SD PBS Coaches’ Training

1. SD PBS Coaches’ Training February 23, 2010 Sioux Falls Ruth Fodness, Kari Oyen, Pat Hubert, Jody Jackson

2. Today’s Agenda • Sharing/Where are you now? • Data Collection & Using your Data • Targeted Behavior Interventions & Resources • Staff Training • Next Steps

3. Sharing • Take a few minutes to answer these questions and be prepared to share • What is working? • What are your stumbling blocks??

4. Data Collection & Using Your Data

5. Evaluation • Using evaluation data to guide the team • What tools are you currently using to evaluate your progress? • How are you using this evaluation data to guide your team PBS planning • Goal: Identify 2-3 tools you plan on using to evaluate your progress

6. Evaluations • *SWIS (monthly) • School Team Update • Team Process Evaluations • Team Implementation Checklist (multiple times) • Walk-Thru’s (2x/year) • Benchmarks of Quality (end of year) • Outcome Data (ODR, ISS, OSS, Attendance) (end of year) • Staff Satisfaction Survey (end of year)

7. Targeted Behavior Interventions & Resources

8. Academic Systems Behavioral Systems • Intensive, Individual • Individual Students • Assessment-based • High Intensity • Intensive, Individual • Individual Students • Assessment-based • Intense, durable procedures • Targeted • Some students (at-risk) • High efficiency • Rapid response • Individual or Group • Targeted Group • Some students (at-risk) • High efficiency • Rapid response • Universal • All students • Preventive, proactive Designing School-Wide Systems for Student Success 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% • Universal • All students • Preventive, proactive

9. Step 1: Problem IdentificationWhat is the problem?

10. Problem Solving Steps 1). Identify and analyze the problem 2). Develop the plan 3). Implement the plan 4). Evaluate the plan

11. Kinds of Data • Office discipline reports • Behavioral incidents • Attendance • Suspension/Detention • Observations • Self-assessments • Surveys, focus groups • Test scores • Rating scales • Teacher checklists • Etc

13. Data is necessary at all 4 steps Step 1: To identify the problem and develop the hypothesis Step 2: To develop the plan Step 3: To monitor the implementation of the plan Step 4: To evaluate the success

14. Major Features of Targeted Interventions • Intervention is continuously available • Rapid access to intervention (72 hr) • Very low effort by teachers • Consistent with school-wide expectations • Implemented by all staff/faculty in a school • Flexible intervention based on assessment • Functional Assessment • Adequate resources (admin, team) • weekly meeting, plus 10 hours a week • Student chooses to participate • Continuous monitoring for decision-making

15. Why do Targeted Interventions Work? • Improved structure • Prompts are provided throughout the day for correct behavior. • System for linking student with at least one positive adult. • Student chooses to participate. • Student is “set up for success” • First contact each morning is positive. • “Blow-out” days are pre-empted. • First contact each class period (or activity period) is positive. • Increase in contingent feedback • Feedback occurs more often. • Feedback is tied to student behavior. • Inappropriate behavior is less likely to be ignored or rewarded.

16. Why do Targeted Interventions Work? • Program can be applied in all school locations • Classroom, playground, cafeteria (anywhere there is a supervisor) • Elevated reward for appropriate behavior • Adult and peer attention delivered each target period • Adult attention (and tangible) delivered at end of day • Linking behavior support and academic support • For academic-based, escape-maintained problem behavior incorporate academic support • Linking school and home support • Provide format for positive student/parent contact • Program is organized to morph into a self-management system • Increased options for making choices • Increased ability to self-monitor performance/progress

17. Examples of Targeted Group Interventions • The Behavior Education Plan (BEP) • Anne Warberg, Nancy George, Robert March, Doris Brown, Kelly Churan, Deanne Crone, Susan Taylor-Greene, Rob Horner, Leanne Hawken • Robert March & Rob Horner • Feasibility and Contributions of Functional Behavioral Assessment in Schools • Journal of Educational and Behavioral Disorders • Leanne Hawken & Rob Horner • Evaluation of a Targeted Group Intervention within a School-wide System of Behavior Support. Journal of Behavioral Education • Check –in/ Check-out (Bethel) H.U.G (Tigard T) • Check and Connect (Winston)

