agenda for day 2
DESCRIPTION
Agenda for day 2. 8:30 Handling Problem Behaviors 10:00 Short Break 10:08 Data-Based Decision Making 11:30 Lunch 12:30 Data-Based Decision Making, continued 2:00 Short Break 2:08 Evaluation and Sustainability 3:15 Wrap-up, Questions, and SURVEY!!. - PowerPoint PPT PresentationTRANSCRIPT
AGENDA FOR DAY 28:30 Handling Problem Behaviors10:00 Short Break10:08 Data-Based Decision Making11:30 Lunch12:30 Data-Based Decision Making, continued2:00 Short Break2:08 Evaluation and Sustainability3:15 Wrap-up, Questions, and SURVEY!!
Be Responsible• Be on time!• Sign in – morning and
afternoon• Participate in activities• If you have questions,
please ask!Be Respectful• Be a good listener• Stay on task• Keep cell phones silent
Be a Team Player• Join in the
discussion! We love to hear your thoughts and ideas!
• When working in small groups, give and take input
• Take information back to your school and share
PBIS WORKSHOP EXPECTATIONS
HANDLING PR
OBLEM
BEHAVIORS
HANDLING PROBLEM BEHAVIORS
• Referrals don’t completely go away with PBIS
• Some problem behaviors are worse than others
CONSEQUENCESWho should deal with what
behaviors?
Classroom Managed vs. Office Managed
Have a plan!
Staff Managed Behaviors (Minors)
Office Managed Behaviors (Majors)
Minors• Inappropriate Language• Physical Contact• Defiance/Insubordination/
Non-Compliance• Disrespect• Disruption• Dress Code• Technology Violation• Property Misuse• Tardy
Consequences are determined by staff
Majors• Abusive/Inappropriate
Language• Fighting• Physical Aggression• Defiance/Insubordination• Harassment/Intimidation• Inappropriate Display of
Affection• Vandalism/Property
Destruction• Lying/Cheating• Skipping• Technology Violation• Dress Code• Theft• Arson• Weapons• Tobacco• Alcohol/Drugs
T-CHART EXAMPLE
T-CHART OF BEHAVIOR (ON FLASH DRIVE)TEACHER MANAGED
BEHAVIORSOFFICE MANAGED
BEHAVIORSMinor Major
Example of student behavioral management
procedure
ACTIVITYLet’s begin creating your T-Chart
and procedures (flow chart) for handling problem behavior.
(see example of flow chart on flash drive – it is editable)
DATA-BASED DECISION
MAKING
DATA!
WHAT ARE DATA?
What are data?Pieces of information
Intimidating?No reason Sometimes numbers, sometimes not
SOME SCHOOL DATA SOURCES• Office Discipline Referrals (ODRs)
Current Over Time
• Attendance• School profile – population statistics• In-School and Out-of-School Suspensions• PBIS Assessments (SAS, TIC, BoQ, SET, etc.)• Staff Surveys, Teacher Reports
What else??
DISCUSSION
What data do you collect and use on a regular basis?
DIFFERENT DATA SERVE DIFFERENT PURPOSES• Identify problems before they become difficult• Pinpoint a problem to create a functional solution• Test possible solutions• Progress monitor – is it working?• What else?
Tier 1/Universal School-Wide Assessment
School-Wide Prevention Systems
SWIS and ISIS-SWIS Tools
Check-in/ Check-out (CICO)
Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring)
Brief Functional Behavior Assessment/Behavior Intervention Planning (FBA/BIP)
Complex or Multiple-domain FBA/BIP
Wraparound
ODRs, Attendance, Tardies, Grades, DIBELS, etc.
Daily Progress Report (DPR) (Behavior and Academic Goals)
Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc.
Social/Academic Instructional Groups (SAIG)
- Illinois PBIS Network, Revised October 2009Adapted from T. Scott, 2004
Tier 2/Secondary
Tier 3/Tertiary
Inte
rven
tion
Assessmen
t
HOW PBIS TEAMS USE DATAReview data showing progress from
previous meeting
Look at current data and problem solve
Communicate data to school, district, families
SWIS (SCHOOL WIDE INFORMATION SYSTEM)SWIS is a decision making tool• Reliable, confidential, web-based • Collect, summarize, and use student behavior data for decision
making.
START BY ASKING QUESTIONS
• What problem behavior(s) do we have?• How often is it happening?• Where is it happening?• When is it happening?• Who is involved?• Why is the problem sustaining?
PINPOINT THE PROBLEM• Drill down in your data• Target a precise problem
PRECISE PROBLEM STATEMENT (EXAMPLE)A lot of Physical Aggression is happening
in the classroom, mostly among 3rd, 4th, 7th , and 8th graders (and especially males), throughout the school day, with the highest frequency of occurrence on Mondays. The most likely reason for this behavior is to avoid a task.
