SchoolWide Positive Behavioral Interventions and Supports SWPBIS Northeast
School-Wide Positive Behavioral Interventions and Supports (SWPBIS) Northeast PBIS (NEPBIS) School-Wide Team Training Day 7 INSERT TRAINERS NAMES with support from Brandi Simonsen, Jen Freeman, Susannah Everett, Adam Feinberg, Katie Meyer, & George Sugai
Advance Organizer • Quick Recap of Year 1 (Days 1 -6) Training • Tier 1 SWPBIS: Problem Solving Critical Features • Equity • Action Planning
TIER 1 LEADERSHIP TEAM &COACHES MEETINGS • 3 days Coaches Meetings 2 Coaches • 1 day of TA per school Admin, Coach, Data Entry • 3 days of Team Training Same above • 3 days Coaches Meetings Same above • 1 day of TA per school Same above • 2 days of Team Training Same above • 2 days Coaches Meetings Same above • 1 day of TA per school Same above YEAR 1 • 6 days of Team Training Minimum membership: administrator, grade level representatives, support staff YEAR 2 WHO YEAR 3+ WHAT Tier 2 Training will also be offered to schools implementing Tier 1 with fidelity.
MAIN TRAINING OBJECTIVES in YEAR 2 • Enhance leadership team • Maintain staff agreements • Enhance knowledge of SWPBIS outcomes, data, practices, and systems • Refine individualized action plan for SWPBIS • Enhance and sustain implementation in future years
TRAINING EXPECTATIONS: RESPECT… SELF OTHERS ENVIRONMENT • Self-monitor (Are you participating? Engaged as a learner? Talking during allotted times? ) • Stretch, break, stand as needed • Cell phones (inaudible): Converse in lobbies and breaks • Work as a team: Room for every voice, reinforce participation • Recycle • Maintain neat working area
Tools! nepbis. org S I B P e d i w d l n a o o k h Sc rkboo ces Wo pendi Ap Ev alu Action Plan ati on Pl an
Activity: Please Enter Attendance • 1 min • Please login on nepbis. org, go to the coaches’ tab, and click on the Team Training Attendance Link. Follow prompts to enter team attendance.
Legend New Content Guidelines Training Organization Review +Ex -Ex Activity
Legend Section Header (I. A) Chapter Header (e. g. , I)
And now… we present… your tattoos! I. A
SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990) I. A
SWPBIS is Framework for enhancing adoption & implementation of Continuum of evidencebased interventions to achieve Academically & behaviorally important outcomes for I. B. i All students
Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement SY ST EM S Supporting Culturally Valid Decision Making TA (Vincent, Randal, Cartledge, Tobin, & Swain. Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) DA Supporting Culturally Knowledgeable Staff Behavior OUTCOMES PRACTICES I. C Supporting Culturally Relevant Evidence-based Interventions
e d i w l- o o h Sc SWPBIS Practices Classroom Non-classroom Student I. C. iii Family • Smallest # • Evidencebased • Biggest, durable effect
Continuum of School-Wide Instructional & Positive Behavior Support ~5% Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings I. C. iii ~15% Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation I. C. iv Implementation
Implementing SWPBS: Guidelines, Examples, & Self-check Activities
Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES EM S ST SY TA DA Supporting Culturally Knowledgeable Staff Behavior PRACTICES Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Valid Decision Making
Focus on Outcomes How do we develop outcome statements? I. C. i OUTCOMES
Guidelines for Good Outcomes OUTCOMES q. Based on data q. Locally important and meaningful q. Applicable to all (culturally equitable) • Students’ social competence and academic achievement • Staff implementation of critical skills q. Observable and measurable q. Written as a goal I. C. i
Example Outcome Statements ff a t s ar, e y l o h o t i h • c w s S I X As B -X P X t a re X n 0 e ng i 2 t m. d e e e y l e h urin sult g t mp d by m nventor i n i l r l i u OD g the of im • D mbers w easure idelity I R d ple 20 F m r d s me me e X a e a r l , t X e a i a y t T t i l yea ive to will d 20 XY nting fide a on the tha ecr r. sc PBI ri e t i r e c t sa ase hool S me pe by __ year, riod % t he • As a result of implementing PBIS, prio r staff, student, and parent surveys will indicate improved overall school climate (or target specific items related to acknowledgement, respect, etc. ) as measured by an improvement of __ points on the Georgia Brief School Climate Surveys.
Self-Check: Relevant Measurable Outcomes • Work as team for 5 min • Review your 1 -3 observable and measurable outcome statements for your school. • Check to see outcomes reflect guidelines and include critical features illustrated by examples.
Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES EM S ST SY TA DA Supporting Culturally Knowledgeable Staff Behavior PRACTICES Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Valid Decision Making
What is datadriven decision making? I. C. ii TA DA Focus on Data
To effectively use data… …use your evaluation plan DISTRICTS/SCHOOLS IN TRAINING Purpose Measure Capacity Building— District Level District Systems Fidelity Inventory (DSFI) Fidelity of Implementation— Building Level Function Completed by district leadership team (with the support of a trained facilitator) to assess district capacity and to guide Action Planning. Leadership team self-evaluation (with support of PBIS Tiered Fidelity external coach) to assess the critical features of Inventory (TFI) PBIS across Tiers I, II, and III. SCHEDULE Year 1 Training Winter Spring Year 2 Training Fall Winter Spring X X X X X Progress Monitoring— Building Level Self-Assessment Survey (SAS) Used by school staff for initial and annual assessment of effective behavior support systems in their school and to guide Action Planning. X X Progress Monitoring— Team Level Team Implementation Checklist (TIC) A self-assessment tool that serves as a multi-level guide for creating School-Wide PBIS Action Plans and evaluating the status of implementation activities. X X X School Climate Georgia School Climate Surveys An annual survey that assesses student (grades 312), teacher, and parent perceptions of school climate. The middle and high school surveys also include items about adolescent drug/alcohol/tobacco use, self-harm ideation and behaviors, school dropout, and parental involvement. The survey provides information to determine training support needs related to school climate, safety, and violence prevention. X X Student Outcomes School-wide Information System (SWIS) Weekly Weekly Office discipline referrals (ODR) provide data for monthly team reviews and decision-making by teachers, administrators, and other staff to guide prevention efforts and Action Planning. …and tools available at:
Example Data Routines a) ( e w ta g, a n i d t e me ) review and S I e, PB es, (b h m c o a c g e outcom ch out n i r u d • W • D iew our ted to ea ss towar hen a tea v a e l r re e g p r o e r s m m r p e son) c r r u u emb o o b s s r w s i er (o n u e gs a defi sc i d r ano ) ne it prob. (c s c ther l e e l prec em t ar pr m o c t i o sely oble the staff ou addr m a te n -solv ess i ing p d engage am, t. roce ss to in a • We share data with staff to (a) celebrate successes, (b) highlight current trends and needs identified in our data, and (c) facilitate school-wide conversations about the importance of fidelity and outcome monitoring across
Self-Check: Using Data • Work as team for 5 min • Review data sources your team currently uses to drive decision making. • Self-evaluate the extent to which: – You have routines to ensure regular data review – You are actively collecting data to measure progress toward each of your outcomes • If needed, adjust your action plan to: – Enhance routines for data review – Actively monitor progress toward outcomes – Collect new (or revise existing) data to address need areas and/or track progress toward outcomes
Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES EM S ST SY TA DA Supporting Culturally Knowledgeable Staff Behavior PRACTICES Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Valid Decision Making
Focus on Practices PRACTICES What evidence -based interventions are included in SWPBIS? I. C. iii
Guidelines for Practices PRACTICES The selection and organization of these practices should: q Be developmentally, contextually, and culturally appropriate and adaptable q Be linked conceptually q Have data rules that guide timely decisions within and between practices and systems q Be empirically and educationally defendable q Be associated directly with the most important and documented school climate and behavior priorities of the school q Be monitored continuously for implementation fidelity and student benefit q Represent the core features that define the tiered prevention logic
Example PBIS Practices et s e , w l o o e h d i c s w ol of o k h e c e s w ss l l t o a r s r c t i t a gh e f n u h t e a t d g urin ons and very stu tamped d D • e s ve i o tati e t e s c W s p e u • W d r tion etting. a a t h c o e e im s h p l w o ex o plem k h c c a c s r t o ente h upon eac ports” to d a s syst e choo. x s e s c s hang m, a “pa lesson l-wid nd s e tick ( e h. c t g i uden e . , tea ets f wh ts o cher ’s he r privileg can lper, e ann s ounc er). • We revised our office discipline referral procedure. Students who receive 2 or more referrals are invited to a social skills ‘lunch bunch’ to work on the targeted skill during lunch on Friday.
Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement EM S ST SY TA DA Supporting Culturally Knowledgeable Staff Behavior OUTCOMES PRACTICES Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Valid Decision Making
SY ST EM S Focus on Systems What are key systems features to support staff? I. C. iv
SY ST EM S Guidelines for Systems For each item in your action plan, ensure: q Agreement by >80% faculty and staff q Include procedures for informing others (e. g. families, community, district administrators, substitute teachers & staff) q Includes procedures for providing instruction to new faculty, staff, students, etc. q Schedule continuous evaluation of effectiveness, efficiency, and relevance q Include in school publications (e. g. , handbook, posters, newsletters, etc. ) I. C. iv
Example PBIS Systems S I B ed P t n e res of p s t f m ff • a ra a e t d t S r d Mem s. ou esente f e o c i bers t n s c e a er pr h r t b of th p P d d m n B e n e a I h a S t f M f e ad f team k a o c t • t a s n b r minis m s act emb to ou compone give feed revised trativ ively e r s o e e an a i obs mple nd g d each invited to pport th was als e ave men rved u g s s “ t n e staf Than ation taff w wer to fully cit traini f k h e o f y f i o o d l m e u r e p x ts ” not et an pect ask ns. Ex e a d s t exce ions. io eded to vers ed. id prov • Students were invited to nominate staff for going above and beyond by providing positive supports during classes. Nominated staff had their names read, and students brought staff coffee/tea/preferred liquid the next morning.
Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement EM S ST SY TA DA Supporting Culturally Knowledgeable Staff Behavior OUTCOMES PRACTICES Supporting Culturally Relevant Evidence-based Interventions Supporting Culturally Valid Decision Making
Cultural and Contextual Fit How do you ensure cultural and contextual fit? Culture & Context
Guidelines for Culture & Context For each item in your action plan, ensure: q Involve staff, students, & families in development q Contextually/culturally appropriate (e. g. , age, level, language) q Examine disaggregated data to ensure implementation of each feature works for all subgroups of students I. C. v
Examples of Promoting Cultural and Contextual Fit t e n r e e r w a wo p ntatives BIS T • P se e e r h t p to e re r n e o w d y y e e t e i k v h l t l n i a nd n a o , y t e u m h p a t n e i f t n i for e v d e e ( ask steps ng). n ti actio d a mee e miss • M ajor plan “practice s, re cogn ” ideas ( pres les itio e feed nted to s n syste son m b tu mem ack; and dent co s) were un s b sugg ers were tudent c cil for o e PBIS st new id also ask uncil e. eas for p d to romo ting • Staff worked with students to ensure the “voice” of PBIS products reflected them. (Expectations, lessons, posters, etc. were presented in student-friendly
Self-Check: Promoting Cultural & Contextual Fit • Work as team for 5 min • Return to your action plan. • Determine the extent to which items on your action plan meet guidelines for practices, systems, and cultural and contextual fit. • Update/revise your action plan if needed.
