School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut
Dec 13, 2015
School-Wide Positive Behavioral Interventions &
Supports: OverviewPresented by: Milt McKenna
Horner & SugaiOSEP Center on PBIS
Universities of Oregon & Connecticut
My job today…To provide information about
Positive Behavioral Interventions & Supports (PBIS).
Preparation for Summer Team Training
“BIG IDEAS”
Coordination/ Collaboration
1999 - 2013
PBIS
MSDE Sheppard Pratt Johns Hopkins University Local School Systems
18,276 Schools 18,276 Schools AdoptingAdopting
School-wide PBISSchool-wide PBISOctober 2012October 2012
SWPBIS (aka PBIS/RtI) ISFramework
What does PBIS look like in a school? • >80% of students can tell you what is expected of
them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.
• Positive adult-to-student interactions exceed negative.
• Administrators are active participants.
• Data & team-based action planning & implementation.
• Function based behavior support is a foundation for addressing problem behavior.
• Full continuum of behavior support is available to all students.
A Main Message
Good Teaching Behavior Management
STUDENT ACHIEVEMENT
Increasing District & State Competency and Capacity
Investing in Outcomes, Data, Practices, and Systems
Funding Visibility PolicyPoliticalSupport
Training CoachingBehavioral Expertise
Evaluation
LEADERSHIP TEAM(Coordination)
Local School/District Implementation Demonstrations
PBIS Implementation Logic
Erroneous assumptions are that the student:
• Is inherently “bad”
• Will learn more appropriate behavior through increased use of “aversives”
• Will be better tomorrow…….
ASSUMPTIONS
• BEHAVIOR is learned
• BEHAVIOR is teachable
• BEHAVIOR occurrence is affected by the environment
• BEHAVIOR is changeable
• BEHAVIOR is more likely if effective, efficient, and reinforced
Do Sanctions “work”?
• Sanctions such as office referrals or suspensions may appear to “work” in the short term– Removes student– Provides relief to teachers, peers,
administrator– We often attribute responsibility for
change to student &/or others (family)
Jeffrey Sprague, Ph.D. ([email protected])
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BIG IDEAS
• 3-5 years
• Organizational Framework
• Critical Features same across schools– unique to the culture of the school
• System investment in Coaching Capacity
SYST
EMS
PRACTICES
DATASupporting
Staff Behavior
SupportingStudent Behavior
OUTCOMES
Supporting Social Competence &Academic Achievement
SupportingDecisionMaking
PBIS
Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
PBIS
Academic Systems Behavioral Systems
1-5% 1-5%
5-10% 5-10%
80-90% 80-90%
Intensive, Individually Designed Interventions
• Address individual needs of student
• Assessment-based
• High Intensity
Intensive, Individually Designed Interventions
• Strategies to address needs of individual students with intensive needs
• Function-based assessments
• Intense, durable strategiesTargeted, Group Interventions
• Small, needs-based groups for
at risk students who do not respond
to universal strategies
• High efficiency
• Rapid response
Targeted, Group Interventions
• Small, needs-based groups for at- risk students who do not
respond to universal strategies
• High efficiency/ Rapid response
• Function-based logic
Core Curriculum and
Differentiated Instruction
• All students
• Preventive, proactive
•School-wide or classroom
systems for ALL students
Core Curriculum and
Universal Interventions
• All settings, all students
• Preventive, proactive
• School-wide or classroom systems for ALL students and
staff
Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS)
Framework
Challenge #1
Challenge # 2
Challenge # 3
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan
SUMMER TRAINING
FACILITATED ACTION
PLANNING
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan
TEAM COMPOSITION• Administrator• Grade/Department Representation• Specialized Support
– Special Educator, Counselor, School Psychologist, Social Worker, etc.
• Support Staff– Office, Supervisory, Custodial, Bus, Security,
etc.• Parent• Community
– Mental Health, Business• Student
Start withTeam that “Works.”
Your Turn1. Consider your NEXT steps:
a. Do you have administrator support?
b. Is your team representative of your staff? If not, who else could you include?
c. Can you schedule your monthly mtgs for the year?
d. Can you establish team norms?
e. Does your school’s Mission Statement & SIP reflect school-wide positive behavior?
2. Who will do what - when?
3. Do you need any other resources?
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
80% Staff Buy In
•Start Small•Easy Implementation•Share/ Present Data•Showcase Success
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
• Integrate past school behavior plans
• Assure clarity of target areas
• Incorporate school colors or mascot
Marketing Strategy
Respectful
Able
Motivated
Safe
Tenets of Kenwood Pride
•Be there and prepared•Live responsibly•Uphold integrity•Earn and give respect
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
School Rules
NO Food
NO Weapons
NO Backpacks
NO Drugs/Smoking
NO Bullying
Redesign Learning & Teaching Environment
3-5 Positively Stated Behavioral Expectations
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
34
“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)
35
Once you have developed school-wide expectations, it is not enough to just post the words on the walls
of the building …
YOU MUST TEACH THEM!
