SD PBS Coaches’ Training

February 23, 2010Sioux Falls

Ruth Fodness, Kari Oyen, Pat Hubert, Jody Jackson

Today’s Agenda Sharing/Where are you now? Data Collection & Using your

Data Targeted Behavior Interventions

& Resources Staff Training Next Steps

Sharing Take a few minutes to answer

these questions and be prepared to share–What is working?–What are your stumbling blocks??

Data Collection & Using Your Data

Evaluation Using evaluation data to guide the

team– What tools are you currently using to

evaluate your progress?– How are you using this evaluation

data to guide your team PBS planning– Goal: Identify 2-3 tools you plan on

using to evaluate your progress

Evaluations *SWIS (monthly) School Team Update Team Process Evaluations Team Implementation Checklist

(multiple times) Walk-Thru’s (2x/year) Benchmarks of Quality (end of year) Outcome Data (ODR, ISS, OSS,

Attendance) (end of year) Staff Satisfaction Survey (end of year)

Targeted Behavior Interventions & Resources

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

80-90% 80-90%

Intensive, Individual•Individual Students•Assessment-based•High Intensity

Intensive, Individual•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group•Some students (at-risk)•High efficiency•Rapid response

Targeted•Some students (at-risk)•High efficiency•Rapid response•Individual or Group

Universal•All students•Preventive, proactive

Designing School-Wide Systems for Student Success

Universal•All students•Preventive, proactive

 

Step 4: Response to Intervention Is it working?

                               

                 

Step 2: Problem Analysis Why is it

occurring?

 

Step 3: Intervention Design

What are we going to do about it?

Step 1: Problem Identification

What is the problem?

Problem Solving Steps

1). Identify and analyze the problem

2). Develop the plan3). Implement the plan4). Evaluate the plan

Kinds of Data Office discipline

reports Behavioral

incidents Attendance Suspension/

Detention Observations Self-

assessments

Surveys, focus groups

Test scores Rating scales Teacher

checklists Etc

Data is necessary at all 4 stepsStep 1: To identify the problem

and develop the hypothesisStep 2: To develop the planStep 3: To monitor the

implementation of the planStep 4: To evaluate the success

Major Features of Targeted Interventions

Intervention is continuously available Rapid access to intervention (72 hr) Very low effort by teachers Consistent with school-wide expectations Implemented by all staff/faculty in a school Flexible intervention based on assessment

– Functional Assessment Adequate resources (admin, team)

– weekly meeting, plus 10 hours a week Student chooses to participate Continuous monitoring for decision-making

Why do Targeted Interventions Work?

Improved structure Prompts are provided throughout the day for correct behavior. System for linking student with at least one positive adult. Student chooses to participate.

Student is “set up for success” First contact each morning is positive. “Blow-out” days are pre-empted. First contact each class period (or activity period) is positive.

Increase in contingent feedback Feedback occurs more often. Feedback is tied to student behavior. Inappropriate behavior is less likely to be ignored or rewarded.

Why do Targeted Interventions Work? Program can be applied in all school locations

Classroom, playground, cafeteria (anywhere there is a supervisor) Elevated reward for appropriate behavior

Adult and peer attention delivered each target period Adult attention (and tangible) delivered at end of day

Linking behavior support and academic support For academic-based, escape-maintained problem behavior

incorporate academic support Linking school and home support

Provide format for positive student/parent contact Program is organized to morph into a self-management

system Increased options for making choices Increased ability to self-monitor performance/progress

Examples of Targeted Group Interventions

The Behavior Education Plan (BEP) Anne Warberg, Nancy George, Robert March, Doris Brown, Kelly

Churan, Deanne Crone, Susan Taylor-Greene, Rob Horner, Leanne Hawken

Robert March & Rob Horner Feasibility and Contributions of Functional Behavioral Assessment

in Schools Journal of Educational and Behavioral Disorders

Leanne Hawken & Rob Horner Evaluation of a Targeted Group Intervention within a School-wide

