Positive Behavior Interventions

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Positive Behavior Interventions
SupportsImplementation at thehigh school level
Sharon Lampros PBIS Universal Team Chair Devin
McNelly PBIS Universal Team Coach Somersworth
High School Karen Soule Superintendent of SAU
56 Somersworth, New Hampshire
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APEX II Organization
NH DOE
Youth Vision Committee
APEX II MANAGEMENT TEAM DOE, APEX, NH-CEBIS
Alliance for Community Supports (Intensive TA and
Training)
UNH Institute On Disability (PBS TA and Training)
10 APEX II high schools and sending middle schools
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APEX II Project Staff by Agency

• Alliance for Community supports
• Project Director Kathleen Abate, MS
• Intensive / PBIS facilitators
• Jon Drake
• Tara Veit
• Maureen Tracey
• Donna Couture
• Betty Santerre
• Rebecca Abbot

• Main street Academix
• William Preble, PhD
• Larry Taylor, PhD
• Student Leadership Coordinators

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APEX II ProjectPartners

• NH CEBIS
• Co-Directors
• Eric Mann. LISCSW,
• Howard Muscott, PhD.

• Youth Vision committee

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APEX- Model Assumptions

• School organization and processes are associated
  with dropout rates (school-wide issues)
  (Gottfredson, Gottfredson Hybl, 1993 Bryk
  Thum, 1989 Lee Burkham, 2001 Nelson, 1996
  Rumberger, 2001 Rutter, 1979)
• Behavioral problems in school are associated with
  a likelihood of dropping out indicator of risk.
• There is a need for alternatives/options for
  students with significant challenges including
  individualized, community-based transition and
  academic programs.

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APEX Model

• Address school-based systems/climate issues
• Positive Behavioral Interventions and Supports
  (PBIS) (Bohanon, et. al., 2004 Sugai Horner,
  1999)
• Student Leadership Development
• Address issues for students most at-risk
• Rehabilitation for Empowerment, Natural supports,
  Education and Work (RENEW) (Eber, Nelson Miles,
  1997 Cheney, Malloy Hagner, 1998 Bullis
  Cheney, 1999)

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What is PBIS?

• PBIS is a sustainable, proactive process that
  improves social, behavioral, and academic
  outcomes through positive, preventive
  evidence-based strategies, collegial and
  collaborative teaming, and data-based
  decision-making.
• Muscott Mann, 2003

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Why are we doing this?

• Effective schools
• Consistent, predictable, and positive.
• Common vision, language.
• Common set of experiences.
• For all members of the community.
• -Rob Horner, 2004

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Carrot vs. Stick

• We know
• Punishment is only effective when coupled with
  positive approaches
• We understand
• Come people see punishment as the answer to all
  problem behavior (more punishment/bigger hammer),
  while
• Others understand that punishment in the absence
  of a caring, positive climate invariably
  alienates many students
• We believe
• Positive relationships with students increases
  the likelihood that punishments, when used, will
  be effective

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PBIS Support Systems
DATA
PRACTICES
SYSTEMS
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Continuum of Positive Behavior Interventions and
Support Specialized
Tertiary Prevention
Specialized Individual Interventions (Individual
Student System)
1-7
Secondary Prevention
Support Specialized Group Interventions (At-Risk
System)
5-15
Primary Prevention
Universal Interventions (School-Wide System
Classroom System)
80-90
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Level 1 Primary Prevention

• Designed to address the whole population
• Emphasis is on reaching the approximately 80-90
  of students who do not have serious behavior
  problems or mental health needs
• Use of universal strategies to maximize
  achievement, deter problem behavior, and increase
  positive peer and adult interactions

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SHS Universal TeamBeginning Stages of
Implementation

• Representative team
• Ground rules and Member Roles
• Team process
• Team checklists
• Data present at all meetings
• Communication with Staff and Community
• Action Plan / Decision Log

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Level 1 Primary PreventionSample of
Success-Data Sells!