My School’s Expectations…
Be Safe Be Responsible Be Respectful
LEARNING MATRIX
RESPECT
CLASSROOM CAFETERIA NON-CLASSROOM
AREAS
PARKING LOTAFTER SCHOOL
Myself
Be in my seat before bell
Dress appropriately Try my best to
complete work Control my behavior
Be on time Keep my area
clean Dress
appropriately
Move to class within the time given
Keep planners visible at all times
Stay in designated areas
Dress appropriately
Drive carefully Be aware of moving
traffic Display my parking
permit Leave school
property only upon dismissal
Dress appropriately
Be on time and prepared for activities
Carry my student I.D. Dress appropriately
Others
Keep my hands to myself
Say positive things to others
Stay out of others’ personal space
Cooperate with others
Use non-offensive language
Make sure cell phones are off and away
Keep my place in line
Use good manners
Dispose of food in the proper manner
Make sure cell phones are off and away
Use appropriate language and volume
Say only kind things to and about others
Cheer positively Keep my hands to
myself
Play car stereo at a reasonable volume
Follow safe traffic rules
Park in my assigned space
Be kind to others in heavy traffic
Cheer positively Maintain appropriate
noise level
LearningWork QuietlyStay in my areaKeep focused on my workParticipate in class activitiesKeep my eyes on my own paper
Use good manners
Use appropriate voice level
Listen to announcements
Be prepared to leave on time
Stay in assigned areas
Use appropriate language and volume
Keep hallways quiet
Report unlawful or suspicious activity
Be in first period prior to 7:17 a.m.
Pay attention/cooperate with coach or sponsor
Property
Use materials for their intended purpose
Use computers as directed by an adult
Maintain materials in the condition they were given
Throw my trash away
Clean my area Pay for my food
Use equipment properly
Throw my trash away properly
Keep our school free of graffiti
Maintain a smoke-free environment
Keep parking lot clean
Open car doors carefully
Keep my car locked at all times
Use equipment/facilities properly
Eat and drink in designated areas
1. SO
CIA
L SK
ILL
2. NATURAL
CONTEXT
3. BEHAVIOR
EXAMPLES
Teaching Matrix Activity
Classroom Lunchroom Bus Hallway Assembly
Respect Others
• Use inside voice
• ________
• Eat your own food
•__________
• Stay in your seat
•_________
• Stay to right
• _________
• Arrive on time to speaker
•__________
Respect Environme
nt & Property
• Recycle paper
•_________
• Return trays
•__________
• Keep feet on floor
•__________
• Put trash in cans
•_________
• Take litter with you
•__________
Respect Yourself
• Do your best
•__________
• Wash your hands
•__________
• Be at stop on time
•__________
• Use your words
•__________
• Listen to speaker
•__________
Respect Learning
• Have materials
ready
•__________
• Eat balanced diet
•__________
• Go directly from bus to
class
•__________
• Go directly to class
•__________
• Discuss topic in class
w/ others
•__________
Stated in a Positive way
What do you want them to do!
T H E DO NOTs
Expectations & behavioral skills are taught & recognized in natural context
Expectations & behavioral skills are taught & recognized in natural context
Skill Name
Getting Help(How to ask for assistance for difficulty tasks)
Teaching Examples
1. When you’re working on a math problem that you can’t figure out, raise your hand and wait until the teacher can help you.2. You and a friend are working together on a science experiment but you are missing a piece of lab equipment, ask the teacher for the missing equipment.3. You are reading a story but you don’t know the meaning of most of the words, ask the teacher to read and explain the word.
Kid Activity
1. Ask 2-3 students to give an example of a situation in which they needed help to complete a task, activity, or direction.2. Ask students to indicate or show how they could get help.3. Encourage and support appropriate discussion/responses. Minimize attention for inappropriate responses.
After the Lesson(During the Day)
1. Just before giving students difficult or new task, direction, or activity, ask them to tell you how they could get help if they have difficulty (precorrection).2. When you see students having difficulty with a task (e.g., off task, complaining), ask them to indicate that they need help (reminder).3. Whenever a student gets help the correct way, provide specific praise to the student.
