PBIS Universal Training Day 4

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PBISUniversal Training Day 4

• Tom Ellison
• Sullivan County BOCES
• tellison_at_scboces.org

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• VISION COUNTS BUT
• IMPLEMENTATION IS PRICELESS

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EVALUATION RESULTS

• YIKES!!!!!!

• Loved it or hated it-no middle ground
• Redundant!
• Teams asked for more time
• to work and more time to share

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Universal Training- Day 4

• Welcome/Overview of day
• Evaluation Results
• Team sharing and problem solving
• Negative Consequences
• Data Does Not Have To Be a Four letter Word
• Discussion
• Implementation Process Focus on Fidelity
• Networking
• Action Planning
• Discussion of Identified Topics
• Next Steps/Moving Forward Preview of Secondary
  Interventions

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OBJECTIVES

• Quickly cover remaining concept/component areas

• Discuss, examine, and develop consequence systems
• Provide concrete tools for consequence system

• Develop/refine data system
• Action plan
• Provide multiple opportunities to share, discuss,
  and complete work as a team,

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Training Behavioral Expectations
EXPECTATION TRAINING SITE
BE RESPONSIBLE Make yourself comfortable take care of your needs Address question/activity in group time before discussing other topics Return from Breaks and lunch on time
BE RESPECTFUL Turn cell phones, beepers, and pagers off or to vibrate make/take calls away from room Keep sharing time brief/concise so all may share Pass notes
BE PREPARED Plan, Plan, Plan for next steps Follow directions stay on task during group/peer time Follow up on tasks
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EVERYTHING YOU WANTED TO KNOW ABOUT PBIS

• BUT WERE AFRAID TO ASK

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There is a proverb which says, If youve told a
child 100 times to do something and they dont do
itit isnt the child that is a slow learner.
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Reviewing Components of School Wide Discipline
Plan

• Encouraging Appropriate Behaviors
• Discouraging Inappropriate Behavior

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I DONT GIVE THEM A CHANCE TO MISBEHAVE.
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Negative consequences

• are delivered to
• Provide immediate feedback that behavior is
  unacceptable
• Increase likelihood behavior will NOT BE
  repeated, i.e. punished.

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I HAVE A PLAN. THEYLL ABIDE BY ITOR ELSE!
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Key to Using Negative Consequences

• No Silver bullet!
• Rather
• MILD CONSEQUENCES
• CONSISTENTLY delivered

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Systems capacity for use of negative consequences

• Have a clear line between what problem behavior
  is handled by staff/faculty vs. administration
  what consequences may be used in what situations
• Ensure familiarity for delivering consequences
  and referrals to office
• Have a continuum of consequences for the
  classroom other settings, and for
  administration
• Clarify consequences for actions up front with
  students and families

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General guidelines for negative consequences

• Mild consequences consistently delivered
• Deliver consequences as soon after the infraction
  as possible
• Maintain students respect and dignity when
  administering a consequence
• Try to keep it relevant to the infraction
• Ratio of positive to negative consequences should
  be at least 41

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Examples of negative consequences

• Loss of teacher attention and approval
• Loss of privilege
• Time out or removal from activity
• Re-teaching after school (detention with skill
  acquisition)
• Restitution or make-up service help
• Parent contact and conference
• Change in seating

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Procedures for Using Negative Consequences

• Deliver negative consequences following
  occurrence of problem behavior
• Consequences should be mild
• More serious consequences usually delivered by
  administration
• Follow negative consequences with positive
  consequences at earliest appropriate opportunity
  (fair pair)

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Procedures for discouraging inappropriate
behaviors (System)

• Office vs. Classroom managed
• Are distinctions clear?
• Do administration and staff need to create a
  list? If list already exists, does staff agree?
• Are appropriate administrators dealing with
  office managed discipline? (Not Counselors, SWs
  or Psychologists)
• Does staff feel supported?
• Is there a clear flow chart to follow for
  misbehavior?

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Procedures for discouraging inappropriate
behaviors Cont

• Review behavioral consequences
• Should be continuum of responses
• The smallest effort to achieve the greatest
  effect
• Are we inadvertently reinforcing the
  inappropriate behaviors for students and staff?
• Track who is using consequences/options
• Are consequences having no effect?
• Repeat offenders
• Do you need to address behaviors with targeted
  interventions or wraparound services? (intensive)

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PROGRESSIVE NEGATIVE CONSEQUENCES

• Dr. Randy Sprick lists two criteria for
  evaluating progressive negative consequence
  sytems
• Does it treat the child with dignity and respect?
• Does it work?

