Pbis in an alternative school setting
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PBIS in an Alternative School Setting. Ken Katzen & Tina Maddox PBIS Leadership Forum February 14, 2008. Outcomes. You will:. Have a model for planning and implementing PBIS. See how PBIS works in a challenging setting. Consider advantages and roadblocks.

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Pbis in an alternative school setting l.jpg
PBIS in an AlternativeSchool Setting

Ken Katzen & Tina Maddox

PBIS Leadership Forum

February 14, 2008


Outcomes l.jpg
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


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The PlanningProcess

The PlanningProcess


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Get Staff Input

SWIS staff survey

District surveys

School surveys

Informal input


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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


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Gather a Team

  • Wide representation

  • People with vision

  • Administration

  • Check egos at the door

  • Free them up

Our PBIS Team atWork


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Plan, Based on the Model

OUTCOMES

Supporting

Decision

Making

DATA

SYSTEMS

Supporting

Staff Behavior

PRACTICES

Supporting

Student Behavior


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Review

  • Effective?

  • Positive?

  • Achievable?

In our school

  • …and what do we take off the plate?


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Saving Time

At Homewood

  • Streamlined school committees

  • Eliminated check sheets

  • Eliminated conflict over levels, etc.

  • More efficient and effective referrals

  • Fewer referrals


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II. PlanningBasics

II. PlanningBasics


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The Engine

  • Emphasize the positive

  • Define outcomes

  • Keep careful records

  • Do what works


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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?


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Provide a Continuum of Schoolwide Support

Individualized Systems

Specialized Group Systems

Primary Prevention

School-/Classroom-

Wide Systems


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Homewood Continuum of Schoolwide Support

Individualized Systems

Specialized Group Systems

Primary Prevention

School-/Classroom-

Wide Systems


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Define Behaviors

  • Behavior Definitions

  • Office-Managed vs. Staff-managed

  • Behavior Expectations


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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



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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


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Know What’s Working

  • SWIS

  • Spreadsheet

  • County data

  • Anecdotal

  • Reflect off the experts!


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Adjust

  • Gather data

  • Analyze it

  • Adjust

  • Repeat


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III. Implementingwith Your Staff

III. Implementingwith Your Staff


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Include your whole staff

Team

Data-based

Action Plan

Evaluation

Implementation


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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!


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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


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IV. Costs andRoadblocks

IV. Costs andRoadblocks


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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


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How could you think about staffing differently?

Could placing “Highly Qualified” academic teachers in assessed subjects become a resource for behavior?

Costs: Personnel


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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


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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


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How do we show that this is not “Train and Hope”? work?

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


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V. How We Know work?it Works

V. How We Knowit Works


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Research and Acceptance work?

  • Solid research and experience base

  • In use at over 1600 schools nationwide, most since inception



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Time work?

Homewood

  • Staff reports more teaching time

  • Behavior room logs show decrease in out-of-class time


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Questions work?


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Thank You work?

Homewood Center410.313.7081Ken Katzen, Behavior Team Leader, PBIS Coach. [email protected] Maddox, [email protected]


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