pbis universal training day 4 tom ellison sullivan county boces [email protected]
TRANSCRIPT
VISION COUNTS BUT IMPLEMENTATION IS PRICELESS
EVALUATION RESULTS
•YIKES!!!!!!•Loved it or hated it-no middle ground
•Redundant!
•Teams asked for more time
to work and more time to share
• Welcome/Overview of day• Evaluation Results• Team sharing and problem solving• Negative Consequences• Data Does Not Have To Be a Four letter
Word• Discussion• Implementation Process: Focus on Fidelity• Networking• Action Planning• Discussion of Identified Topics• Next Steps/Moving Forward: Preview of
Secondary Interventions
Universal Training- Day 4
OBJECTIVES
•Develop/refine data system
•Action plan
•Provide multiple opportunities to share, discuss, and complete work as a team,
•Quickly cover remaining concept/component areas•Discuss, examine, and develop consequence systems•Provide concrete tools for consequence system
Training Behavioral Expectations
EXPECTATION TRAINING SITE
BE RESPONSIBLE Make yourself comfortable & take care of your needs Address question/activity in group time before
discussing “other” topics Return from Breaks and lunch on time
BE RESPECTFUL Turn cell phones, beepers, and pagers “off” or to “vibrate” & make/take calls away from room
Keep sharing time brief/concise so all may share Pass notes
BE PREPARED Plan, Plan, Plan for next steps Follow directions & stay on task during group/peer
time Follow up on tasks
EVERYTHING YOU WANTED TO KNOW ABOUT PBIS
BUT WERE AFRAID TO ASK
There is a proverb which says, “If you’ve told a child 100 times to do something and they don’t do it…it isn’t the child that is a slow learner.”
Reviewing Components of School Wide Discipline Plan
• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior
I DON’T GIVE THEM A CHANCE TO MISBEHAVE.
Negative consequences…
• are delivered to:– Provide immediate feedback that behavior is
unacceptable– Increase likelihood behavior will NOT BE
repeated, i.e. punished.
I HAVE A PLAN. THEY’LL ABIDE BY IT…OR ELSE!
Key to Using Negative Consequences
No Silver bullet!
Rather
MILD CONSEQUENCES
CONSISTENTLY delivered
Systems capacity for use of negative consequences
• Have a clear line between what problem behavior is handled by staff/faculty vs. administration & what consequences may be used in what situations
• Ensure familiarity for delivering consequences and referrals to office
• Have a continuum of consequences for the classroom & other settings, and for administration
• Clarify consequences for actions up front with students and families
General guidelines for negative consequences
• Mild consequences consistently delivered • Deliver consequences as soon after the
infraction as possible• Maintain students respect and dignity when
administering a consequence• Try to keep it relevant to the infraction• Ratio of positive to negative consequences
should be at least 4:1
Examples of negative consequences
• Loss of teacher attention and approval• Loss of privilege• Time out or removal from activity• Re-teaching after school (detention with
skill acquisition)• Restitution or make-up service help• Parent contact and conference• Change in seating
Procedures for Using Negative Consequences
• Deliver negative consequences following occurrence of problem behavior
• Consequences should be mild• More serious consequences usually
delivered by administration• Follow negative consequences with
positive consequences at earliest appropriate opportunity (“fair pair”)
Procedures for discouraging inappropriate behaviors (System)
• Office vs. Classroom managed – Are distinctions clear?– Do administration and staff need to create a
list? If list already exists, does staff agree?– Are appropriate administrators dealing with
office managed discipline? (Not Counselors, SW’s or Psychologists)
– Does staff feel supported?– Is there a clear flow chart to follow for
misbehavior?
Procedures for discouraging inappropriate behaviors Cont…
• Review behavioral consequences– Should be continuum of responses
• The smallest effort to achieve the greatest effect
– Are we inadvertently reinforcing the inappropriate behaviors for students and staff?• Track who is using consequences/options
– Are consequences having no effect?• Repeat offenders
– Do you need to address behaviors with targeted interventions or wraparound services? (intensive)
PROGRESSIVE NEGATIVE CONSEQUENCES
Dr. Randy Sprick lists two criteria for evaluating progressive negative consequence sytems:
•Does it treat the child with dignity and respect?
•Does it work?
Be Consistent
Or what I learned from speeding
What Causes Speeding Tickets?
•SPEEDING?
•GETTING CAUGHT?
•GETTING WRITTEN UP!
