positive behavioral interventions and supports (pbis) · positive behavioral interventions and...
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PositiveBehavioralInterventionsandSupports
(PBIS)July17,2013
GinnyO’Connell,MimiGudenrathandJustinHill
GeorgiaDepartmentofEducation
Learning Objectives• Define key features of PBIS• Identify where PBIS is being implemented in GA
• Describe how schools in GA implement PBIS
• Locate resources to learn more about PBIS
Positive Behavioral Interventions & Supports (PBIS)
Building a Positive School Climate
"Youcandesignandcreate,andbuildthemostwonderfulplaceintheworld.Butittakespeople to
makethedreamareality."WaltDisney
Build Effective Environments•Positive behavior is more effective than problem behavior
•Preventative, teaching, and reinforcement‐based strategies to achieve meaningful behavior changes
•Effective interventions for problem behavior
An Essential Shift in Thinking
The central question is not:
“What about the student is causing the performance discrepancy?”
But
“What about the interaction of the curriculum, instruction, learners and learning environment should be altered so that
the students will learn?”
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What does the research/science tell us about behavior?
• Behavior is learned and can be taught
• Behavior is predictable
• Behavior is maintained by the consequences
• Punishment does not teach appropriate
behavior
Traditional Discipline versus PBIS
Traditional Discipline• Goal is to stop undesirable behavior through the use of punishment
• Focuses on the student’s problem behavior
PBIS• Goal is to stop undesirable behavior by:oReplacing with a new behavior or skill
oAltering environmentsoTeaching appropriate skillsoAcknowledge appropriate behavior more frequently
Designing Solutions
• If many students are making the same mistake, it is typically the system that needs to change, NOT the students
•Teach, monitor and acknowledge before relying on punishment
•What is the smallest amount of change to the system that can have the greatest impact on students?
Time Cost of a Discipline Referral(45 minutes per incident)
1000Referralsperyear
Administrator Time (30 mins.) 500 hours (63 days)
Teacher Time (15 mins.) 250 hours (32 days)
Student Time (45 mins.) 750 hours (94 days)
Totals 1500 hours lost! (188 days)
Dowehavetimetoteachbehavior?
Your TurnTime Cost of a Discipline Referral: Georgia Middle School
(45 minutes per incident)
1, 023 Referrals2011‐12
Administrator Time (30 mins.) _____ hours (## days)
Teacher Time (15 mins.) _____ hours (## days)
Student Time (45 mins.) _____ hours (## days)
Totals _____hours lost! (## days)
Dowehavetimetoteachbehavior?
The AnswersTime Cost of a Discipline Referral: Georgia Middle School
(45 minutes per incident)
1, 023 Referrals2011‐12
Administrator Time (30 mins.) 512 hours (64 days)
Teacher Time (15 mins.) 256 hours (32 days)
Student Time (45 mins.) 767 hours (96 days)
Totals 1,535 hours lost! (192 days)
Dowehavetimetoteachbehavior?
StudentMin. AdminMin.
StudentHrs. AdminHrs.
StudentDays AdminDays
ODR’s
89DaysAddedforInstruction
60AdministratorSupportDaysAdded
*37%ReductioninOfficeDisciplineReferrals(ODR’s)
Schools that implement with fidelity demonstrate
•Up to 50% reduction in office discipline referrals
• Reductions to suspension rates
• Improved attendance
• Improved academic achievement
• Improved staff morale
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PBISTimeline
1980’s •UofOregon
1990’s •NationalTACenter
2008 •GaDOEPBIS15
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GeorgeSugai:OverviewVideo
GeorgiaispartofagrowingnetworkofschoolsintheU.S.changingschoolclimatetopromotelearning,safetyandhealthy
relationships!
Since 2008, 29% of Georgia’s LEA’s, including 400
schools/programs, have been trained by the GaDOE PBIS Unit
in School‐wide Positive Behavior Supports.
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The Critical Elements of School‐Wide PBIS
1. The PBIS Team-Principal2. Clear Expectations & Rules3. Teaching Behavior4. Data Entry and Analysis5. Recognition (Feedback)6. Effective Discipline Process7. Faculty Commitment8. Implementation 9. Classroom10.Evaluation
PBIS
AbriefreviewofsomeofthecriticalelementsofPBISthatareaddressedina3‐dayschooltraining.Notallelementsareaddressedinthispresentation.
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School‐wideExpectations
“Corevaluesaretimelessanddonotchange,whilepracticesandstrategiesshouldbechangingallthe
time.”JimCollins
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Core Values• Excellent customer service • Taking care of our people • Giving back • Doing the "right" thing • Respect for all people • Entrepreneurial spirit
EstablishingCoreValuesisBestPracticeintheBusinessCommunity
Developing Expectations
1. Identifycorevaluesandexpectationsforallstudents/staffinallsettings
2. Select3to53. Stateinpositiveterms
Morethanjustwritingslogansonthewalls…
PBIS
23GraceSnellMiddle‐GwinnettCounty
CowanRoadMiddle:Griffin‐SpaldingCounty
Clear, concise rules reduce
mixed messages
Rules•Examples of expected behavior – what to do, NOT ‐ what not to do!
