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School-Wide Positive Behavior Interventions & Support

School-Wide Positive Behavior Interventions & Support

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School-Wide Positive Behavior Interventions & Support

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  1. School-Wide Positive Behavior Interventions & Support

  2. Goals for today • Review SWPBIS & connect with your expectations matrix • Think systems • Learn a few “new” behavior strategies to implement this year • K-12 how to get student attention • How students should get your attention • Following instructions • Specific Praise • Active/systematic supervision • Identify future social skills to be implemented K-12 • Additional social skills you may choose to implement in your classroom • Identify learning teams to work on various components of SWPBIS throughout the year

  3. Assess the social culture in your school

  4. Identify Some School Issues that Contribute to Problem Behavior (antecedents)

  5. Getting student attention “attention getter” • “May I have your attention please.” • Stop • Look • Listen • Do • Verbal, non-verbal, used 100% of the time • When & how will you teach? • Strive for your best

  6. Students getting teacher attention • Look at the teacher. • Raise your hand. • Wait until the teacher says your name. • Ask your question in a pleasant voice. • When & how will you teach? • Responsibility & Respect

  7. How to follow instructions • Look at the person • Say “Okay.” • Do what you have been asked • Check back • When & how will you teach? • Responsibility & Respect • Mr. Droescher’s thoughts on this topic

  8. Systems Thinking • Systems have an aim. Without an aim, you have no system. • A system will have a common language, a consistency. • Systems are intentional • General contractor & independent contractors • Systems have “non-negotiables” • If you plant yellow corn. You get….?

  9. Benchmarks of Quality (BoQ)

  10. RtI is… “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educations decisions” (Batsche et al., 2005)

  11. Students, Staff, & Settings

  12. Why a 3-Tier Model Summary Importance Helps clarify and increase awareness of behavioral norms Provides a framework for a range of supports for students with behavioral or social-emotional difficulties Decreases the risk for behavior problems Is more cost effective and less time intensive than waiting to intervene • Provides a framework for a continuum of services for all students • Addresses the needs of students at-risk before they fall significantly behind in the classroom • Encourages accountability and data-based decision-making through screening and progress monitoring

  13. What is School-wide Positive Behavior Support? • School-wide PBS is: • A systems approach for establishing the social culture and behavioral supports needed for a school to be an effective learning environment for all students. • Evidence-based features of SW-PBS • Prevention • Define and teach positive social expectations • Acknowledge positive behavior • Arrange consistent consequences for problem behavior • On-going collection and use of data for decision-making • Continuum of intensive, individual intervention supports. • Implementation of the systems that support effective practices

  14. Logic for School-wide PBS • Schools face a set of difficult challenges today • Multiple expectations (Academic accomplishment, Social competence, Safety) • Students arrive at school with widely differing understandings of what is socially acceptable. • Traditional “get tough” and “zero tolerance” approaches are insufficient. • Faculty come with divergent visions of effective discipline • School-wide discipline systems • Establish a social culture within which both social and academic success is more likely

  15. WHY CONSIDER SWPBSSWPBS benefits our students, staff, families? • Reduction in problem behavior • Increased attendance and academic engagement • Improve academic performance • Reduction in referrals to special education • Improve family involvement in school • Improved perception of school as a “safe environment” • Improved perception of teacher efficacy

  16. Traditional Discipline versus PBS Traditional Discipline: • Goal is to stop undesirable behavior through the use of punishment • Focuses on the student’s problem behavior • Reactive-address after “it” happens • “Get tough” & “Zero tolerance” policies • Layer on staff to monitor & supervise • More attention paid to problem behaviors • Discipline = ODR, suspension, expulsion • Lopsided focus on academics. Positive Behavior Support: Goal is to stop undesirable behavior by: • Replacing with a new behavior or skill • Altering environments • Teaching appropriate skills • Rewarding appropriate behavior

  17. Guiding Principles • Student misbehavior can be changed. • Environments can be created to change behavior. • Changing environments requires change in adult behavior. • Adult behavior must change in a consistent and systematic manner. • Systems of support are necessary for both students and adults. • Can you & your staff accept the above philosophy/beliefs? • Do these represent a paradigm shift?

