11/1/2013
Our Expectations
PBIS Universal Team Training &
Retreat
November 1, 2013
JoAnne Malloy, IOD at UNH
Expectations
Leadership Team Training
Be Responsible
Be Respectful
Be Prepared
Agenda for the Day
List 3-5 Objectives for the Day
• Teams: Review accomplishments, goal setting
for the day, implementation status
• Team Implementation Checklist- Where are
we and what have accomplished
• Team time
• Next Steps
Stages of Implementation
Moving Science to Service
Fixsen & Blasé, 2005
Exploration/
Adoption
• Should we do this?
Installation
• Put resources and systems in
place
Initial
Implementation
• Initial pilots and assess results
Full Implementation
Innovation
Sustainability
• The practice was successful,
adopt system- wide
• Adopt variations of the practice
and assess results
• Make this the way of doing
business
“Discovering what works does not solve the
problem of program effectiveness.
Once models and best practices are
identified, practitioners are faced with the
challenge of implementing programs properly.
A poorly implemented program can lead
to failure as easily as a poorly designed one.”
- Mihalic, Irwin, Fagan, Ballard & Elliott, 2004
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11/1/2013
Improvement Cycles
Why do this?
What is
School-wide Positive Behavior Support?
Does Everyone Know What is Expected
of Them?

School-wide PBS: A systems approach for establishing the
social culture and individualized behavioral supports needed for
schools to achieve both social and academic success for all
students.

Evidence-based features of SW-PBS

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
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Prevention
Define and teach positive social expectations
Acknowledge positive behavior
Arrange consistent consequences for problem behavior
On-going collection and use of data for decision-making
Continuum of intensive, individual interventions.
Administrative leadership – Team-based implementation (Systems
that support effective practices)
Establishing a Social Culture
Common
Language
Define School-wide Expectations
for Social Behavior
• Identify 3-5 Expectations
• Short statements
• Positive Statements (what to do, not what to avoid
doing)
MEMBERSHIP
Common
Experience
Common
Vision/Values
• Memorable
• Examples:
• Be Respectful, Be Responsible, Be Safe, Be Kind, Be
a Friend, Be-there-be-ready, Hands and feet to self,
Respect self, others, property, Do your best, Follow
directions of adults
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11/1/2013
Supporting Social Competence,
Academic Achievement and Safety
School-wide
PBS
OUTCOMES
Supporting
Student
Behavior
Supporting
Decision
Making
SYSTEMS
Supporting
Staff Behavior
SCHOOL-WIDE
POSITIVE BEHAVIOR
SUPPORT
~5%
~15%
Prevention Logic for All
Tertiary Prevention:
Specialized
Individualized
Systems for Students
with High-Risk Behavior
Secondary Prevention:
Specialized Group
Systems for Students
with At-Risk Behavior
Primary Prevention:
School-/ClassroomWide Systems for
All Students,
Staff, & Settings
Walker et al., 1996
Redesign
learning &
teaching
Decrease
Prevent
environments to
development of
worsening of
eliminate
new problem existing problem
triggers &
behaviors
behaviors
maintainers of
problem
behaviors
Teach, monitor,
& acknowledge
prosocial
behavior
~80% of Students
What Gets in the Way of
Achieving Your Outcomes?
• Academic achievement and
social, emotional and behavioral
development are interrelated.
• Therefore, in order to improve
the academic success of our
students, we must also improve
their social success.
Punishment


Punishment stops a behavior
But… punishment by itself has some major
side effects








