Strategies forReluctant Learners

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

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Topics

• Current research• Readiness Tools

– Better preparing schools and districts• Successful activities with reluctant to

change or low performers – Schools– Faculty

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Recent Research on Implementation

•Reasons for Attrition– Childs, K., Kimhan, C.K., & Kincaid, D. (2007). Examining Reasons for

Attrition from Implementing an Evidence Based Program in Florida’s Schools, Fourth International Conference on Positive Behavior Support, Boston, MA.

•Barriers/Enablers– Kincaid, D., Childs, K., Wallace, F, & Blase, K. (2007). Identifying

Barriers and Facilitators in Implementing School-wide Positive Behavior Support, Journal of Positive Behavior Interventions 9(3), 174-184.

•School-Wide Implementation Factors (SWIF)– Cohen, Rachel (2006). Implementing School-wide Positive Behavior

Support: Influence of Socio-Cultural, Academic, Behavioral and Implementation of Process Variables. Unpublished doctoral dissertation, University of South Florida, Tampa, Florida.

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Attrition Results(Childs, Kimhan & Kincaid, 2007)

• High rates of Turnover in schools• Lack of Time

– Administrator– Team– Staff

• Lack of Commitment– Administrator– Team– Staff

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Barriers(Kincaid, Childs, Wallace & Blase, 2007)

Collaborating with district & other schools

Philosophical shifts

Developing effective reward

systems

Knowledge of

next steps

Lack of implementation fidelity -

demonstration of outcomes

Buy-in

Time

Turnover

Teacher Resistance

Administrative support

Consistency of Implementation

High Implementing Schools Low Implementing Schools

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Enablers(Kincaid, Childs, Wallace & Blase, 2007)

• Support from State Project• Training staff & students in PBS• Support from district, principal, coaches• Buy-in (staff, students)• A representative/cohesive/committed team• Regular team meetings• Funding• Student input

SWIF: Which of these factors predict SWPBS implementation? (Cohen, 2006)

*In the year prior to beginning implementation

Socio-cultural Factors SES School size Ethnicity Teacher: student ratio

Student stability Teacher education % w/ disability % Out-of-field teachers

Process Variables Administrative supportCoach’s self-efficacy

Effective team functioning

Academic Indicator*% students

below grade level in reading

Behavioral Indicators*% students who received an: in-school suspension (ISS)

out-of-school suspension (OSS) office discipline referral (ODR)

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SWIF Most Helpful Items(Cohen, 2006)

0% 20% 40% 60% 80% 100%

Principal allowing team to train staff

AP allowing team to train staff

Commitment from AP

Having a representative team

Expectations in place

1

2

3

4

5

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SWIF Most Problematic Items

(Cohen, 2006)

0% 20% 40% 60% 80% 100%

Community agencies

Parents

Superintendent

Receiving input from students

Staf follow discipline procedures

Staff belief or philosophy

1

2

3

4

5

Lecture

Reading

Audio-Visual

Demonstration

Discussion group

Practice by doing

Teach others

5%

10%

20%

30%

50%

75%

90%

Average retention

rate

How People Learn

National Training Laboratories –Bethel Maine

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Sources of Motivationfor Adult Learners (Hieneman,

2007)• Social relationships: to make new friends, to meet a need for

associations and friendships• External expectations: to comply with instructions from

someone else; to fulfill the expectations or recommendations of someone with formal authority

• Social welfare: to improve ability to serve mankind, prepare for service to the community

• Personal advancement: to achieve higher status in a job, secure professional advancement, and stay abreast of competitors.

• Escape/Stimulation: to relieve boredom, provide a break in the routine of home or work

• Cognitive interest: to learn for the sake of learning, seek knowledge for its own sake, and to satisfy an inquiring mind

• (From PRINCIPLES OF ADULT LEARNING By Stephen Lieb, Senior Technical Writer and Planner, Arizona Department of Health Services and part-time Instructor, South Mountain Community College from VISION, Fall 1991)

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Barriers AgainstParticipating in Learning

(Hieneman, 2007)

• lack of time, money, confidence, • lack of interest• lack of information about opportunities to learn• scheduling problems, "red tape" • problems with child care and transportation

• (From PRINCIPLES OF ADULT LEARNING By Stephen Lieb, Senior Technical Writer and Planner, Arizona Department of Health Services and part-time Instructor, South Mountain Community College from VISION, Fall 1991)

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Optimism Training(Hieneman, 2007)

• Situation: Triggers to negative thinking• Belief: Unproductive thought patterns• Consequences: Results of negative thinking• Disputation: Accuracy/Usefulness of beliefs

(Distraction: Thought stopping)• Substitution: More productive self-talk• Reorientation: New overall perspective

Seligman, M. E. P. (1998). Learned Optimism: How to change your mind and your life. New York: Pocket Books.

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Preliminary Results(Hieneman, 2007)

• Significant decreases in problem behavior for the children of all participants who complete the sessions

• No change in pessimism scores, regardless of condition

• Participants in the optimism condition are more likely to finish, and complete the sessions in less time

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Next Steps

• Examinations thus far have utilized participants who are to some extent still implementing the program in question.

