1 / 74

Agenda for day 2

Agenda for day 2. 8:30 Handling Problem Behaviors 10:00 Short Break 10:08 Data-Based Decision Making 11:30 Lunch 12:30 Data-Based Decision Making, continued 2:00 Short Break 2:08 Evaluation and Sustainability 3:15 Wrap-up, Questions, and SURVEY!!.

calder
Download Presentation

Agenda for day 2

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Agenda for day 2 • 8:30 Handling Problem Behaviors • 10:00 Short Break • 10:08 Data-Based Decision Making • 11:30 Lunch • 12:30 Data-Based Decision Making, continued • 2:00 Short Break • 2:08 Evaluation and Sustainability • 3:15 Wrap-up, Questions, and SURVEY!!

  2. Pbis workshop expectations  • Be a Team Player • Join in the discussion! We love to hear your thoughts and ideas! • When working in small groups, give and take input • Take information back to your school and share • Be Responsible • Be on time! • Sign in – morning and afternoon • Participate in activities • If you have questions, please ask! • Be Respectful • Be a good listener • Stay on task • Keep cell phones silent

  3. Handling problem behaviors

  4. Handling Problem Behaviors • Referrals don’t completely go away with PBIS • Some problem behaviors are worse than others

  5. Consequences • Who should deal with what behaviors? • Classroom Managed vs. Office Managed • Have a plan!

  6. T-Chart Example

  7. T-chart of behavior (on flash drive)

  8. Example of student behavioral management procedure

  9. activity • Let’s begin creating your T-Chart and procedures (flow chart) for handling problem behavior. • (see example of flow chart on flash drive – it is editable)

  10. Data-based Decision Making

  11. DATA!

  12. What are Data? • What are data? • Pieces of information • Intimidating? • No reason  • Sometimes numbers, sometimes not

  13. Some school data sources • Office Discipline Referrals (ODRs) • Current • Over Time • Attendance • School profile – population statistics • In-School and Out-of-School Suspensions • PBIS Assessments (SAS, TIC, BoQ, SET, etc.) • Staff Surveys, Teacher Reports • What else??

  14. discussion • What data do you collect and useon a regular basis?

  15. Different data serve different purposes • Identify problems before they become difficult • Pinpoint a problem to create a functional solution • Test possible solutions • Progress monitor – is it working? • What else?

  16. Tier 1/Universal School-Wide Assessment School-Wide Prevention Systems ODRs, Attendance, Tardies, Grades, DIBELS, etc. Check-in/ Check-out (CICO) Tier 2/Secondary Tier 3/ Tertiary Social/Academic Instructional Groups (SAIG) Intervention Daily Progress Report (DPR)(Behavior and Academic Goals) Assessment Group Intervention with Individualized Feature (e.g., Check and Connect -CnC and Mentoring) Competing Behavior Pathway, Functional Assessment Interview, Scatter Plots, etc. Brief Functional Behavior Assessment/ Behavior Intervention Planning (FBA/BIP) Complex or Multiple-domain FBA/BIP SWIS and ISIS-SWIS Tools Wraparound - Illinois PBIS Network, Revised October 2009 Adapted from T. Scott, 2004

  17. How pbis teams use Data • Review datashowing progress from previous meeting • Look at current dataand problem solve • Communicate datato school, district, families

  18. Swis (school wide information system) • SWIS is a decision making tool • Reliable, confidential, web-based • Collect, summarize, and use student behavior data for decision making.

  19. Start by asking questions • What problem behavior(s) do we have? • How often is it happening? • Where is it happening? • When is it happening? • Who is involved? • Why is the problem sustaining?

  20. Pinpoint the problem • Drill down in your data • Target a precise problem

  21. Precise problem statement (example) • A lot of Physical Aggression is happening in the classroom, mostly among3rd, 4th, 7th , and 8th graders (and especially males), throughout the school day, with the highest frequency of occurrence on Mondays. The most likely reason for this behavior is to avoid a task.

  22. Activity • Groups: Use data to create Precise Problem Statement • Share • www.pbisapps.org > Applications > SWIS Suite > SWIS demo

  23. Determine what to do next • Planning requires a team effort!! • Some possible steps after pinpointing the problem: • Gather more information • Make environmental or scheduling changes • Design an intervention (re-teach, reinforce, collect data, etc.) • Who will do what, by when? • *Think beyond the PBIS Team!!

  24. Developing a Plan • Prevention – keep it from happening again • Extinction – make the expected behavior more attractive than the problem behavior • Recognition – acknowledge those that follow the expected behavior • Consequences – consistent handling of any persistent problem behaviors • Data Collection – is it working?

  25. prevention • How do we keep this from happening again? • Change the environment • Change the schedule • Teach appropriate behavior • Use problem behavior as a negative example

  26. extinction • How do we keep problem behavior from being rewarded? • How do we make it so much more rewarding to do the positive behavior?

  27. recognition • How do we recognize students who act appropriately? • Short-term ‘special’ type of acknowledgement activity - challenge • Extra acknowledgements for specific behavior

  28. consequences • What will the consequence be for the problem behavior?

  29. Data collection • What is your goal with this plan? Needs to be measurable! • How will you know if this is working? • Look at the same data you used to identify the problem • (*Note: you can use SWIS to save reports for later comparison) • How often will you review the plan’s progress and make revisions?

  30. Putting the Plan into Action • Who will carry out each of the actions? • Don’t give all the responsibility to one person – this is a team effort! • When will the actions take place? Make a deadline.

  31. Example

  32. Activity • Use your Precise Problem Statement to create an Action Plan • Share

  33. Other Questions • How do your data compare to previous years? • Is there a trend? • How do your data compare to national averages? • SWIS has averages

  34. Time for questions Like us on Facebook at: http://www.facebook.com/asucce Follow us on Twitter at: https://twitter.com/ASUCCE

  35. Decision making for pbis systems Are you implementing with fidelity?

  36. Other types of decision making in pbis • How do you know if your PBIS implementation plan is working? • Are you doing a good job with all of the elements of PBIS?

  37. Why measure fidelity? • See how things are working • Figure out how to improve • See what is missing • See what isn’t being done correctly

  38. How well are you implementing pbis? • Adult Outcomes • How is team functioning? • Consistency • Teaching behavior • Rewarding behavior • Consequences • Student outcomes • Are about 80% of students doing very well with behavior? • Are grades, attendance improving?

  39. Assessment Tools • Team Implementation Checklist (TIC) • 3 times per year • Completed by PBIS Universal team at team meeting • Guides the implementation process

More Related