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Universal 100Universal 100Conceptual FoundationsConceptual Foundations
Data AnalysisData AnalysisDeveloping Behavior ExpectationsDeveloping Behavior Expectations
SWPBSDay 1: Universal Curriculum
Outcomes
• Acquire an understanding of what Schoolwide Positive Behavior Support (SWPBS) is and is not.
• Analyze qualitative and quantitative data.
• Develop behavioral expectations and behavioral matrix with full faculty input.
2
What Teachers Tell Us About Challenging Behaviors in School
Disrespect, non-compliance, and simple disruptions are the most time consuming and frequent behavior problems we face
Behavior is the most difficult issue we deal with on a daily basis
In our university preparation, dealing with problem behaviors is the thing for which we were least prepared
3
• Children coming to school with skill deficits, learned inappropriate social interaction strategies, lack of opportunity to practice pro-social skills at home and in their communities
• Rates of problem behavior continue to increase
• Educators engage in discipline practices that do not change behavior. “Getting tough” on discipline (To lead by example)
•Biglan 1993, 1995, Dishion & Andrews 1995, Dishion, Patterson, Stoolmiller, & Skinner 1991, Patterson, Reid, & Dishion, 1992
•Koop & Lundberg, 1992
•Myer 1995, Meyer & Butterworth 1997, 1981, Myer, Nafpaktitis, Butterworth, & Hollingsworth, 1987
Current trends
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Academics/Behavior Connection
• Identified poor readers at fourth grade have a 88% probability of remaining a poor reader forever Juel, 1988
• Students with a history of chronic and pervasive behavioral problems and associated academic deficits are more likely to go to jail than to graduate from high school Walker et al., 1995
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The Prognosis• Students with academic failure and problem
behaviors likely will drop out of school and:– be involved with the corrections system– be single parents– be involved with the social services system– be unemployed– be involved in
automobile accidents– use illicit drugs
Centers for Disease Control, 1993Duncan, Forness, & Hartsough, 1995
Carson, Sittlington, & Frank, 1995Wagner, D’Amico, Marder, Newman,
Blackorby, 1992Jay & Padilla, 1987
Bullis & Gaylord-Ross, 19916
Our Solutions…
PLAN A:
PLAN B: Magic Fairy DustGet rid of the bad apples
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Challenge
8
Consider this…
Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is unethical for adults
to punish………Rob
Horner
04/21/23 99
•Mayer and Sulzer-Azeroff 1999
• Punishing problem behavior without a positive school-wide system of support, are associated with increases in:– Aggression
– Vandalism
– Truancy
– Tardiness and
– Dropouts
Likely Results of Punitive Practices
04/21/23 1010
Our Solutions…
PLAN A:
PLAN B:
PLAN C:
Magic Fairy Dust
Get rid of the bad applesA professional development day
11
Training Outcomes Related to Training Components
Training Outcomes
Training Components
Knowledge of Content
Skill Implementation
ClassroomApplication
Presentation/ Lecture
PlusDemonstration
Plus Practice
Plus Coaching/ Admin SupportData Feedback
10% 5% 0%
30% 20% 0%
60% 60% 5%
95% 95% 95%
Joyce & Showers, 200212
Our Solutions…
PLAN A:
PLAN B:
PLAN C:
PLAN D:
Magic Fairy Dust
Get rid of the bad applesA professional development day
Take a systems-level approach to student (and adult) behavior
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Need
• Framework to anchor all school improvement initiatives
• Common language, common logic
SWPBS
14
SWPBS is
15
What’s In It For Me?
• Increased instructional time
• Less time on setting limits
• Better school climate
• Ownership of SW-System
• Use of data for decision making
• Efficient use of resources/time
• Community of Practice
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Gallup survey on work satisfaction
For Employees I know what is expected of me at
work. I have the materials and equipment
I need to do my job right. In the last seven days, I have
received recognition or praise for doing good work.
My supervisor or someone at work, seems to care about me as a person.
There is someone at work who encourages my development.
The mission/purpose of my company makes me feel my job is important.
What if We Reword it for Students
• I know what is expected of me at school.
