Week 10 School Climate

Week 10School Climate

CNN SpecialSunday, November 6, 2011

• Social Mobility• http://youtu.be/WQMbyr87oYM

• Finland’s Schools• http://youtu.be/rlYHWpRR4yc

Radio NewsTuesday November 8, 2011

WISCONSIN (WFRV) - The framework for a new educator evaluation system in Wisconsin has been released. According to the Department of Public Instruction, 50% of the evaluation rating for teachers or principals will be based on standards such as instructional strategies, classroom management and collaboration.The other half will be made up of measures of student achievement, including test scores."This is an evaluation that we hope will be used to support people that are not doing well in the classroom or a principal," explained State Superintendent Tony Evers. "And bring up their levels to a level that will help kids.” Statewide implementation is planned for the 2014 school year.

If you'd like to learn more about the evaluation system, click here.

School-Wide Positive Behavior Support:

Getting StartedTaken directly from a presentation by George Sugai

OSEP Center on PBISUniversity of Connecticut

May 24-25, 2006www.pbis.org www.swis.org

[email protected]

PURPOSEEnhance capacity of

school teams to provide the best

behavioral supports for all students…...

MAIN TRAINING OBJECTIVES

• Establish leadership team• Establish staff agreements• Build working knowledge of SW-PBS

practices & systems• Develop individualized action plan for SW-

PBS– Office Discipline Data– EBS Self-Assessment Survey– Team Implementation Checklist

Challenge #1

Challenge #2

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….

SW-PBS Logic!

Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable

(Zins & Ponti, 1990)

Context Matters: Examples

Individual Studentvs.

School-wide

“Reiko”

Assessments indicate that Reiko performs in average to above average range in most academic areas. However, her teacher has noticed Reiko’s frequent talking & asking & answering questions without raising her hand has become an annoying problem to other students & to teacher.

What would you do?

“141 Days!”

Intermediate/senior high school with 880 students reported over 5,100 office discipline referrals in one academic year. Nearly 2/3 of students have received at least one office discipline referral.

Reiko is in this

school!

“Kiyoshi”

Kiyoshi is a highly competent student, but has long history of antisocial behavior. He is quick to anger, & minor events quickly escalate to major confrontations. He has few friends, & most of his conflicts occur with peers in hallways & cafeteria & on bus. In last 2 months, he has been given 8 days of in school detention & 6 days of out of school suspension. In a recent event, he broke glasses of another student.

What would you do?

“Da place ta be”

During 4th period, in-school detention room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being in the hallways after the late bell.Kiyoshi is in this

school!

“Mitch”

Mitch displays a number of stereotypic (e.g., light filtering with his fingers, head rolling) & self-injurious behaviors (e.g., face slapping, arm biting), & his communications are limited to a verbal vocabulary of about 25 words. When his usual routines are changed or items are not in their usual places, his rates of stereotypic & self-injurious behavior increase quickly.

What would you do?

“Cliques”

During Advisory Class, the “sportsters” sit in the back of the room, & “goths” sit at the front. Most class activities result in out of seat, yelling arguments between the two groups. Mitch is in this

classroom!

“Rachel”Rachel dresses in black every day, rarely interacts with teachers or other students, & writes & distributes poems & stories about witchcraft, alien nations, gundams, & other science fiction topics. When approached or confronted by teachers, she pulls hood of her black sweatshirt or coat over her head & walks away. Mystified by Rachel’s behavior, teachers usually shake their heads & let her walk away. Recently, Rachel carefully wrapped a dead squirrel in black cloth & placed it on her desk. Other students became frightened when she began talking to it. What would you do?

“Four corners”

Three rival gangs are competing for “four corners.” Teachers actively avoid the area. Because of daily conflicts, vice principal has moved her desk to four corners.

Rachel is in this

school!

Fortunately, we have a science that guides us to…

• Assess these situations• Develop behavior intervention plans based on

our assessment• Monitor student progress & make

enhancementsAll in ways that can be culturally & contextually appropriate

Crone & Horner, 2003

However, context matters….

What factors influence our ability to implement what we know with accuracy, consistency, & durability for students like Rachel, Reiko, Mitch, & Kiyoshi?