• 06-07 attendance 91 which was down from 05-06 of
  94
• a month after the rollout, attendance was 95
• 07-08 end of year attendance was 92.7
• 06-07 staff reported data collection was
  inconsistent at approx. 70-75
• 07-08 current staff reporting on average 85 and
  above
• 17.5 reduction in unexcused absences
• 5 reduction in skips
• 5.5 reduction in tardies

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Be Ready Be on TimeAttendance Rollout

• Name Be in Class and Be on Time
• School-wide Expectation Be Responsible
• Location Classroom
• Behavior Expectations Be There, Be Ready
• (bring pencils, books, appropriate materials)
• Definition By the time the bell stops ringing
  your entire body must be across the threshold

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?R-E-S-P-E-C-T?

• This is what is means to me

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The Data
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Rollout Time!
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Done Twice

• First Round is Universal Team with Teachers
• Second Round is Classroom Teachers with students
  in class at assigned day and time.

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1. Introduce the expectation and the
skill or behavior

• Be Respectful in the Classroom
• Dress for learning
• Use appropriate language
• Listen, speak and respond politely
• Keep surfaces graffiti free
• Keep hands off the property of others
• Keep classroom materials in the classroom

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2. Share with classroom why respect is important

• We need to recognize that everybody, including
  you, has worth and brings value to the
  classroom.
• (Nick Guadagnoli)
• FYI Seasoned teacher buy in

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3. Identify the learning strategy

• Teacher will need 4 teams of 2 or 3
• students willing to perform a skit.
• Hand out the skit cards
• Ask students to get their props.
• Students may need to improvise
• Student will not get in trouble for skit
• behaviors

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4. Have students perform skits

• Each block throughout the day received different
  skits to perform as exemplars and non-exemplars
  of expected behavior.

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• Scenario A7 Two students and a teacher
• Two students with water bottle sit at table.
• Teacher says The bell is going to ring in a
  minute. Please pick up your trash.
• Student knocks bottle off table on floor and says
  to other student What trash
• Both students get up and leave classroom, leaving
  bottles in room
• Teacher yells We will see you after school to
  clean my room
• Student slams door on the way out

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• Scenario B7 Two students and teacher
• Two students with water bottle sit at table.
• Teacher says The bell is going to ring in a
  minute. Please pick up your trash.
• First student gets up, leaving the bottle on the
  table.
• 2nd students says Hey Joeyou forgot your water
  bottle.
• 1st student says I dont need it anymore
• Student 2 responds Come back to throw it away
  then

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• Students leave room
• Teacher says Great job today cleaning up the
  trash

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5. Observation

• Following each skit, ask the class the following
  questions
• Did the skit demonstrate respect or disrespect?
• If the skit demonstrates respect, what did it
  look/sound like?
• If the skit demonstrates disrespect, what did it
  look/sound like?

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6. At the end of all of the Skits --Further
Discussion --Creation of T-chart
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T-chart

• Ask students for further examples of what respect
  looks like and sounds like in the classroom

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Review

• Review the school wide expectations for Be
  Respectful that have been recorded on your
  classroom poster
• ----------------------------------------------
• Earlier in the year, we had each staff member
  create a poster on newsprint with the classroom
  expectations and had it laminated.

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Reinforcement and Recognition

• Praise and give I got caught... ticket
• Students will turn in tickets for a daily raffle
  drawing.
• Each classroom elects a respect student of the
  week and post these in classroom.
• Each respect student of the week is eligible to
  be picked as the high school respect student
  week.
• High school respect student of the week will be
  given the opportunity for lunch with the
  principal

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When a student is not demonstrating a classroom
expectation?Re-direct the student?Ask them
to state or demonstrate the expected
behavior, ?Watch the student and ?Give
immediate feedback
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Level 2 Secondary Prevention

