Systems Review: Schoolwide Behavior Support

Cohort 5: Elementary SchoolsWinter, 2009

Schoolwide behavior supports: Where have we been?

Part I

– Positive Behavior Support (PBS) overview

– Establishing commitment

– Identify behavior expectations

Part II

– Displaying behavior expectations

– Teaching Behavior Expectations

Part III

– Monitoring behavior

– Acknowledgement systems

– Correcting misbehavior

What is Positive Behavior Support?

Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to reduce school disruption, and educate students with problem behaviors.

It includes…

– Research-validated practices

– Supportive administrative systems

– Use of information for problem solving

Basic Evaluation Questions by School or Program

1. What does “it” look like now?

2. How would we know if we were successful?

3. Are we satisfied with how “it” looks?

– Yes!:

• Celebrate

– No!:

• What do we want “it” to look like?

• What do we need to do to make “it” look like that?

4. What can we do to keep “it” like that?

Focus on the Team Implementation Process

Are we meeting criteria on implementing the components of Positive Behavior Supports?

Components of Team Implementation Checklist

1. Establish commitment

2. Establish and maintain team

3. Self-assessment

4. School-wide expectations

5. Establish information system

6. Build capacity for function-based support

This checklist provides a scope and sequence for implementing schoolwide behavior supports. Schools shouldn’t expect to see change in student behavior until at least 80% of items are achieved on the checklist.

Team TimeTeam TimeEffective Behavior Support (EBS) Team Implementation Effective Behavior Support (EBS) Team Implementation Checklist (TIC)Checklist (TIC)

– Used as a planning guide for successful School-Used as a planning guide for successful School-Wide PBS Implementation Wide PBS Implementation

– Focuses on Building Leadership Team ActivitiesFocuses on Building Leadership Team Activities

Take 10 - minutes to Take 10 - minutes to completecomplete, , updateupdate, or , or review for accuracyreview for accuracy your Team your Team Implementation Implementation ChecklistChecklist

Team TimeTeam TimeComplete the Action Plan for Completion of Complete the Action Plan for Completion of

Schoolwde Support Activities (last pages of TIC)Schoolwde Support Activities (last pages of TIC)

1.1. What needs to be What needs to be done to “achieve” done to “achieve” each item that is not each item that is not yet achieved? yet achieved?

2.2. How do you How do you celebrate celebrate achievements?achievements?

3.3. How do you How do you maintainmaintain your achievements?your achievements?

1.1. What needs to be What needs to be done to “achieve” done to “achieve” each item that is not each item that is not yet achieved? yet achieved?

2.2. How do you How do you celebrate celebrate achievements?achievements?

3.3. How do you How do you maintainmaintain your achievements?your achievements?

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

• Pair up with another schoolPair up with another school

• Report out on your plans to Report out on your plans to improve implementation based improve implementation based on results of the Team on results of the Team Implementation ChecklistImplementation Checklist

Team TimeTeam Time

Focus on the Student Outcomes

Do we have the School Wide Information System (SWIS) up and running with fidelity?

Using Student Outcome data:

Office Discipline Referrals and The BIG 5 • Examine office discipline referral rates and

patterns– Major Problem events– Minor Problem events

• Ask the BIG 5 questions:– How often are problem behavior events

occurring?– Where are they happening?– What types of problem behaviors?– When are the problems occurring?– Who is contributing?

Terminology

Office Discipline Referral Caution• Data reflects 3 factors:

– Students– Staff members– Office personnel

• Data reflects overt rule violators• Data is useful when implementation is

consistent– Do staff and administration agree on office-

managed problem behavior versus classroom-managed behavior?

Improving the Accuracy of Data

1. What is the motivation for problem behavior?

• Obtain peer attention • Avoid tasks/activities

• Obtain adult attention • Avoid peer(s)

• Obtain items/activities • Other motivation

2. Time of incident

3. Referring Source (persons involved)

Team TimeTeam Time

Within your team…Within your team…

1.1. What are your concerns with accuracy What are your concerns with accuracy of the Discipline Data you collect?of the Discipline Data you collect?

2.2. How might you improve the accuracy of How might you improve the accuracy of this?this?

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

Using SWIS Data

Problem Identification (look at Major Discipline Referral per Day per Month on next slide)

1. Is there a problem with the absolute value?

4784.78 .344.78 1.63

✔

PROBLEM- ODRs per day higher than national avg.

Langley Elementary School: 478 Students, Grades K-5

Problem Identification (look at Major Discipline Referral per Day per Month on next slide)

1. Is there a problem with the absolute value?

2. Are there trends or patterns?

4784.78 .344.78 1.63

✔

PROBLEM- ODRs per day higher than national avg.TREND- 4 consecutive mos. of increasing trend

Langley Elementary School: 478 Students, Grades K-5

Langley Elementary School

Use following charts to answer schoolwide behavior support questions

QuestionQuestion Use Chart from SWISUse Chart from SWIS

Are there Trends or Patterns across time?

Average Referral per Day per Month

Where are the problem behavior events occurring?

Referrals by Location

Where are the problem behavior events occurring?

Referrals by Problem Behavior

When are the problem behaviors occurring?

Referrals by Time

Who is contributing to the problems? Referrals by Student

Langley Elementary

Langley Elementary

Langley Elementary

Langley Elementary

PROBLEM- ODRs per day higher than national avg.TREND- 4 consecutive mos. of increasing trend

Happening mostly on the playground

Tardiness a problemDisrespect also a problem

Happening during morning and lunch recess periods

About 3% of students with 2 or more ODRs, 12 students with 5 or more ODRs, 5 students with >30 ODRs

Using Data to Build Solutions• Prevention: How can we avoid the problem context?

– Who, When, Where

– Schedule change, curriculum change, etc

• Teaching: How can we define, teach, and monitor what we want?

– Teach appropriate behavior

– Use problem behavior as negative example

• Recognition: How can we build in systematic reward for desired behavior?

• Extinction: How can we prevent problem behavior from being rewarded?

• Consequences: What are efficient, consistent consequences for problem behavior?

• How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

Three priorities

1) Make sure you have a plan for meeting criteria on the team implementation checklist.

2) Make sure your SWIS data are accurate.

3) Analyze what you have. If you have a good start on 1 and 2 or have a good plan for that, look at your own SWIS data.

Team TimeTeam TimeEvaluate your SWIS behavior data (use- Evaluate your SWIS behavior data (use- Behavior Data Behavior Data Review Worksheet: Using SWIS “Big Five” Reports)Review Worksheet: Using SWIS “Big Five” Reports)

Please take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be donePlease take a moment to complete the appropriate section of the Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be doneFollow-Up Activity Worksheet to document the work yet to be done

If you do not have If you do not have SWIS set up and SWIS set up and running, discuss how running, discuss how you will do this (use- you will do this (use- School Wide School Wide Information System Information System (SWIS)(SWIS) Worksheet: Worksheet: Getting SWIS up and Getting SWIS up and running)running)