•Specific and observable•Positively stated•3‐5 for each expectation•Rules must be enforceable and worth acknowledging!
TeacherObservedWearingFlipFlopsatschool
Mixedmessage?
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Itisnotenoughtojustpostthewordsonthewallsoftheschoolorjustpublishinagendas…….
Why teach behavior?• For a child to learn something new, it needs to be repeated an average of 8 times.
• For a child to unlearn an old behavior and replace with a new behavior, the new behavior must be repeated an average of 28 times
(Harry Wong)30
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GuidelinesforTeachingBehavior• Provide examples/non examples
• Apply to their own lives
• Check for comprehension
• Provide opportunities to practice
• Acknowledge small steps
• Differentiate instruction
Rationale:6,551tardies areimpactinginstruction.Manyorfew?ManyExpectationtobeaddressed:BePreparedRulenotfollowedbymany:Studentsmustbeinseatbeforetardybell.Lesson:APwillhavesomeonefilmhimcrawlingfromoneclasstoanotherwithabackpack,stoppingathislockerandstillmakingittohisseatunder5minutes.Filmwillbeshowninhomeroomsandreinforcedwithgroupacknowledgement.
**Manyofthehighschoolswetrainreportover10,000documentedtardies.
5minutestogettoclass
0
1000
2000
3000
4000
5000
6000
7000
AllTardies
201112201213
Mary Persons High School‐Monroe County
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Acknowledging Appropriate Behavior
•Tied to specific behaviors•Delivered soon after the behavior•Age appropriate (actually valued by student)
•Delivered frequently•Gradually faded away
Effective Discipline Procedures• Consistent definitions of
specific behaviors• Classroom‐managed vs.
office‐managed• Alternatives to exclusion• Effective consequences
and interventions (considering function)
• Develop a process to build consistent responses
36Isthisaneffectiveconsequence?
2nd Step(Same behavior)Complete Tracking form
Intervention
Behavior ceases.
No furtheraction
Write Referral(Attach teacher tracking forms if applicable.)
Send the student with the referralto Room 1.
4th Step(Same behavior)
Seek Assistance from PBS Team
Behaviorceases.
No furtheraction
a) Copy ofreferral and/orletter sent to the parent
b) School retains copies
c) Copy ofreferral to (how given to teacher?)teacher for files(when?…time frame?)
Administrationdetermines course of actionor consequences
Behaviorceases.
No furtheraction
3rd Step(Same behavior)Complete Tracking form
Intervention
Contact Parent
IS THEINCIDENTOffice-Managed?
VerbalWarning.RestateExpectation/rule
NO YES DISCIPLINEFLOW CHART
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Designingdisciplineflow‐
chartstoincreaseconsistent
practicesandopportunitiestochangebehavior.
Using Data to Make Decisions
Schoolteamsrarelyhaveaccesstothedatatheyneedto
determinetheirmonthlydisciplinetrends.
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Response to Intervention
Why is it occurring?
What’s the problem?
What are we going to do about it?
Is it working?
Data
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Share: BIG 5 - By Problem Behavior
Whataremostcommonproblembehaviorsinyourschool?
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Share: BIG 5 – By Month
Inwhatmonthsdomostcommonproblembehaviorsoccur?
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Share: BIG 5 – By Time
Whattimesdomostcommonproblembehaviorsinyourschool?
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Share: BIG 5 - By Location
Inwhatlocationsdofrequentproblembehaviorsoccurinyourschool?
Using Data to Make Decisions Ifschoolteamshavereadyaccesstoreliabledatatheycanidentifyhowdisciplineis
impactinginstruction,negatively
impactingschoolclimateandbegintoproblem‐solve.
Step 1: Problem Identification
Step 2: Problem Analysis
Step 3: Intervention Design
Step 4: Response to Intervention
Why is it occurring?
What’s the problem?
What are we going to do about it?
Is it working?
Data
A Review of the 10 Critical Elements of School‐wide
PBISAnythinglessisexperimentation!
1.The PBIS Team‐Principal2.Clear Expectations & Rules3.Teaching Behavior4.Recognition (Feedback)5.Data Entry and Analysis6.Effective Discipline Process7.Faculty Commitment8.Implementation 9.Classroom10.Evaluation
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PBISisaddressedinbothareasintheCCRPI.
Break!!
10:00– 10:15
GAEL2013PanelGuests•Mr.AnthonyPack,Superintendent,MonroeCountySchools
•Dr.CurtisJones,Superintendent,Griffin‐SpaldingCountySchools
• Mr.SpencerGazaway ,Principal,BagleyMiddleSchool,MurrayCountySchools
pbis.org
Ginny O’Connell‐State Coordinator of PBISMimi Gudenrath‐ PBIS Specialist
Justin Hill‐ PBIS [email protected]