School-wide PBIS Universal Systems Year 2

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School-wide PBISUniversal SystemsYear 2

• Chris Borgmeier, PhD
• Portland State University
• cborgmei_at_pdx.edu
• www.swpbis.pbworks.com

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Team Sharing

• Review SW-PBIS Roll-out and Implementation
• Successes
• Surprises
• 1 think you learned youll change for next year
• Challenges/Questions

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Role of PBIS Team

• Monitoring Maintaining Implementation
• At least monthly team meetings
• With monthly review of data
• Regular updates with whole staff
• Re-Teaching
• Planning maintaining Acknowledgment system
  assemblies
• Monitoring Discipline Data challenging areas to
  inform action planning
• Continuing Development of PBIS intervention

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Team Process

• PBIS is active, alive -- not static
• Its not something weve done its something
  were doing
• Requires regular team meetings with a team that
  represents ALL school staff
• Team keeps PBIS alive through ongoing planning,
  support, and decision making to address needs as
  they arise
• Looking at data maintaining developing
  programs to meet needs
• Constantly asking
• What can we do to address this need?
• What can we do to decrease this trend?
• How can we improve the current programs we have
  in place?

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Priorities for this Year

1. Successful Implementation, Problem Solving
   Maintenance of School-Wide PBIS (Tier 1) system

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PBIS Assessment

• www.pbisassessment.org

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Team Activity

• Open up your School Account on www.pbisassessment.
  org
• Click on Login tab in upper right of page
• Type in your School ID
• Click the Action arrow next to Team Checklist
• As a team complete the Team Checklist on-line
• Use your results to identify action items
  develop an action plan
• Identify any other priorities related to student
  behavior/ discipline/ PBIS in your school

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Priorities for this Year

• Successful Implementation, Problem Solving
  Maintenance of School-Wide PBIS (Tier 1) system
• Using Discipline Data to inform action planning
  in PBIS Team meetings
• Continuing Development of PBIS Systems
• Implement Classroom System Supports
• Develop Pilot CICO

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School-wide Positive Behavior Support Systems
Classroom Setting Systems
CICO
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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Tertiary Prevention FBA?BSP for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE POSITIVE
BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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PRIORITY 1
Primary Prevention School/Classroom- Wide
Systems for All Students, Staff, Settings
PRIORITY 2
80 of Students
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What is planned for Year 2?
Cohort 1 Year 2 Cohort 1 Year 2
Oct. 4 Oct. 5 Tier 1 Classroom Systems Maintain Tier 1 Tier 1 Team Initiated Problem Solving (TIPS)
Jan 17 Jan 18 ½ Day Tier 1 Classroom Systems ½ Day Tier 2 - CICO Tier 2 Check-In/Check-Out
Mar 7 Mar 8 Tier 1 - Classroom Systems Tier 1 Team Initiated Problem Solving Follow-up
Apr 3 Apr 4 ½ Day Tier 1 Classroom Systems ½ Day Tier 2 CICO Tier 2 Data Teaming I-PBS
Tier 1 Team
Tier 2 Team
Tier 1 Team
Tier 2 Team
Tier 1 Team Tier 2 Team
-same team as Year 1 Same team (possibly 1 or 2) Must include -person to coordinate CICO -Behavior Specialist(s) (e.g. SPSY, SPED, Counselor)
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Who should we add to our Tier 2 team?

• Check-In/Check-Out Coordinator
• and
• Behavior Specialist(s)
• Person(s) in school involved with conducting
  behavioral assessments, developing behavior
  support plans and providing support to students
  with challenging behavior
• Often School Psychologist, Special Education
  Teacher, and/or School Counselor

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CICO Coordinator Responsibilities

• Organize coordinate implementation of CICO
  system
• Coordinate check-in and check-out
• Possibly do Check-in check-outs
• Lead meetings
• Enter data daily (or monitor daily data entry)
• Organize summarize student data for meetings
• Problem solve challenges to implementation of
  CICO
• Establish rapport with students
• Provide training to all students before they
  begin CICO
• Contact person for caregivers
• Process requests for assistance

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CICO Coordinator

• Examples

• Non-Examples

• Social worker
• Counselor
• Special Education teacher
• Paraprofessional

• Principal
• Classroom teacher
• Any individual responsible for discipline

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Team Task

• Who will you add to your Tier 2 Team?
• CICO Coordinator
• Behavior Specialist
• Questions for Year 2 planning implementation

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Classroom SystemsSchool-wide PBIS
Chris Borgmeier, PhD Portland State
University cborgmei_at_pdx.edu www.pbisclassroomsyst
ems.pbworks.com
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School-wide Positive Behavior Support Systems
Classroom Setting Systems
Nonclassroom Setting Systems
Individual Student Systems
School-wide Systems
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Match Need to Intervention
Challenge embedding in a SW approach v.
focusing only on individuals

