Connecting Our Region Through PBIS

1. Connecting Our Region Through PBIS Susan Barrett Technical Assistance Center on PBIS www.pbis.org www.pbismaryland.org

2. What do teachers think ofprofessional development?**(**over 150 interviews in a wide mixture of school districts in 7 states) • Too theoretical • Doesn’t respond to real needs • Impractical • Insulting • Too little follow-up • Cultural norms oppose traditional professional development

4. 7500 Schools across 44 states implementing school-wide positive behavior support

6. Behavioral Systems Academic Systems • Intensive, Individually Designed Interventions • Strategies to address needs of individual students with intensive needs • Function-based assessments • Intense, durable strategies • Intensive, Individually Designed Interventions • Address individual needs of student • Assessment-based • High Intensity • Targeted, Group Interventions • Small, needs-based groups for • at risk students who do not respond • to universal strategies • High efficiency • Rapid response • Targeted, Group Interventions • Small, needs-based groups for at- risk students who do not respond to universal strategies • High efficiency/ Rapid response • Function-based logic • Core Curriculum and • Differentiated Instruction • All students • Preventive, proactive • School-wide or classroom • systems for ALL students • Core Curriculum and • Universal Interventions • All settings, all students • Preventive, proactive • School-wide or classroom systems for ALL students and staff Maryland’s Tiered Instructional and Positive Behavioral Interventions and Supports (PBIS) Framework 1-5% 1-5% 5-10% 5-10% 80-90% 80-90%

7. 9 Indicators of Effective Schools • 1. A clear and shared focus • 2. High standards and expectations for all students • 3. Effective school leadership • (create school culture conducive to student learning) • 4. High levels of collaboration and communication • 5. Curriculum, instruction and assessments aligned with state standards 6. Frequent monitoring of learning and teaching 7. Focused professional development 8. A supportive learning environment 9. High levels of family and community involvement Office of the Superintendent of Public Instruction, 2003

8. Big Ideas • From Professional Development to Partnership Learning Transfer of Skills and Knowledge Identify and Build from each other’s strengths

9. TEAM

10. Big Idea • Stay away from punishing work environments

11. Have you fallen off the wagon?The Terry Tate Method of Changing Adult Behavior

13. Many Begin, Many LeaveAdelman and TaylorPreparing All Education Personnel to Address Barriers to Learning and Teaching2008 Predictions of shortages of 2 million educators over the next decade… Data in the U.S. indicate about 15% of new teachers leave in the first year, 30% within three years and 40-50% within the first five years. (Smith and Ingersoll, 2003)

14. On school reform… Kauffman states “…attempts to reform education will make little difference until reformers understand that schools must exist as much for teachers as for student. Put another way, schools will be successful in nurturing the intellectual, social, and moral development of children only to the extent that they also nurture such development of teachers.” (1993, p. 7).

15. Creating Systems that Support Adults From External Commitment- • Temporary, leads to poor practices and engenders resentment To Internal Commitment- “Choice and Voice” • Permanent change, high quality practices, engenders positive attitude • Collaboration: From my classroom to my school

16. Top Ten Practices …that promote that promote fidelity and sustainability

17. 1. Get honest about issues or concerns in your building • Administrator is key!! Establish a kind of “haven”- place that individuals can get feel safe about reporting concerns, supported by school community and empowered to be a part of the decision making process- “Community of Practice” • Tools: Staff Survey, SET or BoQ, ODRs, climate surveys, satisfaction surveys • Provide data summaries within a week of return – decide best approach to deliver feedback

18. 2. Develop precision statements • Key to being efficient with limited resources

19. From primary to precise • Primary statements are vague and leave us with more questions than answers • Precise statements include information about the 5 “Wh” questions: • What is the problem and how often is it happening? • Where is it happening • Who is engaging in the behavior? • When is the problem most likely to occur? • Why is the problem sustaining?

20. Primary statement: “There is too much fighting at our school” Precise statement There were 30 more ODRs for aggression on the playground than last year, and these are most likely to occur from 12:00-12:30 during fifth grade’s recess because there is a large number of students, and the aggression is related to getting access to the new playground equipment. “ From primary to precise: An example

21. Using Data to Build Solutions • Prevention: How can we avoid the problem context? • Who, When, Where • Schedule change, curriculum change, etc • Teaching: How can we define, teach, and monitor what we want? • Teach appropriate behavior • Use problem behavior as negative example • Recognition: How can we build in systematic reward for desired behavior? • Extinction: How can we prevent problem behavior from being rewarded? • Consequences: What are efficient, consistent consequences for problem behavior? • How will we collect and use data to evaluate (a) implementation fidelity, and (b) impact on student outcomes?

22. Cranberry Station Cafeteria VIP Program • Using SWIS location data, staff identified a higher number of referrals were coming from the cafeteria. • Each day two students from every class, who demonstrate the 4rs in the cafeteria receive a coupon. • Every 2 weeks a coupon is drawn for each class. The winners will be the VIP’s for lunch the following day. The student will wear a VIP button all day, select a friend to eat lunch with them at specially decorated tables, and receive a free ice cream pass from the PTA. • Their picture will be taken and displayed in the front lobby and listed in school newsletter.

