PBIS FOR SCHOOL ADMINISTRATORS 2012. Agenda Introduction What is PBIS? How to Support PBIS PBIS Universals Module Overview Panel

PBIS FOR SCHOOL ADMINISTRATORS

2012

Agenda

IntroductionWhat is PBIS?How to Support PBIS PBIS UniversalsModule OverviewPanel

Participant ExpectationsAdministrator Institute Expectations Matrix

Expectations

Trainer Presentation Activities Breaks and Lunch

Be Responsible

Listen attentively Ask questions Take notes when appropriate

Be an active participant Work on the assigned activity or task Finish on time

Return on time Take care of your needs, whatever they may be

Be Respectful

Limit sidebars Keep cell phones on vibrate or silent Move around room quietly

Be aware of noise level Respect the work of those around you Listen to each other Use effective team practices

Enter room quietly

Be Kind

Laugh at trainer’s jokes

Enter discussions with an open mind Respond to others ideas

Tip well

Attention Signal

Please make note of time limits and watch your clocks!Trainer will raise his/her hand. Finish your thought/comment.Participants will raise a hand and wait quietly.

WHAT IS POSITIVE BEHAVIOR INTERVENTION AND SUPPORT?

Positive Behavior Intervention and Support

A systems approach for establishing the social culture and individualized behavioral supports needed for schools to be effective learning environments for all students

- Rob Horner, Ph.D.

Co-Director, National Technical Assistance Center for Positive Behavior Intervention and Support

Guiding Principles: All students are valuable and

deserve respect. All students can be taught to

demonstrate appropriate behavior.

Punishment does not work to change behavior.

School climate is a shared responsibility among administrators, teachers, staff, students and families.

Guiding Principles: School personnel must be willing to

examine their own behavior as students are taught to change theirs.

Cultural differences exist and need to be understood.

Positive relationships between students and adults are key to student success.

Traditional Discipline vs. PBISTraditional Discipline

Focuses on the student’s problem behavior Goal is to stop undesirable behavior, through the

use of punishment Primarily reactive

Positive Behavior Intervention and Support

Replaces undesired behavior with a new behavior or skill

PBIS alters environments, teaches appropriate skills, and rewards appropriate behavior.

Primarily proactive

Defining & Teaching Expectations

Routines & ProceduresReinforcement SystemsEffective Consequences

CONTINUUM OFCONTINUUM OFPOSITIVE POSITIVE

BEBEHHAVIOR AVIOR INTERVENTION INTERVENTION

AND AND SUPPORTSUPPORT

Social Skills MentoringCheck In

Self ManagementClassroom Based

Intervention

FBA/BIPDe-escalation

5%

80%

15%

SYSTE

MS

SYSTE

MS

PRACTICESPRACTICES

DATA

DATA

SupportingSupportingStaff Staff

BehaviorBehavior

SupportingSupportingDecisionDecisionMakingMaking

SupportingSupportingStudent BehaviorStudent Behavior

OUTCOMESOUTCOMES

PositivePositiveBehavior Behavior InterventioIntervention and n and SupportSupport

Social Competence andAcademic Achievement

Foundations of PBIS Universal commitment to

managing behavior

Whole school community involvement

Focused on building sustainable change (3 to 5 year process)

Tailored to the unique needs of each individual school

Data-based decision making

SUPPORTING PBIS

Supporting PBIS Effective Teams Clear Roles Relationships PBIS Integration

Supporting PBIS: Effective Teams Rationale

An effective PBIS team will…bring energy and enthusiasm for PBIS.allow efficient use of time.create action steps that will be implemented.increase ownership of PBIS by faculty and staff.ensure sustainability.PBIS implementation is only as

strong as the team!

Supporting PBIS: Effective Team Characteristics

Shared goals and objectives

Mutual trust and respect

Open communication

Effective conflict resolution

Equity of task distribution

Consensus decision-making

Ongoing problem-solving

Supporting PBIS: Team Based Approach

Developing an effective team:

Active participation from administration

Encourage participation from a wide variety of staff

Provide time and resources for the team to meet and work

Supporting PBIS: Role of the PBIS Team Meet at least monthly. Assign specific roles to team members. Gather/review data (student and staff). Maintain open communication with all

stakeholders about PBIS process. Analyze, describe and prioritize problems. Create behavioral goals. Select new strategies (best practices). Provide supports to all staff. Monitor implementation and progress

toward goals.

Supporting PBIS: Roles Within the PBIS Team

Core roles Facilitator Minute taker Data analyst Communication coordinator Time keeper Administrator Active team member

Backup for each role

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Can one person serve multiple roles?

