PBIS YEAR 3 DAY 3

Critical Elements» PBIS TEAM» STAFF COMMITMENT» EFFECTIVE PROCEDURES

FOR DEALING WITH DISCIPLINE

» DATA ENTRY AND ANALYSIS PLAN ESTABLISHED

» GUIDELINES FOR SUCCESS AND EXPECTATION

» REWARD/RECONGITION PROGRAM ESTABLISHED

» LESSON PLANS FOR TEACHING GFS & EXPECTATIONS

» IMPLEMENTATION PLAN» CRISIS PLAN » EVALUATION

What to Do with Data

1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations)

2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!

3.Display/Present It – Share data in graphic format to staff every 4-8 weeks

What to Do with Data

1.Collect It – Different measures: numbers (office referrals), perceptional data (surveys), and direct observational (common area observations, SET)

2.Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!

3.Display/Present It – Share data in graphic format to staff every 4-8 weeks

Data Analysis: Surveys» Surveys tell you how people “feel” about a

building’s culture and climate» Surveys will often raise concerns that office

referral data will not.» Look for patterns of responses by students

and staff.» Compare survey data year to year

˃ (Is school culture and climate improving?)

Analyze this data!» One piece at a time…

1. Surveys---staff and student

2. Common area observations

3. Referrals4. Other information

the campus and building structure the faculty and staff the students school-wide level behavior supports The 5 PBS Principles: Have you defined behavior expectations, Have you taught behavior expectations, How are you encouraging…, How are you supervising…, Are you correcting with

civility productivity

What are the STRENGTHS of…?

What are the CONCERNS about?

Step ONE

Strengths/Positives Areas of Concern Differences in Staff and Student Responses

Referrals

Surveys

Common Area Observations/

PBIS DATA ANALYSIS

What to Do with Data1. Collect It – Different measures: numbers (office

referrals), perceptional data (surveys), and direct observational (common area observations, SET)

2. Analyze It – Find patterns. Make statements about data; no judgment or solutions yet!

3. Display/Present It – Share data in graphic format to staff every 4-8 weeks. Develop proposals, get faculty adoption— follow the improvement cycle!

T.C. Cherry Elementary – Office Referrals

350

297

178

110

38

0

50

100

150

200

250

300

350

97,98 98,99 99,00 01,02 02,03

Class of 2008

0

20

40

60

80

100

120

140

160

Aug Oct Dec Feb Apr

9th 04-05

10th 05-06

11th 06-07

# 0f Students at Each Grade Level with Referral(s) 05-06

0 50 100 150 200 250 300

9

10

11

12

# of Students

Detentions Detentions

816 *

257 **

29**

0**

0

100

200

300

400

500

600

700

800

900

1996-97

1997-98

1998-99

1999-00

T.C. Cherry Elementary: After-School Detentions

What is RtI? National Association of State directors of Special Education “RtI is the practice of:

(1) providing high-quality instruction/intervention matched to all students needs and

(2) using learning rate over time and level of performance to

(3) make important educational decisions to guide instruction.

Five Step Process

1. Schoolwide Screening2. Tiered Instructions/Intervention

System3. Progress Monitoring4. Data-Based Decision Making5. Fidelity of Implementation

1

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

Is there really a need?

» Wait to fail» Blame the student» Few procedures for what to do» Dwindling resources » Being held to higher standards & mandates» Many fall through the cracks» Not supporting success of all» ¼ of pediatric visits are for behavior

6 Essential concepts

1. Universal Screening2. Progress Monitoring 3. Intervention fidelity4. Data-based decision-making5. Evidence-based or scientifically

validated interventions6. Multiple tiers of behavior support

Foundation of the Pyramid . . .

» Set Schoolwide behavior expectations» Teach expected behaviors and campus

guidelines» Promote compliance of behavior

expectationsTHEN . . .

Universal Screening

Are we doing it?

