Fidelity & Sustainability in Positive Behavior Support

1. “We’re Doing PBS….Aren’t We?”Fidelity & Sustainability Issues Surrounding Positive Behavior Support Wendy Allen Coordinator, Louisiana Positive Behavior Support Project

2. Reasons to celebrate in St. Tammany Parish

3. Always remember the triangle

4. Which school are you? • The school doing some parts of PBS • The school doing all parts of PBS and doing it well How can you tell the difference?

5. How are schools evaluated on PBS?

6. School-wide Evaluation Tool(SET) • SET is a valid instrument (Journal of Positive Behavior Interventions, Jan. 2004) • Schools scoring 80% overall and 80% in the teaching component are considered a DEMONSTRATION SITE as long as the district agrees • CAUTION: It is a quick pulse or snapshot of the school on any given day; it does not completely measure all elements to the degree of fidelity

7. SET Elements • A. Expectations/Rules Defined • B. Behavioral Expectations Taught • C. Reinforcement System • D. Behavioral Violations • E. Monitoring & Decision Making • F. Management • G. District Level Support

8. Example PBS Documents OTHER STATES • Marylandhttp://www.pbismaryland.org/schoolexamples.htmTennessee http://web.utk.edu/~swpbs/examples.htmFloridahttp://flpbs.fmhi.usf.edu/resources_schoolwide.aspTexashttp://www.txbsi.org/preview.aspx?page=40

9. Example PBS Documents IN STATEwww.lapositivebehavior.com Click on Demonstration Sites, then choose the region and school RegionParishSchool 1 Jefferson Harvey Kindergarten 2 Livingston Denham Springs Freshman Tangipahoa DC Reeves Elementary 3 Ascension GW Carver Ascension Gonzales Middle Ascension Lowery Elementary St. John Fifth Ward Elementary 4 Iberia Belle Place Middle Iberia Coteau Elementary Lafayette Broadmoor Elementary Lafayette Milton Elementary St. Martin Early Learning Center St. Martin St. Martinville Senior High 5 Calcasieu RW Vincent Elementary 6 Rapides Horseshoe Drive Elementary

10. A. Expectations/Rules Defined*Do you have them, or they posted? • Are your exp/rules aligned? *Demonstration Sites – Region 3 – Ascension Parish -Lowery Elementary

11. May want to take pictures and place by your rules • Morning announcements & Student Rap! • Classroom rules??? • Add adult responsibilities on posters

12. Example Horseshoe Elem. Expectations Student Rules Adult Rules Cafeteria Cafeteria Mustangs Must Be... Demonstration Sites – Region 6 – Rapides - Horseshoe Drive Elementary

13. Parent Conferences Example Make their day! • Be Respectful • Be polite & always begin on a positive note • Listen carefully to parents’ concerns & other points of view • Refrain from diagnosing behavior Demonstration Sites – Region 3 – Ascension - Gonzales Middle

14. B. Behavioral Expectations Taught*Evidence of teaching, do staff & students know exp? • Develop a schedule and script (teach continually) • Rotation Stations Demonstration Sites – Region 3 – GW Carver

15. Demonstration Sites – Region 6 – Rapides - Horseshoe Drive Elementary

16. Use short corrections -“Zip and Flip”: quiet & fold arms -“HOT”: here on time - “SALAMI”: stop and look at me - “CLAYGO”: clean as you go - “Hips, Lips, Ears”: hands by your side, quiet, ears open for instruction

17. Lessons *Ideally your team would schedule & script *Copies of lessons given to teachers/students in advance (planner) *Booster Lessons could be based on your data (even previous year data) *Scheduling Creativity *see website examples cited earlier *MODEL PROGRAM http://www.modelprogram.com/

19. C. Reinforcement System*Is it documented, do the teachers give out, do the students acknowledge getting • In-service on the importance of praise & how to deliver a reinforcement • School-Wide vs. Classroom • Reinforcement menu should be posted! • Levels of reinforcement (it’s not all about a buck!) • Dress Code, Tardies, No Referrals, etc. • Reinforce the students for adult-contingent behavior • Positive Referral

20. Broadmoor Elementary School Caught Being Good Referral Form Date: ___________________ Teacher: ___________________ Student: ___________________________________ Grade: ______________ Reasons to call: ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ Parent’s name: _____________________________________________________________________ Parent’s home phone: _____________________________ work phone:_______________________ Parent’s cell phone: _______________________________ Parent’s email: _____________________ Demonstration Sites – Region 4 – Lafayette - Broadmoor Elementary

21. If you do use tokens/bucks… • Connect back to expectations (print out on) • Verbalize and have them restate (some schools have students write on the buck) • Ask students what they want & vary (FOCUS GROUP) • Dress Code, Tardies, Dances, Sporting Events, Social Time, Game Room, Raffles, etc. • All faculty should have access and students should be able to earn throughout the day

