1 / 69

Communities of One Program

Communities of One Program. Supporting Positive School Environments (SPSE) Administrative Overview Joseph D. Otter LMSW SPSE Consultant. Today’s Objectives. Increase knowledge of Positive Behavioral Interventions & Supports (PBIS) systems approach Provide examples of implementation

xanto
Download Presentation

Communities of One Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Communities of One Program Supporting Positive School Environments (SPSE) Administrative Overview Joseph D. Otter LMSW SPSE Consultant

  2. Today’s Objectives • Increase knowledge of Positive Behavioral Interventions & Supports (PBIS) systems approach • Provide examples of implementation • Meet your Supporting Positive School Environments (SPSE) Consultant • Unveil training plan and supports available to you during implementation

  3. Agenda • Brief PBIS Overview • What does PBIS look like in a school building? • Data Samples & Successes • Quick Needs Assessment • School, Family & Community Partnerships in PBIS • Necessary Commitment • Q & A

  4. Acknowledgements • OSEP Center on Positive Behavioral Interventions & Supports Technical Assistance Center at University of Oregon • Illinois EBD/PBIS Network • NYS-PBIS Initiative • National Network of Partnership Schools

  5. Essential Beliefs ALL students are capable of learning ALL students are capable of positive behavior

  6. Problem Behaviors Insubordination, noncompliance, defiance, late to class, nonattendance, truancy, fighting, aggression, inappropriate language, social withdrawal, excessive crying, stealing, vandalism, property destruction, smoking, drugs, weapons, harassment 1, harassment 2, harassment 3, unprepared to learn, irresponsible, disrespectful, uncooperative, violent behavior, disruptive, verbal abuse, physical abuse, dress code, etc, etc. etc.

  7. Too much - Too little • High number of suspensions/expulsions • High number of drop outs • High number of office discipline referrals • High number absenteeism / tardiness • Lack of school-family-community partnership • Low academic achievement • Loss of instructional time • Unsafe school environments

  8. Systemic Challenges • Doing more with less • Educating increasing # of students who are more different than similar & display problem behavior • Over-reliance on reactive management practices • Lack capacity to adopt & sustain implementation of evidence-based practices & systems

  9. 2 Typical…But Ineffective Responses • Get Tough (practices) • Train-&-Hope (systems)

  10. Immediate & seductive solution….”Get Tough!” • Clamp down & increase monitoring • Re-re-re-review rules • Extend continuum & consistency of consequences • Establish “bottom line” …..Predictable systems response!

  11. When behavior doesn’t improve, we “Get Tougher!” • Zero tolerance policies • Increased surveillance • Increased suspension & expulsion • Alternative programming …..Predictable systems response!

  12. But…. A False Sense of Safety & Security! • Fosters environments of control • Triggers & reinforces antisocial behavior • Shifts accountability away from school • Devalues child-adult relationship • Weakens relationship between academic & social behavior programs

  13. Many existing discipline procedures are ineffective: • punishment • exclusion • counseling

  14. Negative Reinforcement Paradigm • Students’ disruptive behavior is reinforced by removal of the academic task (or removal of student). • Teachers are reinforced by removal of the the disruptive behaviors (changing task or removing student).

  15. Proactive Responses • Effective approaches include: • Pro-social skills training • Academic/curricular restructuring • Positive behavioral interventions • (Gottfredson, 1997; Lipsey, 1991; 1992; Lipsey & Wilson, 1993; Tolan & Guerra, 1994)

  16. However, “train & hope” approach taken! • React to identified problem • Select & add practice • Hire expert to train practice • Expect & hope for implementation • Wait for new problem….

  17. Big Idea! “Even research-based, effective practices may not be effective or efficient in addressing school needs if the school does not have a systemic approach for choosing, implementing and sustaining those practices.” (Adjusted from Zins & Ponte)

  18. Solution… • Give priority to unified agenda of prevention • Adopt & sustain use of research-validated practices • Apply function-based approach to behavior support • Attend to systems that support adoption & sustained use of effective practices for all students • Data based-decision making

  19. What does this mean? • Putting systems in place that are: • Proactive vs. Reactive • Based on Preventionnot Intervention • Positive not Punitive • Effective not just Preferred/Comfortable • Efficientnot Complicated

  20. Positive Behavioral Interventions & Supports “PBIS” is a research-based systems approach designed to enhance the capacity of schools to… • effectively educate all students, including students with challenging social behaviors • adopt & sustain the use of effective instructional practices (Lewis & Sugai, 1999; Sugai et al., 1999; Sugai & Horner, 1994, 1999)

  21. PBIS is… • Not specific practice or curriculum…it’s a data-based systems-approach to preventing problem behavior • Not limited to any particular group of students…it’s for all students • Not new…it’s based on long history of behavioral practices & effective instructional design & strategies • Not prescriptive…it’s individualized to the unique features of the school; culturally relevant

  22. Positive Behavior Support Social Competence & Academic Achievement ٭ OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior

  23. Summary of PBIS “BIG IDEAS” 1. Systems (How things are done) • Team based problem solving • Data-based decision making • Long term sustainability 2. Data (How decisions are made) • On going data collection & use • ODR’s (# per day per month, location, behavior, student) • Suspension/expulsion, attendance, tardies • Data on staff behavioral and perceptual change 3. Practices (How staff interact with students) • Direct teaching of behavioral expectations • On-going reinforcement of expected behaviors • Functional behavioral assessment

  24. PBIS Emphasizes Prevention atEachLevel • Universal Level • GOAL: To reduce new cases of problem behavior and/or academic failure • Targeted Level • GOAL: To reduce current cases of problem behavior and/or academic failure • Intensive/Wraparound Level • GOAL: To reduce complications, intensity, severity of students with chronic problem behavior and/or academic failure

