PBIS in an Alternative School Setting

1. PBIS in an AlternativeSchool Setting Ken Katzen & Tina Maddox PBIS Leadership Forum February 14, 2008

2. Outcomes You will: • Have a model for planning and implementing PBIS. • See how PBIS works in a challenging setting. • Consider advantages and roadblocks. • Learn key elements for success

3. The PlanningProcess The PlanningProcess

4. Get Staff Input SWIS staff survey District surveys School surveys Informal input 

5. Our highest priority areas for improvement are: Teach expected behaviors (54%) Develop booster activities based on school data (58%) Give consistent consequences for problem behaviors (71%) Distinguish between classroom-managed and office-managed behaviors (64%) Define consequences (61%) Assess and report patterns of behavior (58%) Implement Classroom procedures consistent with schoolwide procedures (60%) Homewood Pre-PBIS Survey results You Told us

6.  Gather a Team • Wide representation • People with vision • Administration • Check egos at the door • Free them up Our PBIS Team atWork

7. Plan, Based on the Model  OUTCOMES Supporting Decision Making DATA SYSTEMS Supporting Staff Behavior PRACTICES Supporting Student Behavior

8.  Review • Effective? • Positive? • Achievable? In our school • …and what do we take off the plate?

9. Saving Time At Homewood • Streamlined school committees • Eliminated check sheets • Eliminated conflict over levels, etc. • More efficient and effective referrals • Fewer referrals

10. II. PlanningBasics II. PlanningBasics

11. The Engine • Emphasize the positive • Define outcomes • Keep careful records • Do what works

12. Set outcomes • Outcomes suit your goals, for your students in your school • Ask yourselves: • What are the outcomes we want? • How will we know whether each is working?

13. Provide a Continuum of Schoolwide Support Individualized Systems Specialized Group Systems Primary Prevention School-/Classroom- Wide Systems

14. Homewood Continuum of Schoolwide Support Individualized Systems Specialized Group Systems Primary Prevention School-/Classroom- Wide Systems

15. Define Behaviors • Behavior Definitions • Office-Managed vs. Staff-managed • Behavior Expectations

16. TEACH What we expect ADJUST for Effectiveness RECOGNIZE success MODEL Encourage PRACTICE Teach Behavior Skills • We state what we expect. • They have to learn new behavior skills. • We have to teach the skills. • They have to practice • We have to correct and reteach

17. Teach Everywhere!

18. Recognize Success • Call, write, and email home with good news. • Recognize achievement in class and publicly in the school. • Commend students on the spot. • Provide special recognition events and incentives

19. Know What’s Working • SWIS • Spreadsheet • County data • Anecdotal • Reflect off the experts!

20. Adjust • Gather data • Analyze it • Adjust • Repeat

21. III. Implementingwith Your Staff III. Implementingwith Your Staff

22. Include your whole staff Team Data-based Action Plan Evaluation Implementation

23. Provide a Continuum of Schoolwide Support Recognize Success The Engine Set outcomes Define Behaviors • Call, write, and email home with good news. • Recognize achievement in class and publicly in the school. • Commend students on the spot. • Provide special recognition events and incentives TEACH What we expect ADJUST for Effectiveness Individualized Systems • Emphasize the positive • Define outcomes • Keep careful records • Focus on what works • Outcomes suit your goals, for your students in your school • Ask yourselves • What are the outcomes we want? • How will we know whether each is working? Specialized Group Systems • Behavior Definitions • Office-Managed vs. Staff-managed • Behavior Expectations Know What’s Working Primary Prevention School-/Classroom- Wide Systems Adjust RECOGNIZE success MODEL • SWIS • Spreadsheet • County data • Anecdotal • Reflect off the experts! • Gather data • Analyze it • Adjust • Repeat Encourage PRACTICE Teach Behavior Skills • We state what we expect. • They have to learn new behavior skills. • We have to teach the skills. • They have to practice • We have to correct and reteach Train, Measure,Adjust,Repeat What works for students applies to adults!

24. How to Make PBIS Fail • Little administrative commitment • Pick “Yes men” for the team • Do things you aren’t enthusiastic about • Forget your context • Ignore your staff • Guess • Train & Hope

25. IV. Costs andRoadblocks IV. Costs andRoadblocks

26. What can you take off the plate? Would more effective behavior management lead to more time on task? Is the problem more time or just new ways to use time? Costs: Time

27. How could you think about staffing differently? Could placing “Highly Qualified” academic teachers in assessed subjects become a resource for behavior? Costs: Personnel

28. What can you take off the plate? What does the cost/benefit ratio look like? What are some sources of funds for training? For incentives? Costs: Money

29. How much energy are we putting into things that don’t work? What are the predictable benefits in terms of morale and staff energy? Who are your energizing leaders? What are the staff effects of positive behavior intervention? How can administrators recognize staff members? Costs: Energy

30. How do we show that this is not “Train and Hope”? What positive strategies might encourage resisters to buy in? Are we underestimating the power of the positive? How can we show progress? How can we show that this is working? Roadblocks

31. V. How We Knowit Works V. How We Knowit Works

32. Research and Acceptance • Solid research and experience base • In use at over 1600 schools nationwide, most since inception

33. Fewer Office Referrals

34. Time Homewood • Staff reports more teaching time • Behavior room logs show decrease in out-of-class time

35. Questions

36. Thank You Homewood Center410.313.7081Ken Katzen, Behavior Team Leader, PBIS Coach. kkatzen@hcpss.orgTina Maddox, Principal.tmaddox@hcpss.org