“we’re doing pbs….aren’t we?” fidelity & sustainability issues surrounding positive...
TRANSCRIPT
“We’re Doing PBS….Aren’t We?”
Fidelity & Sustainability Issues Surrounding Positive
Behavior Support
Wendy Allen
Coordinator, Louisiana Positive Behavior Support Project
Reasons to celebrate in St. Tammany Parish
Always remember the triangle
Which school are you?
• The school doing some parts of PBS
• The school doing all parts of PBS and doing it well
How can you tell the difference?
How are schools evaluated on PBS?
School-wide Evaluation Tool(SET)• SET is a valid instrument (Journal of Positive
Behavior Interventions, Jan. 2004)• Schools scoring 80% overall and 80% in the
teaching component are considered a DEMONSTRATION SITE as long as the district agrees
• CAUTION: It is a quick pulse or snapshot of the school on any given day; it does not completely measure all elements to the degree of fidelity
SET Elements
• A. Expectations/Rules Defined
• B. Behavioral Expectations Taught
• C. Reinforcement System
• D. Behavioral Violations
• E. Monitoring & Decision Making
• F. Management
• G. District Level Support
Example PBS Documents
OTHER STATES• Maryland
http://www.pbismaryland.org/schoolexamples.htm
Tennessee http://web.utk.edu/~swpbs/examples.htm
Floridahttp://flpbs.fmhi.usf.edu/resources_schoolwide.asp
Texashttp://www.txbsi.org/preview.aspx?page=40
Example PBS DocumentsIN STATE
www.lapositivebehavior.comClick on Demonstration Sites, then choose the region and schoolRegion Parish School
1 Jefferson Harvey Kindergarten
2 Livingston Denham Springs Freshman
Tangipahoa DC Reeves Elementary
3 Ascension GW Carver
Ascension Gonzales Middle
Ascension Lowery Elementary
St. John Fifth Ward Elementary
4 Iberia Belle Place Middle
Iberia Coteau Elementary
Lafayette Broadmoor Elementary
Lafayette Milton Elementary
St. Martin Early Learning Center
St. Martin St. Martinville Senior High
5 Calcasieu RW Vincent Elementary
6 Rapides Horseshoe Drive Elementary
A. Expectations/Rules Defined*Do you have them, or they posted?
• Are your exp/rules aligned?
*Demonstration Sites – Region 3 – Ascension Parish -Lowery Elementary
• May want to take pictures and place by your rules
• Morning announcements & Student Rap!
• Classroom rules???
• Add adult responsibilities on posters
Enter “Zipped & Flipped.”Keep voices low.
RESPECTFUL Keep voices low.
Keep your area clean. RESPONSIBLE Be punctual.Report to lunch at assigned
time.
Wash hands. SAFE
Keep hands to self.Chew with mouth closed.
PROBLEM SOLVERS
Follow adult instructions. ABLE TO FOLLOW DIRECTIONS Sit with students at your assigned table.
Demonstration Sites – Region 6 – Rapides - Horseshoe Drive Elementary
Example
Parent Conferences
Be Respectful
• Be polite & always begin on a positive note
• Listen carefully to parents’ concerns & other points of view
• Refrain from diagnosing behavior
Make their day!
