Universal PBIS
&
The School
Administrator’s
role:
Process
Compliance &
Accountability
Presentation Purpose
To provide guidance to schoolbuilding level administrators
regarding process, compliance and
accountability related to
implementation of universal PBIS.
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2010-11 State-Wide Instances of
Removal from Classroom
Type of Removal
Total Removed
In-School Suspension
83,707
(unduplicated count)
Out-School Suspension
69,066
(unduplicated count)
In-School Expulsion
4,800
Out-School Expulsion
1,680
TOTAL
159,253
When applying just 6.5 hours (1 missed school day
excluding 30 min for lunch) for each instance, it totals
1,035,145 hours removed from regular/assigned
classroom.
•
Louisiana Department of Education
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Evidence about the Effects of
Suspension and Expulsion
• There is little scientific research to show that zero-tolerance or
other “get-tough” measures are effective in reducing school
violence or increasing school safety.
• Several studies have found negative outcomes following
suspension and expulsion, such as delinquency, substance abuse
and school dropout
• The three student discipline issues most frequently rated as
serious or moderate problems by principals at elementary and
secondary level schools were tardiness, absenteeism, and
physical violence
– Suspension and Expulsion At-A-Glance, Institute for Democracy, Education and Access (2003)
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The Challenge…
• Implementing the process as an
administrator
• Being in compliance with the legal
requirements
• Being accountable as the school’s
leaders
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Module 1:
PBIS Process
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Background:
School-Wide PBIS
• School-Wide Expectations and rules taught in
settings during first week of school
• School-Wide Reinforcement System in use
• Minor/Major problem behavior defined
• Leveled system for dealing with minor/major
problem in use
In order for the PBIS process to be implemented in any
school it requires
Administative Support and Guidance
7
School-Wide Positive Behavior Support
Procedures and processes intended
for all students, staff, in specific
settings and across campus;
FOCUSES ON PREVENTION!
Critical Elements of SWPBIS
1. Expectations developed
2. Positively stated rules developed for
specific settings that align with
expectations
3. Lesson plans developed for teaching
expectations/rules
4. Reinforcement System Developed
a. Student Reinforcement System is
established (what, when, how)
b. Faculty Involvement
Strategies for sharing data
Staff Reinforcements
5. Discipline Referral Process
a. Minor vs. Major Behavior definitions
and examples
b. Discipline flow chart developed
(protocol for minor, major, crisis)
c. Principles of Behavior taught/reviewed
with staff
6. Training/Resources Developed for Act 136
Training
7. Analyze Big 5 Data and other data sources
on a regular basis and share with faculty
8. PBIS Team Established
a. Membership, meeting times, leader,
roles, agenda, etc.
b. Alignment and communication with
other initiatives
9. Implementation plan established
Faculty In-service
Communicating PBIS with families
Master Model Discipline Plan
Book of Products
10. Evaluation Measures Utilized
*Benchmarks of Quality, Surveys, etc.
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Critical Elements of SWPBIS
1. Expectations developed
2. Positively stated rules developed for
specific settings that align with
expectations
3. Lesson plans developed for teaching
expectations/rules
4. Reinforcement System Developed
a. Student Reinforcement System is
established (what, when, how)
b. Faculty Involvement
Strategies for sharing data
Staff Reinforcements
5. Discipline Referral Process
a. Minor vs. Major Behavior definitions
and examples
b. Discipline flow chart developed
(protocol for minor, major, crisis)
c. Principles of Behavior taught/reviewed
with staff
6. Training/Resources Developed for Act 136
Training
7. Analyze Big 5 Data and other data sources
on a regular basis and share with faculty
8. PBIS Team Established
a. Membership, meeting times, leader,
roles, agenda, etc.
b. Alignment and communication with
other initiatives
9. Implementation plan established
Faculty In-service
Communicating PBIS with families
Master Model Discipline Plan
Book of Products
10. Evaluation Measures Utilized
*Benchmarks of Quality, Surveys, etc.
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Critical Elements of SWPBIS
1. Expectations developed
2. Positively stated rules developed for
specific settings that align with
expectations
3. Lesson plans developed for teaching
expectations/rules
4. Reinforcement System Developed
a. Student Reinforcement System is
established (what, when, how)
b. Faculty Involvement
Strategies for sharing data
Staff Reinforcements
5. Discipline Referral Process
a. Minor vs. Major Behavior definitions
and examples
b. Discipline flow chart developed
(protocol for minor, major, crisis)
c. Principles of Behavior taught/reviewed
with staff
6. Training/Resources Developed for Act 136
Training
7. Analyze Big 5 Data and other data sources
on a regular basis and share with faculty
8. PBIS Team Established
a. Membership, meeting times, leader,
roles, agenda, etc.
b. Alignment and communication with
other initiatives
9. Implementation plan established
Faculty In-service
Communicating PBIS with families
Master Model Discipline Plan
Book of Products
10. Evaluation Measures Utilized
*Benchmarks of Quality, Surveys, etc.
