clean up after self.
Pick up litter.
Maintain physical space.
Use equipment properly.
Put litter in garbage can.
Replace trays &
utensils. Clean up
eating area.
Push in chairs. Treat books
carefully.
Pick up. Treat chairs
appropriately.
Wipe your feet. Sit
appropriately.
Exp
ecta
tions
1. SOCIAL SKILL 2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
PBS – Respect & Responsibility Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
• Use inside voice • ________
• Eat your own food • __________
• Stay in your seat • _________
• Stay to right • _________
• Arrive on time to speaker • __________
Respect Environment & Property
• Recycle paper • _________
• Return trays • __________
• Keep feet on floor • __________
• Put trash in cans • _________
• Take litter with you • __________
Respect Yourself
• Do your best • __________
• Wash your hands • __________
• Be at stop on time • __________
• Use your words • __________
• Listen to speaker • __________
Respect Learning
• Have materials ready • __________
• Eat balanced diet • __________
• Go directly from bus to class • __________
• Go directly to class • __________
• Discuss topic in class w/ others • __________
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Learning School Expectations 5 min.
Attention Please 1 Minute
1. How do students learn behavioral expectations in your school?
2. What curriculum is used, if any?
3. How could/does teaching matrix work in your school?
School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 5 – Develop Lesson Plans for Teaching Positive CW Expectations
Go to Workbook p. 61
Essential Behavior & Classroom Management
Practices
See Classroom Management Self-Checklist
Teacher__________________________ Rater_______________________
Date___________
Instructional Activity Time Start_______
Time End________
Tally each Positive Student Contacts
Total # Tally each Negative Student Contacts
Total #
Ratio of Positives to Negatives: _____ to 1
Classroom Management: Self-Assessment
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12
Classroom Management Practice Rating
1. I have arranged my classroom to minimize crowding and distraction Yes No
2. I have maximized structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc.).
Yes No
3. I have posted, taught, reviewed, and reinforced 3-5 positively stated expectations (or rules).
Yes No
4. I provided more frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page).
Yes No
5. I provided each student with multiple opportunities to respond and participate during instruction.
Yes No
6. My instruction actively engaged students in observable ways (e.g., writing, verbalizing) Yes No
7. I actively supervised my classroom (e.g., moving, scanning) during instruction. Yes No
8. I ignored or provided quick, direct, explicit reprimands/redirections in response to inappropriate behavior.
Yes No
9. I have multiple strategies/systems in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.).
Yes No
10. In general, I have provided specific feedback in response to social and academic behavior errors and correct responses.
Yes No
Overall classroom management score:
10-8 “yes” = “Super” 7-5 “yes” = “So-So” <5 “yes” = “Improvement Needed” # Yes___
Typical Contexts/ Routines
Classroom-Wide Rules/Expectations Respect Others Respect Property Respect Self
All Use inside voice.
Raise hand to answer/talk.
Recycle paper. Put writing tools inside
desk.
Do your best. Ask.
Morning Meeting Eyes on speaker. Give brief answers.
Put announcements in desk.
Keep feet on floor.
Put check by my announcements.
Homework Do own work. Turn in before lesson.
Put homework neatly in box.
Touch your work only.
Turn in lesson on time. Do homework night/
day before.
Transition Use inside voice. Keep hands to self.
Put/get materials first. Keep hands to self.
Have plan. Go directly.
“I Need Assistance”
Raise hand or show “Assistance Card”.
Wait 2 minutes & try again.
Have materials ready. Have plan. Ask if unclear.
Teacher Directed Eyes on speaker. Keep hands to self.
Use materials as intended.
Have plan. Ask.
Independent Work Use inside voice. Keep hands to self.
Use materials as intended.
Return with done.
Use time as planned. Ask.