Questions!

• What would behavior support look like if Mitch, Rachel, Kiyoshi, & Reiko were in these classrooms & schools?

• Are these environments safe, caring, & effective?

Context Matters!

Messages Repeated!

1. Successful Individual student behavior support is linked to host environments or schools that are effective, efficient, relevant, & durable

2. Learning & teaching environments must be redesigned to increase the likelihood of behavioral & academic success

2 Worries & Ineffective Responses to Problem Behavior

• Get Tough (practices)• Train-&-Hope (systems)

Worry #1“Teaching” by Getting Tough

Runyon: “I hate this f____ing school, & you’re a dumb f_____.”

Teacher: “That is disrespectful language. I’m sending you to the office so you’ll learn never to say those words again….starting now!”

Immediate & seductive solution….”Get Tough!”

• Clamp down & increase monitoring• Re-re-re-review rules• Extend continuum & consistency of

consequences• Establish “bottom line”...Predictable individual response

Reactive responses are predictable….

When we experience aversive situation, we select interventions that produce immediate relief– Remove student– Remove ourselves – Modify physical environment– Assign responsibility for change to student

&/or others

When behavior doesn’t improve, we “Get Tougher!”

• Zero tolerance policies• Increased surveillance• Increased suspension & expulsion• In-service training by expert• Alternative programming

…..Predictable systems response!

Erroneous assumption that student…

• Is inherently “bad”• Will learn more appropriate behavior through

increased use of “aversives”• Will be better tomorrow…….

But….false sense of safety/security!

• Fosters environments of control• Triggers & reinforces antisocial behavior • Shifts accountability away from school• Devalues child-adult relationship• Weakens relationship between academic &

social behavior programming

Science of behavior has taught us that students….

Do NOT learn when presented contingent aversive consequences…..

Do learn better ways of behaving by being taught directly & receiving positive feedback….consider function

Non-examples of Function-Based approach

“Function” = outcome, result, purpose, consequence

• “Lantana, you skipped 2 school days, so we’re going to suspend you for 2 more.”

• “Phloem, I’m taking your book away because you obviously aren’t ready to learn.”

• “You want my attention?! I’ll show you attention,…let’s take a walk down to the office & have a little chat with the Principal.”

2001 Surgeon General’s Report on Youth Violence: Recommendations

• Establish “intolerant attitude toward deviance”– Break up antisocial networks…change

social context– Improve parent effectiveness

• Increase “commitment to school”– Increase academic success– Create positive school climates

• Teach & encourage individual skills & competence

Other options?

Ok….what do we do?

Development “Map”

• 2+ years of team training• Annual “booster” events• Coaching/facilitator support @ school &

district levels• Regular self-assessment & evaluation data• SIG & Center on PBIS for coordination & TA

Role of “Coaching”

• Liaison between school teams & PBS leadership team

• Local facilitation of process• Local resource for data-based decision

making

SYST

EMSPRACTICES

DATASupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

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%

CONTINUUM OFSCHOOL-WIDE

INSTRUCTIONAL & POSITIVE BEHAVIOR

SUPPORT

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

Agreements

Team

Data-based Action Plan

ImplementationEvaluation

GENERAL IMPLEMENTATION

PROCESS: “Getting Started”

CO PBS

FCPS

BehavioralCapacity

Priority &Status

Data-basedDecisionMaking

Communications

Administrator

TeamAdministratorSpecialized Support

Student

Community

Non-Teaching

Teaching

Family

Representation

Start withTeam that “Works.”

