Keeping PBS Momentum: Fidelity and Vitality

Heather Peshak George, Ph.D.University of South Florida

June 11, 2008Tucson PBS Initiative Annual Conference: Tucson, AZ

2

Agenda

• Why should I invest in PBS?• Establishing Fidelity

– Progress monitoring – how are we doing?– Next steps and moving forward– Ongoing implementation of PBS components

• Building Vitality– Buy-in– Frequent communication – Keeping PBS alive!

• Readiness procedures and tools  

(Center for Positive Behavior Interventions and Supports, 2008)

Why should I invest in PBS?

• Why wouldn’t you? Why not?• It’s research based• Creates an environment conducive to learning• Everyone learns more about their own

behavior• It is collaborative, assessment-based,

emphasizes proactive, educative, and reinforcement-based strategies

• Promotes environments in which positive behavior is more effective than problem behavior

• Because it’s the right thing to do!

5

Time Cost of aDiscipline Referral

(45 minutes per incident)

1000 Referrals/yr

2000 Referrals/yr

Administrator Time

500 Hours 1000 Hours

Teacher Time 250 Hours 500 Hours

Student Time 750 Hours 1500 Hours

Totals 1500 Hours 3000 Hours

6

7

Number of Schools Trained(As of August, 31 2007)

4 Pre-K schools173 Elementary schools97 Middle schools37 High schools41 Alternative/Center

schools18 Other (e.g. K-8)

370 TOTAL SCHOOLS85% Retention Rate; 60% Schools BoQ 70+; 25% Model Schools with BoQ 80+

Benchmarks of Quality 2004-2005 to Present

0

10

20

30

40

50

60

70

80

90

100

School BoQ Scores

To

tal P

oin

ts o

ut o

f 100

2004-2005

2005-2006

2006-2007

95 184 221

60% of schools are implementing with 70% fidelity!

ODRs forHigh and Low Implementers

Florida PBS Schools ODR Rates with Implementation Level

138

179

111

153

75

96 95

0

20

40

60

80

100

120

140

160

180

200

Baseline Year 1 Year 2 Year 3

Implementation Year

Av

g #

OD

R p

er

10

0 S

tud

en

ts

Low (BoQ<70)

High (BoQ>70)

17

Sch

oo

ls

16

Sch

oo

ls

13

Sch

oo

ls

20

Sch

oo

ls

11

Sch

oo

ls

22

Sch

oo

ls

66

Sch

oo

ls

Office Discipline Referral Rates Before and AfterPBS Implementation

First year 29% average decrease

137

99

0

20

40

60

80

100

120

140

160

Baseline Year 1

Ave

rag

e #

OD

Rs

per

100

Stu

den

ts

42 Schools

Florida's PBS Schools' OSS by Implementation Level

73

43

63

33

56

37

0

10

20

30

40

50

60

70

80

Low (BoQ<70) High (BoQ>70)

Level of Implementation

Ave

rag

e D

ays

OS

S p

er 1

00 S

tud

ents

2004-20052005-2006

2006-2007

35S

ch

oo

ls

77S

ch

oo

ls

82S

ch

oo

ls

39S

ch

oo

ls

79S

ch

oo

ls

11S

ch

oo

ls

34%

Florida's PBS Schools' Avg Percentage of Students Scoring Level 3 and Higher in Reading by Implementation Level

60

67

59

68

58

67

0

10

20

30

40

50

60

70

80

90

100

Lower Impl Higher Impl

Implementation Level

Avg

Per

cent

age

2004-2005

2005-2006

2006-2007

44S

choo

ls

84S

choo

ls

93S

choo

ls

51S

choo

ls

96S

choo

ls

131

Sch

ools

13

14

Definition of “Fidelity”

1. strict observance of promises, duties, etc.2. loyalty3. conjugal faithfulness4. adherence to fact or detail5. accuracy, exactness

fidelity. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from Dictionary.com website: http://dictionary.reference.com/browse/fidelity

Synonyms: loyalty, precision, faithfulness, rigor, meticulousness

Antonyms: disloyalty

15

SWPBS Critical Elements

• PBS Team• Faculty Commitment• Effective Procedures for Dealing with Discipline• Data Entry and Analysis Established• Expectations and Rules Developed• Reward/recognition Program Established• Lesson Plans for Teaching Expectations/rules• Implementation Plan• Crisis Plan• Evaluation (BOQ; Kincaid, Childs, & George, 2005)

16

PBS Team

Broad representationAdministrative supportMeets regularly – at least monthlyEstablished a clear mission or purpose

17

Tasks of the SWPBS Team

Assess the current status of behavior management practice

Examine patterns of behaviorDevelop a school-wide planObtain staff commitmentObtain parental participation and inputOversee, monitor, and evaluate all planned

objectives and activities developedOVERALL, THE MAIN SOURCE OF

COMMUNICATION!

