school-wide pbis: planning for implementation chris borgmeier, phd portland state university...
TRANSCRIPT
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School-Wide PBIS:Planning for Implementation
Chris Borgmeier, PhD
Portland State University
www.swpbis.pbworks.com
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Out the Door Questions
How do other schools document and track incidents leading up to Uh-Ohs?
Please send sample handbooks How to plan for School roll out next year Clarify final deadlines & finished products
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Out the Door QuestionsNext Year Topics
Train teachers to find motivation behind behavior
Strategies for Tier 2 & Tier 3 students Defining bullying & how to deal with it
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Out the Door Questions
Toolbox of Strategies for Mgmt in the Classroom
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Mapping SW Rules to Classroom Expectations & Procedures
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Mapping SW Rules to Classroom Expectations & Procedures
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Emphasize the need to maintain & maximize instructional time
Reduce Escalation – Emphasize Defusion Strategies
See Iris Media for good video – “Defusing Anger & Aggression”
www.irised.com
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Watch the VideoStart at 12:50
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PBIS Classroom Walkthrough Tool
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Team Task
Plan what steps you can take to help staff implement PBIS in the ClassroomMapping Classroom Expectations to PBISDefusing Anger & Aggression videoPBIS Classroom Walkthrough tool
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Why SW-PBIS?
Academic Engaged Time
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Academic Learning Time: Typical School
1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)
= 835 Allocated Time (Time scheduled for teaching)
- 209 (25% of allocated time for administration, transition, discipline-15 minutes/hour)
= 626 Instructional time (time actually teaching)- 157 Time off task (Engaged 75% of time)= 469 Engaged Time (On task)- 94 Unsuccessful Engaged Time (Success Rate 80%)= 375 Academic Learning Time
Education Resources Inc., 2005Efficiency Rating = 32%
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Academic Learning Time: Effective School
1170 School Year (6.5 hours x 180 days) - 65 Absenteeism (1 day/month x 10 months)= 1105 Attendance Time (Time in School)- 270 Non-instructional time (1.5 hrs./day for recess, lunch, etc)
= 835 Allocated Time (Time scheduled for teaching)
- 125 (15% of allocated time for administration, transition, discipline-9 minutes/hour)
= 710 Instructional time (actually teaching-710 vs. 626)- 71 Time off task (Engaged 90% of time)= 639 Engaged Time (639 vs. 469 On task)- 64 Unsuccessful Engaged Time (Success Rate 90%)= 575 Academic Learning Time
Education Resources Inc., 2005Efficiency Rating = 49%
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The Difference: Typical vs. Effective Schools Unallocated Non-Instructional Time
75% vs. 85% = 84 more hours Difference in 15 minutes vs. 9 minutes/hour Teaching expectations, teaching transitions, managing appropriate and
inappropriate behavior efficiently
Engagement Rate 75% vs. 90% = 86 more hours
Management of groups, pacing
Success Rate 80% vs. 90% = 30 more hours
Appropriate placement, effective teaching
So what? 200 hours more academic learning time (575 vs. 375) 53% more ALT 95 more days in school (4-5 more months of school!)