What we can learn:
•Ignoring the expectations or rules leads to confusion
•The wrong behavior becomes the norm
•If you’re not consistent, kids will think you are out to get them (Take personally)
•You must correct kids every time
•It is crucial to recognize the behavior we do want
Guiding Principles
• Natural consequences are varied, unpredictable, undependable,…not preventive
• “Knowing” or saying “know” does NOT mean “will do”
• Students “do more” when “doing works”…appropriate & inappropriate
Concerns with using “big hammer” consequences
• There is no “Silver Bullet,” no one consequence will work for all kids
• Only using “big hammer” consequences shows no degrees of violation
• They can set the stage for escalation• Staff can be reluctant to use them• Do not take away an earned reinforcement• Remember that punishment, like beauty, is in
the eye of the beholder
Use classroom consequences
Document incident in student note section of
School Tools
Does the student have 3-5 incidents in the
same quarter?
Administrator determines
consequences
Administrator provides teacher with feedback.
Continue problem-solving techniques with student. Record in student note section of School Tools
Write an Office Referral.Submit
Classroom Managed: LanguageLatenessPreparednessCalling OutPut DownsRefusing to workMinor dishonesty TouchingTone/ attitudeInappropriate commentsElectronic devicesFood or drinkDress codeMinor disruptionAcademic Misconduct
Office Managed:WeaponsFightingAggressive physical contactThreatsHarassmentTruancy/ late to class (3)CuttingVandalismAlcoholDrugs GamblingDirected ProfanityMajor disruption (prevents instruction from continuing)
NO YES
POSSIBLE CLASSROOM MANAGED INTERVENTIONSChange / re-assign seatConference with student outside of roomPre-correct student before entering roomContact with parentContract with student Detain student after schoolConference with other staff members to find out what worksUse available classroom management resources
Management Process
Team Time - Consequences
• Examine your current continuum of consequences
• Use data to determine what consequences are working and are not working
• Review what behavior is classroom (and setting) managed vs. office managed
• What consequences are the staff empowered to use?
Correct Behavioral Errors
• Are you using reteaching, reminding (precorrecting) and other prompts to clarify and refresh on expectations not met?
• Have you established a continuum of consequences and feature ones that are mild and can be consistently delivered?
• Are you using your data to gauge effectiveness of corrective measures?
Time to get going again.
Evaluate your current system for negative consequences?
Networking
• Be prepared to share.
What are the roadblocks?
Group Feedback & Discussion
What’s on your mind??
DATA DOES NOT HAVE TO BE A FOUR LETTER
WORD
“Can you tell me which way to go from here?”, asked Alice of the Cheshire Cat.
“That depends a great deal on where you want to get to”, said the Cat.
“I don’t really know where I want to get to” replied Alice.
“Then it doesn’t much matter which way you go” said the Cat.
Alice in Wonderland
Steps of Data Collection, Analysis, and Use
Identify sources of information and data
– Office discipline referrals– Attendance, tardies– Detentions, in-school-suspensions, out-of-school
suspensions, expulsions– Academic performance (class work, homework,
grades, classroom tests, state test results) – EBS/PBIS survey– Reinforcers issued
Data
Data Collection, Analysis, and Use(SYSTEM)
Summarize/Organize DataNumber of Office Discipline Referrals By:• “The Big 5 Graphs”
– Number per day per month per 100 students– Time of day– Type of Behavior– Location– Student
• “Additional Graphs”– Day of week– Type of Consequence– Number of Reinforcers– Teacher
Reviewing your ODR FormNecessary
• Student name, grade• Referring staff• Date, time, location• Problem behavior &
operational definitions for problem behaviors
• Others involved• Administrative
decision
Your Choice• Possible motivation• Comments• Follow up comments• Primary teacher• Parent
signature/date
Why Use Data?
• Communications• Effectiveness, efficiency, & relevance of
decision making• Professional accountability• Prevention…..Use minutes efficiently
School-based data sources– EBD/PBIS survey– Team Implementation Checklist (TIC), Parts A
& B– Systems-wide Evaluation Tool (SET)– Phases of Implementation Tool– Teacher Retention– School performance– State Testing– CSE & 504 Statistics
Identify Data & Info Sources
Student-based data sources– Office discipline referrals
– Attendance, tardies
– Detentions, in-school-suspensions, out-of-school suspensions, expulsions
– Academic performance (class work, homework, grades, classroom tests, SAT)
– School nurse visits
– EBS/PBIS survey
– Recognition/feedback rate
Identify Data & Info Sources
Family-based Data Sources– Family Involvement Survey Behavioral
Assessment (FISBA)– Family surveys & questionnaires – Team Implementation Checklist (TIC), part C– Referrals to community agencies– Family attendance rates– Socioeconomic/census data
Identify Data & Info SourcesContinued
Examine behavior patterns
Office Discipline Referrals:
“The Big 5 Graphs”
Summarize/Organize Data
3 Elements of Data-based Decision Making using ODR data
1. High quality data from clear definitions, processes, & implementation (e.g., sw behavior support)
2. Efficient data storage & manipulation system (e.g., Excel or SWIS)
3. Process for data-based decision making & action planning process (e.g., team)
Who? Referrals by Student
What?