Team-led Process

Initiative, Project,

Committee

Purpose Outcome Target Group

Staff Involved

SIP/SID/etc

Attendance CommitteeCharacter Education

Safety CommitteeSchool Spirit Committee

Discipline Committee

DARE Committee

EBS Work Group

Working Smarter

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

Character Education

Improve character

Improve character All students Marlee, J.S., Ellen

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

DARE Committee

Prevent drug use High/at-risk drug users

Don

EBS 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

Sample Teaming Matrix

3-4 YearCommitment

Top 3 School-Wide

Initiatives

Coaching &Facilitation

DedicatedResources

& Time

AdministrativeParticipation

3-Tiered Prevention

LogicAgreements &Supports

• Work as team for 10 minutes• Complete “Establishing Team Membership” (1

p. 4-5)• Touch “Committee Group Work” (6)• Touch “Guidelines for Conducting Leadership

Team Meetings” (3)• Touch “EBS Self-Assessment Survey” (4)• Present 2-3 “big ideas” from your group (1

min. reports)

Leadership Team Review

Self-AssessmentEfficient

Systems of DataManagement

Team-basedDecisionMaking Evidence-

BasedPractices

MultipleSystems

ExistingDiscipline

DataData-based Action Plan

SWIS

SWIS

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

SWIS

0

10

20

30

40

50 N

umbe

r of O

ffice

Ref

erra

ls

Bat h R Bus A Bus Caf Class Comm G ym Hall Libr Play G Spec O t her

School Locations

Referrals by Location

Referrals by Problem Behavior

0

10

20

30

40

50

Num

ber o

f Ref

erra

ls

Lang AcholAr sonBom bCom bsDef ianDis r uptDr essAgg/ f gtThef tHar assPr op DSk ip Tar dyTobacVandW eap

Types of Problem Behav ior

Referrals per Prob Behavior

Referrals per Location

0

10

20

30

40

50

Num

ber o

f Offic

e R

efer

rals

Bat h R Bus A Bus Caf Class Comm G ym Hall Libr Play G Spec O t her

School Locations

Referrals by Location

Referrals per Student

0

10

20

Num

ber o

f Ref

erra

ls p

er S

tude

nt

Students

Referrals by Time of Day

0

5

10

15

20

25

30

Num

ber o

f Ref

erra

ls

7: 007: 308: 008: 309: 00 9: 3010: 0010: 3011: 0011: 3012: 0012: 301: 001: 302: 002: 303: 003: 30

Time of Day

Referrals by Time of Day

Do we need to tweak our action plan?

• How often? • Who?• What?• Where?• When?• How much?

If problem,• Which

students/staff?• What system?• What

intervention?• What outcome?

If many students are making same mistake, consider changing system….not students

Start by teaching, monitoring & rewarding…before increasing punishment

Discipline Data Review

• 8 minutes• Complete “Discipline Referral Data Self-

Assessment” Checklist (9)• Report 2-3 “big ideas” from your team

discussion (1 min. reports)

Nonclassr

oom

Setting Syst

ems

ClassroomSetting Systems

Individual Student

Systems

School-wideSystems

School-wide PositiveBehavior Support

Systems

1.Common purpose & approach to discipline2.Clear set of positive expectations & behaviors3. Procedures for teaching expected behavior

4.Continuum of procedures for encouraging expected behavior

5. Continuum of procedures for discouraging inappropriate behavior

6. Procedures for on-going monitoring & evaluation

School-wide Systems

• Classroom-wide positive expectations taught & encouraged

• Teaching classroom routines & cues taught & encouraged

• Ratio of 6-8 positive to 1 negative adult-student interaction

• Active supervision• Redirections for minor, infrequent behavior

errors• Frequent pre-corrections for chronic errors• Effective academic instruction & curriculum

Classroom Setting Systems

• Positive expectations & routines taught & encouraged

• Active supervision by all staff– Scan, move, interact

• Pre-corrections & reminders• Positive reinforcement

Non-ClassroomSetting Systems

• Behavioral competence at school & district levels• Function-based behavior support planning • Team- & data-based decision making• Comprehensive person-centered planning &

wraparound processes• Targeted social skills & self-management

instruction• Individualized instructional & curricular

accommodations

Individual StudentSystems

Organizational Features

Common Vision

Common Language

Common Experience

ORGANIZATION MEMBERS

School RulesNO Food

NO WeaponsNO Backpacks

NO Drugs/SmokingNO Bullying

Redesign Learning & Teaching Environment

Few positive SW expectations defined, taught, & encouraged

Jesse Bobo Elementary June 8, 2004 SC

Carmen Arace Intermediate, Bloomfield

Identifying School-wide Expectations

• 11 minutes• Select different spokesperson• Review/develop positively stated school-wide

expectations (1 p. 6-7)– 3-5 positively stated– Mutually exclusive– Comprehensive– Contextually appropriate

