Taking School-Wide PBS to the Next Level

1. Taking School-Wide PBS to the Next Level 1

2. Objectives • Learn to use data to maintain and expand your SW system • Identify options available for expanding your SW system • Decide where to go next: • Classroom-level overview • Targeted Group overview • Individual-level overview

3. Stages of Systems Change • Identification & adoption of best practices • Accurate & fluent implementation • Efficient, durable & sustained use • Controlled expansion Sugai, G. (2004). Systems Change & PBIS in High Schools: Current Experiences and Research Status. Presentation given 5/18/04 at the Illinois High School Forum, Naperville, IL. Retrieved on 5/20/04 from http://www.pbis.org/english/powerpoints.htm

4. Efficient, Durable & Sustained Use • Consistent, stable decreasing trend in office discipline referrals • Students and staff energized about the reward system as evidenced by surveys • Overall Benchmark or SET score of 70 or higher

5. Efficient, Durable & Sustained Use Number of Referrals Month

6. 2nd Year Implementation Number of Referrals Month

7. How Well is Your School Doing? • Use your school’s data to answer the following questions on the Next Step Decision Checklist • Does your school have a consistent, stable decreasing trend in office discipline referrals? • Does your school have a score of 70 on the Benchmarks of Quality or SET? • Do your staff and students support PBS as evidenced through surveys?

8. What To Do Next? • If you scored yes on all the previous questions, continue on with this presentation. • If you did not score yes on all of the previous questions, further work is needed to support your school-wide system. • Refer to the feedback and action step suggestions on page 2 of the checklist. • Attend a booster training

9. Taking the Next Step • Classroom-level training • Targeted interventions for at-risk students • Individualized, intensive support for individual students

10. Classroom Level PBS

11. Fact or Fiction? “Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time.”

12. Positive Behavior Support & Classroom Management • Decrease in problem behavior = increase in academic time • Preventative approach to addressing problem behavior • Should result in greater academic success

13. Student: 45 minutes/ incident Teacher: 15 minutes/incident

14. Classroom-Wide PBS

15. Behavior Systems • Classroom-Wide PBS System • Assessment • Expectations and Rules • Reward Systems • Effective Consequences • Teaching a Behavior Curriculum • Monitoring and Evaluation

16. Environmental Factors Physical setting Scheduling Rules Socialization/Inclusion Curriculum & Instruction Curricular Modifications Task Alteration/Division Choice/Preference Materials Difficulty Meaningfulness/Functionality Ecological Systems

17. Who Can Benefit From Classroom PBS? • Individual teachers looking for strategies to improve their classrooms • Teachers having difficulties blending SW PBS within classroom practices • Large number of ‘difficult kids’ in their classroom setting

18. Observable Indicators • Classroom management plan not posted • Classroom plan is inconsistent with the SW plan • Inconsistent delivery of rewards

19. Data-Based Classroom 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

20. Data-Based Indicator Location

21. Data-Based Indicator Teacher

22. Data-Based Indicator Student

23. Data-Based Indicator Does Your School Need Classroom PBS? • Use your school’s data to answer the Classroom PBS questions on the Next Step Decision Checklist

24. Data-Based Indicator Accessing Training • 26 modules available • Specific training individualized to fit your school’s needs • Includes curriculum, instruction, behavior, & environmental modifications • 1-3 day PBS Project training

25. Targeted Group Interventions

26. 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

27. Data-Based Indicator Targeted Group Interventions • Not just for students with high referral rates • Also beneficial for students who are “under the radar” • High rate of absenteeism • Homeless • Migrant families • Chaotic home environments • Foster care or juvenile service

28. Data-Based Indicator Student

29. Data-Based Indicator Type of Behavior

30. Data-Based Indicator Why Intervene? • Research suggests these students are at high risk for: • Becoming violent offenders • Entering the criminal justice system • Dropping out of school • Substance abuse

31. Data-Based Indicator Approaches to Intervention • Social-Behavioral • Behavior Education • Social Skills • Emotional • Mentors • Social Skills • Academics • Peer tutors • Adult tutors

32. Data-Based Indicator Behavior Education Program (BEP) • Increased focus on behavioral/academic goals • Check-in/Check-out system • Additional positive adult attention • Utilizes self-management

33. Data-Based Indicator When To Use the BEP • High referrals for non-violent behavior • Motivation for student problem behavior is “to gain adult attention” • Behavior occurs in multiple settings • Some students receive few SW incentives

34. Data-Based Indicator Social Skills Training • For use in small groups • Social skills are: • Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)

35. Conflict resolution Anger management Self-awareness Awareness of others Self-management Turn-taking Self-control Assertiveness Listening Play skills Apologizing Accepting feedback Cooperation Empathy Problem solving Conversational skills Making requests Disagreeing Data-Based Indicator Skills Targeted With Social Skills Training

36. Data-Based Indicator When To Use Social Skills Training • High referrals for inappropriate social behavior (e.g., harassment, fighting, disruption) • Students behaving outside of school norms • Students “never” demonstrate appropriate behavior according to teachers • Students with poor teacher and peer relations

37. Data-Based Indicator Academic Interventions • For students with poor academic success and who use problem behavior to “get out of” academic work • Peer tutors • Teach peers to work with other students to improve academic skills • Adult tutors • Provide additional academic assistance and positive adult attention

38. Data-Based Indicator Mentor Programs • Appropriate for students for whom there are emotional concerns or are “under the radar” • Adult mentor • Provide positive adult attention that is not based on academics or behavior • Someone who can be a role-model, who expresses concern • Does not nag about behavior or academics

39. Data-Based Indicator Accessing Training • FL-PBS Project • Provide BEP training • Assistance in setting up academic & mentoring program if needed • District Personnel • Social skills training • SEDNET or FDLRS also of assistance

40. Data-Based Indicator Does Your School Need Targeted Group Interventions? • Use your school’s data to answer the Targeted Group questions on the Next Step Decision Checklist

41. Individual Level PBS

42. For high-risk students: History of severe problem behaviors Demonstrated resistance to intervention An intensive system of support is needed Individualized PBS ~5% ~15% ~ 80% of Students

43. Data-Based Indicator Data-Based Indicators • Address individual level PBS if: • One or more students receive a majority of referrals (e.g., more than 10%) • One or more students exhibits severe or dangerous behavior • School-wide, classroom, or targeted group interventions have not resulted in improved behavior for one or more students • Students in ESE settings with persistent or violent behavior who may not generate office referrals

44. Data Based Indicator Student

45. Data-Based Indicator Individualized PBS • Detailed, wrap-around support plans developed according to individual’s need • Based on: • Team approach: School, family, support network • Person-centered planning • Data collection and functional behavior assessment • Improvements in quality of life

46. Data-Based Indicator Individualized PBS • Training initiated for specific students • Student support team established prior to training • Members include individuals who know the child well, interested in supporting the child, have diverse perspectives on child and child’s behavior • Plan developed over several days of training; activities interspersed within training

47. Data-Based Indicator Accessing Training • 4 Web-based modules • 1-2 hours to complete • TA meetings and support between modules to guide teams through demonstration of the process • Facilitator’s Guide for back-up • Tie-in to district expertise in FBA’s • 3-3.5 day PBS Project training

48. Data-Based Indicator Does Your School Need Individual Behavior Support Plans? • Use your school’s data to answer the Individual PBS questions on the Next Step Decision Checklist

49. Data-Based Indicator Your Next Step • Review the results of the checklist you completed as you reviewed this presentation. • Determine what level of training your school wants and needs to implement next. • Contact your district coordinator to pursue training for your school.