• Is aimed at the roughly 5-10 of students
  considered at risk for developing behavioral
  problems
• These students enter school with significant risk
  factors and are usually unresponsive to universal
  prevention strategies alone.
• The goal is two-fold
• To decrease opportunities in which high-risk
  behaviors might be fostered
• To establish effective and efficient pro-social
  repertoires that would increase their
  responsiveness to primary interventions
• Secondary interventions must be structured to
  meet needs of at-risk youth such as group
  interventions that target areas of student need
  such as substance abuse, depression/suicide, and
  antisocial behavior

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SHS Targeted TeamBeginning Stages of
Implementation

• School Initiatives, Teams, Committees Matrix
• Drop out Taskforce
• Mentoring
• Student Intervention Team
• Individualized instruction / guidance
• In School Suspension (ISS)
• Staff lead initiative goal to keep students in
  school
• Functional Behavior Assessment Training
• Target Team Referral form
• Define problem behaviors, identify triggers that
  lead to behaviors, identify reinforcers that
  maintain function of behavior, implement
  interventions to reduce problem behaviors

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Targeted Transition Flow Chart 8th Grade to
Graduation
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DAILY DATA FORM STUDENT Ineda Duhhelp Date
__________________
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• It is Inedas responsibility to
• Pick up the Daily Data Form from Mr. Cement
  during block 1
• To get each teacher to complete and sign the
  form.. In the event of a substitute covering the
  class, Ineda will also get a signature from Mr.
  Responsible or Mrs. Overloaded to verify the
  substitute.
• To bring the form home and get a parent signature
• To turn in the previous days Daily Data Form
  signed to Mr. Cement.
• Mr. Dehhelp will handle consequences if Ineda
  doesnt bring the form home
• Mr. Cement and Mrs. Overloaded will make sure a
  folder and forms are available for Ineda to pick
  up.

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Level 3 Tertiary Prevention

• Targets the 1-5 who display intense and chronic
  behavior.
• The goal of tertiary interventions is to reduce
  the frequency, intensity and complexity of
  students problematic behavior patterns and
  provide them with suitable, efficient and
  effective replacement behaviors that will compete
  with their more inappropriate ones.
• Tertiary interventions are implemented for
  students with significant needs and are adapted
  to meet individual needs.

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SHS Intensive TeamBeginning Stages of
Implementation

• APEX Consultant Jonathan Drake piloted in 06-07
  the RENEW (Rehabilitation for Empowerment,
  Natural supports, Education Work)
• worked 1-on-1 with 5 students
• 78 reduction in absences from 05-06 to 06-07
• 44 reduction in ODR in last 3 months of 06-07
• 4 out of 5 are employed at part-time jobs
• Held RENEW training spring 2008
• Currently have 7 trained facilitators
• Have identified students in need of intensive
  intervention support

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RENEW

• Person Centered Approach
• Must obtain student buy-in
• Futures Mapping for and by the student
• Your meeting
• Your life
• Your ideas
• Your goals

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RENEW continued

• Action Planning
• Setting Achievable Goals
• Job Placement/internship
• Wraparound
• Community resources
• Natural supports
• School supports
• School Interventions
• Check for success
• Develop measureable goals
• Frequently assess goals for achievement
• Revise goals if necessary

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To Recognize or To Ignore?

• We know
• Increasing positive contacts and recognizing
  students for expected behavior creates a positive
  climate and increases the chances students will
  behave as expected.
• We understand
• Some see little value in recognizing students for
  behaviors they should already know while others
  understand that recognition is a fundamental
  human need at any age.
• We believe
• High rates of positive contacts and recognizing
  expected behaviors create a welcoming and caring
  learning environment

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What are we looking for?

• As students move through our school they will
  find
• the rules are the same,
• the cues are the same and
• the consequences are the same.
• We have all felt the repercussions of this not
  being the practice in our school.

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A good objective

• 4 1
• Positive interaction Negative interaction

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Establishing a new initiative Transitioning into
culture
Low effort, low understanding
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Dont hesitate to contact us

• Sharon Lampros
• slampros_at_sau56.org
• Devin McNelly
• dmcnelly_at_sau56.org
• Karen Soule
• Ksoule_at_sau56.org