ACTIVITY• Groups: Use data to create Precise Problem
Statement • Share
www.pbisapps.org > Applications > SWIS Suite > SWIS demo
DETERMINE WHAT TO DO NEXTPlanning requires a team effort!!Some possible steps after pinpointing the problem:• Gather more information• Make environmental or scheduling changes• Design an intervention (re-teach, reinforce, collect data,
etc.)
Who will do what, by when? *Think beyond the PBIS Team!!
DEVELOPING A PLAN• Prevention – keep it from happening again• Extinction – make the expected behavior
more attractive than the problem behavior• Recognition – acknowledge those that
follow the expected behavior• Consequences – consistent handling of
any persistent problem behaviors• Data Collection – is it working?
PREVENTIONHow do we keep this from
happening again?• Change the environment• Change the schedule• Teach appropriate behavior• Use problem behavior as a
negative example
EXTINCTIONHow do we keep problem behavior from
being rewarded?
How do we make it so much more rewarding to do the positive behavior?
RECOGNITIONHow do we recognize students who
act appropriately?
• Short-term ‘special’ type of acknowledgement activity - challenge
• Extra acknowledgements for specific behavior
CONSEQUENCESWhat will the consequence be for the
problem behavior?
DATA COLLECTIONWhat is your goal with this plan? Needs to be
measurable!How will you know if this is working? • Look at the same data you used to identify the
problem (*Note: you can use SWIS to save reports for later comparison)
How often will you review the plan’s progress and make revisions?
PUTTING THE PLAN INTO ACTIONWho will carry out each of the actions?
Don’t give all the responsibility to one person – this is a team effort!
When will the actions take place? Make a deadline.
EXAMPLEExample - Problem Solving Action Plan
Precise Problem Statement
Solution Actions Who? When? Goal, Timeline, & Updates
Many students from all grade levels are engaging in disruption, inappropriate language and harassment in cafeteria and hallway during lunch, and the behavior is maintained by peer attention
Prevention: Teach behavioral expectations in cafeteria
Maintain current lunch schedule, but shift classes to balance numbers
Teachers will take class to cafeteria; Cafeteria staff will teach the expectations
Principal to adjust schedule and send to staff
Rotating schedule on November 15
Changes begin on Monday
Goal: Reduce cafeteria ODR’s by 50% per month (Currently 24 per month average)
Timeline: Review Data & Update Monthly
A smaller number of students engage in skipping and noncompliance/defiance in classes, (mostly in rooms 13, 14 and 18), and these behaviors appear to be maintained by escape.
Recognition: Establish “Friday Five”: Extra 5 min of lunch on Friday for five good days
Extinction: Encourage all students to work for “Friday Five”… make reward for problem behavior less likely
School Counselor and Principal will create chart & staff extra recess
Principal to give announcement on intercom on Monday
Corrective Consequence- Active supervision and continued early consequence (minor/major ODR’s)
Hall and Cafeteria Supervisors Ongoing
Data Collection – Maintain ODR record & supervisor weekly report
SWIS data entry person & Principal shares report with supervisors
Weekly
Example - Problem Solving Action Plan (on flash drive)Precise Problem Statement:
Solution Actions Who is responsible? By when will it be completed?
Goal, Timeline, & Updates
Prevention Goal:
Recognition
Extinction Timeline:
Corrective Consequence
Data Collection Update:
ACTIVITY• Use your Precise Problem Statement to create
an Action Plan• Share
OTHER QUESTIONSHow do your data compare to
previous years?• Is there a trend?
How do your data compare to national averages?• SWIS has averages
TIME FOR QUESTIONSLike us on Facebook at:
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DECISION MAKING
FOR PB
IS SYSTEMS
A R E YO U I M
P L E M E N T I NG W
I TH F
I DE L I T
Y ?
OTHER TYPES OF DECISION MAKING IN PBIS
How do you know if your PBIS implementation plan is working?
Are you doing a good job with all of the elements of PBIS?
WHY MEASURE FIDELITY?• See how things are working• Figure out how to improve
• See what is missing• See what isn’t being done correctly
HOW WELL ARE YOU IMPLEMENTING PBIS?• Adult Outcomes
• How is team functioning?• Consistency
• Teaching behavior• Rewarding behavior• Consequences
• Student outcomes• Are about 80% of students doing very well with
behavior?• Are grades, attendance improving?