Getting Started with SWPBIS 1. 2. 3. 4. 5. 6. 7. 8. 9. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff
Getting Started with SWPBIS 8. 9. II. B. i 10. S EM 7. How will we play together? ST 6. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation SY 1. 2. 3. 4. 5.
EM S ST SY Guidelines for Team Composition q Representative of school/community demographics q 1 -2 individuals with behavior/classroom management competence q Administrator as active member q Schedule for presenting to whole staff at least monthly q Schedule for meeting at least monthly q Integration with other behavior related initiatives and programs q Appropriate priority relative to school/district goals q Rules/agreements established q Schedule for annual self-assessments (see list) q Coaching support (school/district/region)
Team Composition Start with a team that “works. ” ü Administrator ü Grade/Department Representation ü Specialized Support (e. g. , Special Educator, Counselor, Psychologist, Social Worker, etc. ) School ü Support Staff (e. g. , Office, Supervisory, Custodial, Bus, Security, etc. ) ü Parent (that is not also a staff member) • Community – Mental Health, Business • Student
Self-Check: Effective Leadership Team • Work as team for 10 min • Review guidelines for team composition. ü Administrator ü Grade/Department Representation ü Specialized Support (e. g. , Special Educator, Counselor, School Psychologist, Social Worker, etc. ) ü Support Staff (e. g. , Office, Supervisory, Custodial, Bus, Security, etc. ) ü Parent (who is not also a staff member) – Community • Mental Health, Business – Student • Ensure you have 1 -2 parents on your leadership team this year • Review relevant items on your action plan and add/adjust as needed to ensure your team is ready to work this year (and in the future)!
Getting Started with SWPBIS 1. 2. 3. 4. 5. 6. 7. 8. 9. II. B. ii 10. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation What are we “about”? PRACTICES
Guidelines for Purpose Statement PRACTICES q Positively stated q 2 -3 sentences in length q Supportive of academic achievement q Comprehensive in scope (all students/staff/settings) And always remember to consider systems, culture, & context:
Examples of Purpose Statements G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all!
Getting Started with SWPBIS 1. 2. 3. 4. 5. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff II. B. iii 10. Build routines to ensure on-going implementation What do we expect? PRACTICES
Guidelines for Expectations PRACTICES q Linked to social culture of school q Considerate of social skills that already exist q 3 -5 in number q 1 -3 words per expectation q Positively Stated q Supportive of academic achievement q Comprehensive in scope q Mutually exclusive (minimal overlap) And always remember to consider systems, culture, & context: II. B. iii
MA lighting the way with expectations! City View School
Getting Started with SWPBIS 1. 2. 3. 4. 5. 6. 7. 8. 9. II. B. iv 10. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation r o i v a h e b l a i c o s g n i h c Tea ? y l t i c i l exp Like r o i v a h e b c i m acade PRACTICES
Guidelines for Teaching Expected Behaviors (Social Skills) q Considerate of main school settings/contexts q Considerate of lessons that already exist q Specification of 2 -3 observable, positive examples for each expectation within each setting/context q Teach social behavior like academic skill q Prompts, reminders, or precorrections in natural context q Feedback in natural context q Schedule (add to PD calendar) for introducing teaching plan to staff and getting feedback on lesson plans q Schedule (add to school calendar) for initial instruction in natural/typical context q Schedule (add to school calendar) for regular review, practice, and follow-up q Procedures for identifying/supporting students II. B. iv whose behaviors do not respond to instruction PRACTICES And always remember to consider systems, culture, & context:
Teaching Matrix Expectations Respect Ourselves SETTING All Settings Be on task. Give your best effort. Be prepared. Hallways IA C O Walk. Cafeteria Have a plan. Eat all your food. Select healthy foods. Study, read, compute. Sit in one spot. Watch for your stop. Play safe. Include others. Share equipment. Practice good table manners Whisper. Return books. Listen/watch. Use appropriate applause. Use a quiet voice. Stay in your seat. Replace trays & utensils. Clean up eating area. Push in chairs. Treat books carefully. Pick up. Treat chairs appropriately. Wipe your feet. Sit appropriately. Playgrounds L L I K LS S. 1 Respect Others Respect Property II. B. iv Be kind. Hands/feet to self. Help/share with others. Recycle. Clean up after self. Use normal voice volume. Walk to right. R O I V A H E S B E. L 3 P M A EX Pick up litter. Maintain physical space. 2. Assembly CO NA NT TUR EX A T L Library/ Compute r Lab Use equipment properly. Put litter in garbage can. Bus
Prompt that considers diverse reading abilities… Norrback Ave. School, MA
And people say high schools are different…
Active Supervision Monitoring Dismissal Mc. Cormick Elementary School, MD
A lesson plan that prompts the critical features just described: imonsen, Myers, Everett, Sugai, Spencer, & Also see Appendix I
Self-Check: Explicitly Teaching Expectations • Work as team for 8 min • Review guidelines for behavioral purpose statement, positively stated behavioral expectations, & teaching expectations. • Self-check: does each meet guidelines? • Review relevant items to your action plan and add/adjust as needed.