System of Behavior Support. Journal of Behavioral Education Check –in/ Check-out (Bethel) H.U.G (Tigard T) Check and Connect (Winston)

Elements of the BEP/Check and Connect Approach

Organization/Structure Identification/Referral Contract/Agreement Basic BEP Cycle Functional Assessment Design of Support Data Collection and Decision Making

Organization and Structure

Coordinator Chair BEP meetings, faculty contact, improvement

Specialist Check-in, check-out, meeting, data entry, graphs Together (Coordinator + Specialist) = 10 hours/wk

Meeting 45 min per week Coordinator, Specialist, Sped faculty, Related Services

All staff commitment and training Simple data collection and reporting system.

Identification and Referral

Multiple office referrals Recommendation by teacher

Teacher Request for Assistance Recommendation by parent Time to action:

– 30 min to 7 days (goal is < 72 hours)

Contract/Agreement

Agreement to succeed– Student: Student chooses to participate– Parent– BEP coordinator– Teachers

Contract may be written or verbal– Better if written

Basic Cycle Morning check-in (Get Daily Progress Report) Give form to each teacher prior to each period. (can

also be used in cafeteria or playground… anywhere there is a supervisor)

End of day check-out– Points tallied– Reward

Daily Progress form copy taken home and signed. Return signed copy next morning.

Staff Training

Refreshers at the beginning of the year

– Beginning of the Year Expectations and Rules Definitions of Problem Behavior Referral Form Major vs Minor Referral Process Rewards Consequences Changes made based on Survey Results

– Mid Year Topics based on data Topics selected based on input from staff

and administration

Refreshers at the beginning of the year

Make sure all staff have resources from Year 1:– Poster of expectations and rules– Discipline Process Flowchart– Referral Forms and Minor Infractions

Sheets– Lesson Plans

New Staff– New teacher meetings– Mentor– PBS Manual or Video Tape

Next Steps….Remember its a Slow Process

Developing a comprehensive system of support can take 3-5 years

SW-PBS incorporates philosophical and behavioral changes on the part of your staff

Success and ease of implementation depends on the systems and procedures at the state, district and school levels that support your efforts

Resources Janney, R. & Snell, M. (2008). Behavioral

Support, 2nd Edition. Brookes Publishing Company: Baltimore, MD.

George, H.P., Kincaid, D. & Pollard-Sage, J. (2008). Primary Tier Interventions and Supports. In W. Sailor, G. Dunlap, G. Sugai & R. Horner (Eds.), Handbook of Positive Behavior Support. Springer Publishing: Lawrence, KS, 371-390.

APBS Standards of Practice:– http://apbs.org/standards_of_practice.html

Association of PBS:– http://www.apbs.org/new_apbs/pbsinfo.aspx

PBIS Website:– www.pbis.org/researchliterature.htm– http://www.pbis.org/schoolwide.htm#top

FLPBS Project: http://flpbs.fmhi.usf.edu PBS Project newsletter:

– http://flpbs.fmhi.usf.edu/resources_newsletter.asp

PBS Project On-Line Modules:– http://flpbs.fmhi.usf.edu/

requestservices_onlinemodules.asp Suggested Interventions by Function of

Behavior– http://flpbs.fmhi.usf.edu/Intervention%20Planning

%20and%20RtI/6.%20Intervention%20Ideas%20Based%20on%20Functions%20of%20Behavior.pdf

Online Academy– Individual & SW-PBS foundations &

practices, FBA, interventions– http://elearndesign.org/resources.html

Univ. Oregon Training Manuals– Notes/Ideas on School-Wide

implementation from Oregon– http://pbismanual.uoecs.org/manual.html

Kansas Training Modules & links– www.pbskansas.org/htdocs/

external_links/default.html#onlinetrainingmodules

Ruth Fodness- rfodness@mchsi.com Kari Oyen- kari.oyen@k12.sd.us Pat Hubert- pat.hubert@k12.sd.us Jody Jackson- jjackson@tcsdk12.org Rebecca Cain-

rebecca.cain@state.sd.us

Linking Intervention to Behavior

Problem Solving at all 3 Tiers Tiers do not represent where

students go to receive services- Rather the resources that are available at each Tier

Interventions ideas are generated only after determining the FUNCTION of the behavior.