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The Office Discipline Referral Process
• Contains definitions of: major discipline
incidents, minor discipline incidents, crisis
incidents, a continuum of discipline procedures
• Can be summarized in a narrative or graphic
form
• Is presented to all staff for approval
• Is trained to all staff
• Teachers should post this referral process in
their classrooms!
Observe Problem
Behavior
In a Nutshell ......
Discipline Process
Yes, Immediate
Administrative
Response
Needed
If Not
Is
Behavior
Major?
Handle in Classroom
Call Extension: 214
& Provide Details
If Yes, but
not crisis
Problem Solve
Teacher Determined
Consequences
File Minor Infraction
Report in Classroom
and with Dean
Follow-up
Submit Office
Referral to Grade
Level Dean
Administrative
Consequences
Assigned prior to
re-entry of class
Deans/Admin
Notified Immediately
Situation Assessed
by Admin & Action
Implemented
Minor: Classroom disruption, minor profanity, cheating, etc.
Major: Minor behavior that has not improved with interventions, major profanity
Yes, Immediate Response: Potentially unsafe environment, suspicion of criminal behavior
So many committees, so little time…
• Most schools have numerous committees that
actually do some of the same things
• Most committees are comprised of the same
team members
• Consider how SWPBIS should compliment
other initiatives/committees such as SBLC, RtI,
etc.
Activity
Working Smarter
PART 1
• List all the committees and initiatives that are currently on your
campus and complete the requested information in the columns
PART 2
• Based on your results, what committees can you:
(a) eliminate?
(b) combine?
(c) provide more support?
(d) infuse PBIS into?
(e) distribute membership responsibility?
PART 3
• How can you return to school and feasibly consolidate? support
or realign?
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Action Plan!
Module 1
•Discipline Referral Process
•Minors & Majors
•Flowchart
•Shared and Taught with all
•Working Smarter
•Initiatives, Committees & Team
Module 2:
Compliance
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What are the “Legal Requirements” for
Administrators?
• 1. Master Model Discipline Plan (MMDP)
(R.S. 17:252) ;
• 2. Act 136: Training for School Personnel in
Classroom Management (R.S. 17:252 (D)).
Juvenile Justice Reform Act (1225)
•
•
Passed in 2003
Subpart C-1 The Education/Juvenile Justice
Partnership Act legislated that:
• BESE would formulate, develop and recommend a
Model Master Plan for improving behavior and
discipline within schools that includes the utilization
of positive behavioral supports and other effective
disciplinary tools
• Each city, parish, and other local public school board
should be responsible for the develop of school
master plans for supporting student behavior and
discipline based upon the model master plan
developed and approved by BESE
Master Model Discipline Plan (MMDP)
• Worksheets required each year by each school according to
the LA Department of Education
– Monitoring Rubric
– Assurance signed by Superintendent
– Report: each school answers these questions, reports
them to the district contact, and then the district contact
creates an annual report to be provided to the school
board
– MMDP Worksheet: each school completes
– MMDP Master Plan: each school completes
• District retains a copy of MMDP documents each year
Monitoring Rubric
Monitoring Rubric (cont.)
Superintendent Assurance
Annual School Report
MMDP: Worksheet & Plan
Scavenger Hunt
• Look at the School Model Master Plan. Can
you number at least 5 items that require the
School Administrator to make a decision?
Group Share
Ensuring & Sustaining Safe, Supportive &
Successful Classrooms = ACT 136
– The school master plans required of city, parish, and
other local public school boards by this Section shall
make provision for pre-service and ongoing grade
appropriate classroom management training for
teachers, principals, and other appropriate school
personnel regarding positive behavioral supports and
reinforcement, conflict resolution, mediation, cultural
competence, restorative practices, guidance and
discipline, and adolescent development.
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Scavenger Hunt
• Look at the Teacher Training Requirements.
Can you find at least 5 training requirements
that are required to be provided?
Group Share
Meeting Classroom Management
Training Requirements
Individual Teachers in
Need
Preservice to Specific
Groups of Teachers
Ongoing to All Staff
How to Determine Training Needs
I. Inventory current training Resources available
A. Look at Regional, District and School level resources
i. Personnel for Training
ii. Financial Resources
iii. Training Time
B. Determine Needs in your school or District
II. Utilize discipline data to determine what your
training needs are for Yellow/Red Zone
How to Determine Training for
Teachers with Specific Needs
• 1. Review Discipline Data
• Question: What Data will you review to make
this determination? Share with learning
partner.
• Whole Group Share.
Administrator’s “Hard” Evidence of
Compliance
• Model Master Plan
• Teacher Training in Classroom
Management
Administrator’s “Soft” Evidence
• Leadership Team that regularly meets and is
empowered to work with Administrator in
making decisions regarding school Discipline
plan and school practices
• Regular review of Discipline Data
• Expectations that are part of the “school
culture” and embedded in the language of the
school
• Reward system (tangibles and intangibles) that
is meaningful and well thought out
List Compliance Action Items
Discussed
• Partner Sharing
• Whole Group Share
Action Plan!