Problem to Solve Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
Stop, Step Back, Think, Act
1. SOCIAL SKILL 2. N
ATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Essential Behavior Management Practices
in Non-classroom Settings
See Non-classroom Behavior Management Self-Checklist
• Positive expectations & routines taught & encouraged
• Active supervision by all staff – Scan, move, interact
• Precorrections & reminders • Positive reinforcement
Non-classroom
Name______________________________ Date_____________
Setting □ Hallway □ Entrance □ Cafeteria
□ Playground □ Other_______________ Time Start_________
Time End _________
Tally each Positive Student Contacts Total #
Ratio of Positives to Negatives: _____: 1 Tally each Negative Student Contacts Total #
Non-Classroom Management: Self-Assessment
1. Did I have at least 4 positive for 1 negative student contacts? Yes No
2. Did I move throughout the area I was supervising? Yes No
3. Did I frequently scan the area I was supervising? Yes No
4. Did I positively interact with most of the students in the area? Yes No
5. Did I handle most minor rule violations quickly and quietly? Yes No
6. Did I follow school procedures for handling major rule violations? Yes No
7. Do I know our school-wide expectations (positively stated rules)? Yes No
8. Did I positively acknowledge at least 5 different students for displaying our school-wide expectations?
Yes No
Overall active supervision score:
7-8 “yes” = “Super Supervision”
5-6 “yes” = “So-So Supervision”
<5 “yes” = “Improvement Needed”
# Yes______
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Go to Workbook p. 51
Non-Classroom Settings 8 min.
Attention Please 1 Minute
• Are nonclassroom settings safe, respectful & responsible? Why?
• Do at least 80% of staff members participate in active & positive supervision?
• How could you use Nonclassroom Self-Assessment?
• Continuum of positive behavior support for all families
• Frequent, regular positive contacts, communications, & acknowledgements
• Formal & active participation & involvement as equal partner
• Access to system of integrated school & community resources
Tom Dishion – “Family Resource Center”
Family
Classroom Settings 8 min.
Attention Please 1 Minute
• Are classroom settings safe, respectful & responsible? Why?
• Do at least 80% of staff members participate in basic classroom management practices?
• How could you use Classroom Self-Assessment?
Classroom Behavior Management 5 min.
Attention Please 1 Minute
1. What % of staff teach & acknowledge SW expectations in their classrooms: : >90%, 80%, 70%, <60%?
2. What % of staff greet their students daily at beginning of class: : >90%, 80%, 70%, <60%?
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School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
Are “Rewards” Dangerous?
“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.” – Cameron, 2002
• Cameron & Pierce, 1994, 2002
• Cameron, Banko & Pierce, 2001
Reinforcement Wisdom! • “Knowing” or saying “know” does
NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate!
• Natural consequences are varied, unpredictable, undependable,…not always preventive
Reinforcement Wisdom
“Student does not need extrinsic reinforcement if he(she) is successful”
Skinner 1960
1. School-wide action plan for classroom management practices and procedures based on results from Classroom Self-Assessment
2. Definitions and processes for responding to classroom versus office-managed (minor) or administrator-managed (major) violations of behavior expectations.
3. Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines.
4. Data system in place to monitor office discipline referral that come from classrooms
5. Procedures in place for obtaining behavior support for students whose behaviors are not responsive to classroom-wide management
6. Prompts (reminders and precorrections) for display of behaviors in natural contexts and routines
7. Feedback (corrections and positive acknowledgements) for displays of behaviors in natural contexts and routines
8. Involvement by staff, students, and families in development
9. Contextually/culturally appropriate (e.g., age, level, language)
10. Schedule for initial instruction
11. Schedule for regular review, practice, follow-up instruction
12. Agreement by >80% faculty and staff
13. Schedule for continuous evaluation of effectiveness, efficiency, and relevance of teaching
14. Included in school publications (e.g., handbooks)
STEP 6 – Develop Continuum of Procedures for Encouraging SW Expectations
Go to Workbook p. 64
Acknowledgements 5 min.