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Be Consistent
Or what I learned from speeding
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What Causes Speeding Tickets?

• SPEEDING?

• GETTING CAUGHT?

• GETTING WRITTEN UP!

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• What we can learn
• Ignoring the expectations or rules leads to
  confusion
• The wrong behavior becomes the norm
• If youre not consistent, kids will think you are
  out to get them (Take personally)
• You must correct kids every time
• It is crucial to recognize the behavior we do want

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Guiding Principles

• Natural consequences are varied, unpredictable,
  undependable,not preventive
• Knowing or saying know does NOT mean will
  do
• Students do more when doing worksappropriate
  inappropriate

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Concerns with using big hammer consequences

• There is no Silver Bullet, no one consequence
  will work for all kids
• Only using big hammer consequences shows no
  degrees of violation
• They can set the stage for escalation
• Staff can be reluctant to use them
• Do not take away an earned reinforcement
• Remember that punishment, like beauty, is in the
  eye of the beholder

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Student Behavior Management Process Observe
problem behavior ? Problem solve with student ?
Is behavior office managed?
Write office referral
Management Process
NO YES
Continue problem-solving techniques with
student. Record in student note section of
School Tools

Classroom Managed Language Lateness Preparedness Calling Out Put Downs Refusing to work Minor dishonesty Touching Tone/ attitude Inappropriate comments Electronic devices Food or drink Dress code Minor disruption Academic Misconduct Office Managed Weapons Fighting Aggressive physical contact Threats Harassment Truancy/ late to class (3) Cutting Vandalism Alcohol Drugs Gambling Directed Profanity Major disruption (prevents instruction from continuing)
Write an Office Referral. Submit
Use classroom consequences
Administrator determines consequences
Document incident in student note section of
School Tools
Administrator provides teacher with feedback.
Does the student have 3-5 incidents in the same
quarter?

• POSSIBLE CLASSROOM MANAGED INTERVENTIONS
• Change / re-assign seat
• Conference with student outside of room
• Pre-correct student before entering room
• Contact with parent
• Contract with student
• Detain student after school
• Conference with other staff members to find out
  what works
• Use available classroom management resources

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Team Time - Consequences

• Examine your current continuum of consequences
• Use data to determine what consequences are
  working and are not working
• Review what behavior is classroom (and setting)
  managed vs. office managed
• What consequences are the staff empowered to use?

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Correct Behavioral Errors

• Are you using reteaching, reminding
  (precorrecting) and other prompts to clarify and
  refresh on expectations not met?
• Have you established a continuum of consequences
  and feature ones that are mild and can be
  consistently delivered?
• Are you using your data to gauge effectiveness of
  corrective measures?

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Time to get going again.
Evaluate your current system for negative
consequences?
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Networking

• Be prepared to share.

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What are the roadblocks?
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Group Feedback Discussion

• Whats on your mind??

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DATA DOES NOT HAVE TO BE A FOUR LETTER WORD
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Steps of Data Collection, Analysis, and Use
Data

• Identify sources of information and data
• Office discipline referrals
• Attendance, tardies
• Detentions, in-school-suspensions, out-of-school
  suspensions, expulsions
• Academic performance (class work, homework,
  grades, classroom tests, state test results)
• EBS/PBIS survey
• Reinforcers issued

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Data Collection, Analysis, and Use(SYSTEM)

• Summarize/Organize Data
• Number of Office Discipline Referrals By
• The Big 5 Graphs
• Number per day per month per 100 students
• Time of day
• Type of Behavior
• Location
• Student
• Additional Graphs
• Day of week
• Type of Consequence
• Number of Reinforcers
• Teacher

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Reviewing your ODR Form

• Necessary
• Student name, grade
• Referring staff
• Date, time, location
• Problem behavior operational definitions for
  problem behaviors
• Others involved
• Administrative decision

• Your Choice
• Possible motivation
• Comments
• Follow up comments
• Primary teacher
• Parent signature/date

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Why Use Data?