  25. Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ~5% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~15% Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings ٭ ~80% of Students

  26. 6% Spec Ed Tier 3 (5-10%) Intensive Intervention Cohoes City School District RTI Example Shorter-term targeted interventions Tier 2(10-15%) All students receive 90 minutes a day of differentiated research-based reading and appropriate math instruction Tier 1 (80-85%) UNIVERSAL SCREENING

  27. The Connection: RTI and PBIS • School-wide systems approach • Proactive Approach • Multi-tiered levels • Progress monitoring • Data-based decision making by teams • Requires professional development • Parental participation

  28. School-wide Systems • Prevent students from needing specialized intervention – return on your investment • A stronger school-wide environment makes group & individual interventions more effective & durable: • “The house is in order” for interventions • Facilitates healthy risk-taking for staff • Environment is less conducive to problem behavior

  29. What does PBIS look like in a school building? • Expectations directly taught to students, practiced & reinforced • Shared decision making & open communication w/ staff, students, families & community agencies • Consistency in student - adult interactions • Efficient & effective responses to problem behaviors • School-wide data collection, analysis & use

  30. 6 Critical Components of PBIS • Select and define expectations and routines (Observable, Acknowledgeable & Teachable) • Teach behavior & routines directly (in all settings) • Actively monitor behavior • Acknowledge appropriate behavior (Predictable/Intermittent/Long Term) • Review data to make decisions • Correct Behavioral errors (Precorrection/Boosters/De-escalation/FBA)

  31. PBIS Coach • Currently has some behavioral expertise • Has some flexibility in schedule • Can dedicate hours weeklyto PBIS • Must be able to attend trainings/meetings • Will be PBIS Team leader • Receives extra training & support • Liaison to SPSE Consultant & Community of One Program • Work to create building- level, district & regional sustainability • Needs to be designated soon

  32. Time Lost to Discipline(Barrett and Swindell-2002) Teacher Student Administrator

  33. School-wide Behavior Systems in Place School-wide Behavior Systems NOT in place Literacy Interventions in Place Improved Literacy NO Literacy Improvement Literacy Interventions NOT in Place NO Literacy Improvement NO Literacy Improvement Shepp Kellem Baltimore Reading (literacy) + Behavior Support needed for effective gains in academic standards. Logic (How does behavior support help?) Behavior support improves minutes in instruction Behavior support makes instructional minutes more effective Behavior support creates a climate that is more calm and conducive to learning.

  34. Big 5 graphs Office Discipline Referrals: Per day/per month Time of day Location Type of problem behavior Per individual student Other school/district data - Attendance/tardiness - Academic achievement - Referrals to Sp. Ed. - Family involvement - Staff, student, community input - Process data Data, Data, Data…

  35. Central Region ~ Rural School (gr 3-6) ~ 2002-2003

  36. Anonymous School Profile Urban Elementary School DINI Designated Started PBIS during 2003-2004 school year 2005-2006 Enrollment: 469 2005-2006 Free/Reduced Lunch Rate: 55% Cohort: 2 2006-2007 data is through June 15, 2007

  37. Eastern Region Elementary SchoolTotal # of referrals

  38. Eastern Region Elementary SchoolOut of School Suspensions (Total number of suspensions)

  39. Anonymous School Profile Urban Elementary School DINI Designated 2005-2006 Enrollment: 507 2005-2006 Free/Reduced Lunch Rate: 81% SIS PBIS during 2003-2004 school year Cohort: 3 2006-2007 data is through June 15, 2007

  40. Eastern Region Elementary SchoolTotal # of referrals

  41. Eastern Region Elementary SchoolOut of School Suspensions (Total number of suspensions)

  42. Anonymous School Profile North Country Middle School Started PBIS during 2003-2004 school year Administrative changes 04-05

  43. Eastern Region Middle School Out of School Suspensions(Total number of suspensions)

  44. We Are… Cobleskill-Richmondville Central School District Schoharie County, NY 35 miles southwest of Albany Off Interstate 88 Rural school district – component district of Capital Region BOCES Radez Elementary K-5 Ryder Elementary K-5 Golding Middle School 6-8 C-R High School 9-12 Students K-12 = 2097 Administrators – 10 Teachers – 210 All Support Staff – 180

  45. Contact Information William H. Golding Middle School Cobleskill-Richmondville Central School District 193 Golding Drive Cobleskill, NY 12043 (518) 234-8368 mcdonalds@crcs.k12.ny.us http://www.crcs.k12.ny.us

  46. How are we doing now? SET in 2007 and 2008 show we are doing very well. ODRs down 35% from 2006-07 from baseline and down 32% in 2007-08 from baseline. Universal Team has strengthened intervention strategies and team members. Targeted Team meetings for intervention are very specific and deliver on options for students, teachers, and parents. Small, but needed, budget from the General Fund for costs considered materials and supplies in nature…not for incentives! Annual PBIS presentations at Board of Education Meeting

  47. Immediate Results • Using Minor Infraction Report has increased one-way communication with families • Incidents needing ODRs has decreased – more re-teaching! • ODRs have dropped: • 9/07 = 42 • 9/08 = 34 (and we have an enrollment increase) • 10/07 = 175 • 10/08 = 108 • September to September = 21% decrease • October to October = 39% decrease • Ultimate gain = More students in classes engaged in instructional activities.

  48. EBSSASEffective Behavioral SupportsSelf-Assessment Survey • Survey ALL school staff to assess school-wide, classroom, non-classroom & individual student systems • Aggregate pre & post data for effective decision making and evaluation • 2 copies: • One blank to bring back to school for use with all staff • One to complete now as simple “needs assessment”

  49. All staff are involved directly/indirectly in school-wide interventions.

  50. Staff receive regular feedback on behavior data.

More Related