presented by: milt mckenna
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School-Wide Positive Behavioral Interventions & Supports (PBIS) SUSTAINING MOMENTUM Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut. Presented by: Milt McKenna. Set Up/My Goal Today. Provide “NEW” Ideas Create Energy for “OLD” Ideas Provide Useful Info - PowerPoint PPT PresentationTRANSCRIPT
School-Wide Positive Behavioral
Interventions & Supports (PBIS)
SUSTAINING MOMENTUM Horner & Sugai
OSEP Center on PBISUniversities of Oregon & Connecticut
Presented by: Milt McKenna
Set Up/My Goal Today
• Provide “NEW” Ideas• Create Energy for “OLD”
Ideas• Provide Useful Info• Reinforce Current Situation
Coordination/ Collaboration
1999 - 2013
PBIS
MSDE Sheppard Pratt Johns Hopkins University Local School Systems
19,054 Schools 19,054 Schools AdoptingAdoptingSchool-wide PBISSchool-wide PBISFebruary 2013February 2013
A Main Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
SWPBS (aka PBIS/RtI) isFramework
In The Beginning
• PBIS WAS NEW !!– SNI
• We/You did whatever it took to keep it going (fresh)
• A person with a PASSION• Lot‘s of Excitement• Enthusiasm• New Ideas
As time wore on . . . .
• Less enthusiasm• Same old stuff• Burn out• No delegation• Overworked• Overwhelmed• Etc…..Etc…Etc…
What Happened?
How do we Get it back?
? ????
??
?
?Where did “IT” Go?
? ? ?
Challenge #1
Maslow's Hierarchy of Needs
Challenge # 2
Challenge # 3
Challenge # 4
Competing, Inter-related National Goals
• Improve literacy, math, geography, science, etc.• Make schools safe, caring, & focused on teaching
& learning• Improve student character & citizenship• Eliminate bullying• Prevent drug use• Prepare for postsecondary education• Provide a free & appropriate education for all• Prepare viable workforce• Affect rates of high risk, antisocial behavior • Leave no child behind• Etc….
Challenge # 5 + +
T H E DO NOTs
Sit Back - Relax
Benchmarks of Quality (BOQ)
Relating what we do to the “Critical Features” of School Wide
PBIS PBIS Team Faculty/Staff Commitment Expectations and Rules Developed Lesson Plans for Teaching expectations/rules Reward/Recognition Program Established Effective Procedures for Dealing with Discipline Data Entry and Analysis Plan Established Classroom Systems Evaluation Implementation Plan
Functions
Data
Reinforcers/Recognition
Funding
Functions
Data
Reinforcers/Recognition
Funding
FUNCTIONS
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Sample Teaming Matrix
PBIS Team, BOQ items 1, 2, & 3
Initiative, Committee
Purpose Outcome Target Group
Staff Involved
SIP/SID
Attendance Committee
Increase attendance
Increase % of students attending daily
All students Eric, Ellen, Marlee
Goal #2
School Climate Committee
Improve Climate Improve Climate All students Marlee, J.S., Ellen, Eric
Goal #3
Safety Committee Improve safety Predictable response to threat/crisis
Dangerous students
Has not met Goal #3
School Spirit Committee
Enhance school spirit
Improve morale All students Has not met
Discipline Committee
Improve behavior Decrease office referrals Bullies, antisocial students, repeat offenders
Ellen, Eric, Marlee, Otis
Goal #3
S&DFS Committee Prevent drug use High/at-risk drug users
Don
PBIS Work Group Implement 3-tier model
Decrease office referrals, increase attendance, enhance academic engagement, improve grades
All students Eric, Ellen, Marlee, Otis, Emma
Goal #2Goal #3
Are outcomes measurable?
1.Eliminate initiatives that do NOT have a defined purpose and measurable outcome.
2. Combine initiatives that have the same measurable outcome and/or same target group
3. Combine initiatives that have 75% of the same staff
4. Eliminate initiatives that are not tied to School Improvement Goals.
Team Led Process - Sample Teaming Matrix
REORGANIZATION of PBIS Duties
Behavior Family Involvemen
t
Awards and Incentives
Instruction
Wellness ???
REORGANIZATION of PBIS Duties
Behavior Family Involvemen
t
Awards and Incentives
Instruction
Wellness ???
Go for the Green program
Code of Conduct Matrix
Hallway Code of Conduct
Peer Mediation
Safety patrol
New Student Orientation
REORGANIZATION of PBIS Duties
Behavior Family Involvemen
t
Awards and Incentives
Instruction
Wellness ???
Go for the Green program
Parent PBIS Survey
Code of Conduct Matrix
Home Matrix
Hallway Code of Conduct
Good News Ambassadors
Peer Mediation Parent orientation
Safety patrol
New Student Orientation
REORGANIZATION of PBIS Duties
Behavior Family Involvemen
t
Awards and Incentives
Instruction
Wellness ???