Increases escape/avoidance
Encourages “sneaky” behaviors
Generates desire for revenge
Makes behavior harder to change
Does not teach
You can’t find a big enough hammer
It works both ways
It makes us filter (e.g., He’s always mean to me!)
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11/1/2013
How do we accomplish the goal?
• Create systems to support students at multiple
levels in both academics and behavior
• Collectively agree to adhere to a philosophy that
“we have never failed unless we have ceased to
try” (Eleanor Roosevelt)
– This requires the adults to be relentless in
finding something that will work to make every
child successful
RUNDLETT Middle School: A Trip Down Memory
Lane….Accomplishments
Re: PRIDE
• PRIDE Team develops Matrix, Flow
Chart, Majors/Minors
• 1st Roll Out: Bus Winter 2012
• 2nd Roll Out Hallway June 2012
• Fall 2012- New Hallway and
Classroom Roll Outs
• Behavior Intervention Team: Check
In/Check Out & 3 S
• Strong family workgroupCommunications and November 9th
Parent Academy
Mission
Mission: The mission of Rundlett Middle School is to provide
a challenging and safe learning environment for our emerging
adolescents. Our community strives to extend the academic
and social growth of every student and to facilitate effective
transitions
from the elementary school, to the middle school, and to the
high school.
Overarching goal: “academic and social growth for ALL
students”
“The purpose of the Rundlett MS PRIDE Team is
to guide, support, and sustain the development
of structures and systems that foster a positive
school climate and promote student learning.”
PBIS Tiered System of Interventions
Adapted from Illinois PBIS Network, Revised Sept., 2008 & T. Scott, 2004
Student Progress
Check In
3R
Tier
3/Tertiary
Functional Assessment Interview
Simple Individual
Interventions
(Brief FBA/BIP, Schedule/
Curriculum Changes, etc)
Progress Monitoring
(Behavior and Academic Goals)
ODRs, Attendance,
Tardies, Grades,
Progress Reports,
etc.
Tier 2
Small Group
Interventions
(CICO, 3 S Social and
Academic support
groups, etc)
Universal:
School-Wide Assessment
School-Wide Prevention Systems
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11/1/2013
EXCELLENCE
DISCIPLINE
INTEGRITY
RESPECT
PERSEVERANCE
In the Classroom
Part 3
Data used and implementation of
the roll out: Outcomes
In the Cafeteria
Arrival to and Departure from school
Use appropriate language
and voice level
Respond positively to
reasonable requests
Be considerate of others’
learning
Use appropriate
language and voice
level
Keep hands and feet
to yourself
Make room for others
to pass
Do your own work
Support others’ learning
styles
Report problems to an
adult
Help others in need
Give others privacy
• Pay for and
Report problems to an Report problems to an consume your own
adult
adult
food and drink
•Support and include
one another
•Report problems to
an adult
• Always walk
•Support and include one another
•Leave the street at the door
•Report problems to an adult
Be on time
Be on task
Be prepared
Be organized
Walk
Keep to the right
Go directly to your
destination
Keep locker closed
Consistently follow
routines
Honor personal
space
Walk
•Follow the arrival and dismissal
procedure
• Enter and exit the building through the
designated door
Sit in your seat when on the bus
• Do your best work
•Listen to learn and
understand
•Keep classroom neat
•Engage in your learning
• Keep walls, lockers,
and floors clean
•Leave your area
clean
• Leave your area clean
•Follow all bus rules
Use appropriate
language and voice
level
Clean up after yourself
Flush!
Place personal items
in the proper
receptacle
Keep walls & stalls
clean
Consistently follow
routines
Return to room
promptly
• Be patient as you
wait your turn in line
Be patient as you wait
Stay in assigned area
Seek help when needed
Remove headphones from your ears
before entering the building
Use appropriate
language and voice
level
Clean up after
yourself
Be silent for
announcements
Keep hands, feet,
and food to yourself
Use appropriate language and voice
level
Respond positively to reasonable
requests
Keep hands and feet to yourself
Remove hats and silence phones when
entering the building
Rollout
Calendar
Plan key dates for implementation
PLAN quality signs and post them
Videotape problem area
Collect pre data
Meet with student advisory group
Create survey based on video and pre data
Plan dates to make/edit student videos
In the Bathroom/
Locker room
• Prepare yourself for
class quickly
Teaching the Expectations
•
•
•
•
•
•
•
•
•
•
•
•
•
In the Hallway
Keep Trying
Seek help when needed
Finish what you start
Maintain a positive
attitude
Data (pre- & post)
Lesson plan
Teach adults
Teach students
Set a goal/challenge
Celebrate success
Calendar
•
•