• Present 2-3 “big ideas” from your team (1 min. reports)

Expectations & behavioral skills are taught & recognized in natural context

Expected behaviors are visible

Sirrine Elementary June 8, 2004 SC

RAH – at Adams City High School(Respect – Achievement – Honor)

RAH Classroom Hallway/Commons

Cafeteria Bathrooms

Respect Be on time; attend regularly; follow class rules

Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass

Put trash in cans, push in your chair, be courteous to all staff and students

Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet

Achievement

Do your best on all assignments and assessments, take notes, ask questions

Keep track of your belongings, monitor time to get to class

Check space before you leave, keep track of personal belongings

Be a good example to other students, leave the room better than you found it

Honor Do your own work; tell the truth

Be considerate of yours and others’ personal space

Keep your own place in line, maintain personal boundaries

Report any graffiti or vandalism

RAH – AthleticsRAH Practice Competitio

nsEligibility Lettering Team

TravelRespect Listen to

coaches directions; push yourself and encourage teammates to excel.

Show positive sportsmanship; Solve problems in mature manner; Positive inter-actions with refs, umps, etc.

Show up on time for every practice and competition.

Show up on time for every practice and competition; Compete x%.

Take care of your own possessions and litter; be where you are directed to be.

Achievement

Set example in the classroom and in the playing field as a true achiever.

Set and reach for both individual and team goals; encourage your teammates.

Earn passing grades; Attend school regularly; only excused absences

Demonstrate academic excellence.

Complete your assignments missed for team travel.

Honor Demonstrate good sportsmanship and team spirit.

Suit up in clean uniforms; Win with honor and integrity; Represent your school with good conduct.

Show team pride in and out of the school. Stay out of trouble – set a good example for others.

Suit up for any competitions you are not playing. Show team honor.Cheer for teammates.

Remember you are acting on behalf of the school at all times and demonstrate team honor/pride.

PPerseverance

Holding to a course of action despite

obstacles

• Stay positive• Set goals

• Learn from mistakes

RRespectTo show

consideration, appreciation, and

acceptance

• Respect yourself• Respect others• Demonstrate

appropriate language and behavior

IIntegrity

Adherence to an agreed upon code

of behavior

• Be responsible• Do your own work

• Be trustworthy and trust others

DDiscipline

Managing ones self to achieve goals and meet

expectations

• Strive for consistency

• Attend class daily; be on time• Meet deadlines; do your homework

EExcellence

Being of finest or highest

quality

• Do your personal best

• Exceed minimum

expectations• Inspire

excellence in others

NEHS website, Oct. 26, 2004

Skill NameGetting Help(How to ask for assistance for difficulty tasks)

Teaching Examples1. 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 Activity1. 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”

Teaching Academics & Behaviors

DEFINESimply

MODEL

PRACTICEIn Setting

ADJUST forEfficiency

MONITOR &ACKNOWLEDGE

Continuously

Character Education

• Easy to change moral knowledge.....

...difficult to change moral conduct• To change moral conduct...

– Adults must model moral behavior– Students must experience academic success– Students must be taught social skills for

success

Teaching Expectations

• Meet as team for 9 minutes• Review/develop procedures for teaching

school-wide expectations• Present 2-3 “big ideas” from your team (1

min. reports)

Acknowledging SW Expectations: Rationale

• To learn, humans require regular & frequent feedback on their actions

• Humans experience frequent feedback from others, self, & environment– Planned/unplanned– Desirable/undesirable

• W/o formal feedback to encourage desired behavior, other forms of feedback shape undesired behaviors

Acknowledge & Recognize

BAMS Medal of

Excellence

The Lucky Winner Is . . .

Cougar Traits in the Community

Student Name __________________________________

Displayed the Cougar Trait of: RespectResponsibilityCaringCitizenship

(Circle the trait you observed)

Signature _____________________________________________If you would like to write on the back the details of what you observed feel free! Thank you for supporting our youth.

