» PBIS TEAM
» STAFF COMMITMENT
» EFFECTIVE
PROCEDURES FOR
DEALING WITH
DISCIPLINE
» DATA ENTRY AND
ANALYSIS PLAN
ESTABLISHED
» GUIDELINES FOR
SUCCESS AND
EXPECTATION
» REWARD/RECONGITION
PROGRAM ESTABLISHED
» LESSON PLANS FOR
TEACHING GFS &
EXPECTATIONS
» IMPLEMENTATION PLAN
» CRISIS PLAN
» EVALUATION
1.Collect It – Different measures: numbers (office
referrals), perceptional data (surveys), and
direct observational (common area
observations)
2.Analyze It – Find patterns. Make statements
about data; no judgment or solutions yet!
3.Display/Present It – Share data in graphic
format to staff every 4-8 weeks
1.Collect It – Different measures: numbers (office
referrals), perceptional data (surveys), and
direct observational (common area
observations, SET)
2.Analyze It – Find patterns. Make statements
about data; no judgment or solutions yet!
3.Display/Present It – Share data in graphic
format to staff every 4-8 weeks
» Surveys tell you how people “feel” about a
building’s culture and climate
» Surveys will often raise concerns that office
referral data will not.
» Look for patterns of responses by students
and staff.
» Compare survey data year to year
˃
(Is school culture and climate improving?)
» One piece at a time…
1. Surveys---staff and
student
2. Common area
observations
3. Referrals
4. Other information
What are the STRENGTHS of…?










the campus and building structure
the faculty and staff
the students
school-wide level behavior supports
The 5 PBS Principles:
Have you defined behavior expectations,
Have you taught behavior expectations,
How are you encouraging…,
How are you supervising…,
Are you correcting with
 civility
 productivity
What are the CONCERNS
about?
Strengths/Positives
Referrals
Surveys
Common Area
Observations/
Areas of Concern
Differences in Staff
and Student
Responses
1. Collect It – Different measures: numbers (office
referrals), perceptional data (surveys), and direct
observational (common area observations, SET)
2. Analyze It – Find patterns. Make statements about
data; no judgment or solutions yet!
3. Display/Present It – Share data in graphic format
to staff every 4-8 weeks. Develop proposals, get
faculty adoption— follow the improvement cycle!
T.C. Cherry Elementary – Office Referrals
350
350
297
300
250
178
200
150
110
100
38
50
0
97,98
98,99
99,00
01,02
02,03
Class of 2008
160
140
120
100
9th 04-05
10th 05-06
11th 06-07
80
60
40
20
0
Aug
Oct
Dec
Feb
Apr
# 0f Students at Each Grade
Level with Referral(s) 05-06
12
11
# of Students
10
9
0
50
100
150
200
250
300
T.C. Cherry Elementary: After-School Detentions
1996-97
816 *
900
1997-98
1998-99
800
1999-00
700
600
500
400
257 **
300
200
29**
0**
100
0
Detentions
National Association of State
directors of Special Education
“RtI is the practice of:
(1) providing high-quality
instruction/intervention
matched to all students needs
and
(2) using learning rate over time
and level of performance to
(3) make important educational
decisions to guide instruction.
1. Schoolwide Screening
2. Tiered Instructions/Intervention
System
3. Progress Monitoring
4. Data-Based Decision Making
5. Fidelity of Implementation
Designing School-Wide Systems for
Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
»
»
»
»
»
»
»
»
Wait to fail
Blame the student
Few procedures for what to do
Dwindling resources
Being held to higher standards & mandates
Many fall through the cracks
Not supporting success of all
¼ of pediatric visits are for behavior
1.
2.
3.
4.
5.
Universal Screening
Progress Monitoring
Intervention fidelity
Data-based decision-making
Evidence-based or scientifically
validated interventions
6. Multiple tiers of behavior support
» Set Schoolwide behavior expectations
» Teach expected behaviors and campus
guidelines
» Promote compliance of behavior
expectations
THEN . . .
Are we
doing it?
If yes . . .
What does
it look like
If no . . .
Why not?
» Lack of knowledge
» Lack of resources
» Perception that it’s okay for a
portion of our student
population to remain
marginalized or unidentified
What are you using as a
screening tool
»
»
»
»
»
»
office referrals,
attendance records,
tardiness,
schoolwide observations,
surveys of staff, students, parents
other discipline data
Systematic
Screening for
Behavioral
Disorders
(SSBD)
» ..\..\..\Documents\SRSS.doc
School-wide system
interventions if:
More than 35% of students Classroom system if:
in school received one or
More than 50% of
more ODR , OR
referrals come from
There are more than 2.5
classroom, OR
office referrals per
More than 40% of
student
referrals come from less
than 10% of all
classrooms
Targeted Group if:
More than 10-15%
receive more than
10 office referrals
Individual system if:
less than 10 students
receive more than 10
referrals , OR
A small number of
students (1-5%) receive
a high rate of
suspension and
expulsion for behaviors
that are unsafe
» Create a “risk list”
» Prioritize the list
» Determine the number of
students to serve –
What should be considered?