Getting Started with SWPBIS 1. 2. 3. 4. 5. 6. 7. 8. 9. II. B. v 10. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation PRACTICES
Guidelines for Teaching Class-Wide Expectations (Social Skills) q School-wide action plan for classroom management practices and procedures based on data (selfassessment) q Definitions and process for class vs. office managed expectation-violating behaviors q Teaching matrix, procedures, and schedules developed for teaching school-wide behavior expectations in typical classroom contexts and routines q Data systems in place to monitor ODRs from classrooms q Procedures in place to support behavior of students whose behaviors do not respond to classroom management q Prompts for display of expected behaviors in natural contexts II. B. v q Feedback for displays of behaviors in natural context PRACTICES And always remember to consider systems, culture, & context:
Typical Contexts/ Routines All Morning Meeting Homework Class-Wide Rules/Expectations Respect Others Respect Property Respect Self Use inside voice. Recycle paper. Do your best. Raise hand to Put writing tools inside Ask. answer/talk. desk. Put announcements in Eyes on speaker. Put check by my desk. Give brief answers. announcements. Keep feet on floor. 1. Do own work. Turn in before lesson. L A R U Use inside voice. T Transition A to self. N Keep. Xhands T. 2 Raise E T hand or show N CO “Assistance Card”. “I Need Assistance” Teacher Directed Independent Work Problem to Solve Wait 2 minutes & try again. Eyes on speaker. Keep hands to self. CI A L Put homework neatly in Turn in S lesson on time. KI box. Do homework Touch your work only. night/day. Lbefore. L Put/get materials first. Keep hands to self. Have plan. Go directly. Have materials ready. Have plan. Ask if unclear. Use materials as Have plan. intended. Ask. Use materials as Use time as planned. intended. Ask. Return with done. Stop, Step Back, Think, Act EHAVIOR B. 3 Use inside voice. Keep hands to XAMPLES Eself. Stop, Step Back, Think, Act SO
Self-Check: Class-wide Expectations • Work as team for 5 min • Review guidelines for teaching class-wide expectation. • Self-check: does your plan meet guidelines? • Review relevant items to your action plan and add/adjust as needed.
Getting Started with SWPBIS 1. 2. 3. 4. 5. 6. 7. 8. 9. II. B. vi 10. Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation PRACTICES
Guidelines for Continuum of Procedures to Strengthen Behavior q Easy and quick form of acknowledgement linked to SW-expectations and used across all settings (non -classroom and classroom q Considerate of strategies/processes that already exist q Culturally, developmentally, contextually appropriate/relevant name and form of acknowledgement q Define back-up or follow-up acknowledgements q Develop written procedures for acknowledgements q Schedule (add to PD calendar) for teaching acknowledgement systems II. B. vi PRACTICES
Guidelines for Continuum of Procedures to Strengthen Behavior PRACTICES q Instructions and practice for staff (add to PD calendar) on how to pair tangible/activity And always acknowledgements with social remember acknowledgments to consider q Schedule (add to school calendar) for initial systems, introduction of acknowledgements to students culture, & context: and regular boosters or reimplementation of acknowledgements q Means for keeping track of the ratio of acknowledgements to ODRs or corrective actions q Schedule (add to PD and school calendars) for daily, weekly, monthly, and quarterly feedback to students and staff II. B. vi
Establish a continuum of procedures to encourage rule following behavior
Also consider these no or low cost options (See full list compiled by Laura Riffel*) • Assist school staff (e. g. , cleaning, office work, announcements, job shadow, keep score) • Be a leader (e. g. , first in line, lead game) • Choice (e. g. , class job, book to read) • Privileges (e. g. , partial assignment, access/pass to special class/school activity, music between classes) • Social privileges (e. g. , eat with preferred peers or staff) • Positive recognition (e. g. , recommendation letter) https: //www. google. com/url? q=http: //www. pbis. org/common/cms/files/coach_trainer/ideastoshare/freerewards 4 stu dentsnstaff. doc&sa=U&ei=fbu. AVL 3_NJSqu. QTmt. YDo. Dg&ved=0 CAUQFj. AA&client=internal-udscse&usg=AFQj. CNEb 33 G_e 3 w. ALWo. Emsa. F_5 Ft. Rsq 4 Gw
Self-Check: Procedures to Strengthen Expected Behaviors • Work as team for 5 min • Review guidelines for procedures to strengthen expected behaviors. • Self-check: does your plan meet guidelines? • Review relevant items to your action plan and add/adjust as needed.