• Communications
• Effectiveness, efficiency, relevance of
  decision making
• Professional accountability
• Prevention
• ..Use minutes efficiently

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Identify Data Info Sources

• School-based data sources
• EBD/PBIS survey
• Team Implementation Checklist (TIC), Parts A B
• Systems-wide Evaluation Tool (SET)
• Phases of Implementation Tool
• Teacher Retention
• School performance
• State Testing
• CSE 504 Statistics

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Identify Data Info Sources

• Student-based data sources
• Office discipline referrals
• Attendance, tardies
• Detentions, in-school-suspensions, out-of-school
  suspensions, expulsions
• Academic performance (class work, homework,
  grades, classroom tests, SAT)
• School nurse visits
• EBS/PBIS survey
• Recognition/feedback rate

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Identify Data Info SourcesContinued

• Family-based Data Sources
• Family Involvement Survey Behavioral Assessment
  (FISBA)
• Family surveys questionnaires
• Team Implementation Checklist (TIC), part C
• Referrals to community agencies
• Family attendance rates
• Socioeconomic/census data

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Summarize/Organize Data

• Examine behavior patterns
• Office Discipline Referrals
• The Big 5 Graphs

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3 Elements of Data-based Decision Making using
ODR data

1. High quality data from clear definitions,
   processes, implementation (e.g., sw behavior
   support)
2. Efficient data storage manipulation system
   (e.g., Excel or SWIS)
3. Process for data-based decision making action
   planning process (e.g., team)

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Who? Referrals by Student
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What?
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Where?
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When?
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Incident Referrals by Grade Level(Does not
include bus)
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Elementary Out of School Suspension
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Your School Data

• What data do you currently collect?
• How/when do you review or analyze this data? (Who
  analyzes, who sees it?)
• What questions are answered by this data?
• What decisions are made based on this data?

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Enhancing your Data System

• What other questions would you like to have
  answered?
• What other types of data would you like to
  collect?
• Who would benefit from reviewing the data?

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Paint a Full Picture of the Problem
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Data-based Action Planning Process

• Use Team
• Ask Questions
• Examine Assumptions
• Form Hypotheses
• Identify data sources
• Collect data
• Organize and summarize data
• Analyze data
• Build implement action plan based on data

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Data for Decision-making Guiding Questions

• Do you have an ODR data collection system?
• If not use excel!
• Do you have easy access to the data?
• Are you collecting survey data?
• Are you looking at grades, attendance, tardies?
• Are you presenting the data to staff?
• Are you using data to make decisions?
• Who has data here today??

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Analyze Data Build Action Plan

• Continual Data AnalysisIdentify areas of
  strength and progress
• Identify areas for problem-solving and planning
• Build action plan based on data trends
• Teaching issue? (boosters needed, re-teaching)
• Recognition/feedback schedule? (frequency,
  intensity)
• Type of recognition/feedback (tangible, verbal)
• Real root/function of the problem identified?

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DATA AND PROBLEM SOLVING

• A look at your current issues
• What does the data tell us?
• What improvements do we want to focus on?
• Where do we go from here?

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What to do when?
Data Rules
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1. Focus on School-wide system when

• gt40 of students received 1 or more ODR
• gt2.5 ODRs per student

• Action to Take
• Modify universal/school-wide interventions to
  improve effectiveness of the overall system.
• Effective teaching of expectations
• Increased use if pre-correction
• Enhanced consistency with reinforcing expected
  behavior

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2. Focus on Classroom system when

• gt60 of referrals come from classroom
• gt50 of ODRs come from lt10 of classrooms

• Action to Take
• Enhance universal and/or targeted classroom
  management systems and practices.
• Examine academic engagement success
• Teach, pre-correct for, positively recognize
  expected classroom behavior routines
• Consider mentor teachers, administrative support,
  family volunteers, classroom management training

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3. Focus on Non-classroom systems when

• gt35 of ODRs come from non-classroom settings
• gt15 of all students referred are from
  non-classroom settings

• Action to Take
• Enhance universal behavior management practices
  in specific non-classroom settings.
• teach, pre-correct for, positively reinforce
  expected behavior routines
• increase active supervision (move, scan,
  interact)

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4. Targeted group interventions if

• gt10-15 students receive gt5 ODR
• Action to Take
• Provide functional assessment-based, but
  group-based targeted interventions
• Standardize increase daily monitoring,
  opportunities frequency of positive
  reinforcement

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5. Individualized action team if...

