level implementation of pbis at the...
TRANSCRIPT
Scott Eckman, PBIS/Vision Supervisor
Erin Stutzman, LPS PBIS Coach
Erik Witt, LSE Associate Principal
Keri Applebee, LSW Associate Principal
Implementation of PBIS at the Secondary Level
⦿ Provide an overview of PBIS⦿ Review implementation efforts in Lincoln
Public Schools⦿ Share the 6 Key components of PBIS Tier 1
including examples from the High School Level
⦿ Quick look at Tier 2 and beyond
TODAY’S OBJECTIVES
IS… IS NOT…
⦿ General approach ⦿ For all students-
multi-tiered⦿ Based on behavioral
practices, effective instructional design
⦿ Proactive⦿ Positive⦿ Ever changing based
on data
⦿ A specific curriculum⦿ Limited to a specific
set of students⦿ NEW⦿ Reactive⦿ Punishing⦿ Finished once a
certain # of “things” are done
PBIS
BENEFITS OF PBIS◼ A review of research on PBIS effectiveness
showed that there was over a 90% reduction in problem behavior in over half of the studies; the problem behavior stopped completely in over 26% of the studies.
▪ in problem behavior= time for instruction
= student achievement
◼ Improved adult to student relationships
LPS PBiS Journey
● Currently all of LPS, including early childhood and juvenile justice have begun implementation.
● District PBIS Leadership Team (special ed, student services, elementary, secondary, curriculum, continuous improvement, federal programs)
● Outside support
TIMELINE of DISTRICT IMPLEMENTATION
● 2013-2014: Tier 1 Implementation in all Secondary schools
● 2014-2015: Tier 1 Implementation in all Elementary schools. Begin Tier 2/3 process in Secondary schools.
● 2015-2016: Full implementation of all Tiers in all buildings
COACHING
● To support buildings with implementation and sustainability we have employed PBiS coaches.
● Variety of backgrounds● Weekly visits to buildings● Special Education funding
SIX KEY COMPONENTS OF PBIS:
1. School-wide behavioral expectations- positively stated
2. Expectations taught3. School wide recognition system 4. Effective procedures for managing problem
behavior5. Data driven6. Community/family involvement
SCHOOL WIDE BEHAVIORAL EXPECTATIONS
Necessary● Common throughout school-
becomes common language● Publicly posted in all parts of the
school building- include non-classroom settings
● Staff involved in the development● Revised as needed● Taught and re-taught based on
need
Nice● All staff involved in the
development of these expectations
● Have non-classroom settings involved as well from the start
● Students involved in the development
SCHOOL WIDE BEHAVIORAL EXPECTATIONS
SCHOOL WIDE BEHAVIORAL EXPECTATIONS
EXPECTATIONS TAUGHT
Necessary● Teach behaviors to students
frequently● Use data● Work as team● Address non classroom settings
( this may depend on grade level ,size of building, student population)
Nice● Have specific schedule of
when teaching will occur● Allocated time to teach and
re-teach these expectations weekly
EXPECTATIONS TAUGHT
RECOGNITION SYSTEM FOR STAFF AND STUDENTS
Necessary ● System in place school-wide● Teachers consistent in
using the system● Teacher buy-in that positive
behavior should be recognized
● 4:1 positive to negative ratio
Nice● Funds available for rewards● 4:1 positive to negative ratio● Publicly/privately recognize
students and staff based on their personal preference
RECOGNITION SYSTEM FOR STUDENTS AND STAFF
Caught being good (students)
Hawk award (staff)
RECOGNITION AT LNE HIGH SCHOOL
RECOGNITION AT EAST HIGH SCHOOL
EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR
Necessary● Staff involved in defining behaviors-
minor (teacher managed)/ major (office managed).
● Process for handling these behaviors- flow chart
● Behavior manual (gets all on the same page)
● Consistency in consequences (fair is not equal)
● Problem solving component for student once referral made
Nice● Admin continually uses the manual
in conversations about student behavior
● Behavior manual
EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR
EFFECTIVE PROCEDURES FOR MANAGING PROBLEM BEHAVIOR
● Involve students in problem solving process● Re-teaching of appropriate behavior● Behavior Intervention Plans● Parent Meetings● Lunch Detention● In School Suspension● Out of School suspension
DATA COLLECTION
Necessary● Consistent way to collect data● Analyze and use data to make
decisions ● Use multiple data sources● Share data with staff monthly● Data used to guide action plan of
PBIS team.
Nice● Share data with staff weekly● SWIS system● Way to record positive
interactions
DATA COLLECTION SYSTEMS
● Office referral data system - SWIS● Minor office referral data● Anecdotal - teacher conversations● Grades / attendance data● Number of recognition cards● ISS room data● Data collection systems to measure staff
understanding, rate of implementation, and adherence to PBIS goals (SAS, BOQ, TIC)
Referral Data from SWIS
COMMUNITY/PARENTAL INVOLVEMENT
Necessary● Parent involvement on PBIS
Team● Student Involvement
Nice● Assistance with marketing● Going out into the
community and sharing the model
● Multiple parent representatives
COMMUNITY/PARENTAL INVOLVEMENT
⦿ Parent representative on our team⦿ Websites:
http://wp.lps.org/lswpbis/http://lms.lps.libguides.com/content.php?pid=37 5951&sid=4209610
⦿ Presented at Parent Advisory⦿ Solicited donations and described PBIS program ⦿ Partnering with Marketing class, Statistics class,
DECA.⦿ Athletic Department involvement
BENEFITS OF PBIS AT LSW
BENEFITS OF PBIS AT LSE
TIER 2 and BEYOND...
⦿ High schools beginning Check In Check Out (CICO)
⦿ Different at each High School⦿ Gathering data to evaluate effectiveness
and make decisions⦿ Move into Tier 3 in the future
⦿ Social Skills groups⦿ More individualized CICO
QUESTIONS
RESOURCES
http://www.pbis.org/
http://www.npbis.org/
http://www.pbis.org/pbis_resource_detail_page.aspx?Type=3&PBIS_ResourceID=560
http://www.pbisworld.com/
http://wp.lps.org/pbis/
http://wp.lps.org/lswpbis/