Getting Started with SWPBIS 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations II. B. vii 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff 10. Build routines to ensure on-going implementation PRACTICES
Guidelines for Continuum of Procedures to Decrease Behavior PRACTICES 1. Specify Definitions for Violations of SW Expectations q Contextually appropriate labels/names q Definitions represent continuum of severity (e. g. , minor, major, illegal) q Definitions comprehensive in scope (school-wide) q Definitions in measurable terms q Mutually exclusive (minimal overlap)
SWIS Example Definitions Behavior Disrespect Disruption Minor (Teacher Managed) Not working/Unfinished work Not participating in Group Work Making faces/ Rolling eyes Huffing, signing, etc. Arguing/defiance – Inappropriate Response to Teacher Request Uncooperative behavior Talking back Cheating/Lying Leaving assigned area Minor object stealing Making noises Constant talking Yelling Out or Blurting Disruption during instruction Crying Throwing objects Out of seat Not listening Not following directions Tardy to class or leave early Major (Office Managed) Blatant or excessive non-compliance or defiance “F-you”, flipping off, etc. Repetitive minor incidences that normal classroom consequences are not addressing Leaving campus/hiding from staff Forgery Theft of major objects or pattern of minor stealing that is ongoing Screaming/Yelling excessively Teacher cannot teach Students cannot learn Out of control behavior in the extreme Throwing objects with the intent to cause harm Excessive pattern of absence, tardy or truancy
Guidelines for Continuum of Procedures to Decrease Behavior PRACTICES 2. Specify Procedures for Processing Violations of SW Expectations q Agreement regarding office staff vs. teacher/staff responsibilities q ODR form for tracking discipline event specifies: a. Who (i) violated rule, (ii) observed and responded to violation of expectation, and (iii) else was involved b. When (day/time) c. Where d. What (i) expectation was violated and (ii) was the possible motivation q Agreement regarding options for continuum of consequences q Data decision rules for intervention and support selection
SWIS Example Flow Chart General Process & Predictable System More information and examples are available at www. pbisapps. org in the SWIS Resources section
Guidelines for Continuum of Procedures to Decrease Behavior 3. Implement procedures q Use by all staff q Schedule for regular review of use and effectiveness q Means for keeping track of number of acknowledgments vs. ODRs or other disciplinary actions q Schedule and procedures for regular review and enhancement of acknowledgements q Procedures in place for identifying and supporting students whose behaviors are not responsive PRACTICES And always remember to consider systems, culture, & context:
r o i av ns h e B io t i n i Def Discipline Flow Chart Dis cipl in Ref erra e l Fo rm
Getting Started with SWPBIS TA DA 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations II. B. viii 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff 10. Build routines to ensure on-going implementation
DA TA Guidelines for Data-Based Monitoring of SWPBIS Outcomes 1. General data collection procedures q Data collection procedures are integrated into typical routines (e. g. , ODRs, attendance, behavior incident reports) q Data collection reports regularly checked for accuracy q Data collection limited to information that answers important student, classroom, and school questions q Structures and routines for staff members to receive weekly/monthly data reports about status of SW discipline q Decision rules for guiding data analysis and actions q Schedule for daily, weekly, monthly, quarterly feedback q Data system managed by 2 -3 staff members q No more than 1% of time each day for managing data q Efficient, timely, and graphic displays of data II. B. viii
TA 2. Office discipline referral procedures q Agreed upon definitions of violations of expectations organized in a continuum q A form for documenting noteworthy behavior incidents (ODR) q School-wide procedures for processing/responding q Efficient and user-friendly data input and storage q Efficient and user-friendly process for summarizing and storing data q Efficient and user-friendly procedures for producing visual displays of data q Procedures for presenting data to staff on routine basis q Procedures for making decisions and developing II. B. viii actions based on data DA Guidelines for Data-Based Monitoring of SWPBIS Outcomes And always remember to consider systems, culture, & context:
Example: Office Referral Form
Self-Check: Procedures to Monitor • Work as team for 10 min • Review guidelines for procedures to discourage violations of expected behaviors and monitor implementation and outcomes. • Self-check: does your plan meet guidelines? • Review relevant items to your action plan and add/adjust as needed.
EM ST SY 1. Establish an effective leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations II. B. ix 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff 10. Build routines to ensure on-going implementation S Getting Started with SWPBIS
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation I. C. iv Implementation
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
Action Planning • Process of organizing and using resources to enable individuals to engage in activities designed to achieve specific and important outcomes
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
S ST EM SY Guidelines for Staff Buy-In And always remember § Self-assessment to consider § Baseline discipline/behavior/climate data systems, q Establish an effective team (past item) with culture, & context: active administrator participation q Use data to establish need q Present information in clear and efficient way(s) q Obtain and incorporate feedback on all elements of SWPBIS from staff q Start small and demonstrate success
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
S ST EM SY Guidelines for Embedded PD And always q Ensure PD includes explicit training, remember performance feedback and ongoing to consider coaching systems, q Document staff systems in staff handbookculture, & q Align staff evaluation procedures with context: expected practices where possible
Key Systems Features Team-based Implementation Clear Action Plan Staff Buy-in Embedded Professional Development Staff Recognition for Implementation I. C. iv
S ST EM SY Guidelines for Staff Recognition q Easy and quick form of acknowledgement And always q Considerate of strategies/processes that already remember to consider exist systems, q Culturally, developmentally, contextually culture, & appropriate/relevant name and form of context: acknowledgement q Consider Back-up or follow-up acknowledgements q Schedule for initial introduction of acknowledgements and regular boosters or reimplementation of acknowledgements q Schedule for daily, weekly, monthly, and quarterly feedback to students and staff
Self-Check: Systems to Support Staff (Revisited) • Work as team for 5 min • Review guidelines for obtaining staff buy-in, embedded PD, and staff recognition. • Self-check: do your plans meet guidelines? • Review relevant items to your action plan and add/adjust as needed.