• To get or get away from “Prescriptions in a bag”

ABC Activity: Role Play

Antecedent: teacher announces pop-quiz on vocabulary

Behavior: student yells and throws book

Consequence: student receives referral and removal

Function? Intervention?

Remember… If many students are making the

same mistake, it is typically the system that needs to change, NOT the students

Teach monitor and reward before relying on punishment

Step 1 Problem Identification Referrals by problem behavior?

– What problem behaviors are most common?

– Referrals by location?– Are there specific problem locations?

• Referrals by student?– Are there many students receiving

referrals or only a small number of students with many referrals?

• Referrals by time of day? • Are there specific times when

problems occur? • Additional Queries/Custom

Graphs…

Review existing data Multiple graphs of current ODR’s, a

‘safety survey’, and student demographic information

Gather additional information •Which Hallways? •Supervision in Hallways? •Sufficient Teaching of

Expectations/Rules •Which Students?

Step 2: Problem Analysis Develop hypothesis and

assessment questions Why is the desired or replacement

behavior not occurring? What is (are) the most likely

reason(s)? Examine environmental factors,

not just within child factors

Problem Analysis: Hypothesis statement

When this occurs (describe circumstances)– When 6th & 7th graders are in the

hall at 8am • What happens ( describe the

behavior)– there are increased occurrences of

skipping • To get/avoid (describe the

consequences)

Step 3. Intervention Design and Implementation

Develop a behavioral definition– Observable and measurable– Desired/Replacement Behavior and/or

Goal Student can get same outcome with

appropriate behavior– Link to school-wide expectations and

rulesStudents will learn to be Responsible

(proceed to class after the 1st tardy bell, walk in the hallway, and have all materials ready)

Brainstorm Strategies– Hallway supervisors– Re-teaching expectations and rules

for hallway Policies for hallway passes

– Reward early class entry– Revise morning procedures– Earning extended breakfast pass

Link the intervention to the Data

Consider hypothesis/causes generated in Step 2– Then, vote on the intervention

Develop a specific plan with delineated responsibilities

Include goals and progress monitoring plan

List the specifics in Implementation Plan:– Who is responsible?– What will be done?– When will it occur?– Where will it occur?– How will it be evaluated?

Establish action steps to implement

Create and deliver staff training on reinforcing appropriate behaviors and provide examples (Principal, 15th of Nov., shared via email)

Revise and modify morning breakfast procedures and change tardy bell(Mr. First, 6th of Nov., committee will share)

Create “skipping” skit with Drama Club and play on CCT every morning (Mrs. Ashley, 8th of Nov., will begin running on 9th of Nov.)

5 minute scripted refresher before breakfast transition (Miss J., 14th of Nov., will email for revisions)

Step 4: Response to Intervention

Progress Monitoring and Response to Intervention– Reconvene to examine data– Did we meet the goal?– Did we do what we agreed, the way agreed, for as

long as we agreed? Do we need to modify current plan or develop

a new plan? Do we need to develop a plan to maintain or

fade out the intervention if it was successful?– Consider reviewing/revising problem

definition and hypotheses if intervention isn’t working

Evaluate the outcomes

Compare the number of referrals Survey teachers and students Modify if necessary Supervision changes aren’t

working– Offer comp time or other choice

incentives for staff willing to give up part of planning time to staff hallway and breakfast area

Train several school-based volunteers to supervise hallways

Functions of Behavior Escape Attention Tangible Sensory

Examples of Behavior Intervention Plans

Example of Behavior Intervention Plan

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