POSITIVE BEHAVIORAL INTERVENTIONS AND SUPPORTSWauwatosa School Board – January 9, 2012

2010-11 Review Following statewide model for PBIS

Wisconsin PBIS Network Monitors fidelity of implementation

Creating the foundation for school-wide PBIS Explicitly teach expectations Reinforce desired behaviors at a high rate Improve data collection on system-wide

behaviors Assess each school’s current systems of

support

Fidelity of Implementation Benchmarks of Quality Assessment Tool Schools reached Tier One Fidelity in

Spring 2011: East, West, Madison, Roosevelt,

Washington, and Wilson/WSTEM PBIS Network “School of Merit”

Recognition Award: Wauwatosa West Wilson/WSTEM

Unique success of our high school implementation

Self-Assessment Survey Completed by all staff every Fall Assesses status and priority of individual

features of safe and effective schools Four sections: Systems of Support

School-wide Non-Classroom Classroom Individual

School-wide SystemsCurrent Status Feature Priority for

Improvement In Place Partial in

PlaceNot in Place School-wide is defined as involving all students, all staff, & all settings. High Med Low

1. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined.

2. Expected student behaviors are taught directly.

3. Expected student behaviors are rewarded regularly.

4. Problem behaviors (failure to meet expected student behaviors) are defined clearly.

5. Consequences for problem behaviors are defined clearly.

6. Distinctions between office v. classroom managed problem behaviors are clear.

7. Options exist to allow classroom instruction to continue when problem behavior occurs.

8.Procedures are in place to address emergency/dangerous situations.

9. A team exists for behavior support planning & problem solving.

10. School administrator is an active participant on the behavior support team.

11. Data on problem behavior patterns are collected and summarized within an on-going system.

12. Patterns of student problem behavior are reported to teams and faculty for active decision-making on a regular basis (e.g. monthly).

13. School has formal strategies for informing families about expected student behaviors at school.

14. Booster training activities for students are developed, modified, & conducted based on school data.

15. School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual staff planning.

16. All staff are involved directly and/or indirectly in school-wide interventions.

17. The school team has access to on-going training and support from district personnel.

18. The school is required by the district to report on the social climate, discipline level or student behavior at least annually.

Self-Assessment Survey: East

Compared with National Average

National Grades 9-12 for Year Average

Wauwatosa East High School

2010/20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

76.27 94.84

15.54

4.73

8.19 4.23

Wauwatosa East Compared with National AverageMajor/Office Managed Behaviors 2010-11

6+ Referrals

2-5 Referrals

0-1 Referrals

Wauwatosa East

Office Discipline Referrals

September October November December January February March April May0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.17

0.28

0.330000000000001

0.24 0.250.28

0.310000000000001

0.22

0.27

0.17

0.380000000000001

0.23

0.41

0.13

0.24 0.23

0.14

0.29

Average Office Discipline Referrals/100 Students/Day

2009-102010-11

Overall 7.2% reduction in office-managed problem behaviors.

Time Regained for Student Learning Assuming one office referral averages:

20 minutes of student time away from class 15 minutes of administrator time

Last Year This Year Time Regained0

20

40

60

80

100

120

140

160

180

200 182169

13

136127

10

Wauwatosa East High School

Student Hours Admin Hours

Self-Assessment Survey: West

Compared with National Average

National Grades 9-12 for Year Average

0 2010/20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

76.2784.4

15.5410.37

8.19 5.23

Wauwatosa West Compared with National AverageMajor/Office Managed Behaviors 2010-11

6+ Referrals

2-5 Referrals

0-1 Referrals

Wauwatosa West

Office Discipline Referrals

September October November December January February March April May0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

0.52

10.89

1.41

0.9500000000000011.01

1.22

1.52

1.38

0.310000000000001

0.830000000000001

0.620000000000001

0.81

0.51

0.860000000000001

1.3

0.760000000000002

1.2

Average Office Discipline Referrals/100 Students/Day

2009-102010-11

Overall 24.9% reduction in office-managed problem behaviors.

Time Regained for Student Learning Assuming one office referral averages:

20 minutes of student time away from class 15 minutes of administrator time

Last Year This Year Time Regained0

100

200

300

400

500

600

700 642

482

160

482

362

120

Wauwatosa West High School

Student Hours Admin Hours

Self-Assessment Survey: Longfellow

Compared with National Average

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

8135% 82%

1271% 10%

595%8%

Triangle Graph with National Comparison(2010-11)

6+ Referrals

2-5 Referrals

0-1 Referrals

LongfellowNational Average Grades 6-9

Total Behavioral Incidents*

September October November December January February March April May 0

0.2

0.4

0.6

0.8

1

1.2

1.4

0.330000000000001

0.7300000000000010.68

1.05 1.071.15

0.9700000000000010.91 0.93

0.640000000000001

0.81

0.960000000000001

1.12

0.950000000000001

1.17

1.3

1.12

1.28

Average Behavioral Incidents*/100 Students/Day

2009-102010-11

* This includes both office-managed (major) and classroom-managed (minor) behaviors.

Elementary School Data Collection Using fidelity data to drive

implementation Improving behavioral data system

Professional development Documentation of problem behaviors Accurate collection and input of data Requires a shift in perspective!

Data is for decision-making to give us a picture of what’s going on school-wide, not just with individual students!

Self-Assessment Survey: Eisenhower

Self-Assessment Survey: Jefferson

Self-Assessment Survey: Lincoln

Self-Assessment Survey: Madison

Self-Assessment Survey: McKinley

Self-Assessment Survey: Roosevelt

Self-Assessment Survey: Underwood

Self-Assessment Survey: Washington

Self-Assessment Survey: Wilson/WSTEM

2011-12 Implementation Continue building and sustaining Tier

One Improving data system

Data-based decision-making Targeting school-wide behaviors and system-

wide features Training for Whitman and Jefferson Assess implementation fidelity in Spring Layer Tier 2 training and support

Thank you!

“Stay close to the data…… but have fun.”

- Rob Horner, PhD.- Co-Director of the

National Technical Assistance Center on Positive Behavioral Interventions

and Supports