Systems Review: Schoolwide Behavior Support Cohort 5: Elementary Schools Winter, 2009
Schoolwide behavior supports: Where have we been? Part I • Positive Behavior Support (PBS) overview • Establishing commitment • Identify behavior expectations Part II • Displaying behavior expectations • Teaching Behavior Expectations Part III • Monitoring behavior • Acknowledgement systems • Correcting misbehavior
What is Positive Behavior Support? Positive Behavior Support is a set of strategies and systems to increase the capacity of schools to reduce school disruption, and educate students with problem behaviors. It includes… • Research-validated practices • Supportive administrative systems • Use of information for problem solving
Basic Evaluation Questions by School or Program • What does “it” look like now? • How would we know if we were successful? • Are we satisfied with how “it” looks? • Yes!: • Celebrate • No!: • What do we want “it” to look like? • What do we need to do to make “it” look like that? • What can we do to keep “it” like that?
Focus on the Team Implementation Process Are we meeting criteria on implementing the components of Positive Behavior Supports?
Components of Team Implementation Checklist • Establish commitment • Establish and maintain team • Self-assessment • School-wide expectations • Establish information system • Build capacity for function-based support This checklist provides a scope and sequence for implementing schoolwide behavior supports. Schools shouldn’t expect to see change in student behavior until at least 80% of items are achieved on the checklist.
Team Time Effective Behavior Support (EBS) Team Implementation Checklist (TIC) • Used as a planning guide for successful School-Wide PBS Implementation • Focuses on Building Leadership Team Activities Take 10 - minutes to complete, update, or review for accuracy your Team Implementation Checklist
Team Time Complete the Action Plan for Completion of Schoolwde Support Activities (last pages of TIC) What needs to be done to “achieve” each item that is not yet achieved? How do you celebrate achievements? How do you maintain your achievements? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done
Team Time • Pair up with another school • Report out on your plans to improve implementation based on results of the Team Implementation Checklist
Focus on the Student Outcomes Do we have the School Wide Information System (SWIS) up and running with fidelity?
Using Student Outcome data:Office Discipline Referrals and The BIG 5 • Examine office discipline referral rates and patterns • Major Problem events • Minor Problem events • Ask the BIG 5 questions: • How often are problem behavior events occurring? • Where are they happening? • What types of problem behaviors? • When are the problems occurring? • Who is contributing?
Office Discipline Referral Caution • Data reflects 3 factors: • Students • Staff members • Office personnel • Data reflects overt rule violators • Data is useful when implementation is consistent • Do staff and administration agree on office-managed problem behavior versus classroom-managed behavior?
Team Time • Within your team… • What are your concerns with accuracy of the Discipline Data you collect? • How might you improve the accuracy of this? Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done
Langley Elementary School: 478 Students, Grades K-5 Problem Identification (look at Major Discipline Referral per Day per Month on next slide) • Is there a problem with the absolute value? 478 ✔ 4.78 .34 1.63 4.78 PROBLEM- ODRs per day higher than national avg.
Langley Elementary School: 478 Students, Grades K-5 Problem Identification (look at Major Discipline Referral per Day per Month on next slide) • Is there a problem with the absolute value? • Are there trends or patterns? 478 ✔ 4.78 .34 1.63 4.78 PROBLEM- ODRs per day higher than national avg. TREND- 4 consecutive mos. of increasing trend
PROBLEM- ODRs per day higher than national avg. TREND- 4 consecutive mos. of increasing trend Happening mostly on the playground Tardiness a problem Disrespect also a problem Happening during morning and lunch recess periods About 3% of students with 2 or more ODRs, 12 students with 5 or more ODRs, 5 students with >30 ODRs
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?
Three priorities • Make sure you have a plan for meeting criteria on the team implementation checklist. • Make sure your SWIS data are accurate. 3) Analyze what you have. If you have a good start on 1 and 2 or have a good plan for that, look at your own SWIS data.
Team Time Evaluate your SWIS behavior data (use- Behavior Data Review Worksheet: Using SWIS “Big Five” Reports) If you do not have SWIS set up and running, discuss how you will do this (use- School Wide Information System (SWIS)Worksheet: Getting SWIS up and running) Please take a moment to complete the appropriate section of the Follow-Up Activity Worksheet to document the work yet to be done