Are there other roles needed? EX: communication coordinator, timekeeper

Supporting PBIS: Role of Administration

Each PBIS team should have an administrator on the team who is…

committed to attending team meetings and module trainings.

actively participating in the implementation process.

empowered to make decisions in the absence of the principal.

Supporting PBIS: Relationship with the Team

It is best practice to have an administrator at every meeting!

Because this is sometimes not feasible, the team needs to be aware of the administration’s : Vision for PBIS Desired outcomes of the first year Ideas about pace of implementation Preferred decision making method for the team

Your district coordinator can help facilitate this dialogue.

Supporting PBIS: Relationship with the TeamThe PBIS team needs to know the administration’s preferred method for making decisions (both when present and absent from meetings).

Delegate without constraints (supportive of decisions made in team meetings or modules)

Consensus of meeting attendees Delegate with constraints in the meeting Gather input and decide Decide and announce in the meeting Decide and announce after the meeting

Systems for Effective Coaching: Continuum of Decision Making

(Interaction Associates, 1998)

Supporting PBIS: Role of the PBIS In-School Coach Can facilitate effective team conversations. Can provide effective consultation and

technical assistance to school teams. Able to effectively communicate within and

across schools. Can assist schools in establishing systems to

support staff and increase sustainability of PBIS implementation efforts.

Is knowledgeable of local, regional, and state contacts for consultation and support.

Supporting PBIS: Role of LEA Coordinator Provide professional

development. Foster team development. Active participation in PBIS

process with each school team. Assist in problem solving. Support the analysis of data. Serve as a resource. Model effective strategies.

Supporting PBIS: Relationship With the In-School Coach Coach should be seen as a support

to all staff. Plan a coach introduction at an early

staff meeting. Coaches can provide staff

development as well as hands-on assistance in applying PBIS.

Supporting PBIS: Relationship with the LEA Coordinator

Administrators and coaches are the main contacts for your PBIS coordinator.

Stay in touch frequently via email or phone.

Talk openly about your strengths and challenges in being a leader.

Do not hesitate to ask for guidance or for a sympathetic ear.

The coordinator’s goal is to support your school in PBIS implementation, not to be in charge of the process.

Supporting PBIS: Integrating PBISPBIS should connect with all systems in your school.

Leadership Team

School Improvement Team

Responsiveness to Instruction

Student Support Team

Activity 1: Supporting PBIS

Discuss with a partner:

Have you ever been a part of a team that was particularly effective? What worked?

If you have ever served on an ineffective team, what could have been different?

PBIS: UNIVERSALS

PBIS Universals: School-wide School-wide expectations Non-classroom settings School-wide reinforcement

systems Responding to problem

behavior

PBIS: UNIVERSALSSCHOOL-WIDE EXPECTATIONS

PBIS Universals: School-Wide Expectations: Definition

A list of broad, positively stated behaviors that is desired of all faculty and students and is…

aligned with the school’s mission statement.

taught to all faculty, students, and families.

PBIS Universals: School-Wide Expectations: Rationale

Creates a universal language. Increases consistency across

settings. Helps teachers and

administrators problem solve with students.

Changes the climate by focusing on what to do instead of what not to do.

Heritage Elementary, Wake Forest, NC

West Lake Middle School, Cary, NC

HAWK S

ave respect for self, others and property.

rrive on time.

ork responsibly to succeed.

eep a positive attitude.

afetey first.






eep a positive

afety first.


TTTHHHEEE GGGOOOLLLDDDEEENNN RRRUUULLLEEESSS:::

“Building a Tradition of Excellence!”

Holly Springs High School, Holly Springs,

NC

PBIS: UNIVERSALSNON-CLASSROOM SETTINGS

PBIS Universals: Non-Classroom Settings

Identify expectations in non-classroom settings.

Assess the physical characteristics.

Establish setting routines and procedures.

Create teaching strategies based on desired replacement behavior.

Ensure support systems for these settings.

PBIS Universals: Non-Classroom Settings: Definition A list of specific skills to be

demonstrated in each setting.

Based on school-wide expectations and typically displayed in each area.

PBIS Universals: Non-Classroom Settings: Rationale Provides specific skills to teach

students what to do. Creates a common language. Informs all students and adults of

what is expected. Aligns expectations of adults who

supervise.

Succeeds! Wake County Public School System Positive Behavior Support

A KINGSWOOD FISH… S W I M S!!