19

Use a Team Planning Process

• Planning Alternative Tomorrows with Hope (PATH) is a way for diverse people who share a common need to align their…– School’s vision, purposes, and goals– Understanding of a situation and its

possibilities for hopeful action– Actions for change, mutual support, personal

and team development, and learning

First Steps *Form committee *Schedule training *Today’s sharing *Same process/ feedback to staff *Grace tracks down and posts rules *Talk about lunch schedule *Playground interventions *Friday training rules for assistants *ID students *Feedback from last year

SCHOOL’S DREAM *Pride Safe *Respectful students, teachers and staff *Consistency *Greater self –esteem *Community of Learners *Self-respect *Positive focus *Motivated students *Fun!!! *Good manners *Increase parent involvement *Enjoy learning *Climate of caring *Cooperation *Community respect *Strength-based Tolerance *High Expectations

HISTORY NOW!! STRENGTHS BARRIERS Tough kids Tolerance Reputation for SED Population Cultural diversity Service oriented Expanding to prove Itself Location Supportive administration Strong curriculum base Cooperative Discipline inconsistent with behavior plan

Most requested school Discipline plan in place 8 rules-refine!!! No consistency Negative behaviors are being reinforced Good crisis system in place Resources & Training Parent Ed.- Good link for school Kids like being at school Tough population Access to guidance is limited Slow referral process

Cooperation Commitment Good reputation in the community Talented staff Invested in children Dedicated Fun place for kids Staff has a positive attitude Supportive of each other Strong academic focus Supportive resources, Parent Ed., Life skills Counselor Specials program are well recognized in the county Motivated Great after school program

Parent involvement Language/ communication Time for meetings, trainings, etc. Funding Class size Turn over in assistants Access to guidance counselor Getting out of crisis mode

1. D

iscipline com

mittee m

eet mon

thly, and develop a plan.

2.

Data system

in place, report back to staff

3. T

eachers share effective classroom

man

agement techn

iques.

4. C

lear referral process, comm

unication, con

sistency

, feed back. 5.

Sch

ool wide rules im

plemented.

6.

Plan for playgroun

d supervision.

7. 20%

decrease of total num

ber of referrals.

8. S

upport staff are trained and participating.

9.

Increase in

structional tim

e. 10. E

ffective set of consequen

ces wh

en dealin

g with challen

ging

behaviors

11. S

ystem of rew

ards in place for positive behavior.

GOALS

21

Faculty Commitment

All are aware of behavior problems on campusRegular data sharing

Involved in establishing and reviewing goalsFeedback obtained throughout year using

the existing database Conduct staff surveys Develop an “election” process for activitiesUse a “comments” or “suggestions” box or

bulletin board

Outcome Data:End Year Reports

No DATA because school does not use

ISS

24

Identify Common Values

•With this f rame we want to help the team identif y their dream for the future, including all the ideas, values, and things that are important to them in developing an ideal school.

•List anything that is important f or the team to realize the kind of school they desire.

D R E A M

Everyone maintains high standards f or academic achievement

Respect f or all types of diversity

Everyone f eels saf e

Everyone belongs

Everyone has f riends

Everyone is successf ul

25

Effective Procedures forDealing with Discipline

Process described in narrative/graphic format

Process includes documentation proceduresODR form contains information useful for

decision makingBehaviors definedMajor and minor behaviors clearly identified

and understoodSuggested array of appropriate responses

to minor and major behaviors

Observe (Recognize) Problem Behavior

Is the behavior major?

Determine Consequence

Write referral for student

Complete minor report form

Hall monitor/security escort to the office

File discipline log

Send written referral to the office

Has the behavior occurred 3 times?

NO

Office Determines Consequence

Follow documented procedure

Implement Consequence

YES

Determine Behavior

Is it a crisis?