“Cool Tool”
Family Teaching
Matrix
SETTING
At homeMorning Routine
HomeworkMeal
TimesIn Car Play Bedtime
Respect Ourselves
Respect Others
Respect Property
Exp
ecta
tions
1. SOCIAL SKILL2. NATURAL
CONTEXT
3. BEHAVIO
R
EXAMPLES
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
What really matters
is the positive social
acknowledgement
& interaction!!
Discipline Works When ….
Prevention creates more Positive than Negative consequences
PunishmentReinforceme
nt(success) 4 : 1
“Positive Office Referral”
• Balancing positive/negative adult/student contacts in Oregon
• Procedures– Develop equivalent positive referral– Process like negative referral
“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
Staff Incentives
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
• Brainstorm classroom vs. office managed behaviors
• Come to consensus on language to be used
• Agree on behaviors to list
Nuts and Bolts
Staff Managed Behaviors•Tardiness (on 3rd tardy, enter student into Response System)•Non-compliance with staff direction•Classroom disruption•Bullying•Inappropriate language•Failure to serve teacher assigned reflection•Unprepared for class•Leaving the classroom without permission•Skipping class•Inappropriate hallway behavior•Inappropriate computer use •Inappropriate locker behavior•Dress code violation•Throwing objects•Eating/drinking in class•Academic dishonesty •Sleeping in class•Carrying backpack•Electronic devices/cell phones (visible and/or on)
OFFICE MANAGED BEHAVIORS•Bomb Threat/False Alarm
•Possession of a Weapon/Explosive Device
•Threats of bringing/using Weapons
•Fighting/Physical Aggression
•Physical Assault/Harassment
•Intimidation
•Sexual Harassment/Sexual Offense
•Loitering
•Theft/Burglary
•Verbal Abuse and/or Threat of Violence
•Inappropriate Bus Behavior
•Failure to Identify Oneself
•Truancy
•Vandalism/ Property Damage
•False Fire Alarm or Arson
•Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol
•Leaving the Classroom without Permission
•Forgery/Extortion
Level 1Productive Personal
Environment
Level 2Productive Classroom
Environment
Level 3Orderly Environment
Level 4Safe Environment
Behaviors that affect only the student:
Behaviors that interfere with others learning:
Behaviors that affect an orderly environment:
Behaviors that cause harm or are illegal:
-Not prepared-Out of seat-Breaking pencils-Not following directions-Whining-Playing in desk-Not doing class work-Bubbles while washing -hands-Not in line-Sleeping-Copying behavior-Not listening-Leaning in chair-Refusing to work-Crawling on floor-Not taking responsibility for action-No homework
-Talking out-Visiting/talking-Inappropriate noises-Tattling-Touching-Poking-Standing on furniture-Constant talking-Out of seat and interfering with others’ learning-Crawling on floor and -interfering with others’ learning-Inappropriate chair manners-Consistently not following directions
-Talking back to adult-Throwing things-Teasing-Lying-Cheating-Forgery-Cursing-Tantrums-Cutting others’ hair-Bathroom climbing-Bathroom-looking under stalls-Pushing-Disrespect to adults-Disrespect to children-Leaving room without permission-Name calling-Hallway Behavior-Banging on window-Profane hand gestures
-Actions that cause harm-Stealing-Fighting-Drugs-Weapons-Punching-Biting-Throwing furniture-Stealing-Threatening to do injury on person or property-Sexual harassment
Level 1 Level 2 Level 3 Level 4Consequences may include: Consequences may include: Consequences may include: Consequences may include:
-Looking-Proximity-Discussion/talking-Verbal warning-Timeout in room-Study Hall-Parent contact
--Timeout in another room-Study Hall-Loss of part of recess-Parent contact -Behavior contract -Office referralAdm/parent/student/teacher Conference-In-school suspension
--Behavior contract-Office referralAdm/parent/student/teacherConference-In-school suspension-Out of school suspension
Per Board of Education Policies
Observe Problem Behavior
Warning/Conference with Student
Use Classroom Consequence
Complete Minor Incident Report
Does student have 3 MIR slips
for the same behavior in the same quarter
•Preparedness•Calling Out•Classroom Disruption•Refusal to Follow a Reasonable Request (Insubordination)•Failure to Serve a Detention•Put Downs•Refusing to Work•Inappropriate Tone/Attitude•Electronic Devices•Inappropriate Comments•Food or Drink
•Weapons•Fighting or Aggressive Physical Contact•Chronic Minor Infractions•Aggressive Language•Threats•Harassment of Student or Teacher•Truancy/Cut Class•Smoking•Vandalism•Alcohol•Drugs•Gambling•Dress Code•Cheating•Not w/ Class During Emergency•Leaving School Grounds•Foul Language at Student/Staff
Write referral to office
Administrator determines
consequence
Administrator follows through
on consequence
Administrator provides teacher
feedback
Write the student a
REFERRAL to the main office
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
•Issue slip when student does not respond to pre-correction, re-direction, or verbal warning
•Once written, file a copy with administrator
•Take concrete action to correct behavior (i.e. assign detention, complete behavior reflection writing, seat change)
SIDE BAR on Minor Inc ident Repor t s
Is behavior office
managed?
