Positive Behavior Support for All Students 2009 Regional Staff Development Day TBAISD Margie McGlinchey, Ph.D.

1. Positive Behavior Support for All Students 2009 Regional Staff Development Day TBAISD Margie McGlinchey, Ph.D. www.cenmi.org/miblsi

2. Acknowledgements Material for this presentation is based on the work of… • Dr. Rob Horner, University of Oregon • Dr. George Sugai, University of Connecticut • Michigan’s Integrated Behavior and Learning Support Initiative

3. Goals • Introduction to Positive Behavior Support • Big Ideas in Implementing Positive Behavior Support • Practical Examples • Getting Started

4. Why should a school think about behavior in an RtI model? Improving the social behavior of students results in: • More minutes spent in academic instruction • Better acquisition during engaged minutes High quality instruction engages students, and leads to reduction in problem behavior. Children who fall behind academically will be more likely to: • A) Find academic work aversive • B) Find escape-maintained problem behaviors reinforced

5. The Link Between Reading and Behavior(Kent McIntosh, 2008) • The relationship increases as students progress through school • (Fleming et al., 2004; Morrison et al., 2001; Nelson et al., 2004; Roeser & Eccles, 2000) • The relationship is strongest for students with externalizing behavior • (Kellam et al., 1998; Nelson et al., 2004) • Students who experience problems in both areas have worst outcomes • (McKinney, 1989; Reinke, 2007)

6. The “Big Idea” of School-Wide Support Systems Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices (Zins & Ponti, 1990)

7. Academics School-Wide Support Systems for Student Success Intensive Intervention Individualized, functional assessment, highly specific 1-5% Targeted Intervention Supplemental, some students, reduce risk 7-15% Universal Intervention Core Instruction, all students Preventive 80% Behavior

8. Intensive Intervention • Behavior • Individualized, functional assessment based behavior support plan • Universal Prevention • Behavior • Identify expectations • Teach • Monitor • Acknowledge • Correct • Targeted Intervention • Behavior • Check-in, Checkout • Social skills training • Mentoring • Organizational skills • Self-monitoring Examples of Behavior Supports Continuum of Supports

9. Less problems allow for allocation of resources to appropriately meet needs Not enough resources to address needs of student who are not at desired levels Implement Universal Prevention Too few performing at desired levels Implement Intensive Intervention Providing support at all three levels Students needing intensive/ individualized Interventions Implement Targeted Intervention Students needing strategic/targeted interventions Students performing at desired levels

10. Cost of Behavior Problems: 1,792 referrals @15 min per = 26,880 min = 448 hrs/8= 56 days Example School A

11. Why Not Just Focus on the “Few” Students that Are the Biggest Problems • If we only respond to the toughest students, we will never get to all of them, and we may make more! • All children and youth need a “village” to return to (school and community) • Bystanders (peers, parents/family, teachers, others) are the village! –These are the “primary socializing agents” Jeffrey Sprague

12. Partner Activity Turn to another person at your table and answer the following questions together: What are the three levels of schoolwide positive behavior support? Names (and alternate names) Supports provided at each level 2. Why spend so much time focusing only on Universal prevention to begin with?

13. The 3-Tier Schoolwide Model • Model for preventing academic/behavioral failure for most students. • Attempts to match needs of students with appropriate levels of intervention early in order to prevent long-term academic/behavior difficulty. • Moves from “wait to fail” and aptitude/ achievement discrepancy models to a universal assessment and early intervention model. • Calls for a levels-of-intensity model that varies time, programs, grouping structures, and personnel).

14. Specify appropriate behavior Teach appropriate behavior Big Ideas to Improve Behavior • Monitor behavior • Encourage appropriate behavior • Correct inappropriate behavior

15. To create a culture of competence within our schools we need a common set of behavior expectations…

16. Sometimes, we have too many rules to remember!

17. Team Time • List all of the rules in your school and classroom (or a classroom you are most familiar with). Do this by yourself and then share with others. 2. Do your rules match the rules listed by others from your school? 3. Do your classroom rules “fit” with the general school rules (e.g., is there a clear relationship)

18. School Values • VALUES: the accepted principles or standards of your school’s culture. These may include such descriptors as learning, community, honesty, integrity, or compassion. • Complete the statement below… At ________________________________ (school name) we value _______________________________________ _______________________________________________