Consider:
is evidence of effectiveness
how much does intervention cost
how big an effect can be expected
can it be replicated by when not conducted by
researchers
» can teachers integrate into their daily routine
»
»
»
»
˃ Unconditional positive regard
˃ 4:1 ratio
˃ Human needs fostered (fun, freedom,
empowerment, & belonging
˃ Individual and group reinforcement
˃ On-going rule & procedure teaching
˃ Differentiated instruction and accommodations
»
»
»
»
»
»
Structuring for Success
Teaching Responsible Behavior
Lesson Plans for Students
Training for Staff
Launch
Effective Supervision
Creates
consistency
among staff and
contributes to
“buy-in”
»
»
»
»
»
»
Daily report cards
Mentoring programs
Check-in/Check out systems
Self-monitoring systems
Behavior contracting
Social Skills instruction
1.Structure
2.Teach
3.Observe
4.Interact
5.Correct
B
E
H
A
V
I
O
R
Mild Misbehaviors
•
•
•
•
•
•
•
•
R
E
S
P
O
N
S
E
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Moderate Misbehaviors
Talking out
Off Task
No Materials
No Homework
Delay in following directions
Dress Code Violation
Non-compliance
•
Proximity
Change Seating/Location
Verbal Reprimand
Signal/Gesture/Look
Record Misbehavior
Model/Practice Expectation
TEACHING AND PRACTICE OF
EXPECTED BEHAVIOR
Discussion with Student
Planned Feedback
Reference Behavior
Monitor/Feedback Sheet
Social Skill Correction Procedure
Pre-correction
Humor
Planned Ignoring
Parental Contact
Previous responses plus:
•
Positive Practice
•
Conference with Teacher (paired with
Behavior Improvement Form)
•
Timeout
•
Time Owed
•
Loss of Privileges, points, etc. (Response
Cost)
•
Restitution
•
TEACHING AND PRACTICE OF
EXPECTED BEHAVIOR
•
Emotional Reaction
(only 2x a year)
•
•
•
•
•
Disrespect
Defiance
Verbal Aggression
Mild Physical Aggression
Class Disruption
Repeat Offenses
Severe Misbehaviors
•
•
•
•
Strong and Repetitive Defiance
Physical Aggression
Severe Verbal Aggression
Severe/Repetitive Class Disruption (i.e.
Temper Tantrum)
Previous responses, plus:
•
Reference Level System
•
Individualized Behavior Intervention
Plan
•
TEACHING AND PRACTICE OF
EXPECTED BEHAVIORS
•
Parental Involvement
•
De-Escalation
•
Interagency Support
•
Detention
•
Suspension
•
Office Referral
Levels of Infractions
Mild (1)
(Classroom)
Moderate (2)
(Documentation)
Tardy
Truancy
Refusing to Work
Chronic Refusal to comply
Unnecessary Noise
with teacher
Unauthorized location
Constant arguing with
Unexcused Absence
teacher
Sleeping in Class
Student Conflict
Unauthorized Departure from class
PDA
Cursing/Profanity (not at teacher)
Classroom disruption
Off task/talking
Cell phone visible
No text/dress out
Severe (3)
(Office)
Fighting
Under the Influence
Possession/Illegal
Verbal Assault
Gang Related
behavior
Dress Code
Theft
Extreme Classroom
disruption
Chronic 1 or 2
Consequences
Mild (1)
Moderate (2)
Severe (3)
Student Conference
Call Parent
Change Seats
Referral to Counselor
Detained after class
Consult with Admin.
Document/Filed
Call Parent
Contact with Admin.
Progress Report
Refer to Counselor
ISS
Detention
Suspension
Alternative School
Expulsion
• Book of recipes,
plans for
behavior Tier 2
& Tier 3
Interventions
• Different factors
= different
interventions
• Ants in the Pants Helpers Group – (Active students)
• Attendance and Tardy Group
• Blue Cards– (graduated steps asking students to make a
change)
• Bus Riders School
• Free Birds Group – (Escape function intervention)
• “A” Status Celebrates Every Step– (New achievement
celebrated)
• Check and Connect
• Good Behavior Game
• Homework Completion Group
• Life Transitions Group – Crisis Support
• Lunch Bunch
• Playground Playgroups
• Recess Club
• TALKS Mentoring Program – (Adult relationship support)
• The EAGLE Team – (Multiple office discipline referrals)
» What they need
» What are the
elements that need
to be included on
their?
» Functional based behavior
planning process
» Family Therapy
» Multi-systemic wrap around
services
» Cognitive behavioral therapy
» Possible Tier 3 Interventions-update.doc
What is it?
A reliable and valid method for
measuring student progress and
evaluate the effectiveness of
intervention. Progress monitoring
requires frequent and repeated
collection of data in order to
make informative decisions.
» Systematic Direct Observation
(someone other than the teacher)
» Behavioral Observation of Students in School
» Direct Behavior Rating
» Effective Behavior Instrument Support
» Office Discipline Referral
» Electronic Daily Behavior Report Card © e‐DBRC©:
Individual Progress Monitoring
» Review 360 Software
» CBM
»
»
»
»
»
Percentage of intervention steps implemented
Intervention manual
Rating of intervention implementation
Permanent products of intervention
Task analysis of intervention
» School Fidelity Self-Assessment.doc
August – September
Prep teachers – training, re-teaching, etc.
Review schoolwide rules
Send notices home
PBIS in place
October
Schoolwide Screener
(week 6)
Review Risk List
(10 minute meeting)
October – November
Meet with or Notify Parents
of students on risk list
Conduct assessment to
identify problem type
Consider coordinating
reading/behavior
screening notification
November – December
» Use targeted intervention
» Resource mapped intervention
January – February / March – May
» Use targeted intervention
» Use resource mapped intervention
» Consider specialized services based on diagnosis,
assessment, structured background, intervention, direct
observation, and FBA
Before Using . . .
•
•
•
•
•
•
•
Determine the problem
Talk with student
Talk with parents
Who will be involved
Select the format
Categorizing the problem
Permission
INTERVENTIONS
• 25 minute Intervention Planning
• Mild to Moderate
• In-Depth Intervention
• Moderate to Severe or Complex
issues
• 25 minutes expansion
• Clarifies responsibilities
• Check for understanding of
the plan
• Offers support when
needed
• Provides follow-up during
and after intervention
•
•
•
•
Mini presentations
Posters and Fliers
Memos
Testimonials