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
0
10
20
30
40
50
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
Where?
When?
0
5
10
15
20
25
30
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
ODRs/Day/Month
0
1
2
3
4
5
6
7
Sept. Oct. Nov.
# o
f OD
Rs/
day
/mo
nth
2007-08
2008-09
2007-08 adjusted
Middle School Incidents/Day/Month/100 Students
0
1
2
3
4
5
6
Sept. Oct. Nov Dec. Jan. Feb. Mar. April May June
# o
f in
cid
en
ts/d
ay
/mo
nth
/10
0 s
tud
en
ts
2003-2004
2004-2005
2005-2006
Middle School Type of Infraction
0
5
10
15
20
25
30
35
40
45
50
# of
infr
acti
ons
Sept. 06
Oct. 06
Nov. 06
Middle School Location of Infractions
0
20
40
60
80
100
120
140
160
180
Class
Hallw
ay
Cafet
eria
Outsi
de
Playg
roun
d
Boys
BRGym
Guida
nce
Office
# o
f in
fra
cti
on
s
Sept. 06
Oct. 06
Nov. 06
Incident Referrals by Grade Level
(Does not include bus)
0
2
4
6
8
10
12
14
1st 2cd 3rd 4th
September
October
November
December
Middle School Good News Referrals/Day/Month/100 Students
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Sept. Oct. Nov. Dec. Jan. Feb. Mar. Apr. May.
# o
f g
oo
d n
ew
s r
efe
rra
ls/d
ay
/mo
nth
2005-06
2006-07
Elementary Out of School Suspension
0
5
10
15
20
25
30
2003-2004 2004-2005 2005-2006 YTD April 06
Your School Data
• What data do you currently collect?
• How/when do you review or analyze this data? (Who analyzes, who sees it?)
• What questions are answered by this data?
• What decisions are made based on this data?
Enhancing your Data System
• What other questions would you like to have answered?
• What other types of data would you like to collect?
• Who would benefit from reviewing the data?
Paint a Full Picture of the Problem
0
2
4
6
8
10
12
14
8:30 9:30 10:30 11:30 12:30 1:30 2:30 3:30
TIME
0
2
4
6
8
10
12
14
1st 2nd 3rd 4th
Grade
0
20
40
60
80
100
Art
Cafe
teria
Clas
sroo
mHal
lway
Libr
ary
Out
side
Com
pute
r La
b
Location
Type of Infraction
0
5
10
15
20
25
30
35
40
45
50#
of
infr
ac
tio
ns
Sept. 06Oct. 06Nov. 06
Data-based Action Planning Process
1. Use Team • Ask Questions• Examine Assumptions• Form Hypotheses
2. Identify data sources3. Collect data4. Organize and summarize data5. Analyze data6. Build & implement action plan based on
data
Data for Decision-making: Guiding Questions
1. Do you have an ODR data collection system?– If not use excel!
2. Do you have easy access to the data?3. Are you collecting survey data?4. Are you looking at grades, attendance, tardies?5. Are you presenting the data to staff?6. Are you using data to make decisions?
Who has data here today??
Analyze Data – Build Action Plan
Continual Data AnalysisIdentify areas of strength and progress Identify areas for problem-solving and planning
Build action plan based on data trends
Teaching issue? (boosters needed, re-teaching) Recognition/feedback schedule? (frequency, intensity)Type of recognition/feedback (tangible, verbal)Real root/function of the problem identified?
DATA AND PROBLEM SOLVING
• A look at your current issues
• What does the data tell us?
• What improvements do we want to focus on?
• Where do we go from here?
What to do when?
Data
Rules
1. Focus on School-wide system when…
• >40% of students received 1 or more ODR; • >2.5 ODR’s per student
Action to Take:Modify universal/school-wide interventions to improve effectiveness of the overall system.
