Schoolwide Application of Positive Behavioral Interventions & Supports

1. Schoolwide ApplicationofPositive Behavioral Interventions & Supports Idaho SWPBIS Training Institute

2. Objectives • Provide a logic for considering Schoolwide Positive Behavior Interventions & Supports • Define the core features of SWPBIS • Define the implementation approach • Define the outcomes of SWPBIS

3. Main Messages • Supporting social behavior is central to achieving academic gains • Schoolwide PBIS is an evidence-based practice for building a positive social culture that will promote both social and academic success • Implementation of any evidence-based practice requires a more coordinated focus than typically expected

4. Six Basic Recommendations for Implementing PBIS • Never stop doing what is working • Always look for the smallest change that will produce the largest effect • Avoid defining a large number of goals • Do a small number of things well • Do not add something new without also defining what you will stop doing to make the addition possible • Collect and use data for decision-making • Adapt any initiative to make it “fit” your school, community, culture, and context • Establish policy clarity before investing in implementation

5. Challenges • Doing more with less • Educating a greater number of students who are increasingly more different from each other • Educating students with severe problem behaviors • Creating sustainable cultures of competence

6. 9 Needs of Students with Severe Behavior Challenges • Structure, predictability, and consistency • Immediate, frequent, and specific feedback with consequences • Academic success • Responsibility and independence • Positive problem solving • Positive alternatives • Enhanced self-confidence • Positive school-to-home support systems • Documented positive change Hierck, Coleman, & Weber, 2011

7. Factors Contributing to Antisocial Behavior: • Home • Community • School

8. Factors Contributing to Antisocial Behavior Home: • Inconsistent management • Reactive discipline • Lack of monitoring

9. Factors Contributing to Antisocial Behavior Community: • Antisocial network of peers • Lack of positive social engagements

10. Factors Contributing to Antisocial Behavior School: • Reactive/punishing discipline approach • Lack of agreement about rules, expectations, and consequences • Lack of staff support • Failure to consider and accommodate individual differences • Academic failure

11. Schoolwide SystemsCreate a Positive School Culture • School environment is predictable • Common language • Common vision (understanding of expectations) • Common experience (everyone knows) • School environment is positive • Regular recognition for positive behavior • School environment is safe • Violent and disruptive behavior is not tolerated • School environment is consistent • Adults use similar expectations

12. Implementation Features • Establish PBIS leadership team • Secure schoolwide agreements and supports • Establish data-based action plan • Conduct formative data-based monitoring

13. Implementation Features One of the keys to maintaining common expectations is to have a system in place that is sustainable, regardless of the players in that system. Hierk, Coleman, Weber, p. 25, 2011

14. GENERAL IMPLEMENTATION PROCESS Team Agreements Data-based Action Plan Evaluation Implementation

15. Establish PBIS Leadership Team • Behavioral capacity • School, student, family, and district representation • Active administrator participation • Efficient communications and staff development • Leadership and decision-making status • Data-based decision-making and problem-solving

16. Team Review • Complete: • PBIS Team Implementation Checklist (TIC 3.1)

17. Secure Schoolwide Supports and Agreements Supports • Administrative leadership • Prioritized resources • Materials, personnel • On-going coaching • Time Agreements • Prioritized data-based need and action • 3-4 year commitment • Proactive instructional approach

18. Establish Data-based Action Plan • Use of available and meaningful data • Self-assessment survey • Behavioral incident data, attendance • Academic achievement • Consideration of multiple systems • Adoption, adaptation, and sustained use of evidence-based practices

19. Measures • Implementation of SWPBIS: Benchmark of Quality (BOQ), Self-assessment • Student problem behavior: office discipline referrals, suspensions, expulsions • Student Academic Achievement: state standardized test scores • Fidelity of SWPBIS: Team Implementation Checklist (TIC), Coaches Checklist, SET 2.1

20. Invest in Prevention Build a Culture of Competence • Define behavior expectations • Teach behavior expectations • Monitor and reward appropriate behavior • Provide corrective consequences for behavioral errors • Information-based problem solving • Do not expect schoolwide efforts to effect students with chronic problem behavior

21. Define Schoolwide Expectations for Social Behavior • Identify 3-5 expectations • Short statements • Positive statements (what to do, NOT what to avoid doing) • Memorable • Examples: • Be Respectful, Be Responsible, Be Safe, Be Kind, Be a Friend, Be-there-be-ready, Hands and feet to self, Respect Self, others, property, Do Your Best, Follow Directions of Adults

22. Activity • Define three to five core behavioral expectations you would recommend for your school. • Core value • Positive & short • Memorable • How would you include families, students, and community members in the process? • How would you assess if the teaching has been effective?