• I have the academic and social skills I need to succeed.
• At school today, I received recognition or praise for doing good work or behaving appropriately.
• My teacher or someone at school seems to care about me as a person.
• There is someone at school who encourages my development.
• The mission/purpose of the school makes my effort seem important.
“What the Worlds Greatest Managers Do Differently”-- Buckingham & Coffman 2002, Gallup
Interviews with 1 million workers, 80,000 managers, in 400 companies.
04/21/23 1717
SYST
EMS
PRACTICES
DATASupportingStaff behavior
SupportingDecisionMaking
SupportingStudent behavior
PositivebehaviorSupport OUTCOMES
Social Responsibility &Academic Achievement
Not specific practice or curriculum…it’s ageneral approach
to preventing problem behavior and encouraging
prosocial behavior
Not limited to anyparticular group of
students…it’sfor all students
Not new…its based onlong history of
effective educationalpractices & strategies
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Primary Prevention:School-/Classroom-Wide Systems for
All Students,Staff, & Settings
Secondary Prevention:Specialized Group
Systems for Students with At-Risk Behavior
Tertiary Prevention:Specialized
IndividualizedSystems for Students
with High-Risk Behavior
~80% of Students
~15%
~5%
CONTINUUM OFSCHOOL-WIDE
INSTRUCTIONAL & POSITIVE BEHAVIOR
SUPPORT
ALL
SOME
FEW
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Classroom
Non-classroom Family
Student
School-w
ide
PositiveBehavior Support
Systems
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Establishing a Social Culture
Common Vision/Values
Common Language
Common Experience
MEMBERSHIP
21
Positive School Climate
• Maximizes academic engagement and achievement• Minimizes rates of rule violating behaviors• Encourages acts of respectful and responsible
behaviors• Organizes school functions to be more efficient,
effective, and relevant• Improves supports for students with disabilities and
those places at risk of educational failure
22
Video Time
• Florida PBS video
http://flpbs.fmhi.usf.edu/PBS_DVD.cfm
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SWPBS: The Process Starts with a Team
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Have you ever beena part of this team?
• No agenda is prepared• Meeting starts late• No time schedule has been set for the meeting• No one is prepared• No facilitator is identified• No one agrees on anything• No action plan is developed• Everyone is off task• Negative tone throughout the meeting
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A School-based PBS Team
• Administrator(s) committed and actively participates on the team
• PBIS team should remain small (3-8 members)
• Broad representation
• Consider core team vs. subcommittees
26
School PBS Team Tasks
• Develop the school-wide PBS action plan• Monitor behavior data• Hold regular team meetings (at least monthly)• Maintain communication with staff and coach• Evaluate progress• Report outcomes to Coach/Facilitator & District
Coordinator
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What makes a successful meeting?
1. Defined roles, responsibilities and expectations for the meeting
2. Start & end on time
3. 75% of team members present & engaged in topic(s)
4. Agenda is used to guide meeting topics
5. System is used for monitoring progress of implemented solutions (review previous meeting minutes)
6. System is used for documenting decisions
7. Members come prepared for meeting & complete during the meeting responsibilities
8. Next meeting is scheduled
9. All regular team members (absent or present) get access to the meeting minutes within 24 hours of the meeting
10. Decision makers are present when needed
11. Efforts are making a difference in the lives of children/students.28
ACTIVITY
Identify functions of team
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Identify Team Functions
• Leading
• Recording
• Managing data
• Decision-making
• Communicating
• Coaching
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TIPS model
Team Implemented Problem Solving
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TIPS: Team Initiated Problem Solving
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PBIS Team Meeting Minutes and Problem-Solving Action Plan Form
Today’s Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Next Meeting: Date, time, location: Facilitator: Minute Taker: Data Analyst:
Team Members (bold are present today)
Today’s Agenda Items Next Meeting Agenda Items01. 02. 03.
1. 2.
Information for Team, or Issue for Team to Address
Discussion/Decision/Task (if applicable) Who? By When?
Administrative/General Information and Issues
Implementation and EvaluationPrecise Problem Statement, based on review of
data(What, When, Where, Who, Why)
Solution Actions (e.g., Prevent, Teach, Prompt, Reward, Correction, Extinction,
Safety)Who? By When?