– Effective teaching of expectations– Increased use if pre-correction– Enhanced consistency with reinforcing expected behavior
2. Focus on Classroom system when…
• >60% of referrals come from classroom• >50% of ODRs come from <10% of classrooms
Action to Take:• Enhance universal and/or targeted classroom
management systems and practices.– Examine academic engagement & success– Teach, pre-correct for, & positively recognize
expected classroom behavior & routines– Consider mentor teachers, administrative support,
family volunteers, classroom management training
3. Focus on Non-classroom systems when…
• >35% of ODRs come from non-classroom settings
• >15% of all students referred are from non-classroom settings
Action to Take:• Enhance universal behavior management practices in specific
non-classroom settings.– teach, pre-correct for, & positively reinforce expected behavior &
routines
– increase active supervision (move, scan, interact)
4. Targeted group interventions if…
• >10-15 students receive >5 ODR
Action to Take:• Provide functional assessment-based, but
group-based targeted interventions– Standardize & increase daily monitoring,
opportunities & frequency of positive reinforcement
5. Individualized action team if...
• <10 students with >10 ODR• <10 students continue rate of referrals after
receiving targeted group support
Action to Take:• Provide highly individualized functional-
assessment-based behavior support planning
Establishing an Action/Evaluation Plan
• Develop evaluation/action questions– What do you want to know?
• Why are there so many injuries on the playground?
• Will a bus PBIS plan change bus referrals?
• Identify indicators for answering each question– What information can be collected?
• Nurse visits, accident reports, ODRs• Bus referrals, bus driver observation
Start with Questions & Outcomes!
• Use data to verify/justify/prioritize• Describe in measurable terms• Specify realistic & achievable criterion for
success• Develop methods & schedules for collecting &
analyzing indicators– How & when should this information be gathered?
• Make decisions from analysis information– What is the answer for the question?
7 Basic Evaluation Questions
1. What does “it” look like now?2. Are we satisfied with how “it” looks?3. What would we like “it” to look like?4. What would we need to do to make “it” look like
that?5. How would we know if we’ve been successful
with “it”?6. What can we do to keep “it” like that?7. What can we do to make “it” more efficient &
durable?
Guidelines: To greatest extent possible….
Use available data Make data collection easy (<1% of staff time) Develop relevant questions Display data in efficient ways Develop regular & frequent schedule/routine for
data review & decision making Utilize multiple data types & sources Establish clarity about office v. staff managed
behavior Invest in local expertise
Needs Assessment
• Personal Observations
• Hypothesis
• Assumptions
• Questions
• Data Sources
Excel Office Referral Data System
• Free.
•Can help track student referral data
• Excel is a spreadsheet not database
• Codes must be strictly adhered to or you will loose data. Blanks or typos can loose data as well. You must perform checks to keep data clean.
School Report Cards
• http://www.emsc.nysed.gov/irts/reportcard/ – Choose a School Year– Scroll down to Finding a School Report Card
Choose one of the following and find your school:
– NY State County Map – NY State County List (in Alphabetical Order) – NY State School List (in Alphabetical Order)
Conclusion
• Data are good…but only as good as systems in place for– PBIS– Collecting & Summarizing– Analyzing– Decision making, action planning, & sustained
implementation
Questions?
SharingWhere is your team with:
• Data Collection
• Data Analysis
• Using Data For Decision Making
10 minutes
Team Time - Data
• Office Discipline Referral Form – does it contain all needed information? What is missing? What needs to be changed?
• What is our current data collection system? Does it have the capacity to provide graphs and charts for the “Big 5” plus other areas we need?
• Do we have a clear definition of infractions? Is there a clear definition of what behaviors are classroom managed vs. office managed?
• Are we using the EBS survey? Discuss plans for involving staff in survey.
Time to get going again.
What’s our data system and how will we use it?
Group Feedback & Discussion
What’s on your mind??
Agreements
Team
Data-based Action Plan
ImplementationEvaluation
GENERAL IMPLEMENTATION
PROCESS
Data Sources
Student-oriented:– Office Discipline Referrals (ODR)– Violent Incidents (VADIR) – Nurse Visits, accident reports– Attendance, tardies– Detentions, In-School Suspensions (ISS),
Out-of-School Suspensions (OSS), Expulsions– Academic performance (class work,
homework, grades, classroom tests, etc.)
