Goals for Today Understand the importance of data Analyze
current data system effectiveness Define teacher managed (minor)
vs. office managed (major) behaviors Formalize process for staff to
respond to minor and major behaviors Align ODR for data
collection
Team Activity QuestionTeam TaskWorksheet What have you
accomplished since the last training? Questions? Review the tasks
from the last trainings. -SW Rules -Expectations Grid -Lesson Plans
-Acknowledgment System -Presentations to staff -Feedback &
participation from staff Worksheet #1: Tier 1 Day 3 Notes
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Now that youve been working on this. What questions do you
have? Team Process Communication with Staff Understanding Buy-In
& Commitment SW Rules Behavioral Expectations Lesson Plans
Acknowledgment System
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Data Base Decision Making
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SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting
Student Behavior OUTCOMES Supporting Social Competence &
Academic Achievement Supporting Decision Making Elements of
SWPBS
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Data Systems CRITICAL Elements!
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Using Data for Decision Making The best data system in the
world wont make a difference if no one is looking at the data and
using it to guide decision making Look at Data to Guide
Decisions
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Using Data for Decision Making The PBIS team should commit to
reviewing data and using it to inform decision making to maximize
resources & results Review at Least Once a Month
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Two Types of Data Systems Fidelity Data: PBIS Assessments
www.pbisapps.org Used to ensure effective implementation of PBIS
Used for sustainability of PBIS over time Student Data: SWIS and
School Data Systems (Behavior and Discipline) Used to support the
academic success of students Track individual progress - behavior
and academic
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Evaluation Develop a process/schedule for assessing (a) extent
to which teams are using SW-PBS, (b) impact of SW-PBS on student
outcomes, and (c) extent to which the leadership teams action plan
is implemented. Build local capacity for Assessment & Decision
Making Use the PBIS Evaluation Planning Tool to determine when
assessments will be completed Regularly report data to appropriate
stakeholders in ways that facilitate ease of decision making Use
data to guide decision making at school & district level Train
school teams to effectively use data for decision making
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Measuring Implementation Fidelity w w
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SW PBIS Tiered Fidelity Inventory (TFI) Purpose The purpose of
the School-wide PBIS Tiered Fidelity Inventory is to provide an
efficient and valid index of the extent to which PBIS core features
are in place within a school. Tier I, Tier II, Tier III Uses of TFI
Formative assessment to help school teams improve Progress
monitoring - self-assess PBIS practices by tier to guide
implementation efforts, and assess progress by tier Build action
plan to focus implementation efforts Conducted annually State
Recognition Determine schools warranting recognition for their
fidelity of PBIS implementation.
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Student Outcome Measures Office Discipline Referrals (ODRs)
Suspension/Expulsion LRE data School Climate Surveys (staff,
student) Attendance Academic Achievement data
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Team Activity QuestionTeam TaskWorksheet What data do you
currently use? How often is this data shared with the entire staff?
What are some positives and challenges to using data? What
challenges will there be to using the data? Discuss with your team
what data systems you currently use to evaluate school-wide
discipline and behavior interventions. Discuss the positives and
challenges with your current system. Discuss why it would be
important to look at data across ODRs/Susp/LRE, etc. when examing
progress with school climate and discipline. Worksheet #1: Tier 1
Day 3 Notes
Slide 22
Effective Use of Data
Slide 23
What data are we currently collecting? Discipline Referral Data
Detention/Suspension/Expulsion Data Attendance data Are we using
this data effectively? Are we getting the most out of the data were
collecting?
Slide 24
Effective Data Systems In order to make the most informed
decisions regarding SW PBS an effective data system must provide
data not only about individual students, but also compile
discipline data school-wide Can your school currently look at
discipline data from a School-wide perspective? SWIS (School-wide
Information System) is one system that allows this type of
manipulation of data
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Aries Discipline Database System
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Aries DEMO
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Team Activity QuestionTeam TaskWorksheet What are the strengths
and limitations of your current data system? Will your current data
system facilitate effective decision making? Examine the current
discipline data system used in your school & compare with the
features of SWIS Discuss with your team how your current data
system will support your team to use data to make decisions.