If yes . . . What does it look like

If no . . . Why not?

If your Not » Lack of knowledge» Lack of resources » Perception that it’s okay for a

portion of our student population to remain marginalized or unidentified

» office referrals, » attendance records, » tardiness, » schoolwide observations, » surveys of staff, students, parents» other discipline data

If you are . . .What are you using as a screening tool

Systematic Screening for Behavioral Disorders(SSBD)

BASC-2Behavioral and Emotional Screening System (BESS)

Student Risk Screening Scale (SRSS)

» ..\..\..\Documents\SRSS.doc

Social Skills Improvement System (SSIS) Classwide Intervention Program

Strengths & Difficulties Questionnaires

Using ODR

School-wide system interventions if: More than 35% of students

in school received one or more ODR , OR

There are more than 2.5 office referrals per student

Classroom system if: More than 50% of referrals come from classroom, ORMore than 40% of referrals come from less than 10% of all classrooms

Using ODR

Targeted Group if: More than 10-15% receive more than 10 office referrals

Individual system if: less than 10 students receive more than 10 referrals , OR

A small number of students (1-5%) receive a high rate of suspension and expulsion for behaviors that are unsafe

Based on the screeners» Create a “risk list”» Prioritize the list» Determine the number of

students to serve –

What should be considered?

InterventionsConsider: » is evidence of effectiveness» how much does intervention cost» how big an effect can be expected» can it be replicated by when not conducted by

researchers» can teachers integrate into their daily routine

Tier 1 Basicsfor all students, throughout˃ Unconditional positive regard

˃ 4:1 ratio˃ Human needs fostered (fun, freedom,

empowerment, & belonging˃ Individual and group reinforcement˃ On-going rule & procedure teaching˃ Differentiated instruction and accommodations

`

Encouragement Systems

Common Areas» Structuring for Success» Teaching Responsible Behavior» Lesson Plans for Students» Training for Staff» Launch» Effective Supervision

Staff HandbookCreates

consistency among staff and contributes to

“buy-in”

Tier 2 Basics» Daily report cards» Mentoring programs» Check-in/Check out systems» Self-monitoring systems» Behavior contracting» Social Skills instruction

Be Effective Be STOIC

1.Structure2.Teach3.Observe4.Interact5.Correct

Menu for Effectively Responding to Classroom Misbehavior Mild Misbehaviors Moderate Misbehaviors Severe Misbehaviors

• Talking out • Off Task• No Materials • No Homework • Delay in following directions• Dress Code Violation• Non-compliance

• Disrespect• Defiance• Verbal Aggression• Mild Physical Aggression• Class Disruption• Repeat Offenses

• Strong and Repetitive Defiance• Physical Aggression• Severe Verbal Aggression• Severe/Repetitive Class Disruption (i.e.

Temper Tantrum)

• Proximity• Change Seating/Location• Verbal Reprimand • Signal/Gesture/Look• Record Misbehavior • Model/Practice Expectation• TEACHING AND PRACTICE OF

EXPECTED BEHAVIOR• Discussion with Student• Planned Feedback• Reference Behavior

Monitor/Feedback Sheet• Social Skill Correction Procedure• Pre-correction• Humor• Planned Ignoring• Parental Contact

Previous responses plus:• Positive Practice• Conference with Teacher (paired with

Behavior Improvement Form)• Timeout• Time Owed• Loss of Privileges, points, etc. (Response

Cost)• Restitution• TEACHING AND PRACTICE OF

EXPECTED BEHAVIOR• Emotional Reaction

(only 2x a year)

Previous responses, plus:• Reference Level System• Individualized Behavior Intervention

Plan• TEACHING AND PRACTICE OF

EXPECTED BEHAVIORS• Parental Involvement• De-Escalation • Interagency Support• Detention• Suspension• Office Referral