Goal, Timeline, Decision Rule, & Updates
Problem-Solving Action Plan
Our RatingYes So-So No
1. Was today’s meeting a good use of our time?2. In general, did we do a good job of tracking whether we’re completing the tasks we agreed on at previous meetings?
3. In general, have we done a good job of actually completing the tasks we agreed on at previous meetings?4. In general, are the completed tasks having the desired effects on student behavior?
Evaluation of Team Meeting (Mark your ratings with an “X”)
33
34
35
36
Data Analysis
Self Assessment and Safety Surveys
Office Discipline Referrals
37
0
20
40
60
80
100
Num
ber
of S
tudents
1 2 3 4 5 6 7 8 9 10111213141516171819
Number of Referrals
Students per Number of Referrals
0
5
10
15
20
Ave R
efe
rrals
per
Day
Sept Oct Nov Dec Jan Feb Mar Apr May Jun
School Months
Office Referrals per Day per MonthThis Year
0
10
20
30
40
50
Num
ber
of R
efe
rrals
Lang Achol ArsonBombCombsDefianDisruptDressAgg/fgtTheftHarassProp D Skip Tardy Tobac Vand Weap
Types of Problem Behavior
Referrals per Prob Behavior
0
20
40
60
80
Num
ber
of O
ffic
e R
efe
rrals
Bath RBus A Bus Caf ClassComm Gym Hall Libr Play G Spec Other
School Locations
Referrals by Location
0
10
20
30
40
50
Num
ber
of R
efe
rrals
7:00 7:30 8:00 8:30 9:00 9:30 10:0010:3011:00 11:3012:0012:30 1:00 1:30 2:00 2:30 3:00 3:30
Time of Day
Referrals by Time of Day
Cafeteria Class Commons Hall
12:00
Lang.
Defiance
Disrespect
Harrass Skip
38
Video Time
• Florida PBS video
http://flpbs.fmhi.usf.edu/PBS_DVD.cfm
39
pbisassessment.org
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Self-Assessment Survey (SAS)
Question 2: What is current staff perceptions and needs regarding
implementation status?
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SAS
Examines perceived status and need for improvement of four systems
• School-wide discipline systems
• Non-classroom management systems (e.g., cafeteria, hallway, playground),
• Classroom management systems
• Systems for individual students engaging in chronic problem behaviors
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SAS
Provides data pertaining to:• Initial/baseline assessment (annually in subsequent years)
• Annual action planning
• Internal decision making
• Impact of interventions over time
• Awareness of building staff
• Team validation
44
SAS
45
• Assesses risk factors and response plans for school safety & violence
• Helps school leaders evaluate– The extent to which the school provides a safe learning
environment– Training and support needs related to school safety and
violence prevention and – Responses to violence and the effectiveness of protective
measures
School Safety Survey
46
School Safety Survey
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SSS Reports
• Individual Respondent Reports
• Comparative Yearly Summaries
48
Behavioral Expectations
• Positively stated
• Easy to remember
• Clearly defined
• Tell students what TO do rather than what not to do
49
Universal Practices1.SW behavioral
expectations2.Active teaching of
expectations3.Acknowledgement
system4.Continuum of
consequences5.Databased
decision making~80% of Students
ALL
50
Janney Jaguers Jan 06
Getting “Paw’d” with “Paws-itives”
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53
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Behavior Matrix
The Roadmap for the Team’s Focus and Cool Tool Development
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Behavioral Matrix
Defines the expected behaviors for specific settings hallways, classrooms, gym, cafeteria, commons, bus loading, bathrooms,
assemblies, playground, etc.
Defines the procedures for specific settings
Creates the curriculum that will guide the teaching of expected behaviors.
Enhances communication among staff and between students and staff.
56
School-Wide Behavioral Matrix
Guidelines: State expectations positivelyUse common and few wordsShow what the behavior “looks like”
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Example Mark Twain Jaguar Rules
Hallways Cafeteria Playground Bathroom
RESPECTSelf
Walk at all times.