Are “Rewards” Dangerous?

“…our research team has conducted a series of reviews and analysis of (the reward) literature; our conclusion is that there is no inherent negative property of reward. Our analyses indicate that the argument against the use of rewards is an overgeneralization based on a narrow set of circumstances.”– Cameron, 2002

• Cameron & Pierce, 1994, 2002• Cameron, Banko & Pierce, 2001

“Good morning, class!”

Teachers report that when students are greeted by an adult in morning, it takes less time to complete morning routines & get first lesson started.

Monitoring Dismissal

“Bus Bucks”

• Springfield, OR• Procedures

– Review bus citations– On-going driver meetings– Teaching expectations– Link bus bucks w/ schools– Acknowledging bus drivers

“Super Sub Slips”

• Empowering subs in Cottage Grove, OR• Procedures

– Give 5 per sub in subfolder– Give 2 out immediately

“Positive Office Referral”

• Balancing positive/negative adult/student contacts in Oregon

• Procedures– Develop equivalent positive referral– Process like negative referral

“Piece of Paper”

In one month, staff recorded 15 office discipline referrals for rule violations, & 37 for contributing to safe environment

Acknowledgements

• 10 minutes• Review/develop what your school does to

formally acknowledge positive student social behavior

• Report 2-3 “big ideas” from your table discussion (1 min. reports)

Team Managed

StaffAcknowledgements

ContinuousMonitoring

Staff Training& Support

AdministratorParticipation

EffectivePractices

Implementation

“80% Rule”

• Apply triangle to adult behavior!• Regularly acknowledge staff behavior• Individualized intervention for nonresponders

“Golden Plunger”

• Involve custodian• Procedure

– Custodian selects one classroom/ hallway each week that is clean & orderly

– Sticks gold-painted plunger with banner on wall

“Staff Dinger”

• Reminding staff to have positive interaction• Procedures

– Ring timer on regular, intermittent schedule– Engage in quick positive interaction

“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– Students/Staff nominate – Students/Staff reward, then pick

Relevant &MeasurableIndicators

Team-basedDecision Making &

Planning

ContinuousMonitoring

RegularReview

EffectiveVisual Displays

EfficientInput, Storage, &

RetrievalEvaluation

Sample websites (www.)

• pbis.org• swis.org• pbis.maryland.org• bethel.k12.or.us• cde.state.co.us/pbs• flpbs.fmhi.usf.edu• ebdnetwork-il.org

Tools (pbis.org)

• EBS Self-assessment• TIC: Team Implementation Checklist• SSS: Safe Schools Survey• SET: Systems School-wide Evaluation Tool • PBS Implementation & Planning Self-

assessment• ISSET: Individual Student Systems Evaluation

Tool (pilot)• SWIS: School-Wide Information System

(swis.org)

Action Planning: Guidelines

• Agree upon decision making procedures• Align with school/district goals.• Focus on measurable outcomes.• Base & adjust decisions on data & local

contexts.• Give priority to evidence-based programs.• Invest in building sustainable

implementation supports (>80%)• Consider effectiveness, & efficiency,

relevance, in decision making

Action Planning Meeting (7:00 am)• Review “big ideas”

– Content from today– Build action plan (what, when, how, who)

• “Getting Started” (1)• SW PBS (B)• EBS Self-Assessment Survey (4)• School data

• Logistics– Complete & return TIC (2) TODAY– Develop report to staff– Build data-management (C/9) capacity– Schedule next team meeting date

• Report 2-3 planned activities from your team action planning (1 min.)

• Measurable & justifiable outcomes• On-going data-based decision making• Evidence-based practices• Systems ensuring durable, high fidelity of

implementation

PBIS Messages

Yeah, so this is it!

• Create systems-based preventive continuum of behavior support

• Focus on adult behavior• Establish behavioral competence• Utilize data based decisions• Give priority to academic success• Invest in evidence-based practices• Teach & acknowledge behavioral expectations• Work from a person-centered, function-based

approach • Arrange to work smarter

Assignment

• Go home now• “Chew on this material”• Be prepared to come to class next week

so we can discuss this system• Please bring your thoughts on pros and

cons