Contact office for support

Get recommendations from office

Utilize classroom management procedures

and/or strategies

Give teacher feedback on consequences

Follow up with student and teacher

James Middle School

Referral Process

27

Appropriate Definitions of

Problem BehaviorsWhat one teacher may consider

disrespectful, may not be disrespectful to another teacherTherefore, problem behaviors must be

operationally definedOnce behaviors are defined, all faculty,

staff, administration, students and families will need to be trained on the definitions

28

Office Discipline Referral Forms

Make sure to answer the following questions when formatting the ODR Form:

Who, Why, What ,When, Where

Clarity on the referral form takes the guess work out of the data entry person’s job

Data will be more reliable and accurate as judgement calls are minimized

29

Develop aHierarchy of

ConsequencesThe more students know the rules and

consequences for misbehavior and are aware that the rules in a school are applied fairly under a “system of laws,” the less victimization and disorder is present in the school (Mayer & Leone, 1995)

Essential to develop a “system of laws” and communicate it to the stakeholders

30

Data Entry and Analysis Established

Data system to collect/analyze ODR datawww.swis.org

Additional data collectedData entered weekly (minimum)Data analyzed monthly (minimum)Data shared with team monthly

(minimum)

31

0

20

40

60

80

100

120

140

160

180

200

Num

ber

of

Offi

ce R

efe

rrals

Data-Based Indicator

Location

32

Data-Based Indicator

Teacher

02468

1012141618202224262830

1 2 3 4 5 6 7 8 91

01

11

21

31

41

51

61

71

81

92

02

12

22

32

42

52

62

72

82

93

03

13

23

33

43

53

63

73

83

94

0

Num

ber

of

Offi

ce R

efe

rrals

33

Data-BasedClassroom 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

34

Targeted Group Interventions

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

~5%

~15%

~ 80% of Students

35

Data-Based Indicator

02468

1012141618202224262830

Nu

mber

of

Offi

ce R

efe

rrals

Student

36

Data-Based Indicator

0

100

200

300

400

Nu

mber

of

Offi

ce R

efe

rrals

Type of Behavior

37

0

10

20

Num

ber o

f R

efe

rrals

per S

tudent

Students

Referrals per Student

Individual Student Planning

38

Expectations and Rules Developed

3-5 positively stated behavior expectations posted

Expectations apply to both students and staff

Rules developed and posted for specific settings

Rules are linked to expectationsFeedback obtained in development

39

School-wide Expectations:

Why are they necessary? Much of human behavior is learned, comes

under the control of environmental factors, and can be changed (Sugai et al., 1999)

Identifying desired behaviors provides: A positive focus for change A unified set of clearly defined behaviors A framework for developing instructional

components and environmental supports

40

Setting-Specific Rules Facilitate:

Uniform instruction across multiple programs and settings within the school

Communication among staff members Assessment of student behaviorsCommunication with parentsCurriculum designLegal, ethical, and professional

accountability

41

MLK Middle School’s Matrix

Stop & listen when the whistle blowsFollow game rulesEncourage others

Take your place in lineClean your area of the table

Use an inside voicePut trash in thegarbage cans

Be respectful

Be dressed out & in place on timeBe ready to repeat instructions when asked

Have lunch money readyKnow what you want to order

Have planner signedBe on time

Be prepared

Use equipment with supervisionUse equipment as instructed

Keep food & drink off the floorWalk

Walk to rightKeep hands, feet,& objects to self

Be safe

Gym Cafeteria Hall

42

Reward/RecognitionProgram Established

System established and implemented consistently across campus

Variety of methods to reward students Linked to expectations Variety offered to maintain student interest Includes opportunities for naturally occurring

reinforcement Ratios of reinforcement to corrections high Student involved in development Incentives for faculty/staff

43

School-wide Reward Systems

Increase the likelihood that desired behaviors will be repeated

Focus staff and student attention on desired behaviors

Foster a positive school climateReduce the need for engaging in time

consuming disciplinary measures

44

Reward System Guidelines

Reward frequently in the beginningReward contingent on desired behaviorRefrain from threatening the loss of rewards

as a strategy for motivating desired behaviorsRefrain from taking earned items or activities

away from a studentStudents should be eligible to earn rewards

throughout the day contingent upon appropriate behavior

45

Reward System Suggestions

Keep it simpleProvide staff with opportunities to recognize

other students in common areasInclude information and encouraging

messages on daily announcementsRemain focused on the positiveProvide meaningful rewardsMaintain consistency with all staffTrack your reward system

46

Solutions

Keep ratios of reinforcement to correction high (4:1)

Involve students on your team to help with meaningful rewards

Provide reward system trainings to staff annually and plan for booster trainings as needed

Develop data-based system for monitoring and documenting appropriate behaviors

47

Lesson Plans for Teaching

Expectations/RulesBehavioral curriculum includes concept

and skill level instructionExamples and non-examples includedVariety of teaching strategies includedEmbedded within subject areasAll involved in development and delivery Include families and community