Expectations Arrival Hallway Restroom Dining Room Playground Dismissal

Stays safe

use main stairway only

wait until adult opens the door/ your bus is dismissed

walk on the right side

f ace f orward maintain a safe

distance f rom others

step on every step on stairs

hold rail with right hand

keep surfaces dry

wash hands

walk sit with f eet on

fl oor f acing your table

use equipment as intended

stay in approved areas

get help f rom adults to solve problems

stay in designated waiting area until called

Works hard enter building

ready to learn go directly to

class or breakfast

accepts your place in line

take care of your business quickly

have lunch or money with you

go through the line once

eat healthy eat only your

f ood

show good sportsmanship

play by the rules

listen carefully f or your bus/ car announcement

be ready to leave

I s respectful

and kind

greet f riends and staff kindly

only breakf ast eaters are in the cafeteria

resolve bus issues respectfully

whisper when necessary

acknowledge f riends silently

wait your turn fl ush aim respect others’

privacy

clean up af ter yourself

accept and keep your place in line

take pride in your area

speak kindly to others

help each other

use kind language include everyone

in play encourage others

to do the right thing

share take turns

interact kindly with others

keep hands/ f eet to self

maintain a safe distance f rom others

Manages

actions

move f rom bus/ car to building promptly

at door lower voice to f ollow hallway procedures

keep hands at your side

stay with your class

pick up trash place trash in

trash can walk in and out use restroom for

appropriate reasons

stay seated raise your hand

f or assistance talk quietly with

your table use good manners

maintain personal space

come prepared to play

walk to bus/ car promptly

keep belongings together and ready f or departure

Kingswood Elementary, Cary, NC

Expectations Cafeteria

Hall

Restroom

Bus Area

Respect (self, others, property)

I will use polite language.

I will respect others’ personal space.

I will use good table manners.

I will walk on right side of hall.

I will walk quietly so others can continue learning in class.

I will clean up after myself.

I will respect others’ privacy.

I will follow adult directions.

Act Responsibly

I will clean my area (floor and table).

I will speak only with persons at my table.

I will raise my hand for assistance.

I will put my trash in the trash can.

I will be in the right place at the right time

I will flush the toilet after each use

I will wash my hands with soap and warm water after each use

I will exit and enter the building quietly.

Maintain Integrity

I will be honest. I will return to class

promptly. I will keep my own

place in line. I will maintain

personal boundaries.

I will be mindful of personal space around me.

I will report any graffiti or vandalism.

I will be considerate of others’ personal space.

Show Self-Discipline

I will maintain my personal space.

I will remain seated.

I will keep my hands and feet to myself.

I will remain silent in the hallway.

I will return to class promptly.

I will use water wisely.

I will be aware of my personal space.

River Oaks Middle School, Raleigh, NC

Wakefield North: Carry Yourself with PPRRIIDDEE

PRIDE Always Hallways Restroom Media Center Cafeteria

Positive

Words and Actions Respond quickly to adult directives Interact with appropriate tone, volume and language

Keep passes visible during instructional time

Have a pass from a teacher when using the restroom during class

Present media passes to an adult upon entering the Media Center

Use good manners

Respect of self and others

Be considerate of others’ time and space Clean up after yourself

Maintain a clear and orderly locker area

Do not leave anything for others to clean up Use in a timely fashion

Leave food and drinks in book bags Be careful with media center equipment and books

Accept and keep your place in line Keep serving line clear and have money ready

Integrity and honor

Take ownership for your own actions Don’t do anything that you won’t be proud to admit

Move purposefully Use the restroom for appropriate reasons

Use computers for academic purposes only

Take only what you need Pay for what you take

Display

Self-Control

Keep hands and feet to yourself at all times Walk away from conflicts & inform adults

Walk on the right side Conserve water, soap and paper towels

Use quiet voices Sit and socialize only after you have your lunch

Excellence in everything you do

Be on time and be prepared to do work Minimize time away from class

Use time efficiently Use the restroom purposefully and promptly

Use the Library Lifeline after school

Eat a balanced meal to fuel your brain Finish all food and drink in the cafeteria

Wakefield North High School, Wake Forest, NC

Activity 2: Expectations in Non-Classroom Settings

Use the partially completed matrix to create expectations for the setting of your choice (i.e., bus, hallway, etc.).

Think about the problem behaviors that you might see in that setting, and state desired replacement behaviors.

Vance Elementary School, Garner, NC

Centennial Campus Middle School, Raleigh, NC

PCHS: In the Commons Area

Be Present and On Time

Be patient and wait your turn Honor the SMART lunch schedule

Be Prepared for and Engaged in Learning

Take advantage of SMART lunch opportunities

Be aware of others in the vicinity Remember your belongings

Be a Person of Character

Pay for your food Place your trash in receptacles Use appropriate language Move from lunch to next activity with a

purpose Be Safe and Comply with PCHS and WCPSS Policies

Eat in supervised approved areas Keep hands to yourself Keep walkways open Finish eating during lunch

Panther Creek High School, Morrisville, NC

PBIS Universals: Non-Classroom Settings: Definitions

Physical Characteristics are all components of a setting that students move through on a daily basis.

