Taking School-Wide PBS
to the Next Level
This product was developed by Florida’s Positive Behavior Support Project through University of
South Florida, Louis de la Parte Florida Mental Health Institute funded by the State of Florida,
Department of Education, Bureau of Exceptional Education and Student Services, through federal
assistance under the Individuals with Disabilities Education Act (IDEA), Part B.
1
Objectives
• Learn to use data to maintain and expand
your SW system
• Identify options available for expanding your
SW system
• Decide where to go next:
– Classroom-level overview
– Targeted Group overview
– Individual-level overview
Stages of Systems Change
• Identification & adoption of best practices
• Accurate & fluent implementation
• Efficient, durable & sustained use
• Controlled expansion
Sugai, G. (2004). Systems Change & PBIS in High Schools: Current Experiences and
Research Status. Presentation given 5/18/04 at the Illinois High School Forum,
Naperville, IL. Retrieved on 5/20/04 from http://www.pbis.org/english/powerpoints.htm
Efficient, Durable & Sustained Use
• Consistent, stable decreasing trend in office
discipline referrals
• Students and staff energized about the
reward system as evidenced by surveys
• Overall Benchmark or SET score of 70 or
higher
Efficient, Durable & Sustained Use
Baseline Year
Year 2 Impl.
250
200
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Number of Referrals
300
Year 1 Implementation
2nd Year Implementation
Year 2 Impl.
Year 1 Implementation
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Number of Referrals
Baseline Year
How Well is Your School Doing?
• Use your school’s data to answer the
following questions on the Next Step Decision
Checklist
– Does your school have a consistent, stable
decreasing trend in office discipline referrals?
– Does your school have a score of 70 on the
Benchmarks of Quality or SET?
– Do your staff and students support PBS as
evidenced through surveys?
What To Do Next?
• If you scored yes on all the previous
questions, continue on with this presentation.
• If you did not score yes on all of the previous
questions, further work is needed to support
your school-wide system.
– Refer to the feedback and action step
suggestions on page 2 of the checklist.
– Attend a booster training
Taking the Next Step
• Classroom-level training
• Targeted interventions for at-risk students
• Individualized, intensive support for individual
students
Classroom Level PBS
Fact or Fiction?
“Approximately one-half of all classroom time is
taken up with activities other than instruction, and
discipline problems are responsible for a
significant portion of this lost instructional time.”
Positive Behavior Support & Classroom
Management
• Decrease in problem behavior = increase in
academic time
• Preventative approach to addressing
problem behavior
• Should result in greater academic success
Hours Spent on Referrals
Student: 45 minutes/ incident
400
375
Teacher: 15 minutes/incident
350
Hours
300
250
200
150
125
100
50
75
37.5
7.5 2.5
12.5
25
0
10
50
100
Total Number of Referrals
500
Student
Teacher
Classroom-Wide PBS
Classrooms
and PBS
Behavior
Systems
Environmental
Factors
Curriculum and
Instruction
Behavior Systems
• Classroom-Wide PBS System
–
–
–
–
–
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Assessment
Expectations and Rules
Reward Systems
Effective Consequences
Teaching a Behavior Curriculum
Monitoring and Evaluation
Ecological Systems
• Environmental Factors
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Physical setting
Scheduling
Rules
Socialization/Inclusion
• Curriculum & Instruction
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–
–
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Curricular Modifications
Task Alteration/Division
Choice/Preference
Materials
Difficulty
Meaningfulness/Functionality
Who Can Benefit From
Classroom PBS?
• Individual teachers looking for strategies to
improve their classrooms
• Teachers having difficulties blending SW PBS
within classroom practices
• Large number of ‘difficult kids’ in their
classroom setting
Observable Indicators
• Classroom management plan not posted
• Classroom plan is inconsistent with the SW plan
• Inconsistent delivery of rewards
Data-Based Classroom Indicators
• Address classroom systems if…
– Majority of referrals come from classrooms (e.g.,
more than 50% of referrals)
– More than 40% of referrals come from less than 10%
of the classrooms
– Not all teachers are writing referrals
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Number of Office Referrals
Data-Based Indicator
200
180
160
140
120
100
80
60
40
20
0
Location
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Number of Office Referrals
Data-Based Indicator
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Teacher
12
34
56
7
1189
1101
1123
1145
1167
2289
2201
2223
2245
2267
3389
3301
3323
3345
3367
4489
4401
4423
4445
4467
5589
5501
5523
5545
5567
6689
6601
6623
6645
6667
7789
7701
7723
7745
7767
8889
801
2
Number of Office Referrals
Data-Based Indicator
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Student
Indicator
Does YourData-Based
School Need
Classroom PBS?
• Use your school’s data to answer the
Classroom PBS questions on the Next Step
Decision Checklist
Data-Based
Indicator
Accessing Training
• 26 modules available
– Specific training individualized to fit your school’s
needs
– Includes curriculum, instruction, behavior, &
environmental modifications
• 1-3 day PBS Project training
Targeted Group Interventions
Targeted Group Interventions
• For high- and at-risk
students:
– These students represent
less than 25% of school
enrollment
– They account for over 50%
of behavioral incidents
~5%
~15%
– They consume significant
amounts of time and
resources
~ 80% of Students
Data-Based
Targeted
Group Indicator
Interventions
• Not just for students with high referral rates
• Also beneficial for students who are “under
the radar”
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High rate of absenteeism
Homeless
Migrant families
Chaotic home environments
Foster care or juvenile service
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8
9
8
80
1
2
Number of Office Referrals
Data-Based Indicator
30
28
26
24
22
20
18
16
14
12
10
8
6
4
2
0
Student
ia
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D
ef
Number of Office Referrals
Data-Based Indicator
400
300
200
100
0
Type of Behavior
Data-Based
Indicator
Why Intervene?