Demonstration Sites – Region 3 – Ascension - Gonzales Middle
Example
B. Behavioral Expectations Taught*Evidence of teaching, do staff & students know exp?
• Develop a schedule and script (teach continually)
• Rotation Stations 4th Grade 5th Grade Kinder 1st Grade 2nd Grade 3rd Grade
9:00-9:15 Recess Cafeteria Restroom Bus Hallway Assembly
9:20-9:35 Assembly Recess Cafeteria Restroom Bus Hallway
9:40-9:55 Hallway Assembly Recess Cafeteria Restroom Bus
10:00-10:15 Bus Hallway Assembly Recess Cafeteria Restroom
10:20-10:35 Restroom Bus Hallway Assembly Recess Cafeteria
10:40-10:55 Cafeteria Restroom Bus Hallway Assembly Recess
Facilitator Station:
moreno Restroom Rules (Ms. Frankie will come to your hallway to deliver this instruction)
rawls Recess Rules (Please take students to the concrete area on the playground)
risinger Assembly rules (Please take students to the gym)
m. braud Cafeteria rules (Please take your students to the cafeteria)
mcmahan Bus rules (Please take your students to the bus loading zone)
mcmeller hallway/breezeway (Ms. McMeller will come to your hallway to deliver this instruction)
Demonstration Sites – Region 3 – GW Carver
Demonstration Sites – Region 6 – Rapides - Horseshoe Drive Elementary
• Use short corrections-“Zip and Flip”: quiet & fold arms-“HOT”: here on time
- “SALAMI”: stop and look at me - “CLAYGO”: clean as you go - “Hips, Lips, Ears”: hands by your side, quiet, ears
open for instruction
• Lessons*Ideally your team would schedule & script*Copies of lessons given to teachers/students in advance (planner) *Booster Lessons could be based on your data (even previous year data)*Scheduling Creativity *see website examples cited earlier*MODEL PROGRAM http://www.modelprogram.com/
C. Reinforcement System*Is it documented, do the teachers give out, do the students acknowledge getting
• In-service on the importance of praise & how to deliver a reinforcement
• School-Wide vs. Classroom• Reinforcement menu should be posted!• Levels of reinforcement (it’s not all about a buck!)
– Dress Code, Tardies, No Referrals, etc.– Reinforce the students for adult-contingent behavior
• Positive Referral
Broadmoor Elementary School
Caught Being Good Referral Form
Date: ___________________ Teacher: ___________________Student: ___________________________________ Grade: ______________Reasons to call:_________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____Parent’s name:
_____________________________________________________________________Parent’s home phone: _____________________________ work
phone:_______________________Parent’s cell phone: _______________________________ Parent’s email:
_____________________
Demonstration Sites – Region 4 – Lafayette - Broadmoor Elementary
• Connect back to expectations (print out on)• Verbalize and have them restate (some schools
have students write on the buck)• Ask students what they want & vary (FOCUS
GROUP)• Dress Code, Tardies, Dances, Sporting Events,
Social Time, Game Room, Raffles, etc.• All faculty should have access and students should
be able to earn throughout the day
If you do use tokens/bucks…
So how do you get the faculty to give out reinforcements?• MODEL & create reinforcement for them
based on your school’s expectations
• Teachers can create what they redeem them for (duty free day, free jean day, leave school early, principal for a day, free lunch, etc.)
• Drawing for teachers of those students who turned in bucks
Strategies for Stores• Filing cabinet, actual room, rolling store• Offer varying increments ($1, $5, $10)• Solicit the community for donations or
have staff bring in non-used items from
home
D. Behavioral Violations*Documentation of Minor vs. Major, Crisis Plan
• Need to discuss definitions of minor vs. major as a faculty (fighting, tardy, cursing)
• Discuss # of minors that = major• How are teachers keeping up with minors?• Minor Infraction Forms (interventions, student
sign off, administration consistence) • May want to consider a flow chart, which every
teacher could have posted
Is the Incident Major?
1st OffenseVerbal Feedback & Re-teach
Clarify Consequences
2nd Offense (same behavior)
Complete Tracking FormIntervention & Consequence
3rd Offense (same behavior)
Complete Tracking FormIntervention & Consequence
Contact Parent
4th Offense (within 3 weeks)
Follow Referral Procedure
Reinforce Appropriate
Behavior
BehaviorCeases
Write ReferralAttach all applicable minor incident forms.
Send student with referral to Room 145
Administration will follow-up with course of action
and/or consequences
1. Parent contacted (1 day)2. Teacher provided
administrative action (1 day)3. Incident recorded in
data management system (2 days)
No Yes
Example
• Remember to focus on REPLACEMENT BEHAVIORS not just stopping the behavior
• Always consider the function of behavior (punishment should decrease the behavior, not be reinforcing)
• Review Crisis Management Codes (Lockdown, etc.)– Beauregard Parish has Crisis
Codes/Procedures on back of teacher ID
E. Monitoring & Decision Making*Is data being collected, shared, and used to make decisions?
• Data sharing should be a responsibility of someone on the PBS team at every PBS meeting, otherwise you are basing decisions off of the team’s perception and possible biases
• Can you look at the referral data:– per day each month?– based on location?– based on the type of behavior?– by student?– by time of day?– by teacher?
