Presentation Transcript

1. Year 1 Team Training SERC Consultants
2. TRAINING EXPECTATIONS
3. Objectives Review behavioral definitions, school-wide expectations to promote consistency, and prepare for behavioral data gathering and analysis Understand necessity of action planning to implementation of PBIS in a comprehensive SRBI system
4. SPDG PBIS Training Scope and Sequence: Phase1 School-wide Behavior Leadership Team Day 1 School-Wide Systems Overview System For Responding to Behavior School-Wide Expectations Phase 1 Goals: Create a schedule for rolling-out SW-PBIS including assignments for teaching of school-wide expectations to students Confirm a minimum 80% staff buy-in and support for PBIS Complete Steps 1 – 8 in chapter 2 of the School-wide PBIS “Getting Started Workbook” and have an action plan that addresses the status of each step. Begin the process of eliminating, modifying, or combining practices, activities, and workgroups to establish a clear continuum of evidence-based practices and interventions Day 3: System of Reinforcement Preparation for Roll-Out Day 2: Behavioral Lesson Plans Classroom/ Non-Classroom Settings Function of Behavior Day 1: School-wide Systems Overview System for Responding to Behavior School-wide Expectations Phase 2 School-wide Behavior Leadership Team Phase 2 Goals: Targeted and intensive behavior interventions Systems: Establish coordinator progress review , nomination-screening plan, implementation plan, orientation plan, etc… Practices: process check-in/check-out, tools for FBA and behavior intervention plans Day 4: Tier II & III Systems Day 5: Tier II & III Practices (CICO), functional assessment and behavior support planning Phase 3 School-wide Behavior LeadershipTeam Phase 3 Goals: On site TA to ensure school-based capacity exists to sustain system and practices for behavior support.
5. Agenda Welcome, Introduction, PBIS overview Leadership Launch Products Review, TIC Categorizing Behavior, SWIS Referral Form Lunch (1 hour) School-wide Behavioral Expectations Preparation for Welcoming Walkthrough
6. Why School-wide PBIS Schools face a set of difficult challenges today Socially acceptable behavior Academic accomplishment School Safety Early Intervention CCSS Smarter Balanced Math Literacy Teacher Evaluation SRBI Family Support Others Multiple initiatives Individual student interventions Behavior Support Plans Person Centered Planning Wraparound
7. Typical responses to students behavior Get Tough (practices) Train-&-Hope (systems)
8. When behavior doesn’t improve, we “Get Tough!” …..Predictable systems response! Zero tolerance policies Increased suspension & expulsion In-service training by expert Alternative programming Increase monitoring for future problem behavior Re-review rules & sanctions Extend continuum of aversive consequences Establish “bottom line” Security guards, student uniforms, metal detectors, video cameras
9. CT Suspension & expulsion Data:Disparities by race/Ethnicity Source: CSDE, 2013
10. Erroneous assumption that a student… Is inherently “bad” and wants to ruin my day… Will be better tomorrow… Will learn more appropriate behavior through increased use of “aversives”…
11. Reactive responses are predictable…. Remove student Remove ourselves Modify physical environment Assign responsibility for change to student &/or others
12. Example of “Teaching” by Getting Tough Principal: “You skipped all of your a.m. classes, I’m assigning you two days of O.S.S. Student: “ See-ya”
13. However… “Punishing” problem behaviors (without a proactive support system) is associated with increasesin: Aggression vandalism truancy, and dropping out. (Mayer, 1995, Mayer & Sulzar-Azaroff, 1991, Skiba & Peterson, 1999)
14. Science has taught us that students…. Are NOT born with “bad behaviors” Do NOT learn when we apply punitive consequences ……..Do learn better ways of behaving by being taught directly & receiving positive feedback
15. “TRAIN AND HOPE”
16. Purpose of SWPBIS The fundamental purpose of SWPBIS is to make schools more effective learning environments. Predictable Positive Consistent Safe
17. 23 Behavior Continuum Academic Continuum MTSS(SRBI) Mar 10 2010
18. Behaviorism SWPBS Conceptual Foundations Laws of Behavior ABA Applied Behavioral Analysis PBS Social Validity SWPBIS All Students, All Staff, All Students
19. SWPBIS/SRBI is a Framework
20. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values
21. A Climate for Academic Success: How School Climate Distinguishes Schools That AreBeating the Achievement Odds (2013) Adam Voight | Gregory Austin | Thomas Hanson Elements of Effective School Climate Clear expectations Caring relationships Meaningful participation Perceived school safety School connectedness Low violence perpetration Low violence victimization Low harassment and bullying Low substance use at school
22. Talk at your table Take 3 minutes What are the ways that you learn who your students are? How would your students describe their school climate? How would family members describe the climate? What evidence do you have for this? Choose a recorder to note your responses
23. “NICHOLAS” Nick is a student who has a long history of anger management issues. He was expelled in the sixth grade for throwing a chair at a teacher. He is now back in the same school to finish eighth grade. He is six feet tall, wears skinny jeans, refuses to remove his hat in the hall and walks around in the morning banging on lockers. What would you do?