Go for the Green program
Parent PBIS Survey
Golden Egg Shopping cart
Code of Conduct Matrix
Home Matrix Weekly Golden Egg Awards
Hallway Code of Conduct
Good News Ambassadors
Quarterly Golden Egg Awards
Peer Mediation Parent orientation
Teacher Incentives
Safety patrol
New Student Orientation
REORGANIZATION of PBIS Duties
Behavior Family Involvemen
t
Awards and Incentives
Instruction
Wellness ???
Go for the Green program
Parent PBIS Survey
Golden Egg Shopping cart
Code of Conduct Lessons
Code of Conduct Matrix
Home Matrix Weekly Golden Egg Awards
Professional Development
Hallway Code of Conduct
Good News Ambassadors
Quarterly Golden Egg Awards
Peer Mediation Parent orientation Teacher Incentives
Safety patrol
New Student Orientation
Functions
Data
Reinforcers/Recognition
Funding
Critical Feature # 7Data Entry and Analysis Plan
Established
BOQ Items 13 - 16
What Do You Do With Data ?
• Make Informed Decisions• Look At Trends• Use Data To Inform
DECISION MAKING• Is there a problem?• What areas/systems are involved?• Are there many students or a few involved?• What kinds of problem behaviors are
occurring?• When are these behaviors most likely?• What is the most effective use of our
resources to address this problem?
What does a reduction of 850 office referrals and 25 suspensions mean?
Kennedy Middle School
Savings in Administrative time
ODR = 15 min Suspension = 45 min
13,875 minutes231 hours
29, 8-hour days
Savings in Student Instructional time
ODR = 45 min Suspension = 216 min
43,650 minutes728 hours
121 6-hour school days
Total Office Discipline Referrals (ODR) per Month
LOOKS LIKE OCTOBER WAS A BUSY MONTH
Avg. # ODR/Day/MonthConsider # of SCHOOL DAYS in the month.
0
5
10
15
20
Ave
Ref
erra
ls p
er D
ay
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthLast Year and This Year
0
500
1000
1500
2000
2500
3000
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Tota
l ODR
s
Academic Years
FRMS Total Office Discipline ReferralsSUSTAINED IMPACT
Pre
Post
Use the Data to Maintain Support
• Share visuals with
staff monthly
• What’s working??
• What needs more
focus?
• Emphasize staff
involvement !
Academic AND Behavioral Data
IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
+ If many students are making same mistake, consider changing systems ...not students
+ START by teaching, monitoring & rewarding…before increasing PUNISHMENT
IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals Less than 10 students continue rate of referrals after
receiving targeted group settings Small number of students destabilizing overall
functioning of school
Individual Student Systems
IF...
FOCUS ON...
More than 40% of students receive one or more office
referrals More than 2.5 office referrals per student
School Wide System
More than 35% of office referrals come from non-classroom settings
More than 15% of students referred from non-classroom settings
Non-Classroom System
More than 60% of office referrals come from the classroom
50% or more of office referrals come from less than 10% of classrooms
Classroom Systems
More than 10-15 students receive 5 or more office referrals
Targeted Group Interventions / Classroom Systems
Less than 10 students with 10 or more office referrals
Less than 10 students continue rate of referrals after receiving targeted group settings
Small number of students destabilizing overall functioning of school
Individual Student Systems
Tier 3
Tier 2
Tier 1
Triangle Triangle Activity:Activity:Applying the Applying the Three-Tiered Three-Tiered Logic to Logic to Your SchoolYour School
And Families
BOQ # 41
School counseling services Second Step FBAs/BIPs School health services Social skills, bully proofing, and/or anger management groups
Student Intervention Plans
UNIVERSAL
TARGETED
INTENSIVE
School wide PBIS
Check-in/Check-out Section 504 Plans and/or IEPs
Health Education Voluntary State Curriculum Behavioral contracting
Alternative programs
Character Education
Responsive counseling School mental health services Bullying Prevention
Expanded School Mental Health Initiatives and Interagency Partnerships
Lead
ersh
ip T
eam
Stud
ent S
ervi
ces
Team
Family
ESMH
Wrap Team
Classroom
SWPBISSubsystems
Non-classroom Family
Student
School-wide
Functions
Data
Reinforcers/Recognition
Funding
Critical Feature # 5Reward/Recognition Program Established
BOQ Items 22-28
School-wide “quick” Reinforcers/Acknowledgement
s
Rewards that are quickly presented in the presence of the behavior
Acknowledging SW Expectations:REINFORCERS “RATIONALE”
• Humans require regular & frequent feedback on their actions
• Humans experience frequent feedback from others, self, & environment
• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors
How Do you “Redeem” Reinforcers?• Daily/Weekly/Monthly Drawings• Group Rewards• Purchase (Token Economy):
– School Store items– Prize Cart– Privileges
• Time on computers Bus Announcements• Lunch with … Answer Phone• Dances/Parties Computer time• Homework Pass• Dress Down Day (Faculty also)
Surveys can be used to determine universal rewards or can be used with individual
students.