19. Define School-wide Expectationsfor Social Behavior • Identify 3-5 Expectations • Short statements • Positive Statements (what to do, not what to avoid doing) • Memorable

20. Consider your impressions of this school School Rules NO Food NO Weapons NO Backpacks NO Drugs/Smoking NO Bullying

21. Defining and Teaching School-wide Behavioral Expectations • Define 3-5, positively stated, memorable expectations. • Build Curriculum Matrix • Expectations by Locations • Build Teaching Plans • Teaching individual Expectations across locations • Teaching all Expectations within a location

22. Transform school-wide Expectations into observable behaviors

23. Making the Expectations Visible Posted in classrooms, hallways, computer wallpaper, etc. Printed in school handbook Some schools have made videos of the behavior expectations

24. Portage Community High School South Range Kalamazoo Central High School Wakefield-Marnisco

25. Holland Heights Elementary Pentwater Elementary Superior Hills Elementary Sandy Hill Elementary

26. Williamette High School: Behavior Expectations in Hallway

27. Teaching Expectations at Milwood Middle School

28. Build Reward Systems Jose R. L.M.  Systems for Acknowledging Appropriate Behavior. • Students should be acknowledged regularly (at least every 2 weeks) providing specific feedback • 5 to 1 ratio of positive to negative • Always build toward independence • move from “other” delivered to self-delivered • move from frequent reward to infrequent • move from concrete to natural • Build on person-to-person relationships

29. Many schools use a ticket system Cherokee High School • Tied into school expectations • Specific feedback on • student’s behavior • Provides visible acknowledge of appropriate behavior for student • Helps to remind staff to provide acknowledgements High School Students involved in Colorado PBS

30. Effective Discipline System • Use negative consequences to: • Minimize natural rewards for problem behavior • Prevent escalating interactions • Allow instruction to continue • Build predictable, consistent negative consequences • Do not expect negative consequences alone to change behavior.

31. Measures

32. Average Referrals per Day per Month

33. Referrals by Problem Behavior

34. Referrals by Location

35. Referrals by Student

36. Referrals by Time

37. Question • As you think about your school, what are some of the key factors for high school PBS, including buy in? • Take 2 minutes • Come back when my hand goes up

38. Lessons Learned – May not be unique, but critical Systems before practices • Address philosophy regarding behavior • School must own process • Administrator must be on board • Address student and staff buy in • Support of district is key • Data systems drive change • Communication must formalized Fenning, 2008; R324A070157

39. Lessons Learned – May not be unique, but critical: • Process takes longer • Systems work together Fenning, 2008; R324A070157

40. Fidelity and Sustainability • PD must be on-going, include coaching, be high school specific • Network high schools • Plan for structures (e.g., departments) • Formalize communication plan • (Bolman & Deal, 2002) Fenning, 2008; R324A070157

41. Readiness How do you prepare your school for implementation?

42. Background • Components needed for successful systems change (Kotter, 1995) • Created sense of urgency • Core group of leaders • Long-term vision for change • Clear communication of goals • Celebration of small victories • Continuous work toward a goal/vision for change

43. Background • Implementation occurs in stages (Fixsen, et al., 2005) • Exploration • Installation • Initial Implementation • Full Implementation • Innovation • Sustainability • First 3 stages take 2 – 4 years

44. Work toward consensus by discussing common needs 60 % said discipline needed to be addressed Communication in general

45. Developing Schoolwide PBS… • Commitment from at least 80% of building staff for participation over next three years. • Commitment from building administration • Commitment from district administration

46. Four Basic Recommendations: • Never stop doing what is already 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

47. How do we do this in our school? • Use existing teams/committees as much as possible • Embed PBS activities into current initiatives (i.e., school improvement, safe schools, character education, etc.) • Establish three levels of implementation, each with different functions • School-wide • Grade level/Department • Individual student

48. Team Time • At your table, complete the EBS Team Implementation Checklist • Which items to you have in place? • If you are not with your school team, read and discuss the checklist. Would a tool like this help your school get started? • What are your next steps?

49. MiBLSi Website Preview www.cenmi.org/miblsi

50. Implementation Science An intervention is one set of activities Implementation is a very different set of activities