School-wide Positive Behavior Support

Readiness Training

Rae Ann Knopf

Bob Putnam

October 30, 2007

pbis.org

Why Readiness?

• Develop efficient and effective school-wide systems, practices, and capacity to improve discipline and academic support practices using data based decision making

• Successful, effective and efficient implementation

• Long term sustainability

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

3-Tier Logic: Emphasis on Prevention

• Primary– Reduce new cases of problem behavior

• Secondary – Reduce current cases of problem behavior

• Tertiary– Reduce complications, intensity, severity of

current cases

SYST

EMS

PRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

Readiness Checklist

• (SRCL 1,13) School Improvement plan exists that includes school-wide discipline as one of top three school goals– School Improvement Plan– School Mission Statement– Discipline Plan Policy and Procedures

Readiness Checklist

• (SRCL 2,3,5,10,11) PBS team – who is on the team and will time be made available

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

Representation

Team

Team Composition

• Administrator• Grade/Department Representation• Specialized Support

– Special Educator, Counselor, School Psychologist, Social Worker, etc.

• Support Staff– Office, Supervisory, Custodial, Bus, Security, etc.

• Parent• Community

– Mental Health, Business• Student Start with

Team that “Works.”

Overview of SLT Training• Roles/Responsibilities of the Leadership Team

• Effective team meetings

• Using Data to Make Decisions

• Understanding SWPBS “Basics”

• Understanding the Problem Solving Model

• School-wide Plan components1. Agree on Approach to Discipline2. Identify Expectations3. Teach Expectations4. Encourage Appropriate Behavior5. Discourage Inappropriate Behavior6. Monitor and Evaluate

Overall Objectives of the Leadership Team

Coaching capacity

Evaluation capacity

Coordination capacity

Specific Tasks of the Leadership Team: Initial Steps

Complete school assessment (EBS survey, SET)

Participate in Leadership team training and follow up meetings

Complete a 3-5 year prevention-based action plan

Develop/refine a data management system

Collect and analyze information (data) about student behavior

Agree on approach to discipline

Specific Tasks of the Leadership Team: Next Steps

Work on activities to develop a school-wide behavior support plan based on:

Clearly defined school-wide rules and behavioral expectations

Lessons to teach expectations

Methods to monitor student understanding

Recognition system to reinforce expected staff and student behaviors

Corrective procedures to discourage inappropriate behaviors

Specific Tasks of the Leadership Team: Final Steps

Formalize the school-wide plan in a written document

Present the plan to school staff

Serve as positive role models and support in order to build internal capacity to sustain the program

Educate staff about how to use corrective responses more effectively

Develop method to evaluate/systematically modify the SWBSP (monthly meetings and process)

Collect and analyze data to track behavior change

Coaching (why?)

• Team start-up support• Team sustainability/accountability

– Technical assistance/problem solving– Positive reinforcement– Prompts (“positive nags”)

• Public relations/communications• Support network across schools• Link among leadership, trainers, & teams• Local facilitation• Increased behavioral capacity

Coaching Prerequisites

• Attendance at previous introductory PBIS training events

• Be endorsed by school principal, immediate supervisor, etc. to participate

• Have the flexibility to complete tasks during the school day (e.g., meet with principal during the day) and move across schools

• Link with PBIS District Coordinator

Coaching Expectations

• Attend and participate in training activities• Establish and monitor at least one school• Maintain record of schools efforts

– Checklists, surveys, action plans, discipline data, etc.

• Develop and send project reports to District PBS Coordinator

• Report progress during coaches follow-up • Prepare and conduct at least one presentation

related to PBS

Readiness Checklist

• (SRCL 4) Commitment to 3-5 year process for trainings and plan revision

Leadership Team

FundingVisibility Political

Support

Training Coaching Evaluation

Active Coordination

Local School Teams/Demonstrations

PBS Systems Implementation Logic

“Train & hope” approach

1. React to identified problem

2. Select & add practice

3. Hire expert to train practice

4. Expect & hope for implementation

5. Wait for new problem….

Train & Hope doesn’t work…

• Focus on long term planning that is indorsed in the School Improvement Plan

• Outcome-oriented

• Team-based

• Data-driven

Steps to Implementation

1. Development of School Leadership Team

2. Development of Useful & Efficient Data Management System

3. Development of School-based Readiness

Agreements

4. Development of Coaching Capacity

Steps to Implementation

5. Development of Individualized School-based Plans 6. Implementation, Evaluation & Modification of School-based Plans7. Developing & Implementing Targeted

Interventions (Year 2)8. Developing & Implementing Intensive

Interventions (Year 2)

Readiness Checklist

• (SRCL 6,7,8) PBS team – awareness presentation

• All faculty awareness presentation

80% buy in

Your question:

How do we get our staff to buy into this?

…Through an overview to your staff

Readiness Step: Staff Buy-In

Readiness Step: Overview to Staff

• Remember: Context Matters!• Choose method of providing overview to staff

that fits with your school• Suggested ideas:

– Powerpoint presentation– Overheads presentation– Handout and discussion– Brochure of key points and school examples– Be informative and creative!

Readiness Step: Overview to Staff

• Data

• Key concepts

• Review your individual school data– Pie graph of problem behaviors leading to

office discipline referrals

• Review presented materials & content

• Develop an overview of PBS for your school staff

Faculty Buy-in

• What is in it for me?

• What do I have to do?