23. 3. Elements to the data process A. Establish A Coherent Process for Discipline • Behavior definitions • Minor vs. Major • Written procedures for staff • Flow chart showing process • Office referral form ( includes possible motivation) • Other tracking forms • Time during staff meetings to get agreement, learn about process and follow through all year!!

24. EMS MINOR VS. MAJOR Behaviors that DO NOT ►Require administrator involvement ► Significantly violate rights of others ► Put others at risk or harm ► Occur chronically Behaviors that DO ► Require administrator involvement ► Significantly violate the rights of others ► Put others at risk or harm ► Occur chronically ► Violate district policies or laws

26. Possible Motivation Obtain Peer Attention Obtain Adult Attention Obtain Items/Activities Escape/Avoid Peer Attention Escape/Avoid Adult Attention Escape/Avoid Items/Activity

27. Academic, Behavioral, and Functional Predictors of Chronic Problem Behavior in Elementary Grades Kent McIntosh University of Oregon 40

28. Non-target Students

31. B. Computer Application • Easy, efficient • No more than 30 seconds to enter • Able to generate reports quickly • Available in picture form (bar graphs) • Custom Reports

32. C. Data For Decision Making • Generate reports for various meetings • Action Plan • Build Precision Statements • Determine Intervention • Track Data, Continue, Modify, Terminate • Share with Faculty • Celebrate!!!!!

33. Feed them the data!! • Continuous feedback to staff- always provide data summaries –monitor progress of selected intervention, modify if necessary and celebrate successes

34. Cost Benefit Analysis CSE Instruction Time Regained

35. Positive Data • 100% of the student population have been recognized at quarterly assemblies • Nominated and received Exemplar status by MSDE for years 2004-05 and 2005-2006 • Number of behavioral referrals have significantly decreased since implementing PBIS • Staff report that fewer than 5 students are generating the highest number of referrals

36. Positive Data RME • 55 staff (over ½) have been recognized and rewarded for acknowledging students exhibiting the RRR behaviors. • 3,655 RRR coupons given from 09/05-1/06 • 400 students (90%) earned the privilege to attend each quarterly celebration • Nominated (and met criteria) for a PBIS exemplar school of the year • Number of referrals decreased from a high of 132 in November to a low of 61 in April

37. MSA Reading Data

38. MSA Math Data

39. Yearly Triangle Intensive, Individual Interventions Students with 6 or · Individual Students 2.44% 1-5% more referrals · Assessment-based · Intense, durable procedures 6.5% Students with 2-5 referrals Targeted Group Interventions 10-15% · Some Students (at-risk) · High Efficiency · Rapid Response Universal Interventions Students with 0-1 91.06% · 80-90% AllSettings Referrals (79% zero referrals) · All Students, · Preventive, proactive

40. 10% Elementary Middle High K (8-12) N = 1679 443 163 246

41. Elementary Middle High K (8-12) N = 1679 443 163 246

42. Suspension Data

43. Total Number of Office Referrals

44. 4. Recommit each year!! • Develop and recommit to team process and PBS process with staff- ask for buy- in each year- showcase results and form a plan that addresses trends seen from this school year- if you can predict it, you can prevent it….

46. 5. Develop marketing plan • Develop marketing plan to renew commitment- how will you keep it novel new and a priority in school and community? Continue to make it a priority- admin crucial- needs to continue to be a top school improvement goal- always with the design that as it becomes standard practice it will be easier each year-

47. 6. Acknowledge staff • Acknowledge staff for their work and investment in the process- make it meaningful for your staff- !! • Purple prize patrol

48. Staff Acknowledgement System

49. Oak Hill ES: Staff can recognize other colleagues by writing and posting a staff Warm Fuzzy • Stratford Landing ES: Typically hands out 8 “ Cookie and a Compliment” to recognize staff who did an outstanding job supporting PBS. Compliment is read orally with the coupon provided. • Island Creek ES: At some staff meetings, the administrators bring a dozen roses. On a first come, first serve basis, any staff member may come up and acknowledge a colleague verbally and present them with a rose. • Edison HS: On a weekly basis, a SOAR card is drawn and a teacher is acknowledged for their PBS participation and are awarded the same reward as the student winner (e.g., movie tickets, starbucks card) • Eagle View ES: In the teacher’s lounge, there is a clothesline of funny/crazy socks hanging on a whiteboard where staff can acknowledge a colleague who has done something noteworthy or nice. • Woodson Center: Staff leave a positive comment for their peers on a bulletin board and on a monthly basis one is chosen with a reward provided to the writer and recipient.

50. Ongoing RegardKegan and Lahey 2001 • Positive Comments fail when they are indirect, general and attributive How the Way We Talk Change the Way We Work