6. 7. 8. 9. 10. EM ST Establish an effective leadership team Develop brief statement of behavioral purpose Identify positive SW behavioral expectations Develop procedures for teaching SW expectations Develop procedures for teaching class-wide expectations Develop continuum for strengthening appropriate behavior Develop continuum for discouraging violations of expectations Develop data-based procedures for monitoring Develop systems to support staff Build routines to ensure on-going implementation SY 1. 2. II. B. x 3. 4. 5. S Getting Started with SWPBIS
EM S ST SY Guidelines for Building Routines for On-going Implementation q Work as a team. And always q Make decisions based upon data. remember q Consider needs of all students. to consider q Integrate PBS activities into other initiatives and systems, projects. culture, & q Begin teaching, learning, and behavioral context: expectations on the first day. q Involve students, staff, parents, and community. q Increase use of reminders and pre-corrections before and after transitions. q Increase/maintain high rates of positive acknowledgements. q Specify expected outcomes of every activity.
To start your semester/year off well, begin teaching and learning activities on the first day of semester/school CHAPTER II. B. X
Self-Check: Build On-going Routines for Sustainability • Work as team for 15 min • Review guidelines for building on-going routines. • Self-check: do your plans meet guidelines? • Review relevant items to your action plan and add/adjust as needed.
Activity: Show, Tell, and Ask • Work as team for 10 min • Review your action plan and identify – 1 -2 accomplishments – 1 -2 questions or concerns shared by most members of team • You’ll have 5 min to show, tell, and ask!
Equity (adapted from Kent Mc. Intosh)
Activity: We are all Cultural Beings • 10 min • • CHAPTER VI. A Take 2 minutes to make a list of the aspects of your identity that are important to you – The list may include information about friends, family, work, education, hobbies and anything else about hobbies or family that is a routine part of your discussions with others. Essentially, if someone from another country wanted to know “who you are” – how would you describe yourself and your life? In groups of 2, introduce yourself to someone you do not know. You may NOT mention any topic generated on your list of meaningful aspects of your identity. Now, you can continue your conversation and this time talk about the topics written on your paper
Activity: Discussion The Silenced Self • 5 min discussion with your team • • • How did you feel as you were completing the exercise? – What was it like making introductions and not being able to talk about important aspects of yourself? – What were some items you listed? – What were some items you decided to talk about? How do you think students might feel when important aspects of their identity or cultural backgrounds are not included in the curriculum or addressed through communications and instructional strategies? What are some suggestions for preventing this from happening?
We have a problem! • Minority students are more likely to experience – lower achievement gains – more reactive and exclusionary disciplinary consequences – higher special education placement rates – higher dropout rates – We know that the achievement gap can’t be explained away by poverty alone.
Addressing Common Questions “Isn't it all really about poverty? ” • Poverty plays a role, but racial disproportionality remains, even when controlling for poverty – Anyon et al. , 2014 – Skiba et al. , 2002; 2005 – Wallace et al. , 2008
Addressing Common Questions “Aren’t Black boys just more violent? ” • No evidence of different base rates of behavior for any subgroups – Bradshaw et al. , 2010 – Losen & Skiba, 2010 – Skiba et al. , 2014
Disproportionality in School Discipline (Losen & Skiba, 2010) 1973 2006
A 5 -point Interventio n to Enhance Equity in School Discipline http: //www. pbis. org/school/equity-pbis
5 -point Intervention to Enhance Equity in School Discipline 1. Use effective instruction to reduce the achievement gap 2. Implement SWPBIS to build a foundation of prevention 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points http: //www. pbis. org/school/equity-pbis
Why a focus on effective academic instruction? • The discipline gap may be related to the achievement gap – Academic skills (or the lack thereof) dramatically shapes school experiences – Students who fall behind are more likely to act out, exposing themselves to discipline – By catching and intervening with students early, we can change students’ school experiences for the better (Gregory et al. , 2010; Mc. Intosh et al. , 2008, 2012)
What do we mean by effective academic instruction? • • Explicit instruction High rates of engagement and OTRs Quality performance feedback Progress monitoring and data-based decision making (Hattie, 2009)
Effects of Effective Instruction on the Achievement Gap Percent Meeting or Exceeding Standards 100% 90% 81% 84% 88% 80% 91% 43% 47% 50% 94% 11% 28% 24% 66% 67% 36% 70% 60% 94% 83% 52% 40% 38% 37% White 20% Latino 10% 0% 2007 -08 2008 -09 2009 -10 2010 -11 2011 -12 2012 -13 Tigard-Tualatin School District (Chaparro, Helton, & Sadler, in press)
5 -point Intervention to Enhance Equity in School Discipline 1. Use effective instruction to reduce the achievement gap 2. Implement SWPBIS to build a foundation of prevention 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points http: //www. pbis. org/school/equity-pbis
Why use a foundation of SWPBIS? 1. Proactive, instructional approach may prevent problem behavior and exposure to biased responses to problem behavior 2. Increasing positive student-teacher interactions may enhance relationships to prevent challenges 3. More objective referral and discipline procedures may reduce subjectivity and influence of cultural bias 4. Professional development may provide teachers with more instructional responses (Greflund et al. , 2014)
5 -point Intervention to Enhance Equity in School Discipline 1. Use effective instruction to reduce the achievement gap 2. Implement SWPBIS to build a foundation of prevention 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points http: //www. pbis. org/school/equity-pbis