• A population still implementing with low-fidelity may be characteristically different from those that fail to adopt all together.

• So what seems to be working?

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Readiness Tools

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District Readiness

• Overview DVD• Overview presentations

– solicit interest– build awareness

• District Readiness Checklist

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District Readiness Checklist

• District Coordinator identified• Awareness presentation• District Leadership Team identified

– Commit to meet at least annually– Commit to attend training– Complete district action planning*

• PBS Coaches identified• Funding secured• District Strategic Plan• Superintendent Letter of Support• SWIS III awareness• Permission to share data

District Readiness ChecklistDistrict: _____________________________________ Date: ________________________ Contact Person: ______________________________________________

Documents/Evidence Complete?

Items to Complete Prior to School-wide PBS Training

YES NO 1. A district representative has been identified as the PBS District Coordinator (i.e., lead contact) for all PBS initiatives within your district.

List district representative and provide contact information (name, title, address, phone, cell, fax, e-mail)

YES NO 2. District Administrators have participated in an awareness presentation summarizing Florida’s PBS Project and the School-wide PBS process.

List date(s) of presentation, location(s) and name of presenter(s):

YES NO 3. A district Positive Behavior Support (PBS) Team is formed and has broad representation (including regular and exceptional student education, student support services, personnel preparation, curriculum and instruction, management information systems, safe and drug free schools, school improvement, transportation, etc.).

List team members and identify roles:

YES NO 4. District PBS Team commits to attend a portion of the school-wide training and participate in annual or bi-annual update meetings to discuss progress to date.

Describe when you meet or plan to meet (days, location, and time) throughout the school year:

YES NO 5. District PBS Team has participated and completed a needs assessment and action plan facilitated by Florida’s PBS Project.

Provide copy of action plan and list date of completion:

YES NO 6. PBS Coaches (Facilitators) have been identified by the PBS District Coordinator to receive additional training and actively participate in the school-wide initiatives (may overlap with District PBS Team)

List PBS Coaches and roles:

District Readiness ChecklistDocuments/Evidence

Complete? Items to Complete Prior to School-wide PBS Training (continued)

YES NO 7. District has allocated/secured funding to support the school-wide initiatives in their respective schools (e.g., School Improvement, Safe and Drug Free Schools, other school/community resources).

Identify funding source(s) that will be utilized:

YES NO 8. School-wide discipline (i.e., school climate, safety, behavior, etc.) is identified as one of the top district goals. Attach a copy of district goals or letter of support from Superintendent’s office.

YES NO 9. The district will provide a letter from Area Superintendent(s) to participating school Principals reminding them of the training dates, requirements of attendance, stipend requirements, items needed at training, etc.

Attach a copy of the letter.

YES NO 10. Following training, the district will provide a letter from Area Superintendent(s) to participating school Principals on the importance of data collection, the need for daily use of their database system, and encourage participation of team members in ongoing training opportunities.

Attach a copy of the letter of support disseminated to Administrators.

YES NO 11. The district is aware that SWIS III is a school-based discipline data system that is not intended nor capable of replacing the current district database.

Confirm: Yes OR No List current discipline data system utilized in your district:

YES NO N/A 12. If your school district agrees to adopt SWIS III for participating schools, then the district agrees to provide the participating schools computer access to Internet, and at least Netscape 6 or Internet Explorer 5.

Confirm available Internet access: Netscape ____ OR Internet Explorer ____ (Please remember that SWIS training is OPTIONAL and follows successful completion of school-wide training)

YES NO N/A 13. If your school district agrees to adopt SWIS III for participating schools, then the district will provide time for a person from your MIS department to develop query statements necessary for SWIS compatibility with your current district database.

List MIS Person and provide contact information: (Please remember that SWIS training is OPTIONAL and follows successful completion of school-wide training)

YES NO 14. The district agrees to allow the participating schools to revise/utilize a discipline referral form, problem behavior definitions, and develop a coherent discipline referral process in order to enhance data-based decision making on campuses.

Confirm: Yes OR No

YES NO 15. The district agrees to allow Florida’s PBS Project to utilize information from schools and district for future training, technical assistance activities, professional conference presentations, or submission to scholarly publications in the following format(s):

Confirm: Anonymously, without school identifiers OR With the school/district name identified

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District Action Planning

•Current Status•Strengths

– Leadership Team/Enroll

– Coordination– Funding– Visibility & Political

Support– Training Capacity– Coaching Capacity– Demonstrations– Evaluation

•Goals– Three Years– One Year– Three Months– First Steps

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School Readiness• School Readiness Packet

– Letter to Administrator– School Readiness Checklist*– School Commitment Form– Initial Benchmarks of Quality– New School Profile– PBS in Today’s Schools: Frequently Asked Questions– Coaches’ Responsibilities– Suggestions for Funding Efforts– Overview DVD– Project Brochure– Project Newsletter