Education Resources Inc., 2005
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Academic Systems Behavioral Systems
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
Designing School-Wide Systems for Student Success
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Academic-Behavior Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District, Regional & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
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PBIS Assessment
www.pbisassessment.org
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Introduction towww.pbisassessment.org
Preview www.pbisassessment.org
Complete Team Implementation Checklist Review Staff Self Assessment Scores
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Staff Self Assessment Subscale
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Staff Self- Assessment
Surveyx Item
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Team Activity Complete Team
Implementation Checklist (TIC) Baseline
Can be used as an action planning tool
To be completed quarterly
Turn in to your coach
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PBIS Handbook & Planning for
Implementation
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PBIS Handbook What to include:
PBIS summary & rationale School Rules & Posters Expectations Grid Lesson plans Schedule for teaching expectations Acknowledgment system
Example tickets & description of system
Responding to Misbehavior Office referral system (major/minor forms & procedural flowchart) Classroom v. Office Managed Behavior Suggested Interventions
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Preparing for Implementation Plan Ahead
Be Ready for PBIS Kick-Off (First 2 weeks) Obtain & Organize materials
Rules Posters, Acknowledgment tickets, handbook
Have “PBIS Kick Off” schedule ready to go
Might need to Schedule a Summer meeting to finalize plans for the Kick-off
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Kick-off Assembly
Make it FUN & memorable for students & staff Introducing School rules & Programs Should be more than 1 day/ 1 assembly, make part of
every day for the first 2-3 weeks Use the talents of people in school
Develop a Schedule for Teaching Expectations Teach expectations & routines across settings
Particularly recess & cafeteria
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Teaching Schedule
Teaching &
Re-Teaching
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SW-PBIS Kick-Off Schedule
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Advanced Teaching
Re-teach areas of concern
How will new students who move to your school be taught the lessons?
How will new staff or substitute teachers be introduced to rules and expectations?
How can parents be involved?
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Training Staff for Implementation Plan Ahead Schedule time during Pre-service week to
train staff on PBIS implementation
Teach a Behavioral Lesson to staff, so they can understand what it will look like
Make the lesson fun and engage staff (still working on buy-in & creating a buzz)
Model lesson as if you’re teaching it to students OR teach Safe/Responsible & Respectful in staff lunchroom
Also use the lesson to help them understand what student lessons will look like
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Team Tasks Develop a timeline for completing remaining task
Plan for organizing & developing PBIS Handbook
Develop schedule for PBIS Kick-Off & Back to School calendar
Develop plan for preparing & training staff for PBIS Roll-out and implementation Staff PBIS training in August Demonstrate teaching lessons to staff
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What’s ahead?PBIS Year 2
Chris Borgmeier, PhD
Portland State University
www.swpbis.pbworks.com
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Role of PBIS Team
Next YearDecision Making – discuss problem areas,
look at referral data & develop interventions to address problem areas
Ongoing monthly meetingsContinuing Development (as determined)
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Team Process PBIS is active, alive -- not static It’s not something we’ve done – it’s something we’re
doing Requires regular team meetings with a team that
represents ALL school staff Team keeps PBIS alive through ongoing planning,
support, and decision making to address needs as they arise
Looking at data & maintaining & developing programs to meet needs Constantly asking:
What can we do to address this need? What can we do to decrease this trend? How can we improve the current programs we have in place?
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PBIS Team: Roles & Responsibilities
Team RoleFinish development of PBIS systemsFocus on implementation – ready to start year
as a PBIS schoolPlan “PBIS Kick-Off”Train Staff on PBIS Implementation & “Kick
Off”
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Priorities for Next Year
1. Successful Implementation/Maintenance of School-Wide PBIS system
2. Continuing Development of SW-PBIS Individual Student Systems Classroom Support Systems Non-classroom Support systems
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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:FBABSP for Students with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