BEHAVIOR

RESPONSE

Three Levels of Discipline

Levels of Infractions Mild (1) Moderate (2) Severe (3) (Classroom) (Documentation) (Offi ce) Tardy Truancy Fighting Refusing to Work Chronic Refusal to comply Under the Infl uence Unnecessary Noise w ith teacher Possession/ I llegal Unauthorized location Constant arguing w ith Verbal Assault Unexcused Absence teacher Gang Related Sleeping in Class Student Confl ict behavior Unauthorized Departure from class PDA Dress Code Cursing/Profanity (not at teacher) Theft Classroom disruption Extreme Classroom Off task / talk ing disruption Cell phone visible Chronic 1 or 2 No text/dress out

Consequences

Mild (1) Moderate (2) Severe (3) Student Conference Document/Filed ISS Call Parent Call Parent Detention Change Seats Contact w ith Admin. Suspension Referral to Counselor Progress Report A lternative School Detained after class Refer to Counselor Expulsion Consult w ith Admin.

Overview of Teacher’s Encyclopedia of Behavior Management (TEBM)

• Book of recipes, plans for behavior Tier 2 & Tier 3 Interventions

• Different factors = different interventions

Additional Tier 2 Intervention Examples

• Ants in the Pants Helpers Group – (Active students)• Attendance and Tardy Group• Blue Cards– (graduated steps asking students to make a

change)• Bus Riders School• Free Birds Group – (Escape function intervention)• “A” Status Celebrates Every Step– (New achievement

celebrated)• Check and Connect• Good Behavior Game• Homework Completion Group• Life Transitions Group – Crisis Support• Lunch Bunch• Playground Playgroups• Recess Club • TALKS Mentoring Program – (Adult relationship support)• The EAGLE Team – (Multiple office discipline referrals)

The Substitute» What they need » What are the

elements that need to be included on their?

Tier 3 Basics» Functional based behavior

planning process» Family Therapy» Multi-systemic wrap around

services» Cognitive behavioral therapy

INTERVENTIONS» Possible Tier 3 Interventions-update.doc

Progress MonitoringWhat is it?

A reliable and valid method for measuring student progress and evaluate the effectiveness of intervention. Progress monitoring requires frequent and repeated collection of data in order to make informative decisions.

Primary Methods» Systematic Direct Observation

(someone other than the teacher)» Behavioral Observation of Students in School » Direct Behavior Rating» Effective Behavior Instrument Support» Office Discipline Referral

Process Monitoring » Electronic Daily Behavior Report Card © e DBRC©: ‐

Individual Progress Monitoring

» Review 360 Software

» CBM

Intervention Fidelity

» Percentage of intervention steps implemented» Intervention manual» Rating of intervention implementation» Permanent products of intervention» Task analysis of intervention

» School Fidelity Self-Assessment.doc

How is it done? August – September

Prep teachers – training, re-teaching, etc. Review schoolwide rulesSend notices home

PBIS in place

OctoberSchoolwide Screener(week 6) Review Risk List(10 minute meeting)

October – NovemberMeet with or Notify Parents

of students on risk listConduct assessment to

identify problem typeConsider coordinating

reading/behavior screening notification

November – December» Use targeted intervention» Resource mapped intervention

January – February / March – May» Use targeted intervention» Use resource mapped intervention» Consider specialized services based on diagnosis,

assessment, structured background, intervention, direct observation, and FBA

INTERVENTIONS

• Determine the problem• Talk with student• Talk with parents• Who will be involved• Select the format• Categorizing the problem• Permission

Before Using . . .

Planning Process• 25 minute Intervention

Planning• Mild to Moderate

INTERVENTIONS

• In-Depth Intervention • Moderate to Severe or Complex

issues• 25 minutes expansion

Guiding the Process• Clarifies responsibilities• Check for understanding

of the plan• Offers support when

needed• Provides follow-up during

and after intervention

Marketing

• Mini presentations• Posters and Fliers• Memos• Testimonials

Let Staff know you can help