School Wide Positive Behavioral Interventions and Supports

School Wide Positive Behavioral Interventions and Supports

March 28, 2011PBIS Informational

Forum

Schools adopting PBIS FrameworkNational Data

00 01 02 03 04 05 06 07 08 09 20100

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10000

12000

14000

16000

13,331 Schools

SWPBIS in 13,331 schools Al

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Iowa

Illinois

Iowa

Funding Visibility PolicyPoliticalSupport

Training Coaching Behavioral ExpertiseEvaluation

LEADERSHIP TEAM(Coordination)

Local School/District Implementation Demonstrations

Findings (Horner, et al)

SWPBIS is possible (at all grade levels) SWPBIS is associated with:

20-60% reduction in problem behavior Increases in academic performance Improved perception of school safety Improved self-assessment of faculty

effectiveness

2005-06

2006-07

2007-08

2009-10

2010-11

Schools adopting SW-PBIS by year in Northwest AEA

Schools Using SW-PBIS Framework as their Discipline System

Longfellow Elementary (Sioux City) Akron-Westfield Elementary Akron-Westfield MS West Sioux Elementary West Sioux MS Boyden-Hull Elementary South O’Brien Elementary South O’Brien Junior High Smith Elementary (Sioux City) Sacred Heart Elementary (Sioux City) Unity Elementary (Sioux City) Gehlen Catholic (LeMars) Hinton Elementary Lark Elementary (West Monona School District) Central Elementary (West Monona School District)

Northwest AEA SET Scores: 2009-10

School-Wide Evaluation Tool(SET)

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

Y1 Y2 Y3 Y4

Exp TaughtAvg Score

Northwest AEA: Triangle Summary – Majors Only

95.68 (0-1 Ref)

3.26 (2-5 Ref)

.84 (6 + Ref)

Informational Forum (9:30 to 10:30)

Roundtables Involving Families/Community (Room D)Creative Lesson Plans (Room D)Acknowledgements for Upper

Elementary/Middle School (Room D)Continuous Regeneration (Room F)

Learning More about PBIS (Room C)

Informational Forum (10:45-11:45)

Question/Answer with PBIS Panel (Room C)

Making Sense of Tier III Interventions (Room D)

Informational Forum (11:45)

I will be in Room D to answer questions

SW-PBIS - What does it look like?

Define behavioral expectations Teach behavioral expectations Monitor and reward appropriate behavior Provide corrective consequences for

problem behaviors. Use collected data to solve problems and

make decisions.

Define School-Wide Expectationsfor Behavior

Identify 3-5 Expectations Short statements Positive Statements (what to do, not what to

avoid doing) Memorable

RespectOptimistic Attitude

Active LearnerResponsibility

South O’Brien Junior High

Akron Westfield Middle School

Double RPK Respectful Responsible Prepared Kind

Akron-Westfield

(Expectations are defined across by their locations.) Expectations:

Areas:

CLASSROOM

PLAYGROUND

LUNCHROOM

HALLWA YS

BATHROOM

BUSES

SCHOOL ACTIVITIES

RESPECT

1. Listen to the speaker. 2. Use acceptable school language & tone.

1. Listen to the recess teacher. 2. Follow the playground rules.

1. Use good table manners.

1. Use a quiet voice. 2. Use quiet walking feet. 3. Keep your hands to yourself.

1. Be quick. 2. Keep it clean. 3. Flush. 4. Turn off the water when you are finished.

1. Sit at all times. 2. Use your inside voices.

1. Cheer. 2. Stand quietly for the anthem. 3. Applaud when appropriate.

RESPONSIBLE

1. Take care of your belongings. 2. Follow all directions.

1. Take turns. 2. Take care of all equipment.

1. Clean up your area. 2. Use good line basics.

1. Stay in your own body space.

1. Wash your hands when you finish.

1. Be on time. 2. Care for your things.

1. Dress appropriately. 2. Follow the directions of the activities.

PREPA RED

1. Be on time. 2. Be ready with your materials and your attention.

1. Dress appropriately for weather.

1. Wash your hands before eating.

1. Make sure your shoes are tied. 2. Keep your eyes to the front. 3. Keep your hand at your side.

1. Try to use at your scheduled breaks and at recess time.

1. Care for your things. 2. Know when it is your stop. 3. Be on time.

1. Bring appropriate clothing. 2. Know your schedule.

KIND

1. Care for yourself and others.

1. Share. 2. Take turns.

1. Use good line basics. 2. Use please and thank you.

1. Say excuse me. 1. Wait your turn in line. 2. Honor others privacy.

1. Share your seat. 2. Tell the driver thank you. 3. Stay in your body space.

1. Be a good sport. 2. Encourage others. 3. Say please and thank you.

West Sioux Middle School

Perseverance Respect Integrity Discipline Excellance

PRIDE

Expectations & behavioral skills are taught & recognized in natural context

Longfellow ElementarySPOT Pledge

I will Show respect for myself and others

I will choose a Positive attitude

I will take Ownership for my actions

I will always Try my best

On-going Monitoring and Acknowledging of Appropriate Behavior Create a system to support frequent acknowledgement

acknowledgement of appropriate behavior.