Setting Routines are the methods that students and adults use to manage physical characteristics.

PBIS Universals: Non-Classroom Settings: RationaleAfter developing student expectations, it is necessary that the physical characteristics and adult behaviors support students in demonstrating school wide expectations in all settings.

Green Year Round Elementary Cafeteria

Raleigh, NC Put waiting spots shaped like frogs to show students where to wait.

Red frog spot at entrance to the cafeteria keeps students waiting until there is room to move ahead.

Posted directional signs and arrows.

York Elementary HallwayRaleigh, NC

Panther Creek High School SMART LunchMorrisville, NC

Students Managing Academics Resources and Times (SMART)

Single lunch block for whole school.

Students utilize the time to eat and participate in other activities.

Video production class created video in collaboration with the PBIS team.

PBIS Universals: Non-Classroom Settings: Teaching Expectations Rationale Schools that routinely and effectively

teach school wide expectations are more likely to sustain PBIS practices over a decade.

Not all students have the skills they need to be successful at school.

Behavior can be taught!

PBIS Universals: Non-Classroom Settings: Teaching Components

Rationale- rule for when to use the skill Teach- teach the rule Modeling- demonstrate the skill Role play- students practice the skill Performance feedback- praise and

correction Opportunities for generalization to

follow

ALL COMPONENTS MUST BE IMPLEMENTED TO ENSURE SUCCESSFUL LEARNING OF SKILLS

Hodge Road Elementary students practice and receive feedback on meeting hallway

line expectations.

Knightdale, NC

PBIS: UNIVERSALSREINFORCEMENT (REWARD) SYSTEM

PBIS Universals: Reinforcement System: Definition

A plan to increase the likelihood that adults will respond positively to student demonstration of school wide expectations.

PBIS Universals: Reinforcement Systems: Rationale

Focuses attention on desired behaviors.

Increases the repetition of desired behaviors.

Fosters a positive school climate.

Reduces amount of time spent on discipline.

Increases instructional hours.

PBIS Universals: Reinforcement Systems: Funding Instructional dollars Principal’s discretionary funds PTA/PTSA Local business partnerships Fund raisers

Wildwood Forest Elementary School We J ust Can’t Hide Our Wolf Pride!

A “WOLF P.R.I.D.E.” REPORT TO PARENTS/STUDENTS The purpose of this report is to inform you of a “job well done” involving:

*Student’s Name: Parent’s Name: Phone (Work): Phone (Home): *Grade: *Date of “J ob Well Done”: Date of Referral: *Referred By:

REASON FOR REFERRAL

Politeness ______________________________ __________________________________________

Respect___________________________________________________________________________

Integrity___________________________________________________________________________

Discipline_________________________________________________________________________

Excellence________________________________________________________________________

Your teachers and your school congratulate you on a J ob Well Done! ________ Signature of School Official Date

Positive Office Referral

Wildwood Forest Elementary, Raleigh, NC

Kingswood Elementary Rewards for PBIS Tickets

Tickets Rewards

5 FI SH bowl item

15 FI SH bowl item

30

Homework pass

15 minutes on computer Lunch with a buddy Help a teacher of your choice for 15 minutes

50

Help a specialist (3:15-3:30)

Basketball with Mrs. Lewis or Ms. Schliesser

Rock climb Teacher’s desk OR lunch with your teacher

75

Help Snack Fairy

Food pass: Moe’s, Chili’s, Macaroni Grill, Stonewood Grill

I ce cream or cookie with Mrs. Lewis or Ms. Schliesser

100

Lunch with Ms. Schliesser

Lunch with Mr. Case Handprint on the wall

Activity pass: I ce skating, bowling, roller skating

Reward Menu-Kingswood Elementary, Cary, NC

Panther Creek High School, Morrisville, NC

Activity 3: School-Wide Reinforcement Systems Using the activity sheet, brainstorm a list

of things that will reinforce your behavior.

Compare with a colleague. Discuss similarities or differences. How does this idea apply to students? Complete the rest of the form by

brainstorming ideas that might reinforce students at each level.

What about staff?

PBIS: UNIVERSALSUSING DATA TO MAKE DECISIONS

PBIS Universals: Using Data: RationaleSchool-Wide

Allows all staff to see the big picture of behavior in your school.

Increases the likelihood that PBIS implementation is meaningful and sustainable.

Helps PBIS team use time efficiently by making needed action items clear.

Provides information about effectiveness of systems and practices.

