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Taking School-Wide PBS to the Next Level

Taking School-Wide PBS to the Next Level. 1. Objectives. Learn to use data to maintain and expand your SW system Identify options available for expanding your SW system Decide where to go next: Classroom-level overview Targeted Group overview Individual-level overview.

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Taking School-Wide PBS to the Next Level

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  1. Taking School-Wide PBS to the Next Level 1

  2. Objectives • Learn to use data to maintain and expand your SW system • Identify options available for expanding your SW system • Decide where to go next: • Classroom-level overview • Targeted Group overview • Individual-level overview

  3. Stages of Systems Change • Identification & adoption of best practices • Accurate & fluent implementation • Efficient, durable & sustained use • Controlled expansion Sugai, G. (2004). Systems Change & PBIS in High Schools: Current Experiences and Research Status. Presentation given 5/18/04 at the Illinois High School Forum, Naperville, IL. Retrieved on 5/20/04 from http://www.pbis.org/english/powerpoints.htm

  4. Efficient, Durable & Sustained Use • Consistent, stable decreasing trend in office discipline referrals • Students and staff energized about the reward system as evidenced by surveys • Overall Benchmark or SET score of 70 or higher

  5. Efficient, Durable & Sustained Use Number of Referrals Month

  6. 2nd Year Implementation Number of Referrals Month

  7. How Well is Your School Doing? • Use your school’s data to answer the following questions on the Next Step Decision Checklist • Does your school have a consistent, stable decreasing trend in office discipline referrals? • Does your school have a score of 70 on the Benchmarks of Quality or SET? • Do your staff and students support PBS as evidenced through surveys?

  8. What To Do Next? • If you scored yes on all the previous questions, continue on with this presentation. • If you did not score yes on all of the previous questions, further work is needed to support your school-wide system. • Refer to the feedback and action step suggestions on page 2 of the checklist. • Attend a booster training

  9. Taking the Next Step • Classroom-level training • Targeted interventions for at-risk students • Individualized, intensive support for individual students

  10. Classroom Level PBS

  11. Fact or Fiction? “Approximately one-half of all classroom time is taken up with activities other than instruction, and discipline problems are responsible for a significant portion of this lost instructional time.”

  12. Positive Behavior Support & Classroom Management • Decrease in problem behavior = increase in academic time • Preventative approach to addressing problem behavior • Should result in greater academic success

  13. Student: 45 minutes/ incident Teacher: 15 minutes/incident

  14. Classroom-Wide PBS

  15. Behavior Systems • Classroom-Wide PBS System • Assessment • Expectations and Rules • Reward Systems • Effective Consequences • Teaching a Behavior Curriculum • Monitoring and Evaluation

  16. Environmental Factors Physical setting Scheduling Rules Socialization/Inclusion Curriculum & Instruction Curricular Modifications Task Alteration/Division Choice/Preference Materials Difficulty Meaningfulness/Functionality Ecological Systems

  17. Who Can Benefit From Classroom PBS? • Individual teachers looking for strategies to improve their classrooms • Teachers having difficulties blending SW PBS within classroom practices • Large number of ‘difficult kids’ in their classroom setting

  18. Observable Indicators • Classroom management plan not posted • Classroom plan is inconsistent with the SW plan • Inconsistent delivery of rewards

  19. Data-Based Classroom Indicators • Address classroom systems if… • Majority of referrals come from classrooms (e.g., more than 50% of referrals) • More than 40% of referrals come from less than 10% of the classrooms • Not all teachers are writing referrals

  20. Data-Based Indicator Location

  21. Data-Based Indicator Teacher

  22. Data-Based Indicator Student

  23. Data-Based Indicator Does Your School Need Classroom PBS? • Use your school’s data to answer the Classroom PBS questions on the Next Step Decision Checklist

  24. Data-Based Indicator Accessing Training • 26 modules available • Specific training individualized to fit your school’s needs • Includes curriculum, instruction, behavior, & environmental modifications • 1-3 day PBS Project training

  25. Targeted Group Interventions

  26. For high- and at-risk students: These students represent less than 25% of school enrollment They account for over 50% of behavioral incidents They consume significant amounts of time and resources Targeted Group Interventions ~5% ~15% ~ 80% of Students

  27. Data-Based Indicator Targeted Group Interventions • Not just for students with high referral rates • Also beneficial for students who are “under the radar” • High rate of absenteeism • Homeless • Migrant families • Chaotic home environments • Foster care or juvenile service

