This product was developed by the Florida Positive Behavioral Interventions and Support Project, a project funded by the State of Florida, Department of Education, K-12 Public Schools, Bureau of Exceptional Education and Student Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. PBIS for Teachers: School-Wide and Classroom Implementation NM RDA conference July 18-19, 2016 Don Kincaid, Ed.D.
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PBIS for Teachers: School-Wide and Classroom Implementation · Misc. Page 1 •Team Member Roles • PBIS Coach • Team Leader • Administrator • Behavior ‘expert’ • Data
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This product was developed by the Florida
Positive Behavioral Interventions and
Support Project, a project funded by the
State of Florida, Department of Education,
K-12 Public Schools, Bureau of Exceptional
Education and Student Services, through
federal assistance under the Individuals with
Disabilities Education Act (IDEA), Part B.
PBIS for Teachers:
School-Wide and Classroom
Implementation
NM RDA conference
July 18-19, 2016
Don Kincaid, Ed.D.
Positive Behavior Interventions and
Support
• The application of evidence-based strategies and systems to assist schools to improve academic performance, enhance school safety, decrease problem behavior, and establish positive school cultures
Training Objectives
Participants will
• Understand PBIS implementation within a Multi-Tiered
System of Supports (MTSS)
• Have a global understanding of the core components of
Tier 1 PBIS
• Understand the application of those components in the
classroom
• Understand the teacher’s role in Tier 2 implementation
• Understand the teacher’s role in Tier 3 implementation
Tier 1 PBIS
• Foundation for a Multi-Tiered System of Support (MTSS)
• Adapted to fit your school
• Coexists with most school-wide programs
• Consistent with research-based principles of behavior
• Builds effective environments
• Collaborative, assessment-based approach
• Over 25,000 schools across the country and almost 1,700 in Florida are implementing PBIS
Highly Effective Practices Research
• Implementation of school-wide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)
• Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)
• “Viewed as outcomes, achievement and behavior are related; viewed as causes of the other, achievement and behavior are unrelated. (Algozzine, et al., 2011)
Multi-Tiered System of Supports
and Problem-Solving
ACADEMIC and BEHAVIOR SYSTEMS
Tier 3: Intensive, Individualized Interventions
and SupportsThe most intense instruction and intervention based upon
individual student need provided in addition to and
aligned with Tier 1 & 2 academic and
behavior instruction and supports.
Tier 2: Supplemental Interventions
and SupportsTargeted instruction and interventions and supplemental
support in addition to and aligned with the core academic and
behavior curriculum.
Tier 1: Core Instruction & Supports General academic and behavior instruction and support
provided to all students in all settings.
Florida’s State Transformation Team on RtI (2009)
PBIS Tiers of Support
Tier 1: Core Curriculum - Procedures and processes intended for all
students and staff, in specific settings and across campus
Tier 1 & 2: Classroom - Processes and procedures that reflect Tier 1
expectations, coupled with pre-planned strategies applied
within classrooms
Tier 2: Supplemental Supports: Processes and procedures that
reflect Tier 1 expectations, designed for groups of
students with similar behavior problems or behaviors that
seem to occur for the same reasons (i.e. attention, escape)
Tier 3: Intensive Supports - Processes and procedures that reflect
Tier 1 expectations, coupled with team-based strategies
to address problematic behaviors of individual students
Teaming
Benchmarks of Quality Items # 1-3
PBIS is a Collaborative Approach
• The school-based problem-solving team is responsible for
reviewing all Tier 1 data (academics & behavior)
• Multi-disciplinary team representing all stakeholders
• PBIS is data-based problem-solving for behavior
• PBIS Team may be a sub-group, responsible for
• Developing behavioral curriculum (what & when)
• Designing & overseeing Tier 1 interventions
• Evaluating progress (review behavior data)
• Training school staff
Importance of the Team Process
• Higher functioning PBIS teams have higher Tier 1
implementation scores
• Cohen, 2006. Dissertation, University of South
Florida
• Clear team mission and goals
• Enhance productivity, morale and increase
effectiveness
• DeBevoise, 1984; McLaughlin & Schwartz, 1998
• Decrease teachers’ sense of isolation
• Ashton & Webb, 1986
• Ground rules support effective collaboration
PBIS Team MembersMisc. Page 1
•Team Member Roles
• PBIS Coach
• Team Leader
• Administrator
• Behavior ‘expert’
• Data Specialist
• Recorder
Each role/responsibility should be covered,
but there is flexibility in assignments
• Timekeeper
• Communications
• Snack Master
• Family/Community Liaison
• Student Liaison
Team Membership
• Examine individual skills, strengths, and preferences prior to finalizing team membership and roles
• What skills do I bring to the team?