Ensures that strategies and interventions are based on precise problem statements.

PBIS Universals: Using Data: RationaleClassroom and Individual Students:

Helps teachers, grade level teams and PLCs determine patterns of behavior in order to plan effective interventions.

Helps to evaluate effectiveness of strategies (progress monitoring).

PBIS Universals: Using Data: Implementation vs. OutcomeImplementation Data

Designed to measure fidelity of implementation

Goal is to develop action steps

Outcome Data Measures progress on specific school-wide goals

Allows schools to determine impact of PBIS implementation

Documents the effectiveness of PBIS on overall school climate

Used to make system-wide decisions

PBIS Universals: Using Data: Implementation Tools School Survey Implementation Inventory School-wide Evaluation Tool Benchmarks of Quality PBIS Walk-Through

PBIS Universals: Using Data: Outcome Tools Office Referrals Achievement Suspension/Expulsion Climate Surveys Special Education Referrals Staff Retention Attendance

PBIS Universals: Using Data: Collecting Office Referral Data

Office referrals are a key component of outcome data.

Schools collect this information in a variety of ways.

Regardless of the method, it is important to collect enough information to determine patterns and design effective solutions.

Ensuring accurate collection of data is an important role for the PBIS team and school administrator.

PBIS Universals: Using Data: Data to Collect

Office referrals are the most commonly used discipline data source.

Regardless of the collection method, it is important to gather enough information to determine patterns and design effective solutions.

Ensuring accurate collection of data is an important component of the PBIS team’s role.

Average Referrals Per Day

Types of Problem Behavior

Student Referrals

3 or more referrals

Location

Time of Referral

Activity 4: Using Data

Refer to the graphs on your activity sheet to answer the following:

What questions do you have? What patterns do you note? What might be some next steps?

PBIS Universals: Using Data: Problem Solving Process

In the previous section, you looked at data that gave an overall view of patterns in a school, but didn’t provide enough data to move forward.

Collecting data is pointless if it is not used by all staff members to solve both school-wide and classroom problems.

The ultimate goal is to improve the school experience for students, staff and families.

Data should help us clearly identify problems and lead us to specific possible solutions.

We need to move past “admiring the problem.”

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PBIS Universals: Using Data: Problem Solving Process In order to solve problems successfully, schools

need to use a specific process to define precise problems and design solutions.

The Team Initiated Problem Solving (TIPS) model was created for PBIS teams.

PBIS teams should use the TIPS model for school-wide data, grade level, and for individual students.

All staff members need to have access to the data and be taught how to use the information to solve everyday challenges.

*The TIPS model can easily be used for academic or corporate problems as well.

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PBIS Universals: Using Data: Problem Solving Process Definitions Problem: Difference exists between

expected/desired student behavior and current student behavior.

Problem identification: Difference is discovered and significance is determined.

Problem solving: A plan is created to reduce or eliminate difference.

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PBIS Universals: Problem Solving Process: Identify Problems Typically, schools use behavioral data to

define broad problems. Broad problem statements do not give

enough information to design effective solutions.

The purpose of broad problems statements is to elicit questions that can be answered with data to better define the problem.

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Activity 5: Identifying Problem 1 Using your school’s behavior data from

this school year, and the previous year, look for the difference between the average major ODRs per school day, per month and the average achieved during the corresponding months of the previous school year.

Is there a problem?

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Activity 5: Identifying Problem 2 Using your school’s behavior data, look

at the average major referrals per day, per month for the current school year.

Is there a noticeable trend? Is the trend desirable? Is there a problem?

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PBIS Universals: Problem Solving Process: Develop Hypothesis

Determining the cause, or uncovering why a behavior is occurring, is essential to developing interventions.

The goal is to help students learn to appropriately meet their needs.

When collecting data, it is important for staff to make their best, most informed guesses about why students are engaging in problem behaviors.

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PBIS Universals: Problem Solving Process: Develop a HypothesisThings to Consider A hypothesis is an explanation for what

the data and your experience tell you. Data can only give part of the picture. Staff with the most direct experience with

the problem need to add their insight to accurately define cause.

An accurate hypothesis is crucial to designing solutions that will be effective.

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PBIS Universals: Problem Solving Process: Develop a Hypothesis

Identify a Precise Problem

Creating strategies without knowing the precise problem leads to inefficient solutions and wasted time.

In order to ensure precise problem statements, go back to the data to answer the following: What is the problem?

How often is it happening?

Where is it happening?

Who is engaged in the behavior?

When is the problem most likely to occur?