• lt10 students with gt10 ODR
• lt10 students continue rate of referrals after
  receiving targeted group support
• Action to Take
• Provide highly individualized functional-assessmen
  t-based behavior support planning

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Establishing an Action/Evaluation Plan

• Develop evaluation/action questions
• What do you want to know?
• Why are there so many injuries on the playground?
• Will a bus PBIS plan change bus referrals?
• Identify indicators for answering each question
• What information can be collected?
• Nurse visits, accident reports, ODRs
• Bus referrals, bus driver observation

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Start with Questions Outcomes!

• Use data to verify/justify/prioritize
• Describe in measurable terms
• Specify realistic achievable criterion for
  success
• Develop methods schedules for collecting
  analyzing indicators
• How when should this information be gathered?
• Make decisions from analysis information
• What is the answer for the question?

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7 Basic Evaluation Questions

1. What does it look like now?
2. Are we satisfied with how it looks?
3. What would we like it to look like?
4. What would we need to do to make it look like
   that?
5. How would we know if weve been successful with
   it?
6. What can we do to keep it like that?
7. What can we do to make it more efficient
   durable?

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Guidelines To greatest extent possible.

• Use available data
• Make data collection easy (lt1 of staff time)
• Develop relevant questions
• Display data in efficient ways
• Develop regular frequent schedule/routine for
  data review decision making
• Utilize multiple data types sources
• Establish clarity about office v. staff managed
  behavior
• Invest in local expertise

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Needs Assessment

• Personal Observations
• Hypothesis
• Assumptions
• Questions
• Data Sources

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Excel Office Referral Data System

• Free.
• Can help track student referral data
• Excel is a spreadsheet not database
• Codes must be strictly adhered to or you will
  loose data. Blanks or typos can loose data as
  well. You must perform checks to keep data
  clean.

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School Report Cards

• http//www.emsc.nysed.gov/irts/reportcard/
• Choose a School Year
• Scroll down to Finding a School Report Card
• Choose one of the following and find your school
• NY State County Map
• NY State County List (in Alphabetical Order)
• NY State School List (in Alphabetical Order)

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Conclusion

• Data are goodbut only as good as systems in
  place for
• PBIS
• Collecting Summarizing
• Analyzing
• Decision making, action planning, sustained
  implementation

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Questions?
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SharingWhere is your team with

• Data Collection
• Data Analysis
• Using Data For Decision Making
• 10 minutes

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Team Time - Data

• Office Discipline Referral Form does it contain
  all needed information? What is missing? What
  needs to be changed?
• What is our current data collection system? Does
  it have the capacity to provide graphs and charts
  for the Big 5 plus other areas we need?
• Do we have a clear definition of infractions? Is
  there a clear definition of what behaviors are
  classroom managed vs. office managed?
• Are we using the EBS survey? Discuss plans for
  involving staff in survey.

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Time to get going again.
Whats our data system and how will we use it?
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Group Feedback Discussion

• Whats on your mind??

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GENERAL IMPLEMENTATION PROCESS
Team
Agreements
Data-based Action Plan
Implementation
Evaluation
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Data Sources

• Student-oriented
• Office Discipline Referrals (ODR)
• Violent Incidents (VADIR)
• Nurse Visits, accident reports
• Attendance, tardies
• Detentions, In-School Suspensions (ISS),
  Out-of-School Suspensions (OSS), Expulsions
• Academic performance (class work, homework,
  grades, classroom tests, etc.)

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Data Sources

• School-oriented
• EBS/PBIS Survey
• Team Implementation Checklist (TIC), Part
  A B
• Systems-wide Evaluation Tool (SET)

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Data Sources

• Family and Community-oriented
• Family Involvement Strength-Based Assessment
  (FISBA)
• Family Survey
• Team Implementation Checklist (TIC)-Part C
• Volunteer Skill and Interest Survey
• Family and Community attendance at school
  activities
• Volunteer ratios

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SharingWhere is your team with

1. Surveying (EBS)
2. Using Data

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Team Implementation Checklist

• Part A Start Up Activities
• Part B Ongoing Activities
• Part C Family Involvement Support

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New York State Positive Behavioral Interventions
Supports Initiative Team Implementation
Checklist (TIC)    School_________________________
__________________ Region ________________ Distri
ct_________________________ County________________
____ Cohort _______   INSTRUCTIONS PBIS team
will complete parts A B of the checklist to
monitor guide activities for implementation of
PBIS in the school community. Please mail or fax
(____________________________)your completed TIC
by the 15th of each designated month to your
Regional Positive Behavioral Interventions and
Supports Specialist.
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Time to get going again.
TIC Team Completion
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P.U.B.S
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Team Time

• Team Implementation Checklist
• Action Planning

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Action Planning

• Your steps
• REVIEW you Teams TIC
• What is partially or not in place?
• Who will work towards completing it?
• When do you hope to have it done?
• Do you have 80 staff buy in for the process?
• Why not?
• How can you get it?
• Staff presentation / surveys / videos / admin
  help
• Present your action plan to staff
• Is your team well represented?
• Who is missing?
• How are families involved?
• What are the steps to getting these groups
  involved?