Eat your food only.Walk carefully to return trays.
Stay in assigned area.Get help when it is needed.
Quietly wait your turnKeep to yourself.
RESPECTOthers
Voices off and arms folded.Single file lines.Jaguar waves only.Stay in order when in line.
Be polite and use good manners.Use kind words and quiet voices.Stay in order when in line.
Play by the rules.Take turns and share equipment.Use polite language
Walk in and out quietly.Voices off.Open stall doors slowly.
RESPECT the
Environment
Eyes only on displays.
Be quiet after ten minute warning. Clean up your own space.
Line up when signal is given.Pick up litter that you see.
Use toilets, sinks, and dryers correctly.Keep bathroom clean.
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SW Expectations DefinedSW Expectations DefinedRAH – at Adams City High School
(Respect – Achievement – Honor)
RAH Classroom Hallway/Commons
Cafeteria Bathrooms
Respect Be on time; attend regularly; follow class rules
Keep location neat, keep to the right, use appropriate lang., monitor noise level, allow others to pass
Put trash in cans, push in your chair, be courteous to all staff and students
Keep area clean, put trash in cans, be mindful of others’ personal space, flush toilet
Achievement Do your best on all assignments and assessments, take notes, ask questions
Keep track of your belongings, monitor time to get to class
Check space before you leave, keep track of personal belongings
Be a good example to other students, leave the room better than you found it
Honor Do your own work; tell the truth
Be considerate of yours and others’ personal space
Keep your own place in line, maintain personal boundaries
Report any graffiti or vandalism
59
60
Designing Lesson Plans and
Acknowledgement Systems
Consider this…
Until we have defined, taught, modeled, practiced, reinforced and re-taught, it is
unethical for adults to punish……… Rob Horner
8/24/2010 62
Teaching Expectations
8/24/2010 63
Once you have developed school-wide expectations, it is not enough to just post
the words on the walls of the classroom…
YOU MUST TEACH THEM!
My School’sExpectations…
1. Be Safe2. Be Responsible3. Be Respectful
8/24/2010 64
8/24/2010
Procedures for Academic Problems• Assume the student has learned
the wrong way• Assume student has been taught
(inadvertently) the wrong way• Diagnose the problem• Adjust presentation, use
effective instructional strategies, provide feedback, practice and review
• Assume student has learned the skill
Procedures for Behavioral Problems• Assume student refuses to cooperate• Assume student knows what is right
and has been told often enough• Provide more negative consequences
withdraw student from normal context
• Provide more negative consequences maintain removal from normal context
• Assume student has learned his/her lesson
65
The Behavior-Instruction ConnectionDarch & Kame’enui (2004)
Behavioral Errors
• More often occur because:
o Students do not have appropriate skills- “Skill Deficits”
o Students do not know when to use skillso Students have not been taught specific classroom procedures and routineso Skills are not taught in context
8/24/2010 66
Why Develop a System forTeaching Behavior?
• Behaviors are companion for academics.
• Procedures and routines create structure.
• Repetition is key to learning new skills.
8/24/2010 67
Why Develop a System forTeaching Behavior?
• We can no longer assume:
o Students know the expectations/rules
o Students will learn appropriate behaviors without practice and modeling
• We must assume:
o We need to teach expectations/rules
o Students will need to practice appropriate behaviors
8/24/2010 68
Teaching the Behavior Matrix
Lesson Plan Formats
69
Teaching Behavior Skills
1) State behavioral expectations and why needed-student buy-in2) Specify student behaviors (rules)3) Model appropriate student behaviors4)Check for Understanding5)Model Non-examples6) Students practice appropriate behaviors7) Reinforce/acknowledge appropriate behaviors
8/24/2010 70
Behavior Lesson Format
• Openingo Motivationo Assessment of Prior
Knowledgeo Setting of
Goal/Expectations
• Bodyo Active Modeling
examples/non-examples
o Prompting/Cueing o Guided Practice with
Feedback
• Closeo Repeated Independent
Practiceo Fading of Prompts/Cueso Systematic Error
Correction Procedures
I DODemonstrate
WE DOGuided practice
YOU DOIndependent practice
8/24/2010 71
What Are Cool Tools?