Behavior Impacts
Referrals
1954
11781013
1730
500
1000
1500
2000
2500
2004-05 2005-06 2006-07 2007-08
SPS
63.1
64.8
72.2
58
60
62
64
66
68
70
72
74
2004-05 2005-06 2006-07 2007-08
School Performance
Score
Examples from Lowery ElementaryDemonstration Sites – Ascension - Region 3
September- 37 October – 70 November - 51
Discipline by Action
16
10
2
5 4
1816
6
12
18
15
11
3
1012
0
5
10
15
20
Detention In-SchoolSuspension
SaturdayDetention
Suspended Time Out
September October November
Discipline by Time
4
1
4 4
1 1
3
12
3
6
21
0
2
4
6
8
10
12
14
9:30
10:00
10:30
11:00
11:30
12:30 1:
001:
302:
002:
303:
003:
30
Discipline by Grade Level
3rd, 15, 28%
4th, 39, 72%
Discipline by Gender
Male , 41, 76%
Female, 13, 24%
Discipline by SPED
Regular Ed, 42, 78%
SPED, 12, 22%
PBS October Meeting • Data showed referrals for disrespect, disobedient, and fighting
referrals from September were high. • Because of this, booster lessons were implemented on respecting
peers and adults, and conflict management strategies.
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November Data Analysis
• During our November meeting we brainstormed ideas to reduce infractions/referrals since we are coming to high referral month according to last years data (February 07 was our highest month)
• Flag referral system will begin next Monday as a positive spin to monitor # of referrals. Everyday that a class does not have a referral issued they will place a star on their flag. After every 5 stars, incentive will be given. After 25 (month), they will get a bigger incentive like pizza party, etc.
Discipline Referrals
42
96
118
82
12
37
70
54
0
20
40
60
80
100
120
140
August September October November
2006-07
2007-08
• Data should be shared at least once a month with the faculty (via faculty meeting, grade level meeting, blackboard, email, etc.)
• If the teachers aren’t aware of the data, the need to sustain PBS is not going to exist
• Data sharing also helps to change the minds of your “yellow/red” teachers
• Every school has Data may be good, bad, and even ugly—a PBS school looks at it, shares it, and decides to do something about it
• Have the students get involved!• Post in your halls, office, or newsletters!
Surveys
• Staff Satisfaction Survey (Spring)
• Parents & Students too!
• www.surveymonkey.com (free up to 10 questions)
• www.pbssurveys.org
F. Management*PBS Team, SIP, Team Leader, Administrator, Action Plan
• Rotate responsibilities on team• Recruit people to help & remove others who don’t
contribute; rotate team members each year• How are new team members going to be
trained/taught about PBS elements? Teacher Binder?
• Team Process Survey
http://flpbs.fmhi.usf.edu/pdfs/Team%20Process%20Survey.pdf
• Action Plan is a living document that should be visited every year and at each meeting
• Behavior/PBS should be embedded somewhere in your SIP
G. District Level Support*PBS funds, district contact
• You definitely have district support!
• How is your data looking as a district?
• Share! Share! Share!
Other Considerations• Consider a PBS Binder for faculty (helps with subs, new teachers)
• Benchmarks of Quality (submitted every Spring) and Book of Products Template; see http://www.lapositivebehavior.com/content.cfm?id=63
• PBS on your website
• Newsletters & Newspapers
*Demonstration Sites – Region 3 –Ascension -Gonzales Middle
• Open House & Student Orientation
• Sporting Events/Dances
• Get Community Partners (Donations), Signs
• Ask parents to volunteer
• Brochures http://www.modelprogram.com/
• Video
Resources• www.pbis.org• www.lapositivebehavior.com **examples
Remember:•PBS at your school is determined by you and your efforts
•PBS is a process
•PBS is best practice
•Embed all other initiatives into PBS
•You’re not truly doing PBS unless you are looking at data to drive your decisions
•We can’t “fix a kid” until we first “fix our
environment”