• Research suggests these students are at
high risk for:
–
–
–
–
Becoming violent offenders
Entering the criminal justice system
Dropping out of school
Substance abuse
Data-Based
Indicator
Approaches
to Intervention
Social-Behavioral
Emotional
•Behavior Education
•Social Skills
•Mentors
•Social Skills
Academics
•Peer tutors
•Adult tutors
Data-Based
Behavior
EducationIndicator
Program (BEP)
• Increased focus on behavioral/academic
goals
• Check-in/Check-out system
• Additional positive adult attention
• Utilizes self-management
Data-Based
When To UseIndicator
the BEP
• High referrals for non-violent behavior
• Motivation for student problem behavior is “to
gain adult attention”
• Behavior occurs in multiple settings
• Some students receive few SW incentives
Data-Based
Social Skills Indicator
Training
• For use in small groups
• Social skills are:
– Socially acceptable learned behaviors that enable
a person to interact with others in ways that elicit
positive responses and avoid negative responses
(Gresham & Elliott, 1984, 1990)
Data-Based
Indicator
Skills Targeted
With Social
Skills Training
•
•
•
•
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•
•
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•
Conflict resolution
Anger management
Self-awareness
Awareness of others
Self-management
Turn-taking
Self-control
Assertiveness
Listening
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•
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•
•
•
•
•
•
Play skills
Apologizing
Accepting feedback
Cooperation
Empathy
Problem solving
Conversational skills
Making requests
Disagreeing
When Data-Based
To Use SocialIndicator
Skills Training
• High referrals for inappropriate social behavior
(e.g., harassment, fighting, disruption)
• Students behaving outside of school norms
• Students “never” demonstrate appropriate
behavior according to teachers
• Students with poor teacher and peer relations
Data-Based
Indicator
Academic
Interventions
• For students with poor academic success and
who use problem behavior to “get out of”
academic work
• Peer tutors
– Teach peers to work with other students to improve
academic skills
• Adult tutors
– Provide additional academic assistance and
positive adult attention
Data-Based
Indicator
Mentor Programs
• Appropriate for students for whom there are
emotional concerns or are “under the radar”
• Adult mentor
– Provide positive adult attention that is not based on
academics or behavior
– Someone who can be a role-model, who expresses
concern
– Does not nag about behavior or academics
Data-Based
Indicator
Accessing Training
• FL-PBS Project
– Provide BEP training
– Assistance in setting up academic & mentoring
program if needed
• District Personnel
– Social skills training
• SEDNET or FDLRS also of assistance
Does Your
School Need
Targeted Group
Data-Based
Indicator
Interventions?
• Use your school’s data to answer the Targeted
Group questions on the Next Step Decision
Checklist
Individual Level PBS
Individualized PBS
• For high-risk students:
– History of severe problem
behaviors
– Demonstrated resistance
to intervention
~5%
~15%
– An intensive system of
support is needed
~ 80% of Students
Data-BasedIndicators
Indicator
Data-Based
• Address individual level PBS if:
– One or more students receive a majority of referrals
(e.g., more than 10%)
– One or more students exhibits severe or dangerous
behavior
– School-wide, classroom, or targeted group
interventions have not resulted in improved
behavior for one or more students
– Students in ESE settings with persistent or violent
behavior who may not generate office referrals
1
2
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4
5
6
7
8
1
90
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1
1
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9
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9
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7
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7
7
7
8
8
9
8
80
1
2
Number of Office Referrals
Data Based Indicator
40
36
32
28
24
20
16
12
8
4
0
Student
Data-Based
Indicator
Individualized
PBS
• Detailed, wrap-around support plans
developed according to individual’s need
• Based on:
–
–
–
–
Team approach: School, family, support network
Person-centered planning
Data collection and functional behavior assessment
Improvements in quality of life
Data-Based
Indicator
Individualized
PBS
• Training initiated for specific students
– Student support team established prior to training
– Members include individuals who know the child
well, interested in supporting the child, have diverse
perspectives on child and child’s behavior
• Plan developed over several days of training;
activities interspersed within training
Data-Based
Indicator
Accessing Training
• 4 Web-based modules
– 1-2 hours to complete
– TA meetings and support between modules to
guide teams through demonstration of the process
– Facilitator’s Guide for back-up
– Tie-in to district expertise in FBA’s
• 3-3.5 day PBS Project training
Does YourData-Based
School Need Indicator
Individual Behavior
Support Plans?
• Use your school’s data to answer the Individual
PBS questions on the Next Step Decision
Checklist
Data-Based
Your NextIndicator
Step
• Review the results of the checklist you
completed as you reviewed this presentation.
• Determine what level of training your school
wants and needs to implement next.
• Contact your district coordinator to pursue
training for your school.