Data Sources
School-oriented:– EBS/PBIS Survey– Team Implementation Checklist (TIC),
Part A & B– Systems-wide Evaluation Tool (SET)
Data Sources
Family and Community-oriented:– Family Involvement Strength-Based Assessment
(FISBA)– Family Survey– Team Implementation Checklist (TIC)-Part C– Volunteer Skill and Interest Survey– Family and Community attendance at school activities– Volunteer ratios
SharingWhere is your team with:
1. Surveying (EBS)
2. Using Data
Team Implementation Checklist
• Part A – Start Up Activities
• Part B – Ongoing Activities
• Part C – Family Involvement & Support
New York StatePositive Behavioral Interventions & Supports Initiative
Team Implementation Checklist (TIC) School___________________________________________ Region ________________District_________________________ County____________________ Cohort _______ INSTRUCTIONS: PBIS team will complete parts A & B of the checklist to monitor & guide activities for implementation of PBIS in the school community. Please mail or fax (____________________________)your completed TIC by the 15th of each designated month to your Regional Positive Behavioral Interventions and Supports Specialist.
Status: I = Implemented P = Partially
implemented N = Not implemented
October 15th January15th
April 15th
Time to get going again.
TIC: Team Completion
P.U.B.S
Team Time
Team Implementation Checklist
Action Planning
Action Planning
• Your steps – REVIEW you Team’s TIC:
• What is partially or not in place?– Who will work towards completing it?– When do you hope to have it done?
– Do you have 80% staff buy in for the process?• Why not?• How can you get it?
– Staff presentation / survey’s / videos / admin help– Present your action plan to staff
– Is your team well represented?• Who is missing?• How are families involved?• What are the steps to getting these groups involved?
Action Planning
• Your steps Cont…– Is your team effective?
• Do you meet regularly?• Are there assigned roles?• Are you looking at any data?
– What type of Data do you have?• Surveys? Discipline data? FISBA?• Who collects and presents data?• Are you using it to make decisions?
Guide to Implementation• Team: Do you have what & who you need?
• Consolidate/Integrate: Who else is doing the same thing?
• TIC & Action Plan: What are your priorities? What else is going on at your school? How will you know when you get there?
• Evaluate: What systems are still not in place? Data, violations systems,
Action Planning: Guidelines
• Agree upon decision making procedures• Align with school/district goals.• Focus on measurable outcomes.• Base & adjust decisions on data & local contexts.• Give priority to evidence-based programs.• Invest in building sustainable implementation
supports (>80%)• Consider effectiveness, & efficiency, relevance, in
decision making (1, 3, 5 rule)
Team Time
Action Planning
Time to get going again.
Action Planning
Team Time
• Use this time to address your teams needs
• Assess your priorities
• Action Plan
Web Exploration-If time allows
LASTTHOUGHTS
1. Give priority to prevention
• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Eliminate triggers & maintainers of problem behaviors
• Teach, monitor, & acknowledge prosocial behavior
2. Focus on whole school
• All students, families, staff, settings
• Continuum of behavior support
• Collaborative, integrated initiatives
3. Give priority to evidence-based practices
• Outcome-based
• Monitoring of effectiveness, efficiency, relevance, & durability
• Function-based approach
4. Lead with team
• Invested & representative stakeholders
• Active administrative involvement
• Shared vision & voice
• Data-based action planning
• Capacity building
5. Emphasize data-based evaluation
• Self-assessment & action planning
• Continuous self-improvement
• Strengths & needs
• Strategic dissemination
6. Invest in capacity building
• Implementation priorities: accuracy, durability, expansion
• Institutionalize efforts– Vision, language, experience
• Continuous evaluation & improvement
Things You Should Know
PBIS is…not a program or curriculum, it is… System
& Culture Change!
BIG IDEA
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
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
Targeted Preview
• Learn functioning of the Targeted Team
• Develop and implement both group and individual targeted level interventions
• Begin the use of data with small groups and individual students
• Gain an fuller understanding of behavior and the function of behavior
Targeted Level
• For students at-risk for chronic and intensive behavior problems
• Interventions for groups of students experiencing difficulty and are not being managed by Universal Level
Targeted Preview
This team: • Is similar in membership to Child Study Team
or Child Assistance Team• Sees the whole child• Has representation including administrator,
general education teacher, special education teacher, pupil personnel services (social worker, school psychologist, school counselor), and family representation.
• One of the team members should have some behavioral expertise and one should be the PBIS Coach (this may be the same person).
Online Resources
• www.pbis.org
• www.partnershipschools.org
• www.ebdnetwork-il.org
• www.swis.org
• www.pbsiep.com
• www.ed.gov/offices/OSERS/OSEP
Duck tape.
It fixes everything
.
WHEN ALL ELSE FAILS…