23. Teach Behavioral Expectations • Transform broad schoolwide expectations into specific, observable behaviors • Use the Expectations by Settings Matrix • Teach in the actual settings where behaviors are to occur • Teach: the words & the actions • Build a social culture that is predictable, and focused on student success

24. Teaching Behavior Expectations and Skills • Teach social skills like academic skills. Model behaviors, structure situations in which students can practice behaviors, and provide corrective feedback. • Integrate social and academic skills within and across the curriculum. When reviewing instructions for an academic task, reinforce the behaviors necessary for students to respectfully and collaboratively complete the task. • Respond proactively to infrequent errors. Recognize students for behaving well and try to anticipate when students may be at risk of misbehaving.

25. Teaching Behavior Expectations and Skills • Precorrect for chronic errors and with those students likely to exhibit problem behaviors. Understand the antecedents that precede misbehaviors and have plans in place to prevent them. • Teach, encourage, and reinforce positive expectations. Classrooms are communities built on relationships. Positive communities of learners built on positive relationships make goals for positive behavior easier to achieve. • Use numerous strategies and alternatives as errors become more chronic. Work collaboratively with experts within and outside the school to develop a set of supports for students who are at risk for chronic behavior problems.

26. Teaching Behavior Expectations and Skills • Maximize academic success to increase social behavior success. Research acknowledges that the top contributor to problem behavior at school is academic failure. When diagnosing academic difficulties, consider behavioral causes; when diagnosing behavioral difficulties, consider academic causes. • Actively supervise students. Adults should be present where many students congregate (such as in the schoolyard or in the halls) to supervise behavior and model positive behavior.

27. Teaching Behavior Expectations and Skills • Have a high ratio of positive to negative interactions. Actively reinforce and recognize when students meet expectations at four times the rate that students are corrected for misbehaviors. • Provide specific, formative feedback that “informs learners about what they have done well and what they need to do differently.” Develop a process through which students receive frequent, immediate feedback, particularly when they prove to be at risk for behavior problems. Hierck, Coleman, & Weber, 2011

28. Curriculum Matrix

29. Discipline Matrix

30. Discipline Matrix

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

32. Teaching Matrix Activity(Identify cells that you would change) Classroom Lunchroom Bus Hallway Assembly Respect Others No food in class Eat your own food Stay in your seat No harassment No violence Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Do not litter Leave the auditorium as clean as you find it. Respect Yourself Do your best Wash your hands Be at stop on time Use your words No hats No gum Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topics in class w/ others

33. Teaching Matrix Activity(Identify cells that you would change) Classroom Lunchroom Bus Hallway Assembly Respect Others No food in class Eat your own food Stay in your seat No harassment No violence Arrive on time to speaker Respect Environment & Property Recycle paper Return trays Keep feet on floor Do not litter Leave the auditorium as clean as you find it. Respect Yourself Do your best Wash your hands Be at stop on time Use your words No hats No gum Respect Learning Have materials ready Eat balanced diet Go directly from bus to class Go directly to class Discuss topics in class w/ others

34. Activity: Teaching Matrix • Define your schoolwide expectations • Define a set of possible locations • Select 1 location: • Define the best example of behaving appropriately • Identify the most common behavioral error in that location, and identify the positive alternative • Write these two positive behaviors in each cell of the matrix

35. Teaching Behavioral Expectations Teach behavior the same way you teach other subjects • Define the concept to be learned (and label) • Provide rationale/logic • Provide positive examples, and emphasize the key features of the positive examples • Compare and Contrast positive examples with negative examples to build precision • Practice positive performance with recognition

36. Nolan

37. Activity: As a team: • Use your team’s behavioral expectations as the standards of your school • Select a location in the school • Write a teaching plan that can be delivered to 20-60 students in 15-18 minutes