Worksheet #1: Tier 1 Day 3 Notes
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Correction System: Responding to Problem Behavior
Slide 30
Zero Tolerance Research shows these responses are not effective
in reducing student problem behavior and improving school climate
The emergence of PBIS is a response to a growing over-reliance on
using negative consequences for problem behavior
Slide 31
Consequence Systems The American Psychological Association's
2008 (APA) Zero Tolerance Task Force concludes that "ultimately, an
examination of the evidence shows:concludes zero-tolerance policies
as implemented have failed to achieve the goals of an effective
system of school discipline. Recommended Reading: Suspending Hope
from Teaching Tolerance
http://www.tolerance.org/magazine/number-41-spring-
2012/suspending-hope
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PBIS Big Ideas Commitment to serve ALL students Set students
& staff up to be successful Proactive is better than reactive
Use to guide decision making
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PBIS Big Ideas
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Cost Benefit Analysis Reactive Discipline v. PBIS Oregon Middle
School Example 5100 referrals = 229,500 min. @ 45 min./referral =
3825 hrs. = 478 days @ 8 hrs/day Do one yourself! See link to Cost
Analysis Worksheet (Excel) Available at http://www.pbismaryland.org
(Click on Cost Benefit Worksheet)http://www.pbismaryland.org
Implemented SW-PBIS and referrals were reduced by over half in
first year Gain of 240 days of instruction in 1 school year
Slide 35
Caution: Consequence Systems If your only tool is a hammer,
every problem becomes a nail Only after teaching, reinforcing &
providing opportunities to practice the expected behavior do we
earn the right to use negative consequences Too often consequences
for negative behavior is the only behavior management plan schools
or teachers have
Slide 36
Discipline Assumption Delivering negative consequences for
problem behavior is a necessary but insufficient strategy for
reducing problem behavior. Instead of focusing on punishment, focus
on the remediation & instruction of alternative, desired
behavior Problem behavior should be seen as an instructional
opportunity for social behavior
Slide 37
Responding to Problem Behavior We will continue to use negative
consequences in schools Why? Because they are effective for many
students (students in the Green Zone) those who can figure out the
appropriate behavior on their own But only in ways that maintain
the dignity, safety and respect of the student Must pair use of
negative consequences with instruction of the desired behavior
Slide 38
Changing the Social Culture: Responding to Problem Behavior
GOAL of SW-PBIS: A unified staff that responds consistently,
predictably & effectively to student problem behavior Create a
peer culture that discourages (not encourages) peer problem
behavior Teach students how to respond to problem behavior
Encourage on-task, successful peer behavior
Slide 39
Students with Recurring Problem Behavior When negative
consequences are not effective we need a new approach
Slide 40
Team Discussion How do staff in your school view discipline and
negative consequences for student problem behavior? For students
who engage in behavioral violations How do current disciplinary
practices & consequences address: a)Instruction of
desired/appropriate behavior b) Minimizing loss of instructional
time c) Preventing a problem behavior from being rewarded d)
Students with recurring problem behavior 10 mins
Slide 41
Establishing Agreements Continuum of Behaviors Staff v. Office
Managed Responses to Behavior
Slide 42
The Importance of Not Having Dirty Data
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Responding to Problem Behavior
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Continuum of Problem Behavior
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Emergency Planning & Crisis Response Has your school
addressed responding to crisis in the building & emergencies?
For Example: What is the procedure for dealing with a stranger with
a gun? Is there a systematic plan that all staff know?
Slide 46
Office v. Staff Managed Behavior What behaviors should be
managed in the classroom/location with no documentation? What
behaviors would warrant a minor referral? What is managed through
an office referral? What is managed through other strategies?
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What should warrant a minor? If its not severe enough to be a
major referral recurring is often the theme If response to student
behavior results in recurring missed instructional time the
behavior should be documented Sent to hall, office, counselor, next
door, de- escalation room, calm room
Slide 48
Minor Referral Process Middle School Often MS set up guidelines
for # of referrals equals a minor Teacher will keep minors and
attach them to major referral after student gets 3 rd minor
referral MS decide whether or not to enter minor referrals
separately or only as major referral Teacher responsible for
keeping minor referrals in meantime
Slide 49
Common Guidelines for minor versus major MINOR Teachers have
the authority to manage problem behavior in class (or with a
partner) Use an office referral if a problem behavior (a)
interferes with on-going education of others, (b) threatens safety,
or (c) is of a severity requiring more extended intervention (e.g.