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Action Planning

• Your steps Cont
• Is your team effective?
• Do you meet regularly?
• Are there assigned roles?
• Are you looking at any data?
• What type of Data do you have?
• Surveys? Discipline data? FISBA?
• Who collects and presents data?
• Are you using it to make decisions?

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Guide to Implementation

• Team Do you have what who you need?
• Consolidate/Integrate Who else is doing the same
  thing?
• TIC Action Plan What are your priorities? What
  else is going on at your school? How will you
  know when you get there?
• Evaluate What systems are still not in place?
  Data, violations systems,

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Action Planning Guidelines

• Agree upon decision making procedures
• Align with school/district goals.
• Focus on measurable outcomes.
• Base adjust decisions on data local contexts.
• Give priority to evidence-based programs.
• Invest in building sustainable implementation
  supports (gt80)
• Consider effectiveness, efficiency, relevance,
  in decision making (1, 3, 5 rule)

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Team Time

• Action Planning

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Time to get going again.
Action Planning
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Team Time

• Use this time to address your teams needs
• Assess your priorities
• Action Plan

Web Exploration-If time allows
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LASTTHOUGHTS
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1. Give priority to prevention

• Decrease development of new problem behaviors
• Prevent worsening of existing problem behaviors
• Eliminate triggers maintainers of problem
  behaviors
• Teach, monitor, acknowledge prosocial behavior

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2. Focus on whole school

• All students, families, staff, settings
• Continuum of behavior support
• Collaborative, integrated initiatives

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3. Give priority to evidence-based practices

• Outcome-based
• Monitoring of effectiveness, efficiency,
  relevance, durability
• Function-based approach

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4. Lead with team

• Invested representative stakeholders
• Active administrative involvement
• Shared vision voice
• Data-based action planning
• Capacity building

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5. Emphasize data-based evaluation

• Self-assessment action planning
• Continuous self-improvement
• Strengths needs
• Strategic dissemination

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6. Invest in capacity building

• Implementation priorities accuracy, durability,
  expansion
• Institutionalize efforts
• Vision, language, experience
• Continuous evaluation improvement

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Things You Should Know
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BIG IDEA
PBIS isnot a program or curriculum, it is
System Culture Change!
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Tertiary Prevention Specialized
Individualized Systems for Students with
High-Risk Behavior
CONTINUUM OF SCHOOL-WIDE INSTRUCTIONAL
POSITIVE BEHAVIOR SUPPORT
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Secondary Prevention Specialized Group Systems
for Students with At-Risk Behavior
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Primary Prevention School-/Classroom- Wide
Systems for All Students, Staff, Settings
80 of Students
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Targeted Preview

• Learn functioning of the Targeted Team
• Develop and implement both group and individual
  targeted level interventions
• Begin the use of data with small groups and
  individual students
• Gain an fuller understanding of behavior and the
  function of behavior

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Targeted Level

• For students at-risk for chronic and intensive
  behavior problems
• Interventions for groups of students experiencing
  difficulty and are not being managed by Universal
  Level

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Targeted Preview

• This team
• Is similar in membership to Child Study Team or
  Child Assistance Team
• Sees the whole child
• Has representation including administrator,
  general education teacher, special education
  teacher, pupil personnel services (social worker,
  school psychologist, school counselor), and
  family representation.
• One of the team members should have some
  behavioral expertise and one should be the PBIS
  Coach (this may be the same person).

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Online Resources

• www.pbis.org
• www.partnershipschools.org
• www.ebdnetwork-il.org
• www.swis.org
• www.pbsiep.com
• www.ed.gov/offices/OSERS/OSEP

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WHEN ALL ELSE FAILS
Duck tape. It fixes everything.
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Thank you for all you doand for your support!!!!!
Tom Ellison tellison_at_scboces.org