•
•
•
Select week to distribute surveys to volunteers
Set date to review surveys and gather data
Meet with interested parties
Set date to create scripts and develop lessons
Set dates to go over new expectations with involved
parties
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11/1/2013
Bus Driver Survey
Student Bus Survey
RMS Bus Driver Survey
12/19 bus drivers responded
• Students took an online survey
• Compiled list of inappropriate
behaviors that they saw and what
behaviors were the most disruptive
to them such as:
Top 3-4 behaviors bus drivers see more than one student do
more than 3-4 times while in the schoolyard waiting for the bus.
• Shouting/yelling: 11
• Pushing/shoving/slapping/hitting: 7
• Abusive language/inappropriate language: 7
• Running: 6
• Walking or running in front of busses: 5
–
–
–
–
–
Of the behaviors, which is the most dangerous and most important for us
to address?
• Walking or running in front of busses: 7
• Shouting/yelling: 6
• Pushing/shoving/slapping/hitting: 4
Bus Roll Out Data: On the Bus
Swearing
Bullying
Pushing and shoving
Littering
Being rude
It Worked!
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20
• We enjoyed the results so much re rolled out a
hallway procedure as well!
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Pre
Post
10
5
0
Shouting
Throwing
Moving
ODRS 2011-2013
ODRS by Grade 2010-11 and 2011-12
16
300
14
250
12
200
Grade 6
10
150
Grade 7
2010-11
8
2011-12
Grade 8
100
2012-13
6
50
4
0
2010-11
2
2011-12
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
April
May
Jun
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11/1/2013
ISS and OSS 2010-2013
6th Grade
Pre
611
Post
397
400
20% Reduction
350
488
Actual %
36%
6th Grade
300
700
250
600
2010-11
200
# of incidents
2011-12
2012-13
150
100
50
500
400
300
200
100
0
0
ISS Events
ISS Days
OSS Events
OSS Days
7th Grade
Pre
Post
8th Grade
Pre
1033
Post
517
20% Reduction
826
Actual %
Pre
565
Post
432
20% Reduction
50%
452
Actual %
24%
8th Grade
600
1000
500
800
# of incidents
# of incidents
7th Grade
1200
600
400
200
Post
119
Pre
Post
Why do This?
Exploratory
206
200
0
Pre
Post
300
100
0
Pre
400
• Increasingly diverse student population
20% Reduction
– Language, SES,
– Academic ability (range)
– Social behaviors
– Stressors at home / community
164
Actual %
43%
Exploratories
250
• To meet the range of needs, teachers need to:
# of incidents
200
– Employ a range of instructional strategies
– Teach classroom routines to support higher level
thinking skills
– Encourage student behaviors
– Pointed toward self-management
150
100
50
0
Pre
Post
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11/1/2013
MAIN YR 1-2 OUTCOME OBJECTIVES
TIC
• Leadership team
• Staff agreements
• Working knowledge of SW-PBS practices &
systems
• Yr 1 SW-PBS individualized action plan
– Proposal, Agreements, Team, Data
Big Ideas of PBIS
1.
2.
3.
4.
5.
6.
7.
8.
ALL students are part of ONE proactive educational system.
Work in teams that represent all key stakeholders .
Create, articulate, and implement a framework with 3-5
positively-stated behavior expectations.
Teach, reinforce, and build response systems around the school’s
behavior expectations .
Use evidence based curriculum, instruction, and interventions
match to student needs.
Use relevant assessments.
Data are used to guide decisions and to build the system.
Professional development (onsite and offsite) and follow-up
modeling and coaching are provided to faculty/staff to ensure
effective instruction at all levels.
2/11/2011
PBIS Sustainability
• Elements of a Sustainable Model
What is the Vision?
Sustainability looks like:
– A handbook or manual- consistency with all
manuals and student handbooks, etc.
– Professional Development for teams and staff
– Teams
– Data (McIntosh, et al., 2012)
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11/1/2013
Goal Setting- Remainder of this
year
• Where are we in the process?
• How are we doing against our planned
benchmarks?
• What can we get done by June 2013?
Goal Setting Activity
Based upon the data:
By June of 2013, we will have accomplished:
• Specific measures:
Goal Setting Activity
Based upon the data:
By June of 2014, we will have accomplished:
Suggested Timeline for 2013-14
• Use the Benchmarks Tool and Calendar to
complete a plan.
• Specific measures:
NEXT STEPS
• Next Team Meeting (date and time):
• Agenda items:
• Roles (facilitator, note taker, timekeeper):
• Location
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11/1/2013
IOD Resources
Thank you!
JoAnne M. Malloy, Ph.D., MSW
Clinical assistant Professor
Institute on Disability
University of New Hampshire
Joanne.malloy@unh.edu
Iod.unh.edu
APEX webpage
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