Attention Please 1 Minute
• What positive feedback do students receive for their prosocial behavior displays?
• What % students receive at least daily acknowledgements for their prosocial behavior: >90%, 80%, 70%, <60%?
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School-Wide PBS (Tier 1)
Leadership team
Behavior purpose statement
Set of positive expectations &
behaviors
Procedures for teaching SW & classroom-wide
expected behavior
Continuum of procedures for encouraging expected
behavior
Continuum of procedures for
discouraging rule violations
Procedures for on-going data-
based monitoring & evaluation
1. Specification of Definitions for Violations of School-wide Behavior Expectations
a. Contextually appropriate labels/names b. Definitions represent continuum of severity (e.g., minor, major, illegal)
c. Definitions comprehensive in scope (school-wide)
d. Definitions in measurable terms
e. Mutually exclusive (minimal overlap)
2. Specification of Procedures for Processing Violations of School-wide Behavior Expectations
a. Agreement regarding office staff versus teacher/staff responsibilities
b. Office discipline form for tracking discipline events
c. Agreement regarding options for continuum of consequences
d. Data decision rules for intervention and support selection
STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations
Go to Workbook p. 67
STEP 7 – Develop Continuum of Procedures for Discouraging Behavior Rule Violations – cont.
3. Implementation of Procedures a. Use by all staff (e.g., office, security, supervisors, bus drivers)
b. Schedule for teaching to students and staff members
c. Schedule for regular review of use and effectiveness
d. Procedures for providing orientation to new faculty, staff, students
e. Procedures for informing others (e.g. families, community, district administrators, substitute teachers & staff)
f. Agreement by >80% faculty and staff
g. Included in school publications (e.g., handbooks)
h. Means for keeping track of number of acknowledgements versus number of disciplinary or corrective actions for violations of behavior expectations.
i. Schedule and procedures for regular review and enhancement of acknowledgements.
j. Schedule for daily, weekly, monthly, quarterly feedback to students and staff k. Included in school publications (e.g., handbook, posters, newsletters)
l. Procedures in place for identifying and supporting students whose behaviors do not respond to school-wide continuum of consequences for violations of behavior expectations
Discouraging Rule Violations 5 min.
Attention Please 1 Minute
What % staff have clear & consistent understanding of difference between classroom & office managed rule violations?
Team Implementa6on
Checklist
Getting Started: “Team Implementation Checklist” (TIC)
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Data for Decision Making
Data-based Decision Making
Data used to…..
1. Specify/define need
2. Select right evidence-based solution
3. Monitor implementation fidelity
4. Monitor progress
5. Improve implementation
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www.pbisapps.org
Average Referrals/Day/Month w/ national data lines
Avg Ref/Day/Month # Ref by Problem
# Ref by Location # Ref by Time of Day
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# Ref by Students
How long would it take to answer big 5 SW discipline questions in your school? 1. How many? 2. What? 3. Where? 4. When? 5. Who?
(7 min.)
RCT & Group Design PBIS Studies Bradshaw, C.P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-
wide Positive Behavioral Interventions and Supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115
Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide Positive Behavioral Interventions and Supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.
Bradshaw, C. P., Pas, E. T., Goldweber, A., Rosenberg, M. S., & Leaf, P. J. (2012). Integrating school-wide positive behavioral interventions and supports with tier 2 coaching to student support teams: The PBISplus model. Advances in School Mental Health Promotion 5, 177-193.
Bradshaw, C. P., Reinke, W. M., Brown, L. D., Bevans, K. B., & Leaf, P. J. (2008). Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial. Education & Treatment of Children, 31, 1-26.
Bradshaw, C. P., Waasdorp, T. E. & Leaf, P. J. (2012). Effects of School-Wide Positive Behavioral Interventions and Supports on child behavior problems. Pediatrics, 130(5), 1136-1145.