  18. What is your district’s Mission/Purpose & Vision?

  19. “If a child doesn’t know how to read, we ___? • If a child doesn’t know how to swim, we ___? • If a child doesn’t know how to multiply, we ___? • If a child doesn’t know how to drive, we ___? • If a child doesn’t know how to behave, we __? or __? • Why can’t we finish the last sentence as automatically as we do the others?” • John Herner (NASDE President ) Counterpoint 1998, page 2

  20. Systems Perspective • SWPBS is evidence based • All S___, All S___, All ___ • If you plant yellow corn you will get ____. • Put good in…get good out. • Systems have an aim. Absent an aim you have no system.

  21. Broad Phases • Consensus • Infrastructure development • Implementation • Sustainability • The way you do business/non-negotiabe

  22. Stats • Students with Emotional/Behavior Disorders: • 1-5% account for over 50% of ODR’s • GPA of 1.4 • Absent an ave. of 18 days of school per year • 50% arrested within 1 year of school ending • %8% dropout rate • Of those that drop out, 73% are arrested within 2 years • 68% are unemployed up to 5 years after school • ED girls: 8 times more likely to get pregnant during teenage years than typically developing girls

  23. The Challenge • Punishing problem behaviors (without a proactive support system) is associated with increases in (a) aggression, (b) vandalism, (c) truancy, and (d) dropping out. • Mayer, 1995 • Mayer & Sulzar-Azaroff, 1991

  24. Why do students misbehave?

  25. Gain attention #1 • Adult & peer • Relationships! • Avoidance (task too hard, too easy, boredom, don’t like kids in their group, tired, don’t care…could be a conscious choice or not • Don’t know how • Don’t have the skills or knowledge • Don’t understand, lack of clarity • They can’t (ADD, ADHD, Autism, Asperger, communication impairment, neurological impairment, ODD, conduct disorder, etc…)

  26. Behavior Data What data do you already collect? When/how is the data analyzed? Is the data used to make adjustments?

  27. Students with 2 or more office referrals graph generated by SWIS (demo site)

  28. Impact From 10.4 per day To 1.6 per day MU College of Education — 140 years of discovery, teaching and learning

  29. Data Activity & Cost/Benefit Analyzer

  30. Establishing a Social Culture Common Language MEMBERSHIP Common Experience Common Vision/Values

  31. Building Staff Consistency Activity/Hand Out

  32. Teaching Expectations When & how?

  33. Reinforcement/Acknowledgment System • Every faculty and staff member acknowledges appropriate behavior. • 4 to 1 ratio of positive to negative contacts • System that makes acknowledgement easy and simple for students and staff. • Different strategies for acknowledging appropriate behavior (small frequent rewards more effective) • Beginning of class recognition • Raffles • Open gym • Social acknowledgement • Mr. Offner’s thoughts on positive comments/interactions

  34. BTEM “Specific Praise” 4 to 1

  35. Specific Praise • Reinforcing students when they make good choices is an important as correcting them when they make a mistake. When correcting a problem behavior, acknowledge any appropriate responses or actions the student takes. • Recognizing any effort the student makes and reinforcing behavioral approximations (doing some of the steps to a skill or positive behavior) can help the student regain self-control and maintain appropriate behaviors. • “Emily, thank you for getting to class before the bell rang and talking quietly when you entered.” • Practice scenario handout

  36. School Improvement Non-Negotiables Philosophy Data SPED Systems & Structures HAL Process vs. Event SocialSkills Collective Understanding Leadership R t I ILCD Culture Technology Community Behavior Management Curriculum Assessment Instruction Mission

  37. When Jeffie was a supervisor of the hallway story. Systematic/Active Supervison

  38. Summary • School-wide PBIS is an approach for investing in making the school a more effective social and educational setting for all students. • Core features of RTI are an effective framework for improving Behavior and Academic Support

  39. The “ripple effect”, pond scum, & Kool Aide

  40. Boys Town Education Model (BTEM) • “12 social skills of a compliant student” • Review • Determine order of teaching to your kids • BTEM main social skills (use as you want for now)

  41. Related Concepts • Non-negotiables • ALL S, S, S • Systemic • Intentional • Common sense to common practice • Proactive • Common language • Clear expectations • “We have a great staff that wants to get better!” • Catch ‘em being good

  42. Essential Elements • 3-5 school-wide expectations • SWPBS leadership team • When & how to teach • Acknowledgement/reinforcement system • Consistent consequences/structure • Discipline/referral process • Analyzing data