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School-Wide Positive Behavioral Interventions & Supports: Overview Presented by: Milt McKenna. Horner & Sugai OSEP Center on PBIS Universities of Oregon & Connecticut. My job today…. To provide information about Positive Behavioral Interventions & Supports (PBIS).

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school wide positive behavioral interventions supports overview presented by milt mckenna

School-Wide Positive Behavioral Interventions & Supports: OverviewPresented by: Milt McKenna

Horner & Sugai

OSEP Center on PBIS

Universities of Oregon & Connecticut

my job today
My job today…

To provide information about

Positive Behavioral Interventions & Supports (PBIS).

Preparation for Summer Team Training

“BIG IDEAS”

slide5

18,276 Schools Adopting

School-wide PBIS

October 2012

what does pbis look like in a school
What does PBIS look like in a school?
  • >80% of studentscan tell you what is expected of them & can give behavioral examples because they have been taught, actively supervised, practiced, & acknowledged.
  • Positive adult-to-student interactions exceed negative.
  • Administratorsare active participants.
  • Data & team-basedaction planning & implementation.
  • Function based behavior supportis a foundation for addressing problem behavior.
  • Full continuum of behavior supportis available to all students.
a main message
A Main Message

STUDENT ACHIEVEMENT

Good Teaching

Behavior Management

Increasing District & State Competency and Capacity

Investing in Outcomes, Data, Practices, and Systems

erroneous assumptions are that the student
Erroneous assumptions are that the student:
  • Is inherently “bad”
  • Will learn more appropriate behavior through increased use of “aversives”
  • Will be better tomorrow…….
assumptions
ASSUMPTIONS
  • BEHAVIOR is learned
  • BEHAVIOR is teachable
  • BEHAVIOR occurrence is affected by the environment
  • BEHAVIOR is changeable
  • BEHAVIOR is more likely if effective, efficient, and reinforced
do sanctions work
Do Sanctions “work”?
  • Sanctions such as office referrals or suspensions may appear to “work” in the short term
    • Removes student
    • Provides relief to teachers, peers, administrator
    • We often attribute responsibility for change to student &/or others (family)

Jeffrey Sprague, Ph.D. (jeffs@uoregon.edu)

big ideas
BIG IDEAS
  • 3-5 years
  • Organizational Framework
  • Critical Features same across schools
    • unique to the culture of the school
  • System investment in Coaching Capacity
slide15

PBIS

Supporting Social Competence &

Academic Achievement

OUTCOMES

Supporting

Staff Behavior

Supporting

Decision

Making

DATA

SYSTEMS

PRACTICES

Supporting

Student Behavior

slide16

Tertiary Prevention:

Specialized

Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

PBIS

~5%

Secondary Prevention:

Specialized Group

Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-/Classroom-

Wide Systems for

All Students,

Staff, & Settings

~80% of Students

maryland s tiered instructional and positive behavioral interventions and supports pbis framework

Behavioral Systems

Academic Systems

  • Intensive, Individually Designed Interventions
  • Strategies to address needs of individual students with intensive needs
  • Function-based assessments
  • Intense, durable strategies
  • Intensive, Individually Designed Interventions
  • Address individual needs of student
  • Assessment-based
  • High Intensity
  • Targeted, Group Interventions
  • Small, needs-based groups for
  • at risk students who do not respond
  • to universal strategies
  • High efficiency
  • Rapid response
  • Targeted, Group Interventions
  • Small, needs-based groups for at- risk students who do not respond to universal strategies
  • High efficiency/ Rapid response
  • Function-based logic
  • Core Curriculum and
  • Differentiated Instruction
  • All students
  • Preventive, proactive
  • School-wide or classroom
  • systems for ALL students
  • Core Curriculum and
  • Universal Interventions
  • All settings, all students
  • Preventive, proactive
  • School-wide or classroom systems for ALL students and staff
Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework

1-5%

1-5%

5-10%

5-10%

80-90%

80-90%

critical features
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan

SUMMER TRAINING

FACILITATED ACTION PLANNING

critical features1
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
team composition
TEAMCOMPOSITION
  • Administrator
  • Grade/Department Representation
  • Specialized Support
    • Special Educator, Counselor, School Psychologist, Social Worker, etc.
  • Support Staff
    • Office, Supervisory, Custodial, Bus, Security, etc.
  • Parent
  • Community
    • Mental Health, Business
  • Student

Start with

Team that

“Works.”

slide24

Your Turn

  • Consider your NEXT steps:
    • Do you have administrator support?
    • Is your team representative of your staff? If not, who else could you include?
    • Can you schedule your monthly mtgs for the year?
    • Can you establish team norms?
    • Does your school’s Mission Statement & SIP reflect school-wide positive behavior?
  • Who will do what - when?
  • Do you need any other resources?
critical features2
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
80 staff buy in
80% Staff Buy In
  • Start Small
  • Easy Implementation
  • Share/ Present Data
  • Showcase Success
what does a reduction of 850 office referrals and 25 suspensions mean kennedy middle school
What does a reduction of 850 office referrals and 25 suspensions mean?Kennedy Middle School
  • Savings in Administrative time
  • ODR = 15 min
  • Suspension = 45 min
  • 13,875 minutes
  • 231 hours
  • 29, 8-hour days
  • Savings in Student Instructional time
  • ODR = 45 min
  • Suspension = 216 min
  • 43,650 minutes
  • 728 hours
  • 121 6-hour school days
slide28

Marketing Strategy

  • Integrate past school behavior plans
  • Assure clarity of target areas
  • Incorporate school colors or mascot

Respectful

Able

Motivated

Safe

critical features3
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
slide31

School Rules

NO Food

NO Weapons

NO Backpacks

NO Drugs/Smoking

NO Bullying

Redesign Learning & Teaching Environment

critical features4
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
slide34

“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we…

…teach? …punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

(Herner, 1998)

slide35

My School’s Expectations…

Be Safe Be Responsible Be Respectful

Once you have developed school-wide expectations, it is not enough to just post the words on the walls of the building …

YOU MUST TEACH THEM!

slide36

3. BEHAVIOR EXAMPLES

2. NATURAL CONTEXT

1. SOCIAL SKILL

teaching matrix activity
Teaching Matrix Activity

Classroom

Lunchroom

Bus

Hallway

Assembly

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
  • __________

Stated in a Positive way

What do you want them to do!

slide42

1. SOCIAL SKILL

2. NATURAL CONTEXT

Expectations

3. BEHAVIOR EXAMPLES

critical features5
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
slide44

What really matters

is the positive social

acknowledgement

& interaction!!

Schoolwide “quick” acknowledgementsRewards that are quickly presented in the presence of the behavior

discipline works when

Punishment

Reinforcement(success)

Discipline Works When ….

Prevention creates more Positive than Negative consequences

4 : 1

positive office referral
“Positive Office Referral”
  • Balancing positive/negative adult/student contacts in Oregon
  • Procedures
    • Develop equivalent positive referral
    • Process like negative referral
slide48

Staff Incentives

  • “DINGER”
  • Reminding staff to have positive interaction
  • Procedures
    • Ring timer on regular, intermittent schedule
    • Engage in quick positive interaction

“GOLDEN PLUNGER”

  • Involve custodian
  • Procedure
    • Custodian selects one classroom/ hallway each week that is clean & orderly
    • Sticks gold-painted plunger with banner on wall

“1 FREE PERIOD”

  • Contributing to a safe, caring, effective school environment
  • Procedures
    • Given by Principal
    • Principal takes over class for one hour
    • Used at any time

“G.O.O.S.E.”