How can you determine appropriate incentives for students?
Ask the students
SurveyPut a check beside at least eight items/activities you would like to earn in class. (You can read the list to non-readers and help them mark their selections.)
___ 1. Blow bubbles___11. Use tape recorder___ 2. Ice cream ___12. Coloring/drawing___ 3. Puzzles ___13.Play game with friend___ 4. Stickers ___14. Puzzles___ 5. Write on chalkboard___15. McDonald’s coupon___ 6. Extra recess ___16.Write on chalkboard___ 7. Carry messages ___17. Computer time___ 8. Time with grown-up ___18. ________________ 9. Popcorn ___19. ________________10. Video games ___20. _____________
SurveyIf you could earn a special reward, what would it be? List 5 items you would like to earn. (You can name “things” or “activities.”)
1.________________________________________________________
2.________________________________________________________
3.________________________________________________________
4.________________________________________________________
5.________________________________________________________
Samples• High Fives• Gotchas• Traveling Passport• Super Sub Slips, Bus
Bucks• Back/front of bus• Free homework coupon• Discount school store,
grab bag• Early dismissal/Late
arrival• First/last in Line• Video store coupon, free
fries• BUG=Bringing up Grades
• Extra dessert • Class event• G.O.O.S.E• 1-Free Period• Massage• File stuffer• Coffee Coupon• Golden Plunger• Give Em’ a Hand• Kudos• Positive Office Referrals• BASS=Behavior + Academics =
Student Success
What really mattersIs the POSITIVE social
acknowledgement & interaction!!
Consistent PRACTICES
and SYSTEMS
in the cafeteria
Consistent PRACTICES and SYSTEMS in the bathroom
Standing in line in the restroom Washing hands appropriately
So, with all of this going on, how do we maintain energy,
dedication, forward movement for PBIS?
ASSESS:Where you Are
Where You have been
Where you want to go
CELEBRATE• SUCCESS
–ODR’s–SUSPENSIONS–POSITIVES–FAMILY INVOLVEMENT
Reviewing Strive for Five• Be respectful.• Be safe.• Work peacefully.• Strive for excellence.• Follow directions.
BOQ Item # 33
Theme of The Month• October = Respectful• November = Responsible• December = Ready• Etc. Etc.
PBIS Matrix for Home
• .
I am respectful Listen to my parentsBe truthful to my parentsPlay cooperativelySpeak nicely to others
I am responsible Put away my toys, bike, and equipmentHelp with jobs at homeFollow my parents’ directionsShare Thursday folder with parents
I am safe Play safely with othersStay in designated areasStay away from strangersWear bike helmet and equipment
I am prepared Finish homework and share with parentPack backpack at night for school the next dayGo to bed on timeGet up and get ready for school when called
BOQ # 41
Family Teaching
Matrix
SETTING
At home Morning Routine Homework Meal
Times In Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions
1. SOCIAL SKILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
64
“If a child doesn’t know how to read, we teach.”“If a child doesn’t know how to swim, we teach.”“If a child doesn’t know how to multiply, we teach.”“If a child doesn’t know how to drive, we teach.”“If a child doesn’t know how to behave, we… …teach? …punish?”
“Why can’t we finish the last sentence as automatically as we do the others?”
(Herner, 1998)
Critical Feature # 4Lesson Plans for Teaching expectations/rules
BOQ #29 - 34
“GOLDEN PLUNGER”• Involve custodian• Procedure
– Custodian selects one classroom/ hallway each week that is clean & orderly
– Sticks gold-painted plunger with banner on wall
“1 FREE PERIOD”• Contributing to a safe,
caring, effective school environment
• Procedures– Given by Principal– Principal takes over class for one hour– Used at any time
“G.O.O.S.E.”• “Get Out Of School Early”
– Or “arrive late”• Procedures
– Kids/staff nominate – Kids/staff reward, then pick
“DINGER”• Reminding staff to have
positive interaction• Procedures
– Ring timer on regular, intermittent schedule
– Engage in quick positive interaction
Functions
Data
Reinforcers/Recognition
Funding
FUNDING
• PTA• ADMINISTRATOR• LOCAL VENDORS (School Night at
Pizza Hut)– Follow up with letters/certificates of appreciation
• Soup er Mondays• Ask For Donations
$$ FUNDING $$• Walmart• Sam’s Club• Target• Chick Filet• McDonald’s
Think On-Line Possibilities !!
Regional/Local Forum
•Coaches•Team Leaders•Team Members•Newsletter•Other Ways To Share??
What are Staff willing to do?
No Magic Solutions
Success
!!
Hard Work
Collaboration
DELEGATION
TEAM Work !!
www.pbismaryland.org
School-Wide Positive Behavioral
Interventions & Supports (PBIS)
Sustaining the Momentum
Milt McKennawww.pbismaryland.org