• Different staff will require different levels of
  Classroom Support
• Systems approach is required for successful
  implementation at ALL levels of support

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Non-example Action Plan Strategies

• Purchase distribute classroom management
  curriculum/book
• Discuss at faculty meeting
• Bring in CM expert for next months ½ day
  in-service
• Observe in effective classroom
• Observe give feedback
• What is likelihood of change in teacher
  practice?
• (Sugai, 2006)

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Example Action Plan Strategies

• Build on SW System
• Use school-wide leadership team
• Use data to justify
• Adopt evidence based practice
• Teach/practice to fluency/automaticity
• Ensure accurate implementation 1st time
• Regular review active practice
• Monitor implementation continuously
• Acknowledge improvements
• (Sugai, 2006)

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Classroom SystemsBuilding Capacity v. One Shot
Support

• Build systems to support sustained use of
  effective practices
• SW leadership team
• Regular data review
• Regular individual school action planning
• Regular support review
• To begin school year throughout school year

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Team Discussion

• Reflect on a School-wide Model for Classroom
  Support
• What ideas/questions/suggestions do you have
  about how to implement supports in an effective
  and feasible way

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Classroom Systems Focus School-wide Support
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Classroom Practices Self Assessment

• Have staff complete the Classroom Practices Self
  Assessment
• Available on-line
• Plan to complete 3 times per year
• Fall/ Winter/ Spring
• Team collects data to
• Strategically guide decision making re Profl
  Devt
• Identify staff development topics/ areas of
  common need
• Monitor progress

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Classroom Practices Self-Assessment
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When Giving the Survey

• Make sure staff understand this is NOT an
  evaluative tool
• Encourage honest evaluation of individual
  practices
• Anonymous responses are likely to increase
  accuracy of responses
• Recommended to preview each of the items on the
  survey so staff have a clear understanding of
  what the item is asking staff to evaluate
• Explain how the data will be used to target
  specific needs for staff development with the
  School-wide Goal of improving classroom practices

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Data Summaries

• Graphs Summary
• How to read the data

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Percent of Participating Staff
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Team Discussion

• Review your school Data
• Prioritize Practice to focus on to support
  implementation
• Note Based on data across schools, weve
  developed materials to support PreCorrection

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Classroom Systems Team Implementation
Support
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Supporting Effective Classroom Practices

• Most Evidence-Based Classroom Practices are not
  challenging to implement. and are pretty easily
  described and understood
• The Challenge is using the practices consistently
  over time, doing the little things consistently.
  Building Habits

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• The Power of Habit Why we do what we do in life
  and business
• Charles Duhigg
• Video Intro

2 on NY Times Bestseller List on March 18th 2012
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The Habit Loop from The Power of Habit
A habit is a formula our brain automatically
follows When I see a CUE, I will do ROUTINE in
order to get a REWARD.
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Steps to Changing your Habits

• Identify your Bad Habit Loop
• Identify your habit/Routine to change
• Look for Rewards
• Isolate the Cue
• Have a Plan for change
• Identify your Replacement Behavior New Habit
• Pair w/ Rewards

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My Bad Habit Loop from The Power of Habit
A habit is a formula our brain automatically
follows When I see CUE, I will do ROUTINE in
order to get a REWARD.
Step 1 Identify your Habit I raise my voice,
scolding my daughter
Step 2 Look for Rewards I want her to stop
whining, screaming, yelling, tantrum, but raising
my voice usually further escalates so what is my
reward?.... I get to feel like Im doing
something letting her know this is not ok
Step 3 Isolate the Cue My terrible 2s
daughter is whining, screaming, yelling, throwing
a tantrum
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The Habit Loop
A habit is a formula our brain automatically
follows When I see CUE, I will do ROUTINE in
order to get a REWARD.
When my 2 y.o. daughter starts whining (cue), I
will raise my voice (routine) in order to make me
feel like Im doing something let her know its
not OK to act this way (reward).
Step 4 Have a Plan Replace raising my voice
with calmly saying yelling is not ok and
consistently saying to her tell me what you want
occasionally prompting her with the words to
say this should provide me the Reward of
letting her know its not ok, doing something
and make me feel better and more controlled about
how Im responding and teaching her specifically
how to respond over time reducing the trantrums
whining
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Integrating Power of Habit in to the Classroom

• How can we support teachers to
• Understand the Habit Loop
• Build habits to use Evidence-based Classroom
  practices
• Change Bad Habits in the classroom replace w/
  Evidence-based classroom practices

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Implementation Steps

• Teach staff the Habit Loop and the steps to
  changing your habits
• Identify the Targeted Classroom Practice
  provide examples
• Give staff a chance to individualize (staff must
  be individually invested changing habits is
  tough takes commitment)
• Tailor the classroom practice to fit their unique
  context needs
• Define their personal Habit Loop (cue ? habit ?
  reward)
• Present a range of plans for Supporting
  Implementation of the new habit/classroom
  practice
• Give staff time to Develop an individualized Plan
  for Supporting Implementation

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1. The Habit Loop

• Teach staff the Habit Loop and the steps to
  changing your habits (see previous slides)

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Team Discussion

• Reflect on the Habit Loop information
• Is this information useful?
• If so, how would you present this information?
• Is this something you believe would be meaningful
  for staff to hear?