24. Science guides us to… Assess situations Develop behavior intervention plans based on our assessment Monitor student progress & make enhancements All in ways that can be culturally & contextually appropriate Crone & Horner, 2003
25. “Our hood” By 2nd period, the ISS room has so many students that the overflow is sent to the counselor’s office. Most students have been assigned for being out of dress code. Nick is in this school!
26. Context matters What factors influence our ability to implement what we know with accuracy,consistency, & durability for students like Nick?
27. SWPBIS 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)
28. Cultural/Context Considerations The Integrated Elements Maximum Student Outcomes DATA SYSTEMS Start w/ effective, efficient, & relevant, doable PRACTICES Implementation Fidelity Training + Coaching + Evaluation Improve “Fit” Prepare & support implementation
29. PBIS/SRBI Continuum of Support for ALL Few Some All Dec 7, 2007
30. SWPBIS Practices School-wide Classroom Smallest # Evidence-based Biggest, durable effect Family Non-classroom Student
31. SWPBS Implementation Blueprint www.pbis.org
32. GENERAL IMPLEMENTATION PROCESS: “Getting Started” Team Agreements Data-based Action Plan Evaluation Implementation
33. Getting Started with SWPBIS Establish leadership team Develop behavior purpose statement Identify positive school-wide behavioral expectations Develop procedures for teaching school-wide behavioral expectations Develop procedures for teaching classroom-wide behavioral expectations Develop continuum of procedures for encouraging use of expectations Develop continuum for discouraging behavior violations of expectations Develop data-based procedures for monitoring implementation
34. STEP 1 - Establish Team Membership COMPLETED SINCE LEADERSHIP LAUNCH
35. STEP 1 - Establish Team Membership Representative of demographics of school and community 1-2 individuals with behavior/classroom management competence Administrator active member Schedule for presenting to whole staff at least monthly Schedule for team meetings at least monthly Integration with other behavior related initiatives and programs Appropriate priority relative to school and district goals Rules and agreements established regarding voting, confidentiality and privacy, conflict/problem solving, record-keeping, etc. Schedule for annual self-assessments SAS Self-Assessment Survey Review Office Discipline Referrals Benchmarks of Quality School-wide Evaluation Tool Coaching support (school and/or district/region)
36. ACTIVITY: Sample Teaming Matrix
37. ESTABLISHING CONTINUUM of SWPBIS TERTIARY PREVENTION Function-based support Wraparound Person-centered planning TERTIARY PREVENTION ACTIVITY: Audit Identify existing practices by tier Specify outcome for each effort Evaluate implementation accuracy & outcome effectiveness Eliminate/integrate based on outcomes Establish decisionrules ~5% ~15% SECONDARY PREVENTION Check in/out Targeted social skills instruction Peer-based supports Social skills club SECONDARY PREVENTION PRIMARY PREVENTION Teach SW expectations Proactive SW discipline Positive reinforcement Effective instruction Parent engagement PRIMARY PREVENTION ~80% of Students
38. STEP 2 – Develop Purpose Statement COMPLETED SINCE LEADERSHIP LAUNCH
39. STEP 2 – Develop Behavior Purpose Statement Positively stated 2-3 sentences in length Supportive of academic achievement Contextually/culturally appropriate (e.g., age, level, language) Comprehensive in scope (school-wide – ALL students, staff, and settings) Agreement by >80% faculty and staff Communicated to stakeholders (e.g., families, community members, district administrators) Included in school publications (e.g., handbook, posters, newsletters)