SWIS: Risk Indices • Proportion of each ethnic group with an ODR • Use to compare referral rates across ethnic groups • Black/White ODR Risk Ratio = 2. 5
5 -point Intervention to Enhance Equity in School Discipline 1. Use effective instruction to reduce the achievement gap 2. Implement SWPBIS to build a foundation of prevention 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points http: //www. pbis. org/school/equity-pbis
What does not work in policy • Enacting policies that nobody knows about • Enacting policies that don’t change practice • Policies without accountability for implementation
Equity Policy Recommendations • Include a Specific Commitment to Equity – Create mission statements that include equity – Enact hiring preferences for equitable discipline • Install Effective Practices – Require clear, objective school discipline procedures – Support implementation of proactive, positive approaches to discipline – Replace exclusionary practices w/instructional ones • Create Accountability for Efforts – Create teams and procedures to enhance equity – Share disproportionality data regularly – Build equity outcomes into evaluations
5 -point Intervention to Enhance Equity in School Discipline 1. Use effective instruction to reduce the achievement gap 2. Implement SWPBIS to build a foundation of prevention 3. Collect, use, and report disaggregated student discipline data 4. Develop policies with accountability for disciplinary equity 5. Teach neutralizing routines for vulnerable decision points http: //www. pbis. org/school/equity-pbis
Multiple Types of Bias Overt Bias Subtle Bias Explicit Bias Dr. Kent Mc. Intosh Implicit Bias
Two Systems for Decision Making • System 1: Fast Decisions – Automatic, snap judgments – Intuitive, unconscious • System 2: Slow Decisions – Deliberate decisions – Allows for conscious attention (Kahneman, 2011)
Different Biases, Different Solutions n Explicit Bias (System 2) ¨Ineffective: Cultural sensitivity training, explaining value of diversity, telling people to be less biased ¨Effective: Top-down policies with accountability n Implicit Bias (System 1) ¨Ineffective: Top-down policies with accountability ¨Effective: Clear discipline systems, specific guidance in decision-making (Girvan, 2013; Girvan et al. , 2013; Lai et al. , 2013; Pettigrew & Tropp, 2006) Dr. Kent Mc. Intosh
What is implicit bias? • Unconscious, automatic • Based on stereotypes • We all have it (even those affected by it) • Generally not an indication of what we believe or would endorse • More likely to influence: • Snap decisions • Decisions that are ambiguous
Implicit Bias in Auditions https: //csphilharmonic. org/2013/10/philharmonic-audition-process/ Dr. Kent Mc. Intosh
Implicit Height Bias (Judge & Cable, 2004) One inch of height is worth $789 per year in salary
Implicit Bias and Race “the challenge is not a small number of twisted white supremacists but something infinitely more subtle and complex: People who believe in equality but who act in ways that perpetuate bias and inequality. ” -Nicholas Kristof, The New York Times Dr. Kent Mc. Intosh
Implicit Bias Research: Racism is Real (Brave New Films) https: //www. youtube. com/watch? v=f. Tc. SVQJ 2 h 8 g Dr. Kent Mc. Intosh
Implicit Bias in Early Learning Dr. Kent Mc. Intosh (Gilliam et al. , 2016)
Where do implicit biases come from?
Addressing Common Questions “Are you saying that all teachers are racist? ” • No! Our research indicates that disproportionality comes from implicit bias – that we’re not even aware of. – Banaji & Greenwald, 2013 – Greenwald & Pettigrew, 2014 – van den Bergh et al. , 2010
Remember: Implicit Bias n n n Unconscious, automatic Generally not an indication of our beliefs and values We all have it (even those affected by it and those working to change it) Based on stereotypes More likely to influence: – Snap decisions – Decisions that are ambiguous Dr. Kent Mc. Intosh
Activity: Explore Implicit Bias • 15 min • 5 min (team debrief) Individually spend some time exploring some of the implicit association tests – Select “guest” as login – Choose a preferred implicit association test (IAT) to complete Team Debrief: Discuss with your team how this information can impact or our relationships with staff and students. https: //implicit. harvard. edu/implicit/se lectatest. html
A Unidimensional View of Bias Racial Bias Dr. Kent Mc. Intosh Disproportionate Discipline
A Multidimensional View of Bias Racial Bias Disproportionate Discipline Situation (Smolkowski et al. , 2016) Dr. Kent Mc. Intosh
Decision Points What is an Equitable Decision Point? What is a Vulnerable Decision Point? • A specific decision in which school/district data shows little to no disproportionality • A specific decision that is more vulnerable to the effects of implicit bias • Two parts: – Elements of the situation – The person’s decision state (internal state)
Decision States: Setting Events • An event occurring before or with an antecedent that alters the value of available reinforcement • Sometimes is present and sometimes is not • Does not require one’s awareness • Examples from students: – – – Lack of sleep Headache/illness Lack of food (e. g. , no breakfast) Fight with peer/parent/etc. Failed a test in previous class Didn’t get any coffee this morning Dr. Kent Mc. Intosh
Decision States: Resource Depletion • As we become fatigued, our filters for appropriate behavior can be affected • Effects of hunger (Gailliot et al. , 2009) • Decreases in willpower later in day – “The Morning Morality Effect” (Kouchaki & Smith, 2014) – Examples… Best time to go before a judge is first thing in the morning or right after lunch Dr. Kent Mc. Intosh Handwashing compliance drops 8. 7% over the course of a 12 -hr shift
VDPs from national ODR data • Subjective problem behavior y t i u g i b – Defiance, Disrespect, Disruption am – Major vs. minor t c a t n o c F • Non-classroom areas O ? K e c C n A a L v e – Hallways l e R ? S D N • Classrooms A M E D • Afternoons ue g i t a f
Activity: Explore Vulnerable Decision Points • 10 min Discuss with your group: • What are some common VDPs for many adults in schools? Individually • What do you think might be possible VDPs (situations or states) for you?