18. Elements of the BEP/Check and Connect Approach • Organization/Structure • Identification/Referral • Contract/Agreement • Basic BEP Cycle • Functional Assessment • Design of Support • Data Collection and Decision Making

19. Organization and Structure • Coordinator • Chair BEP meetings, faculty contact, improvement • Specialist • Check-in, check-out, meeting, data entry, graphs • Together (Coordinator + Specialist) = 10 hours/wk • Meeting 45 min per week • Coordinator, Specialist, Sped faculty, Related Services • All staff commitment and training • Simple data collection and reporting system.

20. Identification and Referral • Multiple office referrals • Recommendation by teacher • Teacher Request for Assistance • Recommendation by parent • Time to action: • 30 min to 7 days (goal is < 72 hours)

21. Contract/Agreement • Agreement to succeed • Student: Student chooses to participate • Parent • BEP coordinator • Teachers • Contract may be written or verbal • Better if written

22. Basic Cycle • Morning check-in (Get Daily Progress Report) • Give form to each teacher prior to each period. (can also be used in cafeteria or playground… anywhere there is a supervisor) • End of day check-out • Points tallied • Reward • Daily Progress form copy taken home and signed. • Return signed copy next morning.

23. Staff Training

24. Refreshers at the beginning of the year • Beginning of the Year • Expectations and Rules • Definitions of Problem Behavior • Referral Form • Major vs Minor • Referral Process • Rewards • Consequences • Changes made based on Survey Results • Mid Year • Topics based on data • Topics selected based on input from staff and administration

25. Refreshers at the beginning of the year • Make sure all staff have resources from Year 1: • Poster of expectations and rules • Discipline Process Flowchart • Referral Forms and Minor Infractions Sheets • Lesson Plans • New Staff • New teacher meetings • Mentor • PBS Manual or Video Tape

26. Next Steps….Remember its a Slow Process

27. Developing a comprehensive system of support can take 3-5 years • SW-PBS incorporates philosophical and behavioral changes on the part of your staff • Success and ease of implementation depends on the systems and procedures at the state, district and school levels that support your efforts

28. Resources • Janney, R. & Snell, M. (2008). Behavioral Support, 2nd Edition.Brookes Publishing Company: Baltimore, MD. • George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390. • APBS Standards of Practice: • http://apbs.org/standards_of_practice.html • Association of PBS: • http://www.apbs.org/new_apbs/pbsinfo.aspx

29. PBIS Website: • www.pbis.org/researchliterature.htm • http://www.pbis.org/schoolwide.htm#top • FLPBS Project: http://flpbs.fmhi.usf.edu • PBS Project newsletter: • http://flpbs.fmhi.usf.edu/resources_newsletter.asp • PBS Project On-Line Modules: • http://flpbs.fmhi.usf.edu/requestservices_onlinemodules.asp • Suggested Interventions by Function of Behavior • http://flpbs.fmhi.usf.edu/Intervention%20Planning%20and%20RtI/6.%20Intervention%20Ideas%20Based%20on%20Functions%20of%20Behavior.pdf

30. Online Academy • Individual & SW-PBS foundations & practices, FBA, interventions • http://elearndesign.org/resources.html • Univ. Oregon Training Manuals • Notes/Ideas on School-Wide implementation from Oregon • http://pbismanual.uoecs.org/manual.html • Kansas Training Modules & links • www.pbskansas.org/htdocs/external_links/default.html#onlinetrainingmodules

31. Ruth Fodness- rfodness@mchsi.com • Kari Oyen- kari.oyen@k12.sd.us • Pat Hubert- pat.hubert@k12.sd.us • Jody Jackson- jjackson@tcsdk12.org • Rebecca Cain- rebecca.cain@state.sd.us