ClassroomManaged
Office Managed
No Yes
Purpose of Office Referral ?
Does Your “SYSTEM” have all of the info you
need to make a decision?
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
Gather InformationAVAILABLE DATA:
• Office Referrals,
• Suspensions,
• Attendance,
• Academics
• SST Referrals
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?
How long would it take to answer the BIG 5 SW discipline questions in your
school?
1.Who committed the offense?
2.What did they do?
3.Where did they do it?
4.When did they do it?
5.How MANY were involved?
If you can predict it,you can prevent it!
Data-based decision making
Data-driven problem solving
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 Referrals
SUSTAINED IMPACTPre
Post
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
Classroom
SWPBIS
Subsystems
Non-classroomFamily
Student
School-wid
e
• Define and TEACH classroom routines• How to enter class and begin to work• How to predict the schedule for the day• What to do if you do not have materials• What to do if you need help• What to do if you need to go to the bathroom• What to do if you are handing in late material• What to do if someone is bothering you.• Signals for moving through different activities.
– “Show me you are listening”
• Establish a signal for obtaining class attention• Teach effective transitions.
Procedures and Routines
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10.Implementation Plan
Using Your Action Plan
• Organize/record your SW PBIS process
• Keep a record of what has been completed
• Keep a record of what needs to be addressed
• Critical Elements guides the process
Critical Features1. PBIS Team2. Faculty/Staff Commitment3. Expectations and Rules Developed4. Lesson Plans for Teaching expectations/rules5. Reward/Recognition Program Established6. Effective Procedures for Dealing with
Discipline7. Data Entry and Analysis Plan Established8. Classroom Systems9. Evaluation 10. Implementation Plan
SUMMER TRAINING
FACILITATED ACTION
PLANNING
www.pbismaryland.org
School-Wide Positive Behavioral Interventions &
Supports: OverviewPresented by: Milt McKenna
Horner & SugaiOSEP Center on PBIS
Universities of Oregon & Connecticut
Planning Phase I (March – July: Year 1)TASK COMPLETION DATE
Administrator agrees to actively support and participate in PBIS activities. Administrator agrees to:
attend meetings 90% of the time provide funding for PBIS activities allocate time on staff agenda for PBIS updates actively promote PBIS as priority, and integrate PBIS with other initiatives/improvement activities
April 30
Administrator submits “Statement of Intent”. (Online at www.pbismaryland.org/forms.htm) April 30
Identify team members and team leader: (Team should be representative of school staff)June 1
Establish 80% staff commitment. Staff agrees to: Provide input in determining what our school’s problems are and what our goals should be Make decisions about rules, expectations, and procedures in the common areas of the school as
a school community Follow through with all school-wide decisions, regardless of individual feelings for any particular
decision Commit to positive behavior support systems for a full year - allowing performance toward
school’s goals to determine future plans
June 1
Identification of Behavior Support Coach. (Appointed by local school system PBIS Point of Contact). June 1
Schedule at least 2 full days in August for PBIS team meetings & planning. June 1
Register as a team for Maryland Institute 2013.**In order to qualify as a TRAINED team, 4 people including an administrator must attend both days
of the Summer Institute. (Obtain registration information from LSS Point of Contact -
on line registration available April 15 – June 1)
June 1
Complete online PBIS Staff Survey. (Statement of Intent form required for school account to be activated, account numbers will be emailed to school administrator) www.pbisassessment.org/
June 1 (or before staff leave for the summer)
(Bring summary to 2013 New Team Training)
Review SWIS readiness checklist to be SWIS compatible. www.swis.org (Required to utilize SWIS) June 22
Review/revise/update office referral form. (see compatibility checklist and sample at www.swis.org)
July 6(Bring revised form to 2013 New Team Training)
Entire team attends 2013 New Team Training. Elementary Teams: July 16 and 17 Secondary Teams: July 17 and 18
In order to facilitate the planning process, teams should bring:School Mission and Vision statements; School Improvement Plans (discipline sections)DATA – Office Referrals; In and Out of School suspensions; Expulsions; Attendance; Achievement; Dropouts; TardysSchool Map (if available) to facilitate discussion of problem areas.