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Activity 6: Identifying Precise Problem Statement

Which partial statement is more precise? 91

Too many ODRs

15 instances of disrespect

24 ODRs between 1:00 and 1:30 Too many ODRs in the afternoonToo many ODRs outside the

classroom25% of students have at least 2 ODRs

Too many ODRs on the playground

6 ODRs on the playground

Many students have ODRs

Total of 12 ODRs for aggression on the playground in the last month; this number is more than last year and shows an increasing trend for this year; these incidents are occurring during the first recess, and there are different students involved each time.

Which statement is a complete Precise Problem Statement?

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PBIS Universals: Problem Solving Process: Discuss and Select a Solution

Prior to designing solution strategies, a clear goal needs to be set that can be evaluated using data.

Goals can be measured in the following ways: Percent reduction Absolute reduction Satisfaction level

The best practice is to use more than one measure of evaluation.

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PBIS Universals: Problem Solving Process: Discuss and Select SolutionsPrevent:

• How can we modify the context in which the behavior occurs? • Can we remove or alter the triggers for problem behavior?

Teach:• Do we need to define the expected behaviors more clearly?• Can we teach a replacement behavior that meets the same need?• Do we need to provide additional demonstration and/or practice of

the desired behaviors?

Respond:• In what ways can we immediately prompt the correct behavior?• Does our system frequently reward the desired behavior ?• Can we extinguish problems by withholding reinforcement of the

problem behavior? • Can we develop meaningful consequences to correct the problem

behavior that provide a learning or practice component of the desired behavior?

• How will we effectively respond to behaviors that compromise safety while ensuring the student’s dignity is maintained?

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Discuss and Select Solutions: TIPS Worksheet

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PBIS Universals: Problem Solving Process: Develop Action Plan The most effective plans utilize multiple

strategies that affect all causes of the problem-prevent/teach/respond (prompt, reward, correction, extinction, safety).

To ensure fidelity of implementation, specific tasks need to be assigned to individuals with a timeline for checking back.

Change takes time, so implement the plan for at least one month before evaluating.

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PBIS Universals: Problem Solving Process: Develop Action Plan

Once strategies are selected, specific tasks need to be delegated and tracked using an action plan.

Action plans should drive the creation of future meeting agendas as well as generate clear action steps at the end of each meeting.

Effective action plans are: Used regularly Frequently reviewed and updated Accessible to all staff Made of specific, manageable action steps with clear

timelines Developed using data from staff and teams

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Fidelity

Use weekly 1-5 survey from teachers to assess implementation of plan.

04/21/23Newton, J.S., Todd, A. W., Horner, R.H., Algozzine, B., &

Algozzine K., 2010

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Are we doing the plan?

1 ….. 2 …..3 ….. 4 ….. 5No Yes

PBIS Universals: Problem Solving Process: Develop Action Plan

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PBIS Universals: Problem Solving Process: Evaluate Action PlanUse data to answer the following:

Has the goal been met?If yes, choose one of the following options:

1. Increase goal for the same problem.

2. Choose another problem to address.

3. End use of the plan.If no, choose one of the following options:

1. Evaluate fidelity of implementation.

2. Consider the accuracy of the hypothesis.

3. Alter the timeline.

4. Find ways to adjust the solutions.

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Activity 7: Designing Solutions Transfer your hypothesis about your own school’s problem

to the top of the Meeting Minutes and Problem-Solving Action Plan Form.

Using the goal setting guidelines, develop a goal for improvement.

Begin designing solutions using the prevent/teach/respond format.

Using the second part of the Meeting Minutes and Problem-Solving Action Plan Form to assign responsibilities for implementing the plan and set dates for follow-up.

In follow-up sessions, review the action plan and assess progress towards goals.

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PBIS: UNIVERSALSDOCUMENTING PROBLEM BEHAVIOR

PBIS Universals: Documenting Problem Behavior: Rationale Problem behavior needs to be

documented accurately in order to effectively respond.

Creates mind shift from “referral” to “information.”

Allows teams to track patterns and create solutions independently.

PBIS Universals: Documenting Problem BehaviorComponents of an Effective

System Clear definitions of major and

minor behaviors Agreement on classroom vs.

office managed behaviors A method for capturing and

analyzing all relevant data (referral form)

PBIS Universals: Documenting Problem BehaviorMinor Behaviors Minor behaviors are incidents that can be

managed by classroom teachers without administrative intervention.

The majority of problem behaviors are minor.

For some behaviors there is a continuum from minor to major (disrespect).

Staff members need to discuss the continuum at each grade level.

PBIS Universals: Documenting Problem BehaviorMajor Behaviors Major behaviors jeopardize safety and/or

learning of others.

Major behaviors must be handled by the administration per school district board policy.