38. Continuum of Consequences for Behavioral Errors • Do not ignore problem behavior • (unless ignoring is part of a specific program) • Define specific teacher responses for “minor” and “major” problem behavior • Define the general “rule” for when a teacher should send a student to the office • Do NOT expect office referrals to change behavior • Use office referrals to (a) prevent problem behavior from being rewards, (b) prevent escalation, and (c) prevent problem behavior from interrupting on-going instruction • Use teaching to change behavior • See https://www.pbis.org/common/cms/files/newteam/data/referralformdefinitions.pdffor a list of behavioral definitions for problem behavior

39. Activity: Record your personal score, then compare: • On a scale of 1-10 (10=high) • To what extent do teachers/staff in your school have a clear and consistent understanding of when to send a student to the office? • To what extent do teachers/staff in your school use consistent definitions for types of problem behavior (e.g., harassment, disruption, dress code, violation, non-compliance)?

41. Compare and Contrast SWIS ODR’s & your school’s ODR

42. Activity: Table Talk • Is the current discipline policy/process documented in the staff handbook? What are the teacher expectations? Do all staff members know what to do when they observe problem behavior? Is there consistency among staff? • What is the purpose of our office referral form? • Should our team consider revising the form? Do we get all of the information we need on the form? • Have staff agreed on operational definitions of problem behavior? • Do all staff members know how to complete the form? Who gets the form when it’s completed? What is the response from the administrator?

43. Activity: Table Talk Data Entry & Analysis • Can our school get access to the kind of information you need for decision making? Does the information get generated into a graph that is easy to read? • Can I enter in referrals easily? (30 seconds/referral) • Can I generate reports easily? (5 second rule) • Do I have access to: • Number of referrals per day per month • Referrals by location • Referrals by time • Referrals by problem behavior • Referrals by student? • What other reports may be helpful? • How will data be shared?

44. Recognizing Positive Behavior to Get Results

45. On-going Reward of Appropriate Behavior • Every faculty/staff member acknowledges appropriate behavior • 5 to 1 ratio of positive to negative contacts • System that makes acknowledgement easy and simple for students and staff • Different strategies for acknowledging appropriate behavior (small frequent rewards are more effective) • Beginning of class recognition • Raffles • Open gym • Social acknowledgement

46. “What the Worlds Greatest Managers Do Differently” Create work environments where employees: • Know what is expected • Have the materials and equipment to do the job correctly • Receive recognition each week for good work • Have a supervisor who cares, and pays attention • Receive encouragement to contribute and improve • Can identify a person at work who is a “best friend” • Feel the mission of the organization makes them feel like their jobs are important • See the people around them committed to doing a good job • Feel like they are learning new things (getting better) • Have the opportunity to do their job well Buckingham & Coffman, 2002

47. “What the Worlds Greatest Teachers Do Differently” Create work environments where students: • Know what is expected • Have the materials and equipment to do the job correctly • Receive recognition each week for good work • Have a supervisor who cares, and pays attention • Receive encouragement to contribute and improve • Can identify a person at work who is a “best friend” • Feel the mission of the organization makes them feel like their jobs are important • See the people around them committed to doing a good job • Feel like they are learning new things (getting better) • Have the opportunity to do their job well Buckingham & Coffman, 2002

48. Activity: Table Talk • You are interested in student’s being respectful of each other. How will you build an acknowledgement system that promotes and encourages being respectful of others? How will students and teachers be acknowledged? • What roadblocks and challenges would you predict with instituting an acknowledgement program? How will you overcome such challenges? • How will you provide specific, direct, and frequent feedback implemented consistently? What strategies will we use to maintain 5:1 ratio?

49. Why should we be committed to the implementation of SWPBIS? SWPBIS Benefits Children • Reduction of problem behavior • Office Discipline Referrals (ODR) • Suspensions • Expulsions • Improved effectiveness for intensive interventions • Increased student engagement • Risk and protective factors improve • Students perceive school as a safer, more supportive environment • Improved academic performance • When coupled with effective instruction • Improved family involvement

50. Why should we be committed to the implementation of SWPBIS? SWPBIS Benefits Faculty and Staff • Improved consistency across faculty • Better collaboration in support of individual students • Improved classroom management • Classroom routines • Strategies for preventing and pre-empting problem behavior • Reduced faculty absenteeism • Increased faculty retention • Improved substitute performance/perception • Increased ratings of faculty “effectiveness” • Staff perceive themselves as more effective due to coherent planning, improved student behavior, effective strategies for addressing problems