40. Sample Purpose 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!
41. A Systems Approach to Defining Behavior Violations The outcome of an effective systems approach is an organization (school, district, state education agency) that has three basic features (Gilbert, 1978; Horner, 2003):
42. What would you do? “DAVID” David is a 10th grade student at McKensie High School. He recently moved in with his Dad when his mother got re-married. David walks to school from his Dad’s house. He is tardy to school about 3-4 times per week. He does not seem to have made any friends at McKensie High School. David is usually unprepared for class, saying he does not like to carry his backpack to and from school.
43. For the last five years the school has seen a 30% turn over in high school staff. The few remaining ‘veteran’ teachers refer students to the office daily for tardiness and unpreparedness . Newer teachers attempt to handle similar issues in their classrooms and only refer what they deem as serious physical infractions to the office. David is in this high school!
44. ACTIVITY: Defining Problem Behaviors Look at your school’s referral form As a group choose one major and one minor behavior Individually write an operation definition for each behavior Check for consistency with your team Be prepared to share out
45. Team Time Use Categorizing Behaviors Handouts and SWIS definitions to operationally define problem behaviors for your school. Review definitions from SWIS. How do they compare to what happens at your school?
46. Team Time Compare your school’s current discipline referral to the SWIS Compatibility Checklist and sample referral forms. Adopt a referral form that is compatible with SWIS
47. STEP 3 – Identify Positive SW Expectations
48. “Alana” What would you do? Alana is an African-American student new to a mostly white school in Southwestern Connecticut. Her transcripts state that she is a mostly “A” student, very involved in clubs, and a cheerleader. After about three weeks in her new school, she is refusing to complete homework, “talking back” to the teachers, and fighting with her classmates.
49. STEP 3 – Identify Positive SW Expectations Linked to social culture of school (e.g., community, mascot). Considerate of social skills and rules that already exists. 3-5 in number 1-3 words per expectation Positively stated Supportive of academic achievement Comprehensive in scope (school-wide – ALL students, staff, and settings) Mutually exclusive (minimal overlap) Contextually/culturally appropriate (e.g., age, level, language) Agreement by >80% faculty and staff Communicated to stakeholders (e.g., families, community members, district administrators) Included in school publications (e.g., handbook, posters, newsletters)
50. Few positive SW expectations defined, taught, & encouraged
51. “Circles” Madley Elementary School has 400 children grades k-5. The students whose families live in this community have been there for generations. For the past 7-10 years families from the neighboring city have been steadily moving to Madley for its education…parents, teachers, and students are resentful… Alana is in this school!
52. TEAM TIME Think about the ideas for behavioral expectations that each might bring to the table?
53. ACTIVITY: Team Implementation Checklist (TIC) Go to www.pbisapps.org Select Applications (drop-down menu) Select PBIS Assessment Under School Assessment Login (top right) Enter School ID # (see table tent) Under Surveys Currently Open Find Team Checklist Select under Action column Complete TIC as a team
54. Multi-tiered Systems of Support(MTSS) How are SRBI & PBIS related?
55. Alignment for Systems change Response to Intervention/Prevention Primary Prevention Universal Screening Multi-tiered Support Early Intervention Progress Monitoring Systems to support practices Early Intervention Literacy Wraparound ALIGNMENT Math Family Engagement Behavior Support Student Outcomes © Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008
56. Curricular & instructional decisions Special education functioning Families & community interactions SOUNDS SIMPLE, BUT IMPLICATIONS FOR…. General education functioning Implementation accountability Measurement, assessment, & evaluation
57. PBIS/SRBI Continuum of Support for ALL Few Some All Dec 7, 2007
58. Interim Tasks Schedule and Meet at least 1x per Month Present all work to Faculty for feedback Present PBIS overview/changes to staff (see websites for examples) Finalize Primary Prevention Tier Implementation Steps 1-3 Reestablish buy-in (staff survey) Update SPDG Action Plan
59. Share-out Date of your next meeting One thing accomplished One Question/Concern Where do we go from here (universal)?
60. www.pbis.org
61. www.ctserc.org/spdg