School-Wide Positive Behavioral Interventions and Supports: Overview Karen Mooney Special Education Supervisor Donna Morelli Education Specialist Positive Behavioral Intervention and Supports Trainers September 27, Introductions Coach School/Location Introduce your school PURPOSE 1.Provide overview of features, practices & systems of positive school culture for EVERYONE in school 2.Clarify the PBIS Teams Role in Positive Behavioral Interventions and Support 3.Outline Goals for Year 1 PURPOSE 1.Provide overview of features, practices & systems of positive school culture for EVERYONE in school 2.Clarify the PBIS Teams Role in Positive Behavioral Interventions and Support 3.Outline Goals for Year 1 Carousel Activity Rotate by Table In one sentence define SW-PBIS (School- Wide Positive Behavioral Interventions and Support) Write one thing you would like to learn about SW-PBIS List one concern you have about SW-PBIS. List one student outcome you would envision by implementing SW-PBIS. CREC 111 Charter Oak Ave., Hartford, CT SW-PBIS Logic! Successful individual student behavior support is linked to host environments or school climates that are effective, efficient, relevant, & durable for all students (Zins & Ponti, 1990) Prevention Logic for All Walker et al., 1996 Decrease development of new problem behaviors Prevent worsening of existing problem behaviors Redesign learning & teaching environments to eliminate triggers & maintainers of problem behaviors Teach, monitor, & acknowledge prosocial behavior CREC 111 Charter Oak Ave., Hartford, CT Goals of Year 1 Training Maximize academic engagement and achievement Minimize rates of rule violating behavior Encourages acts of respectful and responsible behaviors Goals of Year 1 Training (con.t) Organize school functions to be more efficient, effective, and relevant Improve supports for students with disabilities and those placed at risk of educational failure CREC 111 Charter Oak Ave., Hartford, CT Administrator Priority & Status Data-based Decision Making Communications Behavior Capacity SW-PBIS Team Representation PBIS is a Team-led Process Start with a Team that Works. Group Activity Your team will be given a slide You will create a mock presentation about that slide You will present to the group 5 minutes to plan 2-3 minutes to present CREC 111 Charter Oak Ave., Hartford, CT SWPBIS is Framework for enhancing adoption & implementation of Continuum of evidence-based interventions to achieve Academically & behaviorally important outcomes for All students Universal Targeted Intensive Continuum of Support for ALL: Molcom Dec 7, 2007 Prob Sol. Coop play Adult rel. Anger man. Attend. Peer interac Ind. play Label behaviornot people Self-assess Primary Prevention: School-/Classroom- Wide Systems for All Students, Staff, & Settings Secondary Prevention: Specialized Group Systems for Students with At-Risk Behavior Tertiary Prevention: Specialized Individualized Systems for Students with High-Risk Behavior ~80% of Students ~15% ~5% CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL & POSITIVE BEHAVIOR SUPPORT ALL SOME FEW Roles and Responsibilities of PBIS Team Attend regular team trainings Assess the current status of behavior and discipline practices Examine patterns of behavior through data Develop and implement a SW-PBIS action plan with specific goals less than 1 year old Obtain and maintain staff commitment Ensure parental participation and input Oversee, monitor, and evaluate all planned objectives and activities developed Administrations Roles & Responsibilities Administrators must be committed to: Attend all training dates Communicate needs and successes with the District PBIS Team Participate in the roll out of PBIS Play an active role in the school-wide PBIS change process Actively communicate their commitment to the process Be familiar with the schools current behavioral data and reporting system Provide the necessary time and structures for the PBIS Team to meet and communicate with or present to the staff and students Note: If a principal is not committed to the change process, it is unwise to move forward in the training Establish Team Agreements Section 3 pg 44-48 What do we know? Males receive sanctions at more than twice the rate of females. 19.6% of students receiving sanctions have identified special needs, but they represent 11.5% of the total school population. 30.6% of students receiving at least one sanction are black, but they represent 14.1% of the total school population. 