Enhancing a Collaborative and
Collegial Culture With PBIS:
A Leadership Opportunity
PBIS Maryland: RTT 2010
June 23, 2010
Dr. Dave Reeder
Director for Secondary Education
Washington County Public Schools
Learning
Outcomes
What is the role of the principal in facilitating the success of
PBIS?
How can PBIS be used to enhance the culture of a school and
promote a collaborative and collegial learning community?
Why is the use of data important in supporting and sustaining
collaborative and collegial PBIS processes in a school?
How can PBIS processes complement and enhance other initiatives,
processes, and attitudes in a school?
What would be your vision of a fully implemented and successful
PBIS initiative in your school?
Why PBIS, or any other
“Positive” program?
• It is a research-based, validated practice
and school reform initiative
• It incorporates the “science of behavior”
• It enhances opportunities for academic
achievement
• It increases capacity for managing “redzone”
• It is in special education law & MSDE’s
regulations for general education as well
What Do Principals Say
“PBIS is an integral part of the success of
our school. Our PBIS program helped
improve our attendance, discipline, and
educational outcomes. I believe all
students should be intrinsically motivated
but many need to begin with extrinsic
motivators.”
Dr. Steve Tarason – Principal at WHMS
What Do Principals Say
“PBIS provides opportunities for
school administrators to maximize
leadership potential by encouraging
select staff to lead specific, planned
action steps that showcase individual
teacher talents and result in a
positive experience for all students.”
Mrs. Peggy Pugh – Principal NMS
What Do Principals Say
“The proactive approach to school-wide
discipline has been instrumental in curbing
inappropriate behaviors and positively
influencing our overall school climate. As a
principal, PBIS offers a blueprint to
consistently define behavioral
expectations and discipline procedures for
all staff members to follow throughout the
building.”
Mr. Deron Crawford – Principal CMS
What Do Principals Say
“ PBIS allows for a consistent system
approach to enforcing and teaching
expectations school-wide. This contributes
to creating a positive culture for students
and staff. The PBIS committee is data
driven and solution oriented. Having PBIS
in place provides support for new staff to
the building which assists them with
behavior management.”
Mrs. Jenny Ruppenthal – Principal SpMS
Maryland’s Tiered Instructional and
Positive Behavioral Interventions and
Supports (PBIS) Framework
Academic Systems
Behavioral Systems
Intensive, Individually Designed Interventions
• Address individual needs of student
• Assessment-based
• High Intensity
Targeted, Group Interventions
• Small, needs-based groups for
at risk students who do not respond
to universal strategies
• High efficiency
• Rapid response
Core Curriculum and
Differentiated Instruction
• All students
• Preventive, proactive
•School-wide or classroom
systems for ALL students
1-5%
5-10%
1-5%
Intensive, Individually Designed Interventions
• Strategies to address needs of individual
students with intensive needs
• Function-based assessments
• Intense, durable strategies
5-10%
Targeted, Group Interventions
• Small, needs-based groups for atrisk students who do not respond to
universal strategies
• High efficiency/ Rapid response
• Function-based logic
80-90%
80-90%
Core Curriculum and
Universal Interventions
• All settings, all students
• Preventive, proactive
• School-wide or classroom
systems for ALL students and
staff
Washington County’s 16
PBIS Schools
Secondary
Antietam Academy – High
Elementary
Antietam Academy – Middle
Bester Elementary
Boonsboro Middle
Eastern Elementary
Clear Spring Middle
Fountaindale Elementary
E.R. Hicks Middle
Pangborn Elementary
Northern Middle
Rockland Woods
North Hagerstown High
Salem Avenue Elem.
Springfield Middle
Winter Street Elem.
Western Heights Middle
Number of PBIS Schools in
Maryland
Research
Markoe, M. (2008). A Study of
Administrators’ Attitudes and
Perspectives of Positive Behavior
Interventions and Supports. Dissertation
Dr. Mike Markoe - Assistant Superintendent for
WCPS
Themes and Findings
• Promotes the recognition and rewarding of
positive behaviors.