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2. Present the Targeted Practice

• Targeted Classroom Practices are selected by the
  SW-PBIS team based on teacher self-assessment
  results Priority for Improvement data to
  increase buy-in tailor to needs
• Share the Data
• SW-PBIS team presents the Targeted Classroom
  Practice
• Define classroom practice critical features
• Present a range of examples
• Model cue rewards
• Might include individual examples from staff
  members who use the identified practice

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PreCorrection

• Definitions
• A systematic way of anticipating and addressing
  inappropriate social or academic behaviors
  (Kauffman, Mostert, Trent, Pullen, 2006)
• The provision of prompts for desired behavior in
  certain circumstances that are determined to be
  antecedents for problem behavior (DePry Sugai,
  2002)

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PreCorrection Critical Features

• PreCorrective statements should be delivered at
  the beginning of an activity or transition before
  problem behavior has a chance to occur its
  crucial to know the cues that most commonly
  trigger the problem behavior.
• PreCorrect for what to do prompt for the
  expected appropriate behavior do not focus on
  inappropriate student behavior

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PreCorrection

• Implementation Examples
• Recommend tailoring examples to fit your context
• Before we line up, remember walk in a straight
  line, quiet voices with hands to self
• Before we break into group work, if you need
  help -- remember you can ask a peer in your work
  group quietly for help, and if they dont know
  the answer, go on to the next problem, and you
  can ask me at the break.
• As students enter the classroom, the teacher
  prompts them to pick up their folders, go
  straight to their desk, and to get started
  quietly on the warm-up activity on the board.

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Steps in PreCorrection

1. ID the context predictable behavior of concern
2. Specify expected behaviors
3. Modify the context
4. Conduct behavioral rehearsals
5. Provide strong reinforcement for expected
   behaviors
6. Prompt expected behaviors before performance
7. Monitor the plan

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Use of Precorrection w/ Transition Difficulties Use of Precorrection w/ Transition Difficulties Use of Precorrection w/ Transition Difficulties
PreCorrection Step Without PreCorrection With PreCorrection
ID context problem behavior Inappropriate transition running from seat to carpet Teacher recognizes problem during transition
Specify Exp. Beh No problem or solution IDd Define walk to carpet w/ hands to self prepare to teach
Modify the Context No changes made Students seat is moved closer to carpet
Conduct Behl Rehearsals No practice Practice 3 rehearsals of transition
Reinforce Exp. Beh No reinf of approp beh. Verbal praise for approp. Beh (grp /or indiv)
Prompt Exp Beh before performance No prompts for approp behavior Before transition, remind class expectations for transition
Monitor the plan No monitoring or data collection Monitor success of student transitions w/ tally sheet
from Crosby, Jolivette Patterson, 2006
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Use of Precorrection w/ Reading Difficulties Use of Precorrection w/ Reading Difficulties Use of Precorrection w/ Reading Difficulties
PreCorrection Step Without PreCorrection With PreCorrection
ID context problem behavior Engage in reading activity w/o knowledge of student reading ability Review reading activity ID words student may struggle w/ in oral reading
Specify Exp. Beh Student is unaware of how to pronounce target words correctly Student is instruction to point at sound out and read each word
Modify the Context Context not modified Introduction and practice w/ target words is built into oral reading session
Conduct Behl Rehearsals No sight-work practice Practice reading sight words independently
Reinforce Exp. Beh Student behavior leads to escaping reading instruction Student can earn 5 min of acad computer time daily for participating in instruction
Prompt Exp Beh before performance Not prompted about what is expected remember to point to the first letter and sound out these words we practiced earlier
Monitor the plan No plans Conduct pre post tests on student reading
from Crosby, Jolivette Patterson, 2006
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See the PreCorrection Guide

• Goal create a resource guide for SW-PBIS teams
  to use for each practice on the CPSA that
• Defines the identified practice
• With cues potential rewards
• Outlines a range of examples of how to implement
  the identified practice
• Provides a guide for implementing Classroom
  Systems model

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Team Task

• Develop a plan for how you will present the
  Targeted Practice
• Review SW Self-Assessment results
• Habit Loop?
• Definition of Practice
• Critical Features
• Range of Implementation Examples
• Steps/Procedures

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3. Staff Tailor to Fit

• Tailor to Fit Context Define personal habit
  loop
• Tailor the targeted classroom practice to fit
  personal classroom style define habit/routine
• ID cues -- specific time to use/ prompt set
  goals
• ID rewards
• Provide a worksheet to guide this activity

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Habit Loop Example PreCorrection
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PreCorrection Worksheet
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PreCorrection WorksheetExample
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Team Task

• How much time will you give staff members to
  identify their targeted practice?
• What resources will you use?
• Worksheets or revision of it?
• What additional resources would be helpful to
  carry this out?
• Do you want to collect copies of their plan, so
  you can provide support?