41.3% of students receiving at least one sanction are white, but they represent 65.3% of the total school population 26.3% of students receiving at least one sanction are Hispanic, but they represent 16.5% of total school population CONNECTICUT STATE DEPARTMENT OF EDUCATION Guidelines for In-School and Out-of-School Suspensions, October 1, 2008 Number of Incidents Resulting in Reported Discipline Connecticuts Data: Serious Offenses: 50,837 School Policy Violations: 126,423 Just above one quarter of the suspensions and expulsions (28.7%) resulted from serious violations. How much school time is lost to suspension and expulsion? In 2005 2006, 152, days of school were lost to Connecticut students In 2006 2007, 251,843 days of school were lost to Connecticut students When behavior doesnt improve, we Get Tougher! Zero tolerance policies Increased surveillance Increased suspension & expulsion In-service training by expert Alternative programming ..Predictable systems response ! Worry #1: Worry #2: Train & Hope REACT to Problem Behavior Select & ADD Practice Hire EXPERT to Train Practice WAIT for New Problem Expect, But HOPE for Implementation Teaching Academics & Behaviors DEFINE Simply DEFINE Simply MODEL PRACTICE In Setting PRACTICE In Setting ADJUST for Efficiency ADJUST for Efficiency MONITOR & ACKNOWLEDGE Continuously MONITOR & ACKNOWLEDGE Continuously CREC 111 Charter Oak Ave., Hartford, CT STEP 2 Develop Behavior Purpose Statement 1.Positively stated sentences in length 3.Supportive of academic achievement 4.Contextually/culturally appropriate (e.g., age, level, language) 5.Comprehensive in scope (school-wide ALL students, staff, and settings) 6.Agreement by >80% faculty and staff 7.Communicated to stakeholders (e.g., families, community members, district administrators) 8.Included in school publications (e.g., handbook, posters, newsletters) 50 CREC 111 Charter Oak Ave., Hartford, CT Sample Behavior Statements Ex. 1 G. Ikuma School is a community of learners and teachers. We are here to learn, grow, and become good citizens. Ex. 2 At Abrigato School, we treat each other with respect, take responsibility for our learning, and strive for a safe and positive school for all! CREC 111 Charter Oak Ave., Hartford, CT STEP 3 Identify Positive SW Expectations 1.Linked to social culture of school (e.g., community, mascot). 2.Considerate of social skills and rules that already exists in number words per expectation 5.Positively stated 6.Supportive of academic achievement 7.Comprehensive in scope (school-wide ALL students, staff, and settings) 8.Mutually exclusive (minimal overlap) 9.Contextually/culturally appropriate (e.g., age, level, language) 10.Agreement by >80% faculty and staff 11.Communicated to stakeholders (e.g., families, community members, district administrators) 12.Included in school publications (e.g., handbook, posters, newsletters) 52-53 CREC 111 Charter Oak Ave., Hartford, CT Small number of positively stated expectations. CREC 111 Charter Oak Ave., Hartford, CT Carmen Arace Intermediate, Bloomfield CREC 111 Charter Oak Ave., Hartford, CT Few positive SW expectations defined, taught, & encouraged 30 DePaolo Middle Schools Patriot Pride Pride in Self Pride in Others Pride in School District Wide Expectations Respect: boundaries, materials, opinions, personal preferences, environment (your own and others; students and staff) Safety: both verbal and physical (your own and others) Work: complete all tasks of you to the best of your ability Activity Major vs. Minor Behaviors Major Behaviors office managed Minor Behaviors teacher managed Determine how many minors=major (ex. 3 minors in a week=major) Begin a major vs. minor flowchart/narrative for your staff. This chart may look different for preschool. CREC 111 Charter Oak Ave., Hartford, CT 33 Appropriate Definitions of Problem Behaviors Use the 21 specific problem behaviors definitions as a guide for writing your own definitions for your major and minor offenses The critical feature is that all staff agree on mutually exclusive and operationally defined labels and definitions Complete a school-wide discipline procedures chart Section 7 of the manual Continuum of Support for Classroom Behavior Management Things to consider: (1) What percentage of your office discipline referrals are coming from classrooms? (2) What kinds of behavior do you refer to the office? (3) How do you monitor your own classroom management skills? (4) How would you feel if you are asked to change, reconsider, and/or improve your behavior management techniques? CREC 111 Charter Oak Ave., Hartford, CT Activity : Office Referral Form/Behavior Tracking Form Compare your schools current discipline referral/behavior tracking form to the Compatibility Checklist (Section 8) Make sure all the necessary components are there. If not, revise and edit you office discipline form. CREC 111 Charter Oak Ave., Hartford, CT Top 5 Office Discipline Categories 1.Student 2. Problem behavior 3. Location 4. Average Referrals Per Day Per Month 5. Time CREC 111 Charter Oak Ave., Hartford, CT Office Discipline Referral Form In formatting the referral form, you must make sure to answer the following questions: WhoWhy WhatWhen Where Clarity on the referral form takes the guess work out of the data entry persons job Data will be more reliable and accurate as judgment calls are minimized CREC 111 Charter Oak Ave., Hartford, CT STEP 4 DEVELOP PROCEDURES FOR TEACHING SCHOOL WIDE POSITIVE BEHAVIOR EXPECTATIONS Teaching Matrix Activity ClassroomLunchroomBusHallwayAssembly Respect Others Use inside voice ________ Eat your own food __________ Stay in your seat _________ Stay to right _________ Arrive on time to speaker __________ Respect Environment & Property Recycle paper _________ Return trays __________ Keep feet on floor __________ Put trash in cans _________ Take litter with you __________ Respect Yourself Do your best __________ Wash your hands __________ Be at stop on time __________ Use your words __________ Listen to speaker __________ Respect Learning Have