Needing the assistance of an administrator doesn’t make the behavior major.

Repeated patterns of minors doesn’t make the behavior major.

Staff need to agree upon and define the behaviors that are major for their grade level.

PBIS Universals: Documenting Problem Behavior:Referral Form The referral form is the way we

capture information for data collection. We need to think of the form as a tool

to capture data rather than a “ticket” to go somewhere.

The form needs to include all the information the school intends to track.

There are specific fields you should collect to get the information needed for best practices.

Behavior Report Student: Referring Staff: Grade Date: Time --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Location of Behavior (check one box)

Classroom (including specials) Cafeteria Bus Loading Zone Hallway Playground Bathroom Parking Lot – Carpool Area Media Center Special Event (Assembly/ Field Trip) Gym Common Area - Stairwell Bus Before School Care After School Care

Problem Behavior (check one box)

MINOR:

Inappropriate Language

Physical Contact

Defiance/ Disrespect

Disruption

Property Misuse

MAJOR:

Abusive/ Inappropriate Language

Fighting/ Physical Aggression

Disrespect/ Overt Defiance/ Non-Compliance

Disruption

Harassment/ Bullying

Property Damage/ Vandalism

Possible Motivation (check one box)

Obtain Peer Attention Obtain Items/ Activities Avoid Tasks/ Activities Obtain Adult Attention Avoid Peer(s) Avoid Adult(s)

-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Others Involved (check one box)

None Peers Staff Teacher Substitute Unknown Other

Teacher: (Minor) (for this specific incident only) Conference with Student Parent Contacted (Date ___________)

Phone Call (# used) ______________________) Letter/ Note / Email

Loss of Privileges (ex: independent recess, silent lunch) Time Out: Within classroom Buddy Classroom Other

Administrator: (Major) Time in Office (indicate amount of time Restitution Detention in office for remainder of the day Out-of-School Suspension Bus Suspension Parent contact Other

Description of Behavior/ Incident: Teacher/ Administrator Signature: __________________________________________ Date: ____________________ Parent Signature: ___________________________________________________________ Date: ____________________ Parent Comments: Entered into SWIS by:______________________________________________________________________ Date:________________

Middle School Example Office Discipline Referral Form

Student Referring Staff Grade level Date Time Location (choose one)

Classroom Hallway/Breezeway Gym Playground Cafeteria Library Common Area Bathroom Bus Loading Zone Parking Lot Bus Special Event/ Assembly

Problem Behavior (Choose one) Minor Major

Inappropriate Language Abusive Language Physical Contact Physical Aggression/ Fighting Defiance/ Disrespect/ Non-Compliance Defiance/ Disrespect/ Insubordination/ non-compliant Disruption Disruption Property Misuse Vandalism Tardy Tardy Dress Code Violation Lying/ Cheating Other_____________________ Forgery/ Theft

Harassment/ Bullying Possession/ use of Tobacco Possession/ use of Drugs Possession/ use of Weapons Possession/ use of Combustibles Bomb Threat Other__________________________ Possible Motivation

Obtain Peer Attention Obtain Items/ Activities Avoid Peers

Obtain Adult Attention Avoid Tasks/ Activity Avoid Adults

Others Involved

None Peers Staff Teacher Substitute Unknown Other ______

Action Taken Teacher Action Administrative Action Conference with Student Conference with student Parent Contact Parent Contact Restitution After School Detention Detention In-school Suspension Loss of Privilege Out of School Suspension Bus Suspension BST Referral (Individualized Instruction) SWIS data entered? yes Date entered _____________ no

PBIS: UNIVERSALSRESPONDING TO PROBLEM BEHAVIOR

PBIS Universals: Responding to Problem Behavior: RationaleEfficient and effective systems for responding to behavior problems result in:

Increased staff support

Reduced time addressing behavior

A climate of trust so that new strategies can be implemented

PBIS Universals: Responding to Problem Behavior: ComponentsTo ensure consistent responses to problem behavior staff need:Defined process for what to do whenA continuum of interventions that includes universal, secondary and tertiary strategies

PBIS Universals: Responding to Problem Behavior: Process

The process for responding must be defined, taught, and agreed upon with staff.

Many schools summarize this in a flowchart format.

Procedures should be included for addressing:

Minor issues

Patterns of minors

Major incidents

Crisis situations

Follow up

Wiley Behavior Management Flowchart

Minor Major

Observe Problem Behavior

Contact the office

Administrator investigates

and determines consequence

Use classroom strategies

Continue strategies and

implement appropriate

consequences

Submit communication form

to SWIS manager, and homeroom

teacher.

Does this behavior constitute a pattern?

Brainstorm next steps with grade level team and/or appropriate staff (communicate with

administrator).

