Keeping PBS Momentum: Fidelity and Vitality

1. Keeping PBS Momentum: Fidelity and Vitality Heather Peshak George, Ph.D. University of South Florida June 11, 2008 Tucson PBS Initiative Annual Conference: Tucson, AZ

2. Agenda • Why should I invest in PBS? • Establishing Fidelity • Progress monitoring – how are we doing? • Next steps and moving forward • Ongoing implementation of PBS components • Building Vitality • Buy-in • Frequent communication  • Keeping PBS alive! • Readiness procedures and tools  

3. (Center for Positive Behavior Interventions and Supports, 2008)

4. Why should I invest in PBS? • Why wouldn’t you? Why not? • It’s research based • Creates an environment conducive to learning • Everyone learns more about their own behavior • It is collaborative, assessment-based, emphasizes proactive, educative, and reinforcement-based strategies • Promotes environments in which positive behavior is more effective than problem behavior • Because it’s the right thing to do!

5. Time Cost of aDiscipline Referral(45 minutes per incident)

7. Number of Schools Trained(As of August, 31 2007) • 4 Pre-K schools • 173 Elementary schools • 97 Middle schools • 37 High schools • 41 Alternative/Center schools • 18 Other (e.g. K-8) • 370 TOTAL SCHOOLS 85% Retention Rate; 60% Schools BoQ 70+; 25% Model Schools with BoQ 80+

8. 60% of schools are implementing with 70% fidelity!

9. ODRs forHigh and Low Implementers

11. 34%

14. Definition of “Fidelity” • strict observance of promises, duties, etc. • loyalty • conjugal faithfulness • adherence to fact or detail • accuracy, exactness • fidelity. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/fidelity • Synonyms:loyalty,precision, faithfulness, rigor, meticulousness • Antonyms:disloyalty

15. SWPBS Critical Elements • PBS Team • Faculty Commitment • Effective Procedures for Dealing with Discipline • Data Entry and Analysis Established • Expectations and Rules Developed • Reward/recognition Program Established • Lesson Plans for Teaching Expectations/rules • Implementation Plan • Crisis Plan • Evaluation (BOQ; Kincaid, Childs, & George, 2005)

16. PBS Team • Broad representation • Administrative support • Meets regularly – at least monthly • Established a clear mission or purpose

17. Tasks of the SWPBS Team • Assess the current status of behavior management practice • Examine patterns of behavior • Develop a school-wide plan • Obtain staff commitment • Obtain parental participation and input • Oversee, monitor, and evaluate all planned objectives and activities developed OVERALL, THE MAIN SOURCE OF COMMUNICATION!

19. Use a Team Planning Process • Planning Alternative Tomorrows with Hope (PATH) is a way for diverse people who share a common need to align their… • School’s vision, purposes, and goals • Understanding of a situation and its possibilities for hopeful action • Actions for change, mutual support, personal and team development, and learning

20. Gerald Adams Elementary School

21. Faculty Commitment • All are aware of behavior problems on campus • Regular data sharing • Involved in establishing and reviewing goals • Feedback obtained throughout year using the existing database • Conduct staff surveys • Develop an “election” process for activities • Use a “comments” or “suggestions” box or bulletin board

22. Outcome Data:End Year Reports

23. No DATA because school does not use ISS

24. Identify Common Values

25. Effective Procedures forDealing with Discipline • Process described in narrative/graphic format • Process includes documentation procedures • ODR form contains information useful for decision making • Behaviors defined • Major and minor behaviors clearly identified and understood • Suggested array of appropriate responses to minor and major behaviors

26. James Middle School Referral Process Observe (Recognize) Problem Behavior Determine Behavior Write referral for student Determine Consequence Is the behavior major? Hall monitor/security escort to the office Utilize classroom management procedures and/or strategies Is it a crisis? Complete minor report form Office Determines Consequence Contact office for support Get recommendations from office Has the behavior occurred 3 times? Follow documented procedure YES NO Implement Consequence File discipline log Send written referral to the office Follow up with student and teacher Give teacher feedback on consequences

27. Appropriate Definitions of Problem Behaviors • What one teacher may consider disrespectful, may not be disrespectful to another teacher • Therefore, problem behaviors must be operationally defined • Once behaviors are defined, all faculty, staff, administration, students and families will need to be trained on the definitions