  • “Get Out Of School Early”
    • Or “arrive late”
  • Procedures
    • Kids/staff nominate
    • Kids/staff reward, then pick
critical features6
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
slide50

Nuts andBolts

  • Brainstorm classroom vs. office managed behaviors
  • Come to consensus on language to be used
  • Agree on behaviors to list
slide51

Office Managed Behaviors

  • Bomb Threat/False Alarm
  • Possession of a Weapon/Explosive Device
  • Threats of bringing/using Weapons
  • Fighting/Physical Aggression
  • Physical Assault/Harassment
  • Intimidation
  • Sexual Harassment/Sexual Offense
  • Loitering
  • Theft/Burglary
  • Verbal Abuse and/or Threat of Violence
  • Inappropriate Bus Behavior
  • Failure to Identify Oneself
  • Truancy
  • Vandalism/ Property Damage
  • False Fire Alarm or Arson
  • Possession/Distribution/Use of OTC Medication, Controlled Substance, Tobacco, or Alcohol
  • Leaving the Classroom without Permission
  • Forgery/Extortion
  • Staff Managed Behaviors
  • Tardiness (on 3rd tardy, enter student into Response System)
  • Non-compliance with staff direction
  • Classroom disruption
  • Bullying
  • Inappropriate language
  • Failure to serve teacher assigned reflection
  • Unprepared for class
  • Leaving the classroom without permission
  • Skipping class
  • Inappropriate hallway behavior
  • Inappropriate computer use
  • Inappropriate locker behavior
  • Dress code violation
  • Throwing objects
  • Eating/drinking in class
  • Academic dishonesty
  • Sleeping in class
  • Carrying backpack
  • Electronic devices/cell phones (visible and/or on)
purpose of office referral
Purpose of Office Referral ?

Does Your “SYSTEM” have all of the info you need to make a decision?

critical features7
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
gather information
Gather Information
  • AVAILABLE DATA:
        • Office Referrals,
        • Suspensions,
        • Attendance,
        • Academics
        • SST Referrals
slide59

How long would it take to answer the BIG 5 SW discipline questions in your school?

        • Who committed the offense?
        • What did they do?
        • Where did they do it?
        • When did they do it?
        • HowMANY were involved?
if you can predict it you can prevent it

If you can predict it,you can prevent it!

Data-based decision making

Data-driven problem solving

slide61

Pre

Post

critical features8
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
slide63

SWPBIS

Subsystems

School-wide

Classroom

Family

Non-classroom

Student

procedures and routines
Procedures and Routines
  • Define and TEACH classroom routines
      • How to enter class and begin to work
      • How to predict the schedule for the day
      • What to do if you do not have materials
      • What to do if you need help
      • What to do if you need to go to the bathroom
      • What to do if you are handing in late material
      • What to do if someone is bothering you.
      • Signals for moving through different activities.
        • “Show me you are listening”
  • Establish a signal for obtaining class attention
  • Teach effective transitions.
critical features9
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
critical features10
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan
slide68

Using Your Action Plan

  • Organize/record your SW PBIS process
  • Keep a record of what has been completed
  • Keep a record of what needs to be addressed
  • Critical Elements guides the process
critical features11
Critical Features
  • PBIS Team
  • Faculty/Staff Commitment
  • Expectations and Rules Developed
  • Lesson Plans for Teaching expectations/rules
  • Reward/Recognition Program Established
  • Effective Procedures for Dealing with Discipline
  • Data Entry and Analysis Plan Established
  • Classroom Systems
  • Evaluation
  • Implementation Plan

SUMMER TRAINING

FACILITATED ACTION PLANNING

resources
Resources
  • www.pbis.org
  • www.pbismaryland.org
  • www.swis.org
  • mmckenna@msde.state.md.us
school wide positive behavioral interventions supports overview presented by milt mckenna1

School-Wide Positive Behavioral Interventions & Supports: OverviewPresented by: Milt McKenna

Horner & Sugai

OSEP Center on PBIS

Universities of Oregon & Connecticut