Goldweber, A., Waasdorp, T. E., & Bradshaw, C. P. (in press). Examining the link between forms of bullying behaviors and perceptions of safety and belonging among secondary school students. Journal of School Psychology.
Horner, R., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A., & Esperanza, J., (2009). A randomized, wait-list controlled effectiveness trial assessing school-wide positive behavior support in elementary schools. Journal of Positive Behavior Interventions, 11, 133-145.
Horner, R. H., Sugai, G., & Anderson, C. M. (2010). Examining the evidence base for school-wide positive behavior support. Focus on Exceptionality, 42(8), 1-14.
Waasdorp, T. E., Bradshaw, C. P., & Leaf, P. J. (2012). The impact of School-wide Positive Behavioral Interventions and Supports (SWPBIS) on bullying and peer rejection: A randomized controlled effectiveness trial. Archives of Pediatrics and Adolescent Medicine, 116(2), 149-156
August 2014
• Reduced major disciplinary infractions • Improvement in aggressive behavior,
concentration, prosocial behavior, & emotional
regulation • Improvements in academic achievement
• Enhanced perception of organizational health &
safety • Reductions in teacher reported bullying behavior
& peer rejection • Improved school climate
IMPLEMENTATION
Effective Not Effective
PR
AC
TIC
E Effective
Reduced Probability of
Student Benefit
Not Effective
Low Probability for Student
Benefit
Low Probability for Student
Benefit
Fixsen & Blase, 2009
Implementa4on Fidelity
Reconceptualizing Culture
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19
Culture =
Group of individuals
Overt/verbal behavior
Shared learning history
Differen4ates 1 group from others
Predic4ng future behavior
Flexible, dynamic, & changed/shaped over 4me & across genera4ons & seang.
Collec4on of learned behaviors, maintained by similar social & environmental con4ngencies
Sugai, O’Keeffe, & Fallon 2012
________________ Your Name
1.
5.
4.
3.
2.
6.
7.
8.
9.
10.
1.
2. 3.
4.
Individual Learning History & Context
1. Indicate 10 key life events/influences (you, students, parents, staff, etc.) 2. Summarize in 4 descriptors. 3. Describe how learning history affects how you describe & act on what you experience.
References • Fallon, L. M., O’Keeffe, B. V., & Sugai, G. (2012). Considera4on of
culture and context in School-‐wide Posi4ve Behavior Support: A review of current literature. Journal of Posi6ve Behavior Interven6ons, 14, 209-‐219, doi: 10.1177/1098300712442242
• Sugai, G., O’Keeffe, B. V., & Fallon, L. M. (2012). A contextual considera4on of culture and school-‐wide posi4ve behavior support. Journal of Posi6ve Behavior Interven6ons, 14, 197-‐208, 10.1177/1098300711426334
• Vincent, C. G., Randall, C., Cartledge, G., Tobin, T. J. & Swain-‐Bradway, J. (2011). Toward a conceptual integra4on of cultural responsiveness and school-‐wide posi4ve behavior support. Journal of Posi6ve Behavior Interven6ons, 13, 219-‐229.
SYST
EMS
PRACTICES
DATA
Training +
Coaching +
Evaluation
Cultural/Context ConsideraHons
Improve “Fit”
Start w/ effec4ve, efficient, & relevant, doable
Prepare & support
implementa4on
Implementation Fidelity
Maximum Student
Outcomes
BASIC PBIS LOGIC
Common Vision/Values
Common Language
Common Experience
Quality Leadership
Effec4ve Organiza4ons “Organizations are groups of individuals whose collective
behaviors are directed toward a common goal & maintained by a common outcome”
Skinner, 1953, Science of Human Behavior
Upcoming Events
New England PBIS Forum November 2015 Norwood, MA
PBIS Leadership Conference October 21-24 2015 Chicago, IL
NESWPBIS May 21-22 2015 Groton, MA
Association of Positive Behavior Support March 11-14 2015 Boston, MA
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