Improves the school behavioral climate:

Increase in • academic performance • on-task behavior• parent, student & staff satisfaction• staff retention

Decrease in • office referrals• suspensions & detentions• disruptive classroom behavior

Primary Outcomes

Staff-related expenditures

– Time devoted to instruction or preparation

– Additional staff

– Staff absences / Substitute teachers

Student-related expenditures

– Referrals to Special Education

– Non-public school or Out-of-District placements

Damage to school property

Collateral Outcomes

Staff Commitments

• Administrator

• School-wide leadership team

• Coach

• Staff person

Readiness Checklist

• (SRCL 9,16) Understand costs of PBS and define how it will be paid for

Readiness Checklist

• (SRCL 12,14,15) Data collection and review - SWIS

Office Discipline Referrals

Office Discipline Referral =

• Indicator of behavioral event requiring administrative involvement

• Three behavioral elements– Student act/behavior– Staff response– Office response

• Under estimation of actual behavioral events

Office Discipline Referral Processes/Form

• Coherent system in place to collect office discipline referral data (for example, www.swis.org)– Faculty and staff agree on categories– Faculty and staff agree on process– Office Discipline Referral Form includes needed information

• Name, date, time• Grade• Referring Staff• Problem Behavior• Location• Possible motivation• Others involved• Administrative decision

• Student name

• Date and time of day of incident

• Referring staff

• Problem behavior

• Location

• Maintaining function

ActivityDoes your school discipline referral form include?

ODRs: What to look at• Total number of office discipline referrals

• Referrals per enrolled student

• Average referrals per school day per month

• Referrals by problem behavior

• Location of office referrals

• Time of office referrals

• % of students with 2 - 6 referrals

• % of students with six or more referrals

0

5

10

15

20

Ave R

efe

rrals

per

Day

Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast year

0

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Ave R

efe

rrals

per

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Sept Oct Nov Dec Jan Feb Mar Apr May Jun

School Months

Office Referrals per Day per MonthLast Year and This Year

0

5

10

15

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

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30

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Num

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Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

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Num

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ffic

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Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other

School Locations

Referrals by Location

Referrals per Student

0

10

20

Num

ber

of R

efe

rrals

per

Stu

dent

Students

0

5

10

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20

25

30 N

um

ber

of R

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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

Data Collection System

• Answers the top five questions

• Visual presentation

• Efficient

School-wide Information System (SWIS)

swis.org

EBS Survey

Effective Behavior Support (EBS) Self-Assessment Survey

Purpose: * Assess staff perceptions of PBS practices in place and priority for changes

* Design annual action plan

Format: Survey

Completed by:

All staff

Manual or on-line scoring, graphing

When? Annually, preferably in the spring

EBS Staff Survey

• What is it?• Survey to assess the extent to which staff

perceive PBIS practices and systems are in place in a school– Whole School– Common Area– Classroom– Individual Student

• Used to develop action plan

EBS Survey: Why, Who, When

• Why do a self-assessment?– Determine if you should do PBIS– Decide which systems to focus on– Build an action plan

• Who completes it?– All faculty and staff

• When?– In the beginning or ending of school year and

annually thereafter

Summarizing the Results

• Current Status– Percent in place, partially in place, or not in

place

• Priority for Improvement– High – Medium– Low

Two main questions

1. What systems are in place now?

2. What systems are most in need of improvement?

EBS Survey • Priority for ImprovementJanuary 2003

65%68% 69%

72%

36%

18% 16%

9%

19%

13% 14%18%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School-wide Non-classroom Classroom Individual

Pe

rce

nt

of

res

po

ns

es

% High% Medium% Low

EBS Example

EBS Survey • Current StatusJanuary 2003

55%

45%

52%

37%33%

39% 37% 39%

12%16%

11%

24%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

School-wide Non-classroom Classroom Individual

Pe

rce

nt

of

res

po

ns

es

% In place

% Partial in place

% Not in place

EBS Example

SET

School-wide Evaluation Tool (SET)

Purpose: Assess school-wide implementation of PBS practices

Format: Interviews with staff, students; observations; review of discipline related documents

Completed by:

Coaches

Manual scoring, graphing

When? Before SW implementation,

6-12 weeks after SW implementation,

Annually

SET Process & Guidelines

• Process – Three hour visit

• Product review• Observations• Interviews

• Guidelines– For evaluation purpose, not day-to-day decision-

making– Interpreted with consideration for Action plan– Always combined with multiple measures

SET: Seven Critical Features

• Measures level of implementation for SW – Behavioral expectations defined– Behavioral expectations taught– Appropriate behavior encouraged– Inappropriate behavior discouraged– Monitoring and decision-making– Management– District level support

SET Components

Section A: Expectations Defined

Section B: Behavioral Expectations Taught

Section C: On-Going System for Rewarding Behavioral Expectations

Section D System for Responding to Behavioral Violations

Section E: Monitoring and Evaluation

Section F: Leadership

School-Wide Evaluation Tool Benjamin Franklin Elementary

75 75

67 69

50

81

50

70

0

10

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50

60

70

80

90

100

ExpectationsDefined

BehavioralExpectations

Taught

On-GoingSystem forRewardingBehavioral

Expectations

System forResponding to

BehavioralViolations

Monitoring &Decision-Making

Management District-LevelSupport

Overall

Systems Features

Per

cen

tag

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f F

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re I

mp

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Winter 2005

School-Wide Evaluation Tool Nathan Hale Elementary

2520

67

38

50

63

5046

100

90

8388

100 100 10095

0

10

20

30

40

50

60

70

80

90

100

ExpectationsDefined

BehavioralExpectations

Taught

On-GoingSystem forRewardingBehavioral

Expectations

System forResponding to

BehavioralViolations

Monitoring &Decision-Making

Management District-LevelSupport

Overall

Systems Features

Perc

enta

ge o

f Fea

ture

Impl

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ted

Winter 2005

Fall 2005

Next Steps