28. Office Discipline Referral Forms • Make sure to answer the following questions when formatting the ODR Form: • Who, Why, What ,When, Where • Clarity on the referral form takes the guess work out of the data entry person’s job • Data will be more reliable and accurate as judgement calls are minimized

29. Develop aHierarchy of Consequences • The more students know the rules and consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school (Mayer & Leone, 1995) • Essential to develop a “system of laws” and communicate it to the stakeholders

30. Data Entry and Analysis Established • Data system to collect/analyze ODR data • www.swis.org • Additional data collected • Data entered weekly (minimum) • Data analyzed monthly (minimum) • Data shared with team monthly (minimum)

31. Data-Based Indicator Location

32. Data-Based Indicator Teacher

33. Data-BasedClassroom Indicators • Address classroom systems if… • Majority of referrals come from classrooms (e.g., more than 50% of referrals) • More than 40% of referrals come from less than 10% of the classrooms • Not all teachers are writing referrals

34. For high- and at-risk students: These students represent less than 25% of school enrollment They account for over 50% of behavioral incidents They consume significant amounts of time and resources Targeted Group Interventions ~5% ~15% ~ 80% of Students

35. Data-Based Indicator Student

36. Data-Based Indicator Type of Behavior

37. Individual Student Planning

38. Expectations and Rules Developed • 3-5 positively stated behavior expectations posted • Expectations apply to both students and staff • Rules developed and posted for specific settings • Rules are linked to expectations • Feedback obtained in development

39. School-wide Expectations: Why are they necessary? • Much of human behavior is learned, comes under the control of environmental factors, and can be changed (Sugai et al., 1999) Identifying desired behaviors provides: • A positive focus for change • A unified set of clearly defined behaviors • A framework for developing instructional components and environmental supports

40. Setting-Specific Rules Facilitate: • Uniform instruction across multiple programs and settings within the school • Communication among staff members • Assessment of student behaviors • Communication with parents • Curriculum design • Legal, ethical, and professional accountability

41. Hall Cafeteria Gym Be safe Walk to right Keep hands, feet, & objects to self Keep food & drink off the floor Walk Use equipment with supervision Use equipment as instructed Be prepared Have planner signed Be on time Have lunch money ready Know what you want to order Be dressed out & in place on time Be ready to repeat instructions when asked Be respectful Use an inside voice Put trash in the garbage cans Take your place in line Clean your area of the table Stop & listen when the whistle blows Follow game rules Encourage others MLK Middle School’s Matrix

42. Reward/RecognitionProgram Established • System established and implemented consistently across campus • Variety of methods to reward students • Linked to expectations • Variety offered to maintain student interest • Includes opportunities for naturally occurring reinforcement • Ratios of reinforcement to corrections high • Student involved in development • Incentives for faculty/staff

43. School-wide Reward Systems • Increase the likelihood that desired behaviors will be repeated • Focus staff and student attention on desired behaviors • Foster a positive school climate • Reduce the need for engaging in time consuming disciplinary measures

44. Reward System Guidelines • Reward frequently in the beginning • Reward contingent on desired behavior • Refrain from threatening the loss of rewards as a strategy for motivating desired behaviors • Refrain from taking earned items or activities away from a student • Students should be eligible to earn rewards throughout the day contingent upon appropriate behavior

45. Reward System Suggestions • Keep it simple • Provide staff with opportunities to recognize other students in common areas • Include information and encouraging messages on daily announcements • Remain focused on the positive • Provide meaningful rewards • Maintain consistency with all staff • Track your reward system

46. Solutions • Keep ratios of reinforcement to correction high (4:1) • Involve students on your team to help with meaningful rewards • Provide reward system trainings to staff annually and plan for booster trainings as needed • Develop data-based system for monitoring and documenting appropriate behaviors

47. Lesson Plans for Teaching Expectations/Rules • Behavioral curriculum includes concept and skill level instruction • Examples and non-examples included • Variety of teaching strategies included • Embedded within subject areas • All involved in development and delivery • Include families and community

48. What the Staff Need to Know: • The “big picture” – your team purpose • Lesson plans to teach expectations and rules • How and when to teach expectations and administer rewards • The process for handling problem behaviors • Schedules for training and rewarding activities

50. What StudentsNeed to Be Taught • Expectations • Rules for specific settings • Discipline process across campus • Consequences for rule violations • Reward system • Where and how feedback will be provided on the behaviors across campus