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School Readiness Checklist

• Awareness presentation• Majority interested• Team formed• Establish ongoing team meetings• Pre-assessments completed• Principal commitment and active participant• School Improvement Plan• Secured funding• Identified District Coordinator• Identified PBS Coach

School Readiness ChecklistSchool: ____________________________________________________ District: _____________________________________ Date: ________________________

Complete? Items to Complete Prior to School-wide PBS Training YES NO 1. Your entire faculty including your PBS Team participated in an awareness presentation on School-wide PBS such

as viewing the overview DVD. Indicate date of presentation and presenter name(s):

YES NO 2. Majority of your faculty, staff, and administration are interested in implementing School-wide PBS. Attach documentation and/or description and results (i.e., survey form, percentage or range of faculty committed).

YES NO 3. A Positive Behavior Support (PBS) Team is formed and has broad representation (including some School Improvement Team members, a behavior specialist or team member with behavioral expertise, administrator(s), guidance counselor, and regular and special education teachers).

Attach School Commitment Form.

YES NO 4. PBS Team commits to meet at least once a month to analyze and problem-solve school-wide data. Describe when you meet or plan to meet (days, location, and time) throughout the school year:

YES NO 5. PBS Team has reached consensus and completed the PBS Initial Benchmarks of Quality and New School Profile. Attach a recent copy of the completed Initial Benchmarks of Quality and New School Profile.

YES NO 6. Principal commits to School-wide PBS and is aware that PBS is a 3-5 year process that may require ongoing training and/or revisions of the school’s PBS Plan. Please provide Principal signature(s) here:

YES NO 7. Principal or AP who is responsible for making discipline decisions will be an active participant on the PBS Team and agrees to attend all days of the School-wide Training.

List participating Administrator(s) here:

YES NO 8. A School Improvement Plan exists that includes school-wide discipline (i.e., behavior, school safety, school climate) as one of the top school goals.

Attach a recent copy of the School Improvement Plan that only addresses behavior, safety, and/or climate. Also attach a copy of your School’s Mission Statement.

YES NO 9. School has allocated/secured funding from their district to support their school-wide initiatives. Identify funding source:

YES NO 10. List the name of your PBS District Coordinator:

YES NO 11. PBS Coaches or Facilitators have been identified by the PBS District Coordinator to receive additional training and actively participate in the school-wide initiatives.

Name of the person who will be your PBS Coach:

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Successful Activities

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Pre-Training Steps

• Administrator must express buy-in• Identify volunteers for team

– May or may not have staff presentation• Form team• Team identifies areas to target in

upcoming year– Buy-in, specific setting, parent support– Use data

• Formulate implementation plan

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Small Scale Implementation

• Have an implementation plan– Team meetings– Weekly, monthly rewards– Least amount of work for faculty

• Focus on one setting or behavior– Use data to determine starting point

• Small reward component

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Building Staff Buy-In

• Main focus of activities prior to training• May take a year or longer to obtain 80%• Ensure involvement of all stakeholders

– Parents– Students

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 comm

ittee meet m

onthly, and develop a plan. 2.

Data system

in place, report back to staff 3.

Teachers share effective classroom

managem

ent techniques. 4.

Clear referral process, com

munication, consistency, feed back.

5. School w

ide rules implem

ented. 6.

Plan for playground supervision. 7.

20% decrease of total num

ber of referrals. 8.

Support staff are trained and participating. 9.

Increase instructional time.

10. Effective set of consequences w

hen dealing with challenging

behaviors 11. S

ystem of rew

ards in place for positive behavior.

GOALS

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Getting, Keeping, and Maintaining Staff Buy-In

• Least amount of work for those not on team

• Big bang effect—small focus with largest effect

• Share data and celebrate success• Reward staff behavior• Survey staff AND make changes based on

survey results

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Student, Parent, & Faculty Input

• What are the top behavior concerns on campus?

• What consequences should be used for problem behavior?

• What expectations and rules should the school focus on?

• What types of rewards should the school use?

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Student and Parent Involvement

• Key stakeholders • Get input and make changes based on

results• Student buy-in will change faculty behavior• Parental support will foster relationships

between school, students, and faculty– Greater support for administrative and faculty

decisions

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Team Training

• Throughout year of pre-training, assist team to:– Use data– Use the problem-solving process

• Behavior and academics

– Identify weak system components– Learn and use principles of behavior

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Role of TA Provider

• Must build rapport with faculty– Spend time on campus observing, listening to

faculty concerns– Allow faculty to feel as is “their own”

• Cannot come in and tell what to do• Assist them in seeing problems and identifying

solutions

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Post-Training

• Cannot withdraw assistance• Will need greater support than other

schools– Present at team meetings– Assistance in implementing, using data,

problem-solving process• Fade assistance out systematically

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Florida’sPositive Behavior Support

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

• Phone: (813) 974-6440

• Fax: (813) 974-6115

• Email: flpbs@fmhi.usf.edu

• Website: http://flpbs.fmhi.usf.edu