materials ready __________ Eat balanced diet __________ Go directly from bus to class __________ Go directly to class __________ Discuss topic in class w/ others __________ Family Teaching Matrix SETTING At home Morning Routine Homework Meal Times In CarPlayBedtime Respect Ourselves Respect Others Respect Property Expectations 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES Expectations & behavioral skills are taught & recognized in natural context STEP 5: DEVELOP PROCEDURES FOR DEVELOPING CLASS-WIDE BEHAVIOR EXPECTATIONS workbook 62-64 Typical Contexts/ Routines Classroom-Wide Rules/Expectations Respect OthersRespect PropertyRespect Self All Use inside voice. Raise hand to answer/talk. Recycle paper. Put writing tools inside desk. Do your best. Ask. Morning Meeting Eyes on speaker. Give brief answers. Put announcements in desk. Keep feet on floor. Put check by my announcements. Homework Do own work. Turn in before lesson. Put homework neatly in box. Touch your work only. Turn in lesson on time. Do homework night/day before. Transition Use inside voice. Keep hands to self. Put/get materials first. Keep hands to self. Have plan. Go directly. I Need Assistance Raise hand or show Assistance Card. Wait 2 minutes & try again. Have materials ready. Have plan. Ask if unclear. Teacher Directed Eyes on speaker. Keep hands to self. Use materials as intended. Have plan. Ask. Independent Work Use inside voice. Keep hands to self. Use materials as intended. Return with done. Use time as planned. Ask. Problem to Solve Stop, Step Back, Think, Act 1. SOCIAL SKILL 2. NATURAL CONTEXT 3. BEHAVIOR EXAMPLES Teach Friendship Building Skills Target behaviors and role-play and practice during area play. Model phrases to initiate and encourage interactions. Peer modeling, peer buddies Create opportunities for working together (e.g., plan by drawing play partners, assign clean-up buddies). Utilize activities that require turn-taking and sharing. Provide cooperative toys: puppets, 2 phones, board games). Provide storybooks on friends. Demonstrate the Labeling and Expression of Emotions Model the use of emotion language through real life scenarios: How do you feel when? Publicly acknowledge your own mistakes and emotions. Expect, accept, and acknowledge all emotions. Express that the issue is how we manage those feelings. Teach facial expressions and body language: When do people smile? Activity 1. Create SW matrix Guidelines wkbk pg Create CW matrix Guidelines wkbk pg Sections 10 &12 CREC 111 Charter Oak Ave., Hartford, CT BASICS Do less better Do what works Use data wisely Link to important outcomes Practice Model Err on being positive Attend to cultural context Focus on doing Include all Participant Training Outcomes for Year 1 Develop 3-5 positive expectations and behaviors (a common language) Develop procedures for explicitly teaching expected behavior Develop a continuum of procedures for encouraging expected behavior Develop procedures for on-going data- based monitoring and evaluation Develop a system for communicating information about behavior among program staff, families, mental health, and other community service (family support) providers CREC 111 Charter Oak Ave., Hartford, CT Participant Training Outcomes for Year 1 (con.t) Maximize instructional time with a decrease in behavioral issues Build working knowledge and foundations of PBIS practices and systems Train the staff within their programs on positive behavioral interventions and supports Developing well-paced achievable timeline for implementation Learn and implement positive behavioral interventions and supports CREC 111 Charter Oak Ave., Hartford, CT Participant Training Outcomes for Year 1 (con.t) Have a common language to utilize with students, staff, and families related to behavior Explicitly teach expected behaviors to students Implement a system for encouraging expected behaviors Collect and utilize behavioral data for decision making CREC 111 Charter Oak Ave., Hartford, CT Student Outcomes for Year 1 Make the environment (a) predictable (b) consistent, (c) safe, and (d) positive. Provide active instruction on appropriate behaviors. The student will need multiple trials, and training to fluency. Focus on contingencies in which all benefit when each does well. CREC 111 Charter Oak Ave., Hartford, CT CREC 111 Charter Oak Ave., Hartford, CT Action Plan for Interim Tasks Finalize and Present to Staff: Statement of Behavior Purpose SW Expectations Definitions of Problem Behavior Office Discipline Referral (ODR) Major vs. Minor Behavior Procedures Chart Flow Chart/Narrative School Wide Behavior Matrix Bring these documents to November 16 th Training (pleaseelectronic copies of these to Karen and Donna prior to Nov. 16 th) Invest in Systems Support!! An Essential Element of PBIS SYSTEMS PRACTICES DATA Supporting Staff Behavior Supporting Student Behavior OUTCOMES Supporting Social Competence & Academic Achievement Supporting Decision Making Integrated Elements Classroom Management IMPLEMENTATION W/ FIDELITY CONTINUUM OF EVIDENCE-BASED INTERVENTIONS STUDENT PERFORMANCE CONTINUOUS PROGRESS MONITORING DATA-BASED DECISION MAKING & PROBLEM SOLVING UNIVERSAL SCREENING PBIS ? questions concerns ideas discussion Thank you, please complete an evaluation.