System to make acknowledgement easy and simple

Different strategies for acknowledging appropriate behavior (small frequent rewards more effective)

Often multiple methods of acknowledgement

Akron-WestfieldName: _______________Class___________

Respectful Responsible Prepared Kind

!

Name: _______________Class___________

Respectful Responsible Prepared Kind

You have been caught by aGUEST TEACHER!

Consistent Corrective Consequences Problem Behaviors

Do not ignore problem behavior

Provide clear guidelines for what is handled in class versus sent to the office

Corrective Consequences include logical punishment and penalties for misbehavior

Do not relay on negative consequences to change chronic behavior patterns

Boyden-Hull Elementary Consequence RubricELEM - 1st ELEM - 2nd ELEM - 3rd

A. Temper tantrums which disrupt a class Boys Town Removal from class Removal from classB. Bullying Boys Town Recesses ISSC. Refusal to conform to rules Boys Town 1/2 day ISS Full day ISSD. Insubordination/Disobedience 1 day ISS 3 day ISS 3 day OSSE. Physical attack ISS/Call Police 3 day ISS 3 day OSSF. Extortion Boys Town 1 day ISS 3 day ISSG. Possession of dangerous materials Boys Town 1 day ISS 3 day ISSH. Racial bigotry or intolerance Boys Town 1 day ISS 3 day ISSI. Criminal or illegal behavior ISS/Call Police OSS ExpulsionJ. Assault against employee ISS/Call Police OSS ExpulsionK. Willful injury Recess(es) 1 day ISS 3 day ISSL. Theft Recess/Call Police 1 day ISS 3 day ISSM. Robbery ISS/Call Police OSS Possible ExpulsionN. Mischief Boys Town Recesses ISSO. Unlawful Assembly ISS/Call Police 3 day ISS 3 day OSSP. Disorderly Conduct (Fighting) Recess 1 day ISS 3 day ISSQ. False Report (under investigation) 1 day ISS 3 day ISS 3 day OSSR. Threats Recess(es) 1 day ISS 3 day ISSS. Trespass ISS/Call Police 3 day ISS 3 day OSST. Arson 3 day ISS 3 day OSS Possible ExpulsionU. Alcohol/Controlled Substance 10 day OSS ExpulsionV. Smoking/Tobacco 3 day ISS 3 day OSS Possible ExpulsionW. Truancy Make up time/work 1 day ISS 3 day ISSX. Class Attendance Make up time/work Recesses ISSY. Gambling 1 day ISS 3 day ISS 3 day OSSZ. Vulgar & Profane Speech Boys Town 1 day ISS 3 day ISSAA. Sex Acts 3 day ISS 3 day OSS ExpulsionBB. Cheating 0 on work/call parent 0 on work/1/2 day ISS 0 on work/1 day ISSCC. Student-to-student Harassment/Sex Har Boys Town/Recess 1 day ISS 3 day OSSDD. Weapons Possible ExpulsionEE. Detrimental Conduct Recess(es) 1 day ISS 3 day ISSFF. Forgery Boys Town 1 day ISS 3 day ISS

Progressive Consequence Systems

Emphasis on Natural Consequences

LOVE AND LOGIC

Use of data

Using data to make decisions and solve problems

Use of data to determination implementation integrity

Office Discipline Referrals

Data shared frequently with all staff - presented visually for easy interpretation

Behavior tracking should be simple very little teacher time to fill out

Consistency across school staff Clear, mutually exclusive, exhaustive definitions Distinction between office v. classroom managed

Data to DetermineImplementation Integrity

Self-Assessment

School-Wide Evaluation Tool

Team Checklist

SET Evaluation(School Wide Evaluation Tool)Fall 2007

Does Implementation ofSW-PBS Work?

Yes…

When implemented with integrityOffice referrals decreaseTime students engaged in instruction

increasesBuilding staff report less need to improve

discipline systemsSome research that suggests increases in

reading proficiency

Office Discipline Referrals - Majors(Referrals/100 students)

Office Discipline Referrals - Minors(Referrals/100 students)

Office Discipline Referrals - Majors(Referrals/100 students)

Office Discipline Referrals - Minors(Referrals/100 students)

Office Discipline Referrals - Majors(Referrals/100 students)

Office Discipline Referrals - Minors(Referrals/100 students)

Office Discipline Referrals - Majors(Referrals/100 students)

Office Discipline Referrals - Minors(Referrals/100 students)

Reading - All PBIS Schools

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100.00

1Years of Implementation

% of 4th and 8th Proficient

PreY1Y2Y3Y4

StateAverage

(4th)

StateAverage

(8th)

Math - All PBIS Schools

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20.00

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40.00

50.00

60.00

70.00

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90.00

100.00

1Years of Implementation

% of 4th and 8th Proficient

PreY1Y2Y3Y4

StateAverage

(4th)

StateAverage

(8th)

Reading - All PBIS Schools (Low SES)

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

1Year of Implementation

% of 4th and 8th Proficient

PreY1Y2Y3Y4

StateAverage(4th-Low

SES)

StateAverage(8th-Low

SES)

Math-All PBIS Schools (Low SES)

0.00

10.00

20.00

30.00

40.00

50.00

60.00

70.00

80.00

90.00

100.00

1Year of Implementation

% of 4th and 8th Proficient

PreY1Y2Y3Y4

StateAverage(4th-Low

SES)

StateAverage(8th-Low

SES)

School-Wide Systems Common language, vision, experience Involving all students, all staff, & all settings.