Cool Tools are behavioral lesson plans that structure how staff teach the expected behaviors from the school-wide behavioral matrix
8/24/2010 72
Behavioral Lesson PlanName of Setting or Skill________________________
School-wide expectation/s addressed:
1) Explain expectations & why needed2) Check for student understanding/buy-in (ask some ???s)3) Model examples4) Check for student understanding/buy-in5) Adult/s model non-examples6) Check for student understanding/buy-in7) Model examples1. Students practice
Template Available
8/24/2010 73
Direct Instruction Lesson Sequence
OPENING• Motivation
• Statement of goal
• Review of prior knowledge
BODYModel: “I DO”
• Presentation of new materials in small steps• Consistent, clear, slow and repetitive • Presentation of examples and non-examples
Prompt: “WE DO”• Consistent and/or simultaneous with the model• Questioning and checking for understanding with responses from all
Check: “YOU DO”• Do one and stop• Monitor closely• Provide feedback, repetition, and reinforcement
CLOSE• Review, preview• Independent practice to mastery• Guided practice with feedback and reinforcement
8/24/2010 74
Examples of Lesson Plan Formats
Teaching Expectations • Annotated Behavior Lesson Format• Behavioral Lesson Plan• Building Expectations Sample Lesson
Plan• Cool Tools• Direct Instruction Lesson Sequence
***Handout Packet
8/24/2010 75
ACKNOWLEDGEMENT SYSTEMS
8/24/2010 76
What Does Acknowledgement Mean?
• Reinforcemento “Any action that follows a behavior and
increases the likelihood of future occurrence of behavior.”
• Verbal, tangible, special privilege, social
77
Advantages of anAcknowledgement System
• Provides a versatile/varied means of communication with each student, as well as a group of students
• Structures interactions in a consistent manner
• Provides representation for student of his/her progress
• Highly visible means of reinforcing behavior, school-wide (for staff, as well as students)
8/24/2010 78
Acknowledgement System What is it?
• A ticket, stamp, hole punch or other VISIBLE object:
• given to the student (+ reinforcement) and paired with specific verbal feedback and …
8/24/2010 79
Acknowledgement SystemWhy do it?
• Provides instant reinforcement for desired behaviors
• Focuses attention on desired behaviors
• Provides a reminder to staff to pay attention to and reinforce desired behaviors
8/24/2010 80
Acknowledgement System Who should do it?
Anyone and everyone working in the school!
Don’t forget…. office staff, custodians, cafeteria staff, substitutes
8/24/2010 81
Acknowledgement System Where should it be used?
• Must be used in common areas:o Hallwayso Cafeteriao Entrance and dismissal areaso Playground and outdoor areaso Gymnasiumo Office areas (Main Office, Guidance, Nurse
etc.)o Auditorium
8/24/2010 82
Acknowledgement System When should you use it?
• Immediately following the display of the desired behavior
• Use heavily after teaching the skill at the beginning of the year
• Use throughout the school year varying the target behavior, location, group of students, etc. dependent upon your data
• Vary the degree of use dependent upon your baseline data
8/24/2010 83
Levels of Acknowledgement System
• Individual Student• Group• School• Staff
“The many levels of acknowledgement!”