more than 1 min). Note that in-class interventions may also be
included in the on-going data collection system and are useful for
decision- making
Slide 50
Office v. Staff Managed CONSIDERATIONS: Office Managed = loss
of instructional time (probably 45 minutes/referral) If a recurring
problem, Removal from classroom may be exactly what student wants
may be strengthening that problem behavior Teachers may lose
credibility if sending too many problems to the office, or out of
the classroom May appear the teacher cant handle the classroom or
work out concerns with students Classroom Managed = opportunity to
model problem solving and conflict resolution
Slide 51
Match Intensity of Response w/ Severity of Behavior Continuum
of Responses to Escalating Behavior Less disruptive More severe
Classroom Buddy OfficeCRISIS ManagedManagedManaged MINORMAJORCode
Blue
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Office v. Staff Managed Creating United Front Consistency
begins with agreements Establish agreements about what behaviors
should be sent to the office & what should be handled in the
classroom Agreements across staff Agreements between staff &
administration
Slide 55
Example of Reasons for Discipline Referral (from 1 school
district) Dressed all in blue (gang related) No binder in class
Talking w/ another student Did not get parent signature Unprepared
for class Tickling another student Not following instructions Late
assignments Six missing assignments Told many times to sit still
and he did not Noisy on way to assembly Should these behaviors have
warranted Office Discipline Referrals?
Slide 56
Classroom Managed v. Office Managed Behavior Make sure staff
and administrators agree on what behaviors are sent to office
Develop a list of office managed behavior Hold discussions to
clarify and foster agreement
Slide 57
Develop Consistency/Agreement in Responses to Problem Behavior
Classroom ManagedOffice Managed Failing to follow rules/directives
Inappropriate voice level Disruptive Inappropriate
language/comments Put downs/ low level teasing Danger to others
with intent to hurt Weapons Fighting/ assault/ physical aggression
Overt defiance Harrassment/Bullying Inappropriate touching ***See
Handout for more complete list w/ possible responses
Slide 58
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Activity: Staff Managed, Minor, Major 1.Alisha yells at the
substitute teacher when asked to do his seat work. 2.Jason steals
$5.00 from his teachers desk. 3.Candice erases another students
name from their homework and writes her name. 4.Tasha is found in
the bathroom during class time without a pass 5.Raymond throws food
in the cafeteria
Slide 60
Defining the Discipline Process What forms to complete? When?
For which behaviors? Is there a minor referral? Or only major?
Suspension/ Detention? What is the follow-up? What happens to the
discipline referral form? With student? With parent? With referring
staff?
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What is the Discipline Process? -forms to complete? -steps to
take? MINORMAJOR
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Team Activity QuestionTeam TaskWorksheet What are your staff
managed behaviors? Office managed? What is your process for
documenting referrals? Minor? Major? Who will enter your referrals?
And what is your communication process? Developing a process for
discipline referral procedure Worksheet #1: Tier 1 Day 3 Notes
Handout #1: Day 3 Data Systems Packet
Slide 68
Discipline Referral Form Are we getting the right
information?
Slide 69
Reviewing your Discipline Referral form Are you getting the
most information from your referral forms? Could you update your
referral form to provide you with more useful data? Would you gain
more information if you put in place a minor referral process, in
addition to major referrals?
Slide 70
Discipline Referral Form Relevant information Who (name, grade,
gender) (students/adult) What (problem behavior) Where (location)
When (what time of day?) With whom (who else was involved) Why
(motivation - why did this happen?) Details Administrative
Response
Slide 71
Who? What? Where? When? Why? With whom? Admin Response?
Details
Slide 72
Minor Referral Form Who? What? Where? When? Why? With whom?
Admin Response? Details
Slide 73
Team Activity QuestionTeam TaskWorksheet Do you need to revise
your existing referral form to improve data collection? Do you want
a separate form for minors & majors? Review your existing
discipline referral form to determine if it has all relevant
information. Discus if your team will need to refine your current
form or create a new referral form. Worksheet #1: Tier 1 Day 3
Notes Handout #1: Day 3 Data Systems Packet
Slide 74
Team Tasks New Tasks Clarify/ document Staff managed v. Office
Managed Behavior Review Referral form & process for turning in
referrals Use data for Decision Making Set up SWIS or identify
system for informing school-wide decision making Follow-up Tasks
Finalize Expectations Grid Lesson Planning Assembly/Teaching
Schedule Develop or refine your Acknowledgment System