POSITIVE BEHAVIORSUPPORT
PRIORITY #1
PRIORITY #2
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Nonclass
room
Setting S
ystems
ClassroomSetting Systems
Individual Student
Systems
School-wideSystems
School-wide PositiveBehavior Support
Systems
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Years 2-5: Continuing Development
1. School-wide System SW-PBIS Team School Rules Define & Teach:
Expectations Routines
Acknowledgment System Consequences & Decision
Making Handbook
2. Classroom Support Training/ Support
opportunities Individual Teacher
Support
3. Individual Student System Targeted Group
Interventions FBA/BSP – Intensive
Individualized Interventions
Year 2: Team Implemented Problem Solving & Data Based
Decision Making
Year 2 & Beyond
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Version 3.1.5 stable
Main Menu
User: ChavezSchool: Cesar Chavez Academy
SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague
Team Initiated Problem Solving (TIPS)
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Team Discussion
Questions or thoughts about Year 2 implementation & planning
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~80% of Students
~15%
~5%
ESTABLISHING CONTINUUM of SWPBIS
SECONDARY PREVENTION• Check in/out• Targeted social skills instruction• Targeted academic support
(Literacy)•
TERTIARY PREVENTION• Function-based support• Wraparound• Person-centered planning•
PRIMARY PREVENTION• Teach SW expectations• Positive reinforcement• Fair, consistent consequences for problem behavior• Effective instruction• Data Based Decision Making
SECONDARY PREVENTION• • • • •
TERTIARY PREVENTION
• • •
PRIMARY PREVENTION• • • • • •
Data Decision System & Teaming Process
Early ID of
Students
Progress Monitoring Behavior
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Targeted (Tier 2) Interventions
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What is a Tier 2/ Targeted Intervention
An intervention that: Serves multiple students at one time Students can get started with almost immediately upon
referral Requires almost no legwork from referring staff to begin
implementation of the intervention with a student All school staff know about, understand their roll with, and
know the referral process for Matches school needs by effectively supporting a significant
proportion of students at-risk for challenging behavior in the school
If program is not self-sufficient… and requires significant organization by referring staff… it’s not a targeted intervention
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SWIS Copyright (c)2003 May, Ard, Todd, Horner, Glasgow, Sugai, & Sprague
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Check In/Check Out
AKA
Check-n-Connect, HUGs, Behavior Education Program…
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Check In/Check Out
Weekly CICO Meeting
9 Week Graph Sent
Program Update
EXIT
CICO Plan
Morning Check-In
Afternoon Check-In
Home Check-In
Daily Teacher Evaluation
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Example Middle School Point Card
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Majors only Middle School – as of Oct. 29th
Decision Rule
Are these all of these students on our intervention list?
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Example Point Card - Elementary
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SWIS-CICO
Support Plan Change Description
10/06/2009 Check out with Joe Binder
What do you What do you think?think?
Any actions Any actions needed?needed?
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Tier 2 Tracking Tool
Elementary School of
515 student
What action plan items would you suggest given this data?
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Resources Required Who will coordinate CICO system?
System for 15-20 students at a timeCoordination & Meetings = 5 hrs/wk
Who can be check-in & check-out mentors at the beginning & end of school day?2 people x 5 days x 30 min = 5 hrs/wk
Combined responsibilities often suggest about 10 hrs/wk commitment
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Training Attendees
Tier 1 Your PBIS team – those
of you here today
Tier 2 Admin Beh Specialist (SPED) Beh Specialist
(SPED/SPSY) – possibly District Beh Spec
CICO Coord (couns?) + + members of Tier 1 team
(as appropriate; at least 2 members)
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2014-15 PBIS Training Schedule
Sept 10Sept 11
Tier 1 – Classroom systems + Maintain Tier 1Tier 1 – TIPS
Nov 5Nov 6
½ Day Tier 1 – Classroom systems & ½ Day Tier 2 - CICOTier 2 – CICO
Jan 21Jan 22
Tier 1 - Classroom Systems & Bully PreventionTier 1 - TIPS Follow-up
Mar 1Mar 2
½ Day Tier 1 – Classroom Systems & ½ Day Tier 2 – CICOTier 2 – Data Teaming & I-PBS
Tier 1 team Tier 2 team (Nov 5-6 & Mar 1-2)
You know who you areSept 10-11 &Jan 21-22
AdminBeh Specialist (SPED)Beh Specialist (SPED/SPSY) – possibly District Beh Spec
CICO Coord (couns?) +2 members of Tier 1 team
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Team Task What questions do you have about Year 2 & CICO?
Any thoughts/ideas about who might provide coordination of CICO? Resource needs?
Who should be attending the Tier 2 training days next year?