• Perpetuates the establishment of consistent
school-wide behavior expectations and uniform
language.
• Positive response by stakeholders to PBIS
implementation.
• Relationship appears to exist between PBIS
implementation and a transformational leadership
style.
Climate and Environment
• “Education and psychosocial growth are best facilitated
in an orderly environment characterized by fairness,
justice, and clear standards of behavior that are
supported and enforced by stakeholder groups. The
first order of business is to build structures, processes,
and helpful mechanisms that moves schools and school
organizations from chaos to order”
• (Joyner et. Al, 2004, p.94)
What Is PBIS?
 Clearly defined & socially important
outcomes for the students, their
families, and teachers.
 Research-validated practices.
 Data-based decision making
processes.
 Systems to support high fidelity
implementation.
What is PBIS?
• PBIS is a systems integration approach to
enhancing the capacity of schools to educate all
students, especially those with challenging social
behaviors.
• It’s a systematic organization of school
environments & routines so educators have
increased capacity to adopt, use & sustain
effective research-based behavioral practices &
processes for all students.
Learning Outcome 1
What is the role of the
principal in facilitating the
success of PBIS?
Activity
• Discuss and determine the role of
the principal in the successful
implementation and sustainability of
PBIS in your school.
• What behaviors does the principal
exhibit that contributes to the
success of the program?
PBIS is NOT. . .
a specific PROGRAM
and it will NOT look the same
in every school.
9 Critical Features of PBIS
Implementation
1- Establish commitment
2- Establish & maintain school team
3- Self-assessment
4- Establish School-Wide
Expectations
5- Establish on-going system of
rewards
Critical Features of PBIS
Implementation
6- Establish system for responding to
behavioral violations
7- Establish information/data analysis
system
8- Build capacity for Function-Based
support
9- Build district level support
Learning Outcome 2
How can PBIS be used to enhance
the culture of a school and promote
a collaborative and collegial learning
community?
Activity
• Discuss the culture of your school
and describe what a teacher,
student, and parent would say if
asked about your school.
• What is the level of involvement by
staff and students in the PBIS
process.
Establish School-Wide
Expectations
• The Three R’s: Be Respectful, Be
Responsible, Be Ready
• ERH: Effort, Responsibility, Honesty
• SMS: Respect, Responsibility, Resolve
Springfield Middle: Jen
& Julie (Counselors)
#1: PBS Team
#2: Faculty Commitment
#8: Implementation Plan
E.R. Hicks: Duane & Chrissy
(Principal and Teaacher)
# 3: Effective procedures for Dealing
with Discipline
#4: Data Entry & Analysis Plan
Established
#10: Evaluation of PBIS
CSMS: Deron & Jaime
(Principal and Teacher)
#5: Expectation & Rules Developed
#6: Reward/Recognition Program
Established
#7: Lesson Plans for Teaching
Expectations/Rules
Responding to Rule-Violating Behavior =
Consequences
CLASSROOM
PROCEDURES
Assertive Discipline techniques
Supervised Time Out in class
Time Out in Another class
Teacher/Student Conference
Teacher/Parent Conference
Behavior Management Plan
Lunch/Recess Detention
After School Detention
(Teacher Managed)
Consult with
Counselor/Behavior
Resource/Psychologist/Gra
de Level Team
ADMINISTRATIVE
PROCEDURES
Conference with Student
Lunch/Recess Detention
Phone contact with Parent
Student phone call to Parent
SST Conference
Before/After School Detention
ISS
OSS
Processes
• Classroom Focused Improvement
Process (CFIP)
• Coaching
• Protocols
• Professional Development
• Professional Learning Communities
• Continuous Improvement
Acknowledge Expected
Behavior
• Tangible rewards/acknowledgements
Standard token economy practices using
tickets, coupons, “gotchas” (daily) – used for
school store, special activities, privileges, etc.
• Social recognition
Positive feedback - verbal praise, morning
announcements, PTA Newsletter, walls of fame,
positive referrals to office, etc.