ASSESSMENT TOOLS
Team Implementation Checklist (TIC)• 3 times per year• Completed by PBIS Universal team at team
meeting• Guides the implementation process
WWW.PBISAPPS.ORG• Drop-down menu: Applications/PBIS Assessments • Login with School ID• For TIC, click on arrow under ‘Actions’• Survey will open• Enter data
ASSESSMENT TOOLS, CONT’DBenchmarks of Quality (BoQ)
• Completed in the spring each year• Completed by PBIS Universal team at team
meeting• Measures Universal implementation• Helps to identify strengths and weaknesses that
can be used in action planning
ASSESSMENT TOOLS, CONT’DSelf Assessment Survey (SAS)
• Completed once a year, at beginning or end of year
• Completed by all teachers, staff, administrators• Assesses how well systems and practices are
established in 4 areas: school-wide, classroom, non-classroom, individual students
ASSESSMENT TOOLS, CONT’DSchool Safety Survey (SSS)• Diverse perspectives • Measures risk factors in school• Measures protective factors in school
ASSESSMENT TOOLS, CONT’DSET (School-wide Evaluation Tool)• Outsider perspective – cuts out the bias• Measures fidelity of implementation – similar to SAS
PBIS ASSESSMENTS – ONLINE REPORTSTeam Implementation Checklist
Benchmarks of Quality
Self-Assessment Survey
Available online at www.pbisassessment.org
-Milwaukee Public Schools
SUSTAINABILIT
Y
GO WITH THE FLOW…Times change, people change – keep up with
them!!!
MAKE PBIS A PERMANENT PART OF YOUR SCHOOL
How committed are administration, faculty, and staff?
How invested are students?
ADULT SURVEYS• Buy-in• Confidence• Knowledge of PBIS• Appreciation
STAFF SURVEY EXAMPLE
On Flash Drive
STUDENT CLIMATE SURVEYS• Connectedness• Safety• Trust• Satisfaction
STUDENT CLIMATESURVEY EXAMPLE
- source: Illinois PBIS Network
- On Flash Drive
SUSTAINABILITYUsing data regularly is the key to success!
• Keep staff informed – increase buy-in• Show that PBIS is working!• Share successes with staff, district, parents,
community
STUDENT VOICE AND INVOLVEMENTGive students a voice (surveys, focus groups,
etc.):• Help decide how expectations will be taught• Give input on incentive and celebration ideas• Give input on booster training activities throughout
the yearGive students a job:• Teach expectations to younger students• Mentor younger students• Help with tasks such as copying and/or cutting out
reward tickets
EXAMPLE FROM MISSOURIBristol Elementary PBIS
Bristol is currently in our 3rd year implementing PBIS. This fall, a 3rd grade student was very interested in PBIS and how we chose the school rules. She and her father researched student programs, such as student council and Kids Congress. I invited the student to attend a PBIS team meeting and share her research with the team. Here is what we decided:
Each 2nd, 3rd, 4th and 5th grade class will have a representative for PBIS. One student from each grade will be chosen to attend the PBIS team meeting. The student will report back to the other representatives, who will then share all the information with the class.Students were given the opportunity to apply for PBIS representative. They had to answer 2 questions.
Why would you like to participate on the PBIS committee?Why would you be a good representative for your grade?
Teachers chose their classroom representative from the applications. An example is included in this report. A copy of the letter sent home to parents is included as well.We look forward to student representation on the committee.The PBIS Compendium: http://pbiscompendium.ssd.k12.mo.us/schoolwide-system-tools
STAFF VOICE AND INVOLVEMENT• Ask for input on consequences for office referrals• Survey staff about what tools they need (classroom
management strategies, communication strategies, strategies for individual students, etc.)
• Have a method or procedure for giving feedback/suggestions/requests at any time
• Ask for input on staff incentives• Ask them to participate in developing lesson
plans/cool tools
SHARING DATA WITH STAKEHOLDERSExamples• Share a success story in a newsletter to parents• Present data to school board• Ask local media to cover a success story• Post data in key locations in school• Share data with students and present a challenge• Share data regularly with staff to show successes
TIME FOR QUESTIONSLike us on Facebook at:
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ACKNOWLEDGEMENTS
OUR APPRECIATION TO THE FOLLOWING FOR SHARING RESOURCES ON THE INTERNET:
www.pbisapps.orgwww.pbis.org
Illinois PBIS Network: www.pbisillinois.org
Wisconsin PBIS Network: http://www.wisconsinpbisnetwork.org
/ Missouri Schoolwide Positive
Behavior Support: www.pbismissouri.org
The PBIS Compendium – Special School District, St Louis MO:
http://pbiscompendium.ssd.k12.mo.us
/
Our Website:
http://cce.astate.edu/pbis
Like us on Facebook at:
http://www.facebook.com/asucce
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https://twitter.com/ASUCCE