School Wide

20.2

53

66.3

76.574

50.9

22.2

13.210.5 12

0

10

20

30

40

50

60

70

80

90

100

Pre Y1 Y2 Y3 Y4Year of Implementation

% of Respondents

SW % In PlaceSW % High IP

Non-Classroom SystemsDefined as particular times or places where supervision isemphasized (e.g., hallways, cafeteria, playground, bus).

Non-Classroom

21.6

52.9

65.7

76 76.5

40.1

17.9

9.3 7.75 7

0

10

20

30

40

50

60

70

80

90

100

Pre Y1 Y2 Y3 Y4Years of Implementation

% of Respondents

NC % In PlaceNC % High IP

Classroom SystemsInstructional settings in which teacher(s) supervise & teach groups of students.

34.4

52.1

66.9

74 74.5

44

20.2

10.7 10.5 9.5

0

10

20

30

40

50

60

70

80

90

100

Pre Y1 Y2 Y3 Y4

CR % In PlaceCR % High IP

Individual Support SystemsSpecific supports for students who engage in chronic problem behaviors (1%-7% of enrollment).

12.6

25.7

39.9

51.2549

53.8

39.2

25.621.5

26

0

10

20

30

40

50

60

70

80

90

100

Pre Y1 Y2 Y3 Y4

Ind % In PlaceInd % High IP

Office Discipline Referrals per Day per 100 Students 02-03 (Illinois)

00.20.40.60.8

11.21.41.61.8

2

1 2

t = 2.54 (20); p < .02 t = 1.67 (67); p < .009

ODR per Day per 100

Students

No PBISYes PBIS

Middle 15 (no) 7 (yes) Elementary 38 (no) 31 (yes)

Illinois 02-03 Mean Proportion of Students Meeting ISAT Reading Standard

t test (df 119) p < .0001

46.60%

62.19%

0%

10%

20%

30%

40%

50%

60%

70%

PBIS NOT in place N = 69 PBIS IN place N = 52Mean Percentage of 3rd graders meeting ISAT Reading Standard

N =23 N = 8

Proportion of 3rd Graders who meet or exceed state reading standards (ISAT) in Illinois schools 02-03

t = 9.20; df = 27 p < .0001

0

0.2

0.4

0.6

0.8

1

Not Meeting SET Meeting SET

Proportion of Students Meeting

Reading Standards

N = 23 N = 8

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Designing School-Wide Systems for Student Success

References Educational Psychology, Vol. 25, Nos. 2/3, March/June 2005

“Whole-School Positive Behaviour Support: Effects on student discipline problems and academic performance” James K. Luisell*, Robert F. Putnam, Marcie W. Handler, and Adam B. Feinberg

Psychology in the Schools, Vol. 43(6), 2006 “The relationship of School-Wide Positive Behavior Support to academic achievement in an urban middle school.” Stephen R. Lassen, Michael M. Steele, and Wayne Sailor

Positive Behavioral Interventions and Supports Newsletter (“Academic Achievement and the Implementation of School-wide Behavior Support.” January, 2006 Robert F. PutnamMay InstituteRobert H. Horner University of Oregon; Robert AlgozzineUniversity of North Carolina at Charlotte

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual Interventions• Individual Students• Assessment-based• High Intensity

Intensive, Individual Interventions• Individual Students• Assessment-based• Intense, durable procedures

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Targeted Group Interventions• Some students (at-risk)• High efficiency• Rapid response

Universal Interventions• All students• Preventive, proactive

Universal Interventions• All settings, all students• Preventive, proactive

Designing School-Wide Systems for Student Success

THREE-YEAR SW-PBS PLANYEAR 1 YEAR 2 YEAR 3

Become familiar with data information system (SWIS/BID) as it relates to PBS

Attend four one-day trainings during school year

Attend two to three one-day trainings during school year

Attend two-day summer training Teach/Re-teach lessons as needed

Child Study team will begin to integrate individual Functional Behavior Assessments

Attend two/three one-day trainings during school year

Building staff will integrate information from PBS Classroom System Package

Develop flow chart/referral Building staff will integrate information from PBS Targeted Intervention System Package

Develop expectations

Develop matrix

Develop rewards system

Develop lesson plans

Teach/Re-teach lessons as needed

Questions

Jerome Schaefer at 712-222-6338 jschaefer@nwaea.com