22. So how do you get the faculty to give out reinforcements? • MODEL & create reinforcement for them based on your school’s expectations • Teachers can create what they redeem them for (duty free day, free jean day, leave school early, principal for a day, free lunch, etc.) • Drawing for teachers of those students who turned in bucks

23. Strategies for Stores • Filing cabinet, actual room, rolling store • Offer varying increments ($1, $5, $10) • Solicit the community for donations or have staff bring in non-used items from home

24. D. Behavioral Violations*Documentation of Minor vs. Major, Crisis Plan • Need to discuss definitions of minor vs. major as a faculty (fighting, tardy, cursing) • Discuss # of minors that = major • How are teachers keeping up with minors? • Minor Infraction Forms (interventions, student sign off, administration consistence) • May want to consider a flow chart, which every teacher could have posted

25. Example Is the Incident Major? No Yes 1st Offense Verbal Feedback & Re-teach Clarify Consequences Write Referral Attach all applicable minor incident forms. Send student with referral to Room 145 2nd Offense (same behavior) Complete Tracking Form Intervention & Consequence Behavior Ceases Administration will follow-up with course of action and/or consequences Reinforce Appropriate Behavior 3rd Offense (same behavior) Complete Tracking Form Intervention & Consequence Contact Parent • Parent contacted (1 day) • Teacher provided • administrative action (1 day) • 3. Incident recorded in • data management system (2 days) 4th Offense (within 3 weeks) Follow Referral Procedure

26. Remember to focus on REPLACEMENT BEHAVIORS not just stopping the behavior • Always consider the function of behavior (punishment should decrease the behavior, not be reinforcing) • Review Crisis Management Codes (Lockdown, etc.) • Beauregard Parish has Crisis Codes/Procedures on back of teacher ID

27. E. Monitoring & Decision Making*Is data being collected, shared, and used to make decisions? • Data sharing should be a responsibility of someone on the PBS team at every PBS meeting, otherwise you are basing decisions off of the team’s perception and possible biases • Can you look at the referral data: • per day each month? • based on location? • based on the type of behavior? • by student? • by time of day? • by teacher?

28. Examples from Lowery Elementary Demonstration Sites – Ascension - Region 3 Behavior Impacts School Performance Score

29. September- 37October – 70November - 51

31. PBS October Meeting • Data showed referrals for disrespect, disobedient, and fighting referrals from September were high. • Because of this, booster lessons were implemented on respecting peers and adults, and conflict management strategies.

32. November Data Analysis • During our November meeting we brainstormed ideas to reduce infractions/referrals since we are coming to high referral month according to last years data (February 07 was our highest month) • Flag referral system will begin next Monday as a positive spin to monitor # of referrals. Everyday that a class does not have a referral issued they will place a star on their flag. After every 5 stars, incentive will be given. After 25 (month), they will get a bigger incentive like pizza party, etc.

33. Data should be shared at least once a month with the faculty (via faculty meeting, grade level meeting, blackboard, email, etc.) • If the teachers aren’t aware of the data, the need to sustain PBS is not going to exist • Data sharing also helps to change the minds of your “yellow/red” teachers • Every school has Data may be good, bad, and even ugly—a PBS school looks at it, shares it, and decides to do something about it • Have the students get involved! • Post in your halls, office, or newsletters!

34. Surveys • Staff Satisfaction Survey (Spring) • Parents & Students too! • www.surveymonkey.com (free up to 10 questions) • www.pbssurveys.org

35. F. Management*PBS Team, SIP, Team Leader, Administrator, Action Plan • Rotate responsibilities on team • Recruit people to help & remove others who don’t contribute; rotate team members each year • How are new team members going to be trained/taught about PBS elements? Teacher Binder? • Team Process Survey http://flpbs.fmhi.usf.edu/pdfs/Team%20Process%20Survey.pdf

36. Action Plan is a living document that should be visited every year and at each meeting • Behavior/PBS should be embedded somewhere in your SIP

37. G. District Level Support*PBS funds, district contact • You definitely have district support!  • How is your data looking as a district? • Share! Share! Share!

38. Other Considerations • Consider a PBS Binder for faculty (helps with subs, new teachers) • Benchmarks of Quality (submitted every Spring) and Book of Products Template; see http://www.lapositivebehavior.com/content.cfm?id=63 • PBS on your website • Newsletters & Newspapers *Demonstration Sites – Region 3 –Ascension -Gonzales Middle • Open House & Student Orientation • Sporting Events/Dances • Get Community Partners (Donations), Signs • Ask parents to volunteer • Brochures http://www.modelprogram.com/ • Video

39. Resources • www.pbis.org • www.lapositivebehavior.com **examples

40. Remember: PBS at your school is determined by you and your efforts PBS is a process PBS is best practice Embed all other initiatives into PBS You’re not truly doing PBS unless you are looking at data to drive your decisions We can’t “fix a kid” until we first “fix our environment”

41. Contact Information • wallen@lsu.edu Wendy Allen (225) 578-8444