Module 1: Compliance
•Master Model Discipline Plan (MMDP)
•Monitoring Rubric
•Assurance signed by Superintendent
•Report: each school answers these questions, reports
them to the district contact, and then the district contact
creates an annual report to be provided to the school board
•MMDP Worksheet: each school completes
•MMDP Master Plan: each school completes
•Act 136, Classroom Management
•Providing training
Module 3:
Accountability
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Module 3: Accountability
• Book of Products
• Agendas/minutes from meetings
• Going through the motions to meet
mandates
• Data
– SETs: when and how to use the data
– Benchmarks of Quality: when and how to use
the data
– Identifying teachers in need of assistance
– Administrators’ point of view
– Walk- throughs
Book of Products
Administrators need to review Book of
Products twice a year.
Things to look for
-Team Action Plan filled out and updated
to the year
-Referral Process Flow Chart: show
evidence of use
-Expectations and Rules: still applicable
for each school year
-Lesson Plans, Time Line and Lessons:
Check to make sure lesson plans are
updated and timelines are correct for the
school year.
-School Improvement Plan: Make sure the
SIP is current
-Master Model Plan: Make sure MMP is
current
-Crisis Plan: Make sure it is current and
applicable for the school year.
-Reinforcement Systems: Evidence showing
that they are updated throughout the year,
utilized and connected to the expectations.
Agendas/Minutes from Meetings
-SWPBIS Team Meeting Agendas: Have
agendas and sign-in sheets.
-Data and Interventions: Have current
behavioral data, listing of interventions
utilized and results of interventions
documented.
It is KEY to have evidence showing that
meetings are being held and productive.
By having evidence, the school is able to
address its problems in a data driven
environment.
Going Through the Motions to Meet
Mandates
Administrators should never allow the team to
go through the motions without having
evidence of what their goals are and how they
will achieve their outcomes.
By tracking this information this should allow for
a more congruent system for the
administrators to monitor all aspects of their
school.
Data
All schools should be data driven.
Academics are not arbitrarily decided,
therefore, behavior/school climate should not
be arbitrarily decided.
Things to Look for when
Examining Data
•
•
•
•
•
•
•
•
When/where/time of behavior incidents.
# of behavior per student
# of behavior by teacher
Grade levels
Frequency
Attendance
504 referrals
SPED referrals
You are looking for any trend or
combination of concerned areas that will
help generate and guide interventions.
Data Interventions
It is key for administrators to collect data on
interventions used to address data driven
concerns. Data is needed to determine if the
interventions are ineffective and to develop
alternative interventions to achieve success.
Data is the MACHINE that should run a school.
Data allows an administrator to make decisions
that will directly and indirectly affect the
success of a school.
Benchmarks of Quality & SETs
• Benchmarks of Quality is a self
assessment that will allow all teachers
and administrators to have a point of
reference as to where they are in the
PBIS process.
• SETs must be administered by
someone who has been trained in the
SET and has expert knowledge of the
PBIS process.
How well are your teachers connected
to the students?
• Through the data process the administrator
and PBIS team can recognize a teacher(s) that
may need technical assistance.
Identifying Teachers in Need of
Technical Assistance
A Positive Climate for Learning
Well Connected
Somewhat Connected
Society
Community
Neighborhood
Work
Teacher
Not
Connected
Family
Peers
School
Classroom
Student
Tips to Help Prevent Problem
Behaviors
• Discuss methods to proactively teach skills,
procedures, schedules, consequences, and
expectations, and develop a plan for
implementation in participant’s
school/classroom.
• Identify replacement skills to address problem
behaviors with in the school/classroom.
• Develop specific skill steps via task analysis.
• Practice using Proactive Teaching.
• Track patterns of problem behaviors school wide.
Proactive Teaching
Proactively
Teach
Rules
Procedures
Skills
Consequences
These things must be in place and
aligned with the expectations of the
school and classrooms.
Average Retention Rate
Students are:
5%
Passive
10%
20%
30%
Active
50%
75%
90%
Lecture
Reading
Audio-Visual
Demonstration
Discussion
Practice by Doing
Teaching It
Amount of information that goes into long-term
memory…by how it’s processed.
PBIS Walkthroughs
Teacher Name: ______________________
Expectations Visible
Yes
No
Evidence of Expectations Taught
Yes
No
2:1 Ratio, Praises to Corrections
Yes
No
Student Demonstrating Knowledge
of Routine & Procedures
Yes
No
Date: _________________
Comments
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Action Plan!
Module 1: Accountability
•Book of Products
•Agendas/minutes from meetings
•Going through the motions to meet mandates
•Data
–SETs: when and how to use the data
–Benchmarks of Quality: when and how to use
the data
–Identifying teachers in need of assistance
–Administrators’ point of view
–Walk- throughs