32. Linking Intervention to Behavior

33. Problem Solving at all 3 Tiers • Tiers do not represent where students go to receive services- Rather the resources that are available at each Tier • Interventions ideas are generated only after determining the FUNCTION of the behavior. • To get or get away from “Prescriptions in a bag”

34. ABC Activity: Role Play • Antecedent: teacher announces pop-quiz on vocabulary • Behavior: student yells and throws book • Consequence: student receives referral and removal • Function? • Intervention?

35. Remember… • If many students are making the same mistake, it is typically the system that needs to change, NOT the students • Teach monitor and reward before relying on punishment

37. Step 1 Problem Identification • Referrals by problem behavior? • What problem behaviors are most common? • Referrals by location? • Are there specific problem locations? • • Referrals by student? • Are there many students receiving referrals or only a small number of students with many referrals? • • Referrals by time of day? • • Are there specific times when problems occur? • • Additional Queries/Custom Graphs…

38. Review existing data • Multiple graphs of current ODR’s, a ‘safety survey’, and student demographic information • Gather additional information • •Which Hallways? • •Supervision in Hallways? • •Sufficient Teaching of Expectations/Rules • •Which Students?

39. Step 2: Problem Analysis • Develop hypothesis and assessment questions • Why is the desired or replacement behavior not occurring? • What is (are) the most likely reason(s)? • Examine environmental factors, not just within child factors

40. Problem Analysis: Hypothesis statement • When this occurs (describe circumstances) • When 6th & 7th graders are in the hall at 8am • • What happens ( describe the behavior) • there are increased occurrences of skipping • • To get/avoid (describe the consequences)

41. Step 3. Intervention Design and Implementation • Develop a behavioral definition • Observable and measurable • Desired/Replacement Behavior and/or Goal • Student can get same outcome with appropriate behavior • Link to school-wide expectations and rules Students will learn to be Responsible (proceed to class after the 1st tardy bell, walk in the hallway, and have all materials ready)

42. Brainstorm Strategies • Hallway supervisors • Re-teaching expectations and rules for hallway • Policies for hallway passes • Reward early class entry • Revise morning procedures • Earning extended breakfast pass

43. Link the intervention to the Data • Consider hypothesis/causes generated in Step 2 • Then, vote on the intervention • Develop a specific plan with delineated responsibilities • Include goals and progress monitoring plan

44. List the specifics in Implementation Plan: • Who is responsible? • What will be done? • When will it occur? • Where will it occur? • How will it be evaluated?

45. Establish action steps to implement • Create and deliver staff training on reinforcing appropriate behaviors and provide examples (Principal, 15th of Nov., shared via email) • Revise and modify morning breakfast procedures and change tardy bell(Mr. First, 6th of Nov., committee will share) • Create “skipping” skit with Drama Club and play on CCT every morning (Mrs. Ashley, 8th of Nov., will begin running on 9th of Nov.) • 5 minute scripted refresher before breakfast transition (Miss J., 14th of Nov., will email for revisions)

46. Step 4: Response to Intervention • Progress Monitoring and Response to Intervention • Reconvene to examine data • Did we meet the goal? • Did we do what we agreed, the way agreed, for as long as we agreed? • Do we need to modify current plan or develop a new plan? • Do we need to develop a plan to maintain or fade out the intervention if it was successful? • Consider reviewing/revising problem definition and hypotheses if intervention isn’t working

47. Evaluate the outcomes • Compare the number of referrals • Survey teachers and students • Modify if necessary • Supervision changes aren’t working • Offer comp time or other choice incentives for staff willing to give up part of planning time to staff hallway and breakfast area • Train several school-based volunteers to supervise hallways

48. Functions of Behavior • Escape • Attention • Tangible • Sensory

49. Examples of Behavior Intervention Plans