Learning Outcome 3
Why is the use of data
important in supporting and
sustaining collaborative and
collegial PBIS processes in a
school?
Activity
• Discuss the data sources that your
PBIS committee uses to identify
issues and make plans for
improvement.
• How important is the review of data
in your school?
Monthly Data Analysis:
Answering “The Big Five”
1. Do we have a problem?
2. What is the problem?
3. Where is the problem
occurring?
4. When is the problem occurring?
5. With whom is the problem?
The Year In Review
What are the behaviors
that need addressed?
•
When is it Happening?
Referrals by Time of Day
N um ber of R efer r als
Re fe rrals by Tim e of Day
30
25
20
15
10
5
0
7 : 0 0 7 : 3 0 8 : 0 0 8 : 3 0 9 : 0 0 9 : 3 0 1 0 : 0 01 0 : 3 01 1 : 0 01 1 : 3 01 2 : 0 01 2 : 3 0 1 : 0 0 1 : 3 0 2 : 0 0 2 : 3 0 3 : 0 0 3 : 3 0
Time of Day
Where is it Happening?
N um ber of O ffic e R efer r als
Referrals by Location
50
40
30
20
10
0
B ath R B us A
B us
C af
C lass C omm
Gym
H all
School Locations
Libr
P lay G S pec
Other
What is the breakdown of staff
referral and what does this indicate?
Staff: 63 Referrals: 839
What is the extent of the
problem?
Students: 48 (6%) Referrals: 490 (60%)
Office Re fe rrals pe r Day pe r M onth
A v e R efer r als per D ay
Last Year and This Year
20
15
10
5
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
School Months
Apr
May
Jun
Office Re fe rrals pe r Day pe r M onth
A v e R efer r als per D ay
Last Year and This Year
20
15
10
5
0
Sept
Oct
Nov
Dec
Jan
Feb
Mar
School Months
Apr
May
Jun
N um ber of R efer r als
Referrals by Problem
Behavior
Re fe rr als pe r Prob Be havior
50
40
30
20
10
0
L a n g Ac h o l Ars o n Bo m bCo m b sDe f i a nDi s ru p tDre s sAg g / f g tT h e f tHa ra s sPro p D Sk i p T a rd y T o b a c Va n d W e a p
Types of Problem Behavior
FRMS Total Office Discipline Referrals
Sustained Impact
3000
Pre
Total ODRs
2500
2000
Post
1500
1000
500
0
94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06
Academic Years
Multi-Year Data
(Average Referrals Per Day Per
Month)
POSITIVE BEHAVIORAL
INTERVENTIONS and SUPPORTS
Supporting
Decision
Making
Supporting staff
behavior
Systems
Data
Practices
Supporting
Student Behavior
PBIS “3-Circles” Problem-Solving Worksheet
Targeted Problem: _______________________
Step 4: What will we do to support staff?
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
SYSTEMS –
Support Staff
Behavior
Step 3: What will we do to support student
behavior?
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
DATA –
Supports
Decision
Making
PRACTICES –
Support Student Behavior
Step 1: What does the data say?
____________________________
____________________________
____________________________
____________________________
____________________________
____________________________
Step 2: What is the goal?
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Learning Outcome 4
How can PBIS processes complement
and enhance other initiatives,
processes, and attitudes in a
school?
Activity
• Identify and discuss the initiatives
that are currently in force in your
system and school.
• How are or could these initiatives be
related in order to foster a systems
approach to continuous improvement
in your school?
Systems Consolidation
•
•
•
•
•
•
•
•
•
School Improvement Team (SIT)
Discipline and Attendance Committee
Student Services Team (SST)
Parent Teacher Association (PTA)
Instructional Leadership Team (ILT)
Social Committee
STARS Committee
Character Counts
Classroom Focused Improvement Process (CFIP)
Learning Outcome 5
Final Reflection
• What would be your vision of a
fully implemented and successful
PBIS initiative in your school?
www.pbismaryland.org
www.pbis.org