SW-PBIS in High Schools Training Day 4 Chris Borgmeier, PhD [email protected] Portland State University .

SW-PBIS in High Schools Training Day 4

Chris Borgmeier, [email protected]

Portland State Universitywww.highschoolpbis.pbworks.com

Review of Tasks/Topics from previous trainings

• Finalized SW PBS team & meeting schedule• Finalize 3-5 SW-Rules• Develop Expectations Grid• Develop Lesson Plans & Videos• Developing an annual teaching

schedule/calendar for behavioral expectations• Ongoing plan for presentation to staff &

feedback

Introductions & Updates

• Take a few minutes to discuss the following and be prepared to share:– UPDATES: What actions have you taken around your

SWPBIS implementation efforts?• Rules finalized?• Behavior Expectations defined across settings?• Lesson Plans, videos, teaching schedule developed?• Presentations prepared and/or presented?• Communication plan for engaging staff & students

– One positive experience from your early SWPBIS installation efforts?

– One concern, challenge or need?

School PBIS Handbook

• All SW-PBIS/School climate/discipline documents should be combined into a School PBIS Handbook

• See example; don’t currently have a good HS example

• Each school should develop a handbook and turn it in at the end of the year to SCCOE team

Using Discipline Data for Decision Making

What data are we collecting?Do we have an effective data system?

Effective Data Systems• In order to make the most informed decisions regarding

SW PBS– an effective data system must provide data not only about

individual students, but also compile discipline data school wide

• Can your school currently look at discipline data from a School-wide perspective?– SWIS (School-wide Information System) is one system that

allows this type of manipulation of data– www.swis.org -- $300/year/school

–Preview SWIS Demonstration site

Team Task

• Review your current Data System– Strengths & Limitations– Are you interested in www.swis.org?

What data are we currently collecting?

• Discipline Referral Data• Detention/Suspension/Expulsion Data• Attendance data

– Are we using this data effectively?– Are we getting the most out of the data we’re

collecting?

Who?

What?

Where?

When?

Why?

With whom?

Admin Response?

Details

Suggested information to collect on referral forms

• Student name• Date/time• Location of incident• Referring teacher• Type of problem behavior• Persons involved• Possible motivation of behavior/ Reason • Disciplinary action

Reviewing your Discipline Referral form

• Are you getting the most information from your referral forms?

• Could you update your referral form to provide you with more useful data?

• Would you gain more information if you put in place a minor referral process, in addition to major referrals?

Team Task

• Review your Discipline Referral form–Are you missing any important fields

for informing decision making?

Evidence-based features of SW-PBISDATA

• On-going collection and use of data for decision-making

– Look beyond ODRs• Suspension/Expulsion• LRE – Behavior• Drop-Out/Graduation Rates

– Survey re: School climate• Student• Staff• Parents

Discipline Flowchart

Office v. Classroom Managed Behavior

• UNITED FRONT: Clarity and Consistency about what behaviors should be sent to the office & what should be handled in the classroom

• Lost instructional time is not benefiting anyone

• Escaping from the classroom may be exactly what the students wants – we may be strengthening that problem behavior

• Cleaner Discipline Data = More Effective Decision Making

Office v. Classroom Managed Behavior

• Make sure staff and administrators agree on what behaviors are sent to office

• Develop a list of office managed behavior• Hold discussions to clarify and foster

agreement

SKIBA, 2008

Develop Consistency/Agreement in Responses to Problem Behavior

Classroom Managed Office Managed•Failing to follow rules/directives•Inappropriate voice level•Disruptive•Inappropriate language/comments•Put downs/ low level teasing

•Danger to others with intent to hurt•Weapons•Fighting/ assault/ physical aggression•Overt defiance•Harrassment/Bullying•Inappropriate touching

***See Handout for more complete list w/ possible responses

CLASSROOM MANAGED VS. OFFICE MANAGED BEHAVIORS

STAFF DISCUSSION SCENARIOS

1) When given a pop quiz, Alexander yells out “What the hell is this?

2) When you are monitoring the hall and your classroom during the change of classes, two students try to squeeze into the classroom just as the late bell rings; in doing so, they push you against the wall.

3) Samantha arrives ten minutes late to your class for the third time; she is in tears because her boyfriend just dumped her.

4) Martin arrives five minutes late to class and sits down empty-handed. When you ask him to begin the opening exercise, he tells you to f---- off.

5) When you are monitoring the change of classes, you witness George calling Juanita a filthy ****.

Discipline Flowchart

What are procedures for Office & Staff Managed Behaviors?

Team Work Time• Develop Discipline Flowchart

– Defining Problem Behaviors– Develop “Office v. Staff Managed Behaviors” T-Chart

• Define suggested Responses to Problem Behaviors (try to minimize loss of instructional time)– Office Managed – what are consequences?– Staff Managed – what are effective responses & consequences?

(Defusion Strategies)

• Develop a plan to engage staff & establish agreements on:– what behaviors are Office v. Staff Managed Behaviors– What are expected responses (United Front)

• “Student is loudly running down the hall with hat on backwards”• How do we respond?

Emphasize the need to maintain & maximize instructional time

Reduce Escalation of Behavior – Emphasize Defusion Strategies

• See Iris Media for good video – “Defusing Anger & Aggression”

Tasks• Evaluate Disciplinary Response (use of

suspension, in/out school, detention, etc.)• Classroom v. Office Managed Behavior• Review discipline referral form & data

system

PBIS Handbook & Planning for

Implementation

PBIS Handbook• What to include:

– PBIS summary & rationale– School Rules & Posters– Expectations Grid– Lesson plans– Schedule for teaching expectations– Acknowledgment system

• Example tickets & description of system

– Responding to Misbehavior• Office referral system (major/minor forms & procedural flowchart)• Classroom v. Office Managed Behavior• Suggested Interventions

Kick-Off Event & Teaching SW-PBIS

Expectations

Establishing a School-wide Culture

Preparing for Implementation

• Plan Ahead– Be Ready for PBIS Kick-Off (First 2 weeks in

Fall)• Obtain & Organize materials

– Rules Posters, Acknowledgment tickets, handbook

• Have “PBIS Kick Off” events & schedule ready to go

• You will likely need to Schedule a Summer meeting to finalize plans for the Kick-off

Kick-off Assembly• Make it FUN & memorable for students &

staff– Introducing School rules & Programs– Should be more than 1 day/ 1 assembly,

make part of every day for the first 2-3 weeks– Use the talents of people in school– Use your students

• Develop a Schedule for Teaching Expectations– Teach expectations & routines across settings

New Jersey

New Jersey

New Jersey

Team Tasks

• Develop a schedule and plan for your Fall Kick-Off event for SW-PBIS

• Mix message with fun & community building

• Plan Details– When?– Who?– How?

Team Activity

• Use the Team Implementation Checklist (TIC) to guide Action Planning

PBIS Action

Planning Form

DUE DATE

• Turn in draft of PBIS Handbook to Rebecca Mendiola by June 1

• [email protected]

• Call Rebecca if you have Coaching Needs

Cumulative TEAM Tasks from previous trainings

• Finalized SW PBS team & meeting schedule• Finalize 3-5 SW-Rules & Develop Posters• Develop Expectations Grid• Develop Lesson Plans & Videos• Plan Kick Off Event for 1st week of school & a teaching

schedule/calendar for behavioral expectations for year• Ongoing plan for presentation to staff & feedback• Develop Acknowledgment System• Review Use of Exclusionary Discipline• Create Discipline Flowchart• Check Discipline Referral form & Data System (want

SWIS?)• Develop SW-PBIS Handbook