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VIDEO EXAMPLEPrincipal’s 200 Club
85
Addressing Behaviors
Major vs. Minor Behaviors and the related team
decisions86
Elementary School ExampleTeacher Managed Behavior
• Attendance/Tardy – Inform parents on effect on academic performance
• Profanity directed at student• Gum chewing• Homework• No supplies• Tattling• Non-compliance• Name calling• Lying• Minor stealing• Cheating• Dress Code Violations• Minor Harassment
Office Managed Behavior• Attendance/Tardy• Vandalism• Substances• Defiance• Weapons• Profanity directed at Adults• Major disruptions• Fighting• Verbal/Physical intimidation• Major stealing• Cutting school• Wanderers• Gang Related Activity• Chronic Dress Code Violation• Harassment (including sexual)
8/24/2010 87
Middle School ExampleTeacher Managed Behavior
• Excessive talking• Attendance tardy inform parents• Off task (Disruptive)• Gum/Food/Candy• Drinks• Missing Homework• Not prepared for class• Name calling• Dishonesty• PDA• Running in Hall• Passing notes• Backtalk directed at Adults• Cheating/Plagiarism• Writing on school property
Office Managed Behavior• Attendance Tardy• Insubordination• Fighting• Vandalism• Verbal/Physical Intimidation• Weapons, threats• Gang Representation• Cutting class/school/teacher
detention• Theft• Drug Violations• Directed Profanity• Harassment (incl. sexual)• Controlled Substances• Security threat/breach• Lewd notes• Repeated Backtalk (3)• Repeated PDA• Dress Code8/24/2010 88
High School ExampleTeacher Managed Behavior• Excessive talking• Attendance tardy inform parents• Off task• Drinks/Food/Gum (with clear
expectation for your class)• Missing Homework• Not prepared for class• Inappropriate Language• Lying• Dishonesty• Dress code violating• PDA• Hallway Disruption• Passing notes• Cheating/Plagiarism
Office Managed Behavior• Attendance Tardy• Insubordination• Fighting• Vandalism• Verbal/Physical Intimidation• Weapons• Gang Representation• Cutting class/school/teacher detention• Theft• Drug Violations• Directed Profanity• Arson• Harassment • Controlled Substances• Threats• Security threat/breach• Lewd notes• Repeated/Severe Offenses
8/24/2010 89
T- CHART OF BEHAVIOR
Teacher Managed Behavior
Office Managed Behavior
8/24/2010 90
T- CHART OF CONSEQUENCES
Teacher Managed Behavior
Office Managed Behavior
8/24/2010 91
Minors vs. Majors
Flowchart
8/24/2010 92
General Procedure for Dealing with Problem Behaviors
Observe problem behavior
Problem solve
Determineconsequence
Follow proceduredocumented
File necessarydocumentation
Send referral to office
File necessary documentation
Determine consequence
Followthrough with
consequences
Problem solve
Follow documented
procedure
Write referral andEscort student to office
Follow upwith student
within aweek
Is behavior major?
Does student have 3?
NO YES
NO YES
Find a place to talk with student(s)
Ensure safety
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Documenting and Defining Minors and Majors
8/24/2010 95
MinorInappropriate languageDisruptionProperty misuseNon-complianceOther_____
Parent contact Out-of-school suspension Time in office Other________________
Avoid workObtain itemsDon’t knowOther_____
ClassroomOn busSpecial eventCommon areaOther_____
Possible MotivationLocationProblem Behavior
ConsequenceLose privilege individual instructionConference In-school suspension
Attention from peersAttention from adultsAvoid peersAvoid adults
HallwayCafeteriaLibraryRestroomOfficeParking lot
MajorAbusive languageFighting/physical aggressionHarassmentOvert defianceOther_____
Office Discipline Referral FormName: _________________________ Grade: _____ Date: _____Referring Person: ________________________Time: ________
Others involved: None Peers Staff Teacher Substitute Unknown Other
96
Data System
• Decide which behaviors are managed in the classroom and which behaviors are sent to the office
• Support teachers in designing classroom systems• Brainstorming continuum of procedures for responding to
ODRs: Verbal reprimands Detentions Community service Re-teaching of expected behavior Follow up with increased acknowledgment
• Additional responses/options for intense/chronic kids
8/24/2010 97
SWIS – Data Decision Making
98
SWIS (School-wide Information System)
Defined-SWIS is a web-based information system
for gathering, entering, summarizing,
reporting and using office discipline referral
(ODR) information
Purpose-Improve the ability of school personnel to
develop safe and effective educational environments
Cafeteria Class Commons Hall
12:00
Lang. Defiance Disrespect
Harrass Skip
100
Remember to work smarter not harder……..
101
Using the BOQ for Core Team Planning
102
Fidelity Tool - Review
BOQ- Benchmarks of Quality
103
Provisional Facilitator Roles and Duties
104
Shadow Log
105
Comments and Questions…
106