  28. Data-Based Indicator Student

  29. Data-Based Indicator Type of Behavior

  30. Data-Based Indicator Why Intervene? • Research suggests these students are at high risk for: • Becoming violent offenders • Entering the criminal justice system • Dropping out of school • Substance abuse

  31. Data-Based Indicator Approaches to Intervention • Social-Behavioral • Behavior Education • Social Skills • Emotional • Mentors • Social Skills • Academics • Peer tutors • Adult tutors

  32. Data-Based Indicator Behavior Education Program (BEP) • Increased focus on behavioral/academic goals • Check-in/Check-out system • Additional positive adult attention • Utilizes self-management

  33. Data-Based Indicator When To Use the BEP • High referrals for non-violent behavior • Motivation for student problem behavior is “to gain adult attention” • Behavior occurs in multiple settings • Some students receive few SW incentives

  34. Data-Based Indicator Social Skills Training • For use in small groups • Social skills are: • Socially acceptable learned behaviors that enable a person to interact with others in ways that elicit positive responses and avoid negative responses (Gresham & Elliott, 1984, 1990)

  35. Conflict resolution Anger management Self-awareness Awareness of others Self-management Turn-taking Self-control Assertiveness Listening Play skills Apologizing Accepting feedback Cooperation Empathy Problem solving Conversational skills Making requests Disagreeing Data-Based Indicator Skills Targeted With Social Skills Training

  36. Data-Based Indicator When To Use Social Skills Training • High referrals for inappropriate social behavior (e.g., harassment, fighting, disruption) • Students behaving outside of school norms • Students “never” demonstrate appropriate behavior according to teachers • Students with poor teacher and peer relations

  37. Data-Based Indicator Academic Interventions • For students with poor academic success and who use problem behavior to “get out of” academic work • Peer tutors • Teach peers to work with other students to improve academic skills • Adult tutors • Provide additional academic assistance and positive adult attention

  38. Data-Based Indicator Mentor Programs • Appropriate for students for whom there are emotional concerns or are “under the radar” • Adult mentor • Provide positive adult attention that is not based on academics or behavior • Someone who can be a role-model, who expresses concern • Does not nag about behavior or academics

  39. Data-Based Indicator Accessing Training • FL-PBS Project • Provide BEP training • Assistance in setting up academic & mentoring program if needed • District Personnel • Social skills training • SEDNET or FDLRS also of assistance

  40. Data-Based Indicator Does Your School Need Targeted Group Interventions? • Use your school’s data to answer the Targeted Group questions on the Next Step Decision Checklist

  41. Individual Level PBS

  42. For high-risk students: History of severe problem behaviors Demonstrated resistance to intervention An intensive system of support is needed Individualized PBS ~5% ~15% ~ 80% of Students

  43. Data-Based Indicator Data-Based Indicators • Address individual level PBS if: • One or more students receive a majority of referrals (e.g., more than 10%) • One or more students exhibits severe or dangerous behavior • School-wide, classroom, or targeted group interventions have not resulted in improved behavior for one or more students • Students in ESE settings with persistent or violent behavior who may not generate office referrals

  44. Data Based Indicator Student

  45. Data-Based Indicator Individualized PBS • Detailed, wrap-around support plans developed according to individual’s need • Based on: • Team approach: School, family, support network • Person-centered planning • Data collection and functional behavior assessment • Improvements in quality of life

  46. Data-Based Indicator Individualized PBS • Training initiated for specific students • Student support team established prior to training • Members include individuals who know the child well, interested in supporting the child, have diverse perspectives on child and child’s behavior • Plan developed over several days of training; activities interspersed within training

  47. Data-Based Indicator Accessing Training • 4 Web-based modules • 1-2 hours to complete • TA meetings and support between modules to guide teams through demonstration of the process • Facilitator’s Guide for back-up • Tie-in to district expertise in FBA’s • 3-3.5 day PBS Project training

  48. Data-Based Indicator Does Your School Need Individual Behavior Support Plans? • Use your school’s data to answer the Individual PBS questions on the Next Step Decision Checklist

  49. Data-Based Indicator Your Next Step • Review the results of the checklist you completed as you reviewed this presentation. • Determine what level of training your school wants and needs to implement next. • Contact your district coordinator to pursue training for your school.

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