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4. Present Examples for Supporting Implementation

• SW-PBIS team presents a range of ways to support
  implementation
• Plan ways to actively support teachers to use
  targeted practice -- Prompting, monitoring
  rewarding
• Link Classroom Improvement Efforts with Peer
  Support Feedback
• Levels of Support
• Personal plan
• Phone alarm, note on clipboard
• Peer Support
• Check-in or prompt w/ buddy before school/ at
  lunch/ end of day

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4. Present Examples for Supporting Implementation

• Team Support (e.g. Grade Level, Dept, PLC)
• Make Classroom improvement a regular part of
  meetings and activities
• Check-in, share ideas give feedback to
• Encourage implementation
• Check-in, problem solve, enhance implementation

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Examples for Supporting Implementation

• School-wide
• Morning announcements reminders
• Regular review/check-in at staff meeting
• Rewards for implementers,
• Daily or weekly implementation checks via email

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Simple Daily Ratings

• Rate your level of implementation of your
  PreCorrection Strategy (today or this week)
• Low Medium High
• 1 2 3
• Rate the effectiveness of your implementation on
  student behavior (today or this week)
• Low Medium High
• 1 2 3

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Team Task

• How will you present ideas for supporting
  implementation?
• Personal
• Peer/Buddy
• Team ? How might this work in your school
• What school-wide strategies would like to
  implement?
• Announcement reminders?
• Staff meeting review sharing?
• Collect implementation data?
• Daily email, survey monkey?

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5. Staff time to individualize plan for
supporting implementation

• Give staff time to develop individualized plan to
  support implementation
• Ways to Prompt, monitor reward
• Plan for self-prompting
• Time with Peer or develop a Department, Grade
  Level plan

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PreCorrection Worksheet
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PreCorrection WorksheetExamplePlan for
supporting Implementation
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Team Discussion

• Discuss this Classroom Systems support model
• What thoughts or concerns do you have with
  implementation?
• What feedback or suggestions do you have?
• What can we do to make this easier for you to
  implement effectively?

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Evaluation

• Please complete the evaluation
• Supporting Classroom practices is challenging
• Were looking for real feedback on this model and
  what weve presented today
• Thank You!

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PreCorrection Descriptive Readings

• Colvin, G., Sugai, G., Patching, B. (1993).
  Pre-correction An instructional approach for
  managing predictable problem behavior.
  Intervention in School and Clinic, 28, 143150.
• Crosby, S., Jolivette, K., Patterson, D.
  (2006). Using Precorrection to Manage
  Inappropriate Academic and Social Behaviors.
  Beyond Behavior, 16(1), 14-17.
• Stormont, M., Reinke, W. (2009). The Importance
  of Precorrective Statements and Behavior-Specific
  Praise and Strategies to Increase Their Use.
  Beyond Behavior, 18(3), 26-32.

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PreCorrection Research

• Colvin, G., Sugai, G., Good, R. H., III, Lee, Y.
  (1997). Using active supervision and
  pre-correction to improve transition behaviors in
  an elementary school. School Psychology
  Quarterly, 12, 344363.
• De Pry, R. L., Sugai, G. (2002). The effect of
  active supervision and precorrection on minor
  behavioral incidents in a sixth grade general
  education classroom. Journal of Behavioral
  Education, 11, 255267.
• Haydon, T., Scott, T. M. (2008). Using common
  sense in common settings Active supervision and
  precorrection in the morning gym. Intervention in
  School and Clinic, 43, 283290.
• Lewis, T. J., Colvin, G., Sugai, G. (2000). The
  effects of pre-correction and active supervision
  on the recess behavior of elementary students.
  Education and Treatment of Children, 23, 109121.
• Miao, Y., Darch, C., Rabren, K. (2002). Use of
  precorrection strategies to enhance reading
  performance of students with learning and
  behavior problems. Journal of Instructional
  Psychology, 29, 162174.
• Stormont, M., Smith, S. C., Lewis, T. J. (2007).
  Teacher implementation of precorrection and
  praise statements in Head Start classrooms as a
  component of a program-wide system of positive
  behavioral support. Journal of Behavioral
  Education, 16, 280290.