• What skills will each member bring to the team?
• Are the appropriate people on the team?
• Consider peripheral teams and membership rotations
• Student PBIS teams (secondary)
• Family teams
• “Go-To” committees
Critical Elements of Tier 1 PBISAs measured by the Benchmarks of Quality (BoQ)
• Embed with academic lessons• Language Arts, Social Studies, Math
• Misc. Page 13
• Incorporate lessons with the discipline process
Monitoring Fidelity
• Lesson times on master schedule• Administrators make behavior curriculum a priority
• Formal & informal strategies on walkthroughs
• Samples of permanent products• Posters, essays, pictures, etc.
• Design lessons around a monitoring system• Example:
• Students create a checklist for “Being Prepared” in the classroom.
They fill out their checklists daily to assess their behavior, and graph
the results on a wall chart.
• Interview sample of students, staff and families
Establishing your Classroom System
Do your classrooms:
� Have established routines and proceduresexplicitly identified for activities (e.g. entering class, asking questions, sharpening pencil, using restroom, dismissal)
� Teach expected behavior routines in classrooms� How do you know?
� How often did this occur?
USE YOUR DATA
to identify and analyze the problems
Tier 1 Reward
Systems
Benchmarks of Quality Items # 22 - 28
Reward Appropriate Behavior
• Serves as a teaching tool
• Provide feedback on appropriate behavior
• Makes appropriate behavior more likely to occur
• Catch students in the act, create momentum
• Builds positive student/teacher relationships, school
climate
• Counteracts negative peer influences
• Increases internal motivation in un-motivated
students
Rewards
•Social• Time w/ friends
• Verbal praise
•Activity• Teacher assistant
• Art project
• School dance
• Staff/student games
•Sensory• Lights, temperature,
music, seating
•Escape• “1-Minute Ticket”
• Homework pass
• Library pass
•Tangible• Edibles
• Materials
• Praise notes, pencils,
notebooks, stickers,
photos, T-Shirt
• Tokens
Reward Recipients
• Students• Teach how rewards will be earned
• Every appropriate behavior will not be rewarded
• Solicitations will not result in a reward
• Staff• Reward for using the system
• Monitor fidelity of system use• Signatures, color coding, each staff assigned a number, etc.
• Solicit ongoing feedback
• Families• Reward for attending parent/teacher conferences
• Ensuring homework is completed
• Student attendance, on-time to school, dress code followed
• Solicit ongoing feedback
Guidelines for Providing Rewards
• When• Immediately after the target behavior occurs (expectation)
• Frequently after teaching an expectation
• In problem locations or situations
• Avoid• Long delays between the display of positive behavior and reward
• Only quarterly or semester events
• Use as part of the reward hierarchy
• General• Students should always be eligible to earn a reward
• ‘No’ parties should not be used in isolation • Tardies, referrals, dress code violations, etc.
• Some students may need shorter time intervals between rewards
• Name the behavior and expectation observed
Reward System Guidelines
• Teach • What behaviors will earn rewards
• How and when to reward
• Offer a variety
• Establish a hierarchy
• Survey students and families for ideas
• Make it as easy as possible
• Use and share data• Decrease in problem behaviors
• Increased participation in reward events
Establishing your Classroom System
Do your classrooms:
� Have classroom teachers use immediate and behavior specific praise?� How do you know?
� Roughly, how many teachers engage in this?
� Acknowledge students demonstrating adherence to classroom rules and routines?� Do the acknowledgments occur more frequently
than acknowledgement of inappropriate behaviors?
USE YOUR DATA
to identify and analyze the problems
Effective Discipline Procedures
Benchmarks of Quality Items # 7 - 16
Defining Behavior
• Behavior
• Anything we say or do (observable)
• Response to one’s environment (antecedents)
• Serves a function or purpose (‘why’)
• Results in a desired outcome (consequence/reinforcer)
• Predictable
• Learned (teach replacement behaviors)
• Can be changed
Clear Definitions of Problem Behaviors
• Behaviors that one teacher considers disrespectful, may not seem disrespectful to another teacher
• Clear set of definitions for all categories on the office discipline referral form exists • Clear agreement among staff for specific behaviors
that fall into each category
• The critical feature is that all staff agree and are trained on mutually exclusive and operationally defined behaviors
Defining Incident Levels
• Office-Managed Incidents (Majors)• Handled by the administration