Reduce Effects of Implicit Bias through Specific Training 1. Reduce ambiguity in ODR definitions and processes – Clear guidelines for classroom vs. office-managed behaviors – Avoid rules that result in disproportionate exclusion 2. Identify specific vulnerable decision points – General – Local (school) 3. Teach a neutralizing routine 1. Self-assess presence of VDP 2. Use alternative response
Two-step Neutralizing Routine (STAFF): • When you see unwanted behavior or the start of a power struggle, stop and ask yourself: 1. Is this a VDP? – – Situation Decision state 2. If so, use an agreed-upon alternative response Remember we’ve used this strategy before to remain calm and avoid power struggles! Dr. Kent Mc. Intosh
Neutralizing Routines Self-assessment “Am I triggered or agitated? ” Setting event Lack of positive interactions with student Fatigue Dr. Kent Mc. Intosh Antecedent Loud complaints about work (subjective behavior) Behavior Send student to office (ODR) Alternative Response Take deep breath & model desired behavior. Consequence Student leaves class (Escape social interaction)
What makes a good neutralizing routine? 1. If-then statement 2. Brief 3. Clear steps 4. Doable 5. Interrupts the chain of events Dr. Kent Mc. Intosh
Neutralizing Routine Examples • If I am triggered or agitated…, – Delay decision until I can think clearly • “See me after class/at the next break” • ask the student to reflect on their feelings/behavior • am I acting in line with my values? – Reframe the situation • • • “I respect you, but that behavior is not ok” “How do we do that at school? ” picture this student as a future doctor/lawyer/teacher assume student’s best effort at getting needs met respond as if the student was physically injured – Take care of yourself • take two deep breaths • recognize my upset feelings and let them go • model classwide cool-down strategy Dr. Kent Mc. Intosh
Example: Neutralizing Routine • TRY – Take a deep breath – Reflect on your emotions – Youth’s best interest • “Let’s TRY that again. ” • “Let’s TRY it a different way. ” • “Let’s TRY it how we do it at school. ” Dr. Kent Mc. Intosh
Example: Classwide “Reset” Routine • TRY for students – Take three deep breaths – Reflect on your emotions – You got this! • Social-emotional Theme – Mistakes are part of the learning process – We won’t always do it right the first time – We can’t succeed unless we TRY Dr. Kent Mc. Intosh
Example: Two-step Neutralizing Routine for Administrators (Susan Barrett) • When you have to handle problem behavior, stop and tell yourself: 1. Don’t just do something, stand there! – Be sure you are ready to act in line with values – Get information from student and staff – Assess student-teacher relationship 2. Whenever possible, use an agreed-upon instructional response – Teaches missing skills – Connects student to school and staff
The Restorative Chat (Lucille Eber) 1. 2. 3. 4. 5. 6. Tell me what happened. What you were thinking at the time? What do you think about it now? Who did this affect? What do you need to do about it? How can we make sure this doesn't happen again? 7. What I can do to help you?
Activity: Developing a Neutralizing Routine • Work as team for 10 min • Individually, identify 2 -3 examples of neutralizing routines that you could use in your classroom • Discuss and share with your team • Present 2 -3 “big ideas” from your group (1 min. reports)
Self-Check: Equity • Work as team for 15 min • Review Equity content. – What questions do you have about the content we just reviewed? – What additional resources do you need to be able to address this issue in your school? • Review relevant items to your action plan and add/adjust as needed.
SWPBIS Action Planning
Activity: Action Planning • Work as team for 120 min • Complete the Team Implementation Checklist and Family Engagement Rubric (Appendix M) • Return to your Action Plan • Identify relevant resources and steps to help move your school forward. • In particular, make sure you have completed all of the steps in getting started (review your notebook). • Present 2 -3 “big ideas” from your group (1 min. reports) • Email action plans to your trainer before leaving today! • Katherine. meyer@uconn. edu • emaki@mayinstitute. org
Review of SWPBIS
SWPBIS Message! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable. (Zins & Ponti, 1990)
Critical Features of PBIS Supporting Culturally Equitable Social Competence & Academic Achievement OUTCOMES EM S SY ST Supporting Culturally Valid Decision Making TA DA Supporting Culturally Knowledgeable Staff Behavior (Vincent, Randal, Cartledge, Tobin, & Swain. Bradway, 2011; Sugai, O’Keefe, & Fallon 2012 ab) PRACTICES I. C Supporting Culturally Relevant Evidence-based Interventions
Intensive Targeted Universal I. C. iii Few Continuum of Support for ALL Some All (Sugai, Dec 7, 2007)
Team GENERAL IMPLEMENTATION PROCESS Agreements Data-based Action Plan Evaluation I. C. iv Implementation
Getting Started with SWPBIS Day 1 Day 2 Day 3 Day 4 1. Establish an effective and representative leadership team 2. Develop brief statement of behavioral purpose 3. Identify positive SW behavioral expectations 4. Develop procedures for teaching SW expectations 5. Develop procedures for teaching class-wide expectations 6. Develop continuum for strengthening appropriate behavior 7. Develop continuum for discouraging violations of expectations 8. Develop data-based procedures for monitoring 9. Develop systems to support staff
Consider Tattoos! 4 PBIS Elements School Systems Supporting Social Competence & Academic Achievement EM S Classroom S TA SY ST loo ch DA Supporting Staff Behavior de wi OUTCOMES Supporting Decision Making SWPBIS Non-classroom PRACTICES ~5% Supporting Student Behavior Primary Prevention: School-/Classroom. Wide Systems for All Students, Staff, & Settings Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~15% Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior ~80% of Students Family Student
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