The Wiley Way

Respect Yourself Have a positive attitude Take care of my body Be prepared to learn

Do my best

Respect Others Keep hands and feet to myself

Use kind, polite words Be a good listener

Help, share, and include others

Respect Property Take care of what I see

Put things where they belong Help clean what is messy and dirty

Ineffective Effective

Great!

No

Great!

Yes

Implement determined

steps

Ensure safety and maintain

order

Submit communication

form to administrator by day’s end

Administrator follows up with

appropriate staff

member(s) and parent

Minors Majors Inappropriate language Abusive language Physical contact Fighting/ Aggression Defiance/Disrespect Overt Defiance Property Misuse Vandalism Disruption Harassment/Bullying Other

Communicate with parent (sending form

home is optional).

Administrator distributes

communication form to parent

and appropriate staff members.

Wiley Elementary, Raleigh, NC

PBIS Universals: Responding to Problem Behavior

Traditional Discipline

Over-reliance on punishment

Inconsistent consequences by adults

Disproportionate amounts of staff time and attention given to inappropriate behaviors

Miscommunication among staff, administration, students and parents

Exclusionary practices that may encourage further misbehavior

PBIS Universals: Responding to Problem BehaviorTraditional Discipline Traditional discipline is based on the

idea that consequences are punishment.

In this model, consequences are ineffective in changing behavior because the problem behavior is often reinforced.

Examples: Student seeks attention through

misbehavior and the teacher stops to address it.

Students feel out of place at school and are suspended for misbehavior.

PBIS Universals: Responding to Problem BehaviorRe-thinking Consequences Consequences are:

The outcome of the behavior The responses of adults and/or peers to

the behavior

Effective consequences are: Responses that change the problem

behavior over time


Rationale for Creating a Continuum of Responses

Students need information about what to do when they are not meeting expectations as early as possible.

It is easier to modify behavior when it is minor.

A school wide response continuum will increase consistency.

Responses are most effective when they are planned in advance.


Guidelines for Developing a Continuum of Responses

Include responses that can be implemented seamlessly into instruction (Tier 1).

Responses should match the intensity of the problem behavior.

Always consider if responses are reinforcing the problem behavior.

Provide ideas for secondary interventions, but ensure that PLCs, grade level teams and other school resources are involved (Tier 2).

Increase number of staff able to create effective individualized interventions (Tier 3) and ensure that all staff know how to access help.

PBIS Universals: Responding to Problem BehaviorRole of Administrators Ensure that all school teams have access to data

and resources. Participate in dialogue with teams about major

and minor definitions. Act as a resource for staff when addressing

patterns of minor behavior. Have a continuum of responses to major

behavior that supports behavior change (alternatives to suspension).

Follow up with staff when handling major behavior.

Daniels Middle School, Raleigh, NC

High School Continuum of Effective Consequences for Classroom Managed Behaviors

First offense: Reteach student expected behavior

Second offense: Teacher determined consequences: Loss of privileges,

conference with student, time owed, restitution, individualized instruction,

parent contact

Fourth offense: Referral to administrator and seek assistance

from PLC and other school resources

Third offense: All of the above consequence options, and lunch

detention

Garner High School, Garner, NC

River Oaks Middle, Raleigh, NC

Activity 8:Ensuring Effective Consequences On the activity sheet, list all

consequences you have used in the past when dealing with problem behavior.

Indicate which ones have and which ones have not been effective in changing the student’s behavior.

PBIS TRAININGS OVERVIEW

PBIS Trainings: Modules

Module One: Universals, Tier One, School-wide Core Instruction

Module Two: Secondary Level Systems, Tier Two, Targeted Interventions

Module Three: Tertiary Level Systems, Tier Three, Individualized Interventions

PBIS Trainings: Advanced Modules

Bully Prevention PBIS in the Classroom (includes

Effective Consequences) Building Relationships Role of the In-school Coach Secondary/Tertiary Interventions for

the Classroom Understanding and Managing

Conflict Behavior Basics Team-Initiated Problem Solving

Preparing for Implementation: Key Points

Effective and efficient school-wide systems are the best way to support all students.

Assessment information must be used to make behavior support decisions.

A proactive instructional approach is required to realize meaningful and sustainable change in school climate.

Strategies are only as strong as the implementation environment and efforts of people responsible.

Intensity of intervention should match the intensity of the problem.

Conclusions

Key points Rigorous 3 to 5 year process Requires active administrative involvement

One of the top three priorities for the school

Ongoing faculty commitment Open to new ideas and embrace change

Evaluations

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PBIS Website

http://www.dpi.state.nc.us/positivebehavior/