48

What the Staff Need to Know:

The “big picture” – your team purposeLesson plans to teach expectations and rules How and when to teach expectations and

administer rewardsThe process for handling problem behaviorsSchedules for training and rewarding

activities

49

50

What StudentsNeed to Be Taught

ExpectationsRules for specific settingsDiscipline process across campusConsequences for rule violationsReward systemWhere and how feedback will be provided

on the behaviors across campus

51

Implementation Plan

Develop, schedule, and deliver plans to teach staff:discipline and data system lesson plans for students

Schedule/plans for teaching students developed Booster sessions for students and staff Plan for rewards/incentives Plan for new students/staff Plan to involve families and community

52

Crisis Plan

Faculty/staff taughtPlans rehearsedProcedures accessible

53

Evaluation

Students/staff surveyedAll know expectations/rulesStaff use discipline system/documentation

appropriatelyStaff use reward system appropriatelyOutcomes documented and used to

evaluate PBS Plans

Outcome Data:End Year Reports

Staff Satisfaction Results

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00% StronglyDisagreeDisagree

Neutral

Agree

Strongly Agree

Are staff satisfied with PBS process?

Majority of responses in Agree or Strongly agree category.

56

In Summary…The Process for School-wide PBS

Includes: A committed team leading all PBS efforts Method for identifying current problems (data) Procedures for discouraging violations of school-

wide expectations/rules Positively stated behavior expectations/rules Procedures for encouraging expected behaviors Lesson plans to teach expectations/rules Method of monitoring implementation and

effectiveness

57

Tertiary/Tier 3/Individual Student

Secondary/Tier 2/Targeted Group

Primary/Tier 1/Universal

58

Keeping PBS Alive

59

Definition of “Vitality”

1. exuberant physical strength or mental vigor2. capacity for survival or for the continuation

of a meaningful or purposeful existence3. power to live or grow4. vital force or principle

vitality. (n.d.). Dictionary.com Unabridged (v 1.1). Retrieved May 06, 2008, from

Dictionary.com website: http://dictionary.reference.com/browse/vitality

Start small, but think big! be willing to talk with anyone who will listen

Focus on outcomes goals, evaluation, prepare for change

Build Capacity state, regional, local – leadership is a team effort!

focus on successful demo sites

Plan for sustainability with fidelity protect FTE

prefer integrity over increase in numbers

Help! Fun! Celebrate! build partnerships, enjoy momentum, commit long-term

Lessons LearnedLessons Learned

61

E.V.I.L.Dunlap (2008)

E Egregious Exaggeration• extreme overconfidence, overstatements

V Vanity• sure we’re pretty; but we’re not perfect

I Insularity• need to be aware/respectful of other approaches

L Lethargy (and complacency)• there is too much to do to accept the status quo

62

Readiness Activities

Form representative PBS team, agree to monthly meetings, commit to multi-year process

Complete Initial Benchmarks of Quality/SET and gather baseline behavior & academic data

Administrator pledges to commit to PBS as a multi-year process

Review of School Improvement Plan, funding sources

District Coordinator, School Coach identified

63

Some Resources

DVD “Discovering School-Wide PBS: Moving Towards a Positive Future” http://flpbs.fmhi.usf.edu/dvd.doc

George, H.P. & Kincaid, D. (2008). Building District-wide Capacity for Positive Behavior Support. Journal of Positive Behavioral Interventions, 10(1), 20-32.

George, H.P., Kincaid, D.K. & Pollard-Sage, J. (in press). Primary Tier Interventions and Supports. In G. Sugai, R. Horner, G. Dunlap & W. Sailor (Eds.), Handbook of Positive Behavior Support.

Kincaid, D.K., George, H.P., & Childs, K.E. (2007). Florida’s Positive Behavior Support Project Annual Report: 2006-2007. University of South Florida. Florida’s PBS Project Web site: http://flpbs.fmhi.usf.edu

George, H.P. & Martinez, S.A. (2007, Volume 4). How to Get PBS in My School. OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports Web site: http://www.pbis.org/news/New/Newsletters/Newsletter5.aspx

64

Florida’sPositive Behavior Support

ProjectContact:

Heather Peshak George, Ph.D. Co-PI & Project Coordinator

Phone: (813) 974-6440

Fax: (813) 974-6115

Email: flpbs@fmhi.usf.edu

